Senior Secondary Course

321-Home Science
Book -1
1. Home Family and Home Science 1

15. Environment Management 249

16. Household Equipment 269
17. Consumer Education 283
 Home, Family and Home Science MODULE - 1
The art and science
of managing home

1
Notes

HOME, FAMILY AND

HOME SCIENCE

‘Home sweet home’ - yes we all have a home a where we live with our
family and enjoy the feeling of belongingness. Our family consists of father,
mother, brother (s), sister (s) and at times other relatives who live under a
common roof to form a household. In a household the woman - a wife or
mother plays the major role of homemaking by managing the household
activities. But the perception of homemaking has gradually changed. Today,
the man and the woman jointly share the responsibilities of home and family.
It is for this reason that both men and women should have knowledge
regarding family well-being and make attempts to improve the living standard
of the family. In this context the subject of Home Science caters to the needs
of both boys and girls.

This lesson brings to you the meaning, aim, importance and scope of Home
Science and the job avenues that it can open before you.

OBJECTIVES
After studying this lesson you will be able to:

define the term home, family and Home Science;

explain the meaning, aim, importance and misconceptions about Home
Science as a subject;

discuss the various areas of Home Science in terms of skill development;

list various vocational opportunities for wage and self-employment.

HOME SCIENCE 1
 MODULE - 1 Home, Family and Home Science
The art and science
of managing home 1.1 MEANING OF HOME SCIENCE

Home Science consists of two words, that is, ‘Home’ and ‘Science’. The
word ‘home’ refers to the place of residence where the family lives. The
word science refers to knowledge based on facts, principles and laws. By
Notes combining these two words the meaning of Home Science can be derived as
‘application of scientific knowledge in a systematic manner towards
improving the quality of home and family life’.

Since Home Science is concerned with various aspects of daily living that
includes food, shelter, clothing, health, resources and services, the subject
draws principles from related subjects of arts and sciences. These principles
are then applied to promoting healthier and happier living. Home Science
thus becomes an art and science of daily living.

Let us see how Home Science serves as the art and science of living. In
Home Science you will learn about nutrients, food groups, balanced meals,
etc., that will improve your scientific knowledge. When you use this
knowledge for preparing nutritious food then it is science but when you serve
the food in an attractive manner then it is art. Similarly, when you learn
about textiles, fibre, fabric, etc, along with their properties and care, that will
be called science but when you design and stitch garments and do embroidery
to beautify the garment then it is an art. You will use this combination of
science and art in many spheres of daily living.

Activity 1.1: Observe the combinations of science and art in your

daily life. Give at least one example each for the following:

S.No. The Science and art Example

1. The meal that you eat

2. The clothes that you wear
3. The arrangements in your kitchen
4. Caring for a child

1.2 AIM OF HOME SCIENCE

Since education in Home Science is concerned with yourself, your home

and family and the resources needed for well-being of individuals, the subject

2 HOME SCIENCE
 Home, Family and Home Science MODULE - 1
The art and science
aims at providing maximum satisfaction to you and your family for of managing home
harmonious living. The subject also builds up scientific knowledge and skills
for daily living. Besides this, Home Science also prepares you for many
opportunities to enter into the job market for:

Career: A chosen profession or occupation for self-advancement Notes

Vocation: A regular occupation for which an individual is particularly

suited or qualified

Wage employment: Earning salary or wages by working for someone

or some organization

Self-employment: Income earning activity by being owner of the activity

Entrepreneurship: Small scale innovatrie business to earn a profit.

1.3 IMPORTANCE OF HOME SCIENCE

Home Science gives knowledge for facing new challenges, to cope with
knowledge explosion, technological advancements, new developments and
growing needs of individuals for successful living in society. Home Science
is one such subject that trains you to face with confidence, the challenge of
changing times for attaining satisfaction and harmonious living.

Importance for individuals

Home Science will give you scientific knowledge and develop skill for
efficient performance of household responsibilities. Skill is the process of
applying theory based knowledge into your daily life. For example, countering
social pressures to adopt unhealthy eating practices by refusal is a skill.
Seeking services for help with sexual issues is another skill. Developmental
of positive skill leads us towards happiness and satisfaction.It will also prepare
you to take up wage or self-employment.

Importance for home and family life
The emphasis in Home Science is to strengthen home and family life by
making an optimal use of available resources. It will help you to apply
knowledge of different sciences for improving home and family environment,
health, growth and development of individuals and in managing your
household resources. This is the only subject that deals with food, clothing,
shelter, health, human relationships, household resources and concerns of
individuals that exist within a home and in a family.

HOME SCIENCE 3
 MODULE - 1 Home, Family and Home Science
The art and science
of managing home Family is the smallest social unit of a community. The contribution of Home
Science in the overall enrichment of family helps in the development of
community and nation at large.

Importance for economic stability
Notes Different areas of Home Science prepare you for a variety of jobs. The
economic stability of the family can be ensured by undertaking a job or self
employment. This will further lead to raising the living standard of the family
and quality of life.

INTEXT QUESTIONS 1.1

1. Fill in the appropriate word in the blank space -
a. A place where we reside _______________
b. One who discharges household responsibilities _______________
c. Subject that promotes healthier and happier living ____________
d. Earning salary by working for someone or in some organization
_______________
e. Small scale innovative business for making a profit ____________

2. Tick (√) mark the correct answer. Give a reason to justify your answer.
(i) Home Science caters to the needs of daily living of
a. boys only
b. girls only
c. both boys and girls
d. the society
Because ..............................................................................................

(ii) Home Science applies knowledge for well-being of individuals by

drawing principles from
a. science alone
b. arts alone
c. sometimes science and sometimes arts
d. both science and arts

Because ..........................................................................................

4 HOME SCIENCE
 Home, Family and Home Science MODULE - 1
The art and science
1.4 MISCONCEPTIONS REGARDING HOME SCIENCE of managing home

For a lay person Home Science seems to mean cooking, stitching and
decorating the home. But in reality Home Science is much more than these.
It is a subject that teaches you the science and art of performing homemaking
tasks and attending to household chores. At the same time it also prepares
Notes
you for various vocations.
Despite the significance of the subject there are many misconceptions. There
is a need to eliminate these. Let us consider the facts related to misconceptions.
Misconception : Home Science only teaches cooking, stitching, home
decoration and child care.
Fact: We can not deny the fact that food, shelter and clothing are the basic
needs of daily life. Home Science includes these aspects with an emphasis
on building scientific knowledge. For example, we do not eat food just to
satisfy our hunger but we eat food to meet the nutritional requirements of
our body that contribute to promoting growth and development, provide
energy for doing various activities and for regulating various body functions.
This we learn in one of the areas of Home Science. The aspect of cooking
that is taught under the subject of Home Science deals with principles and
methods of cooking for preventing loss of nutrients and adding variety,
balance and nourishment in the diet. So the fact is that though Home Science
teaches cooking, it is based on the science and art of cooking.
Similarly, there can be numerous examples to support the relationship of
science and art. When you will study about clothing, grooming, personality
development, personal and environmental hygiene, management of resources
like time, money and energy; care of children and elderly you will find that
the principles of science are deep rooted in Home Science. They help to
build scientific temperament for its application in daily life. Thus Home
Science caters to betterment of mankind and improves homemaking skills.
Misconception : Home Science is meant for girls because they have to
manage the home in later life.
Fact: Today, there is a predominance of the nuclear
family structure. The man and the woman share Fact : 49% of learners
responsibilities. Moreover, the number of wage opting to study Home
earning homemakers are gradually increasing which Science at NIOS are
means that there is pressure of dual responsibility on males!
women. In other words we can say that the woman
combines her homemaking responsibilities with generating income for the
family. Under such conditions, the work load of women should be shared by
the men. Home Science orients and prepares both men and women to deal

HOME SCIENCE 5
 MODULE - 1 Home, Family and Home Science
The art and science
of managing home with various aspects of life. It is therefore wrong to say that Home Science is
meant for girls alone. We must change our mindset and accept that Home
Science is beneficial for boys also.
Misconception : Why study Home Science when girls can learn
homemaking skills from their mother?
Notes
Fact: Yes, girls do learn many homemaking skills from their mother but by
studying the subject of Home Science they
can find answers to why, how and when of
doing these activities. For example, why is
oil used for making pickle? A layman’s
answer will be to preserve the pickle. But how
does oil preserve the pickle? In Home Science
you will learn that oil prevents the direct
contact of air with the preserved item like
mango and prevents spoilage. You will find
numerous such examples and scientific
reasoning when you study Home Science. Fig. 1.1
Therefore, the fact is that though we learn
many things from our mother, supplementing these with scientific reasoning
helps us to do things in a more organised manner.
Misconception : Home Science does not offer attractive job opportunities.
Fact: A variety of job opportunities in different areas of Home Science are
available after studying the subject at school level. There is no other subject
that opens up the avenues for such a variety of jobs. Moreover, Home Science
also prepares you for self-employment or for starting small enterprises. We
will discuss the job opportunities in detail a little later in the lesson.
1.5 AREAS OF HOME SCIENCE
Home Science is a composite subject that deals with daily life situations.
Accordingly, it consists of those areas that are related to our life. Home
Science has five different areas but at school level only four areas are taught.
Each area of Home Science along with its sub-components that you will be
studying, is listed as under:
Table 1.1
Area Sub-components
Food and Nutrition Food; nutrition; meal planning; nutritional
status, health and care of sick; purchase and
storage of food; food preservation.
Resource Management Consumer education, work ethics, income
management, savings and investments, work

6 HOME SCIENCE
 Home, Family and Home Science MODULE - 1
The art and science
and space organization, time and energy of managing home
management, conservation of energy and
environment management.
Human Development Development in early and middle childhood,
adolescence, special issues in human
Notes
development.
Textiles and clothing Fabric science and its construction; textile
finishes, selection, care and maintenance.

Note: At college level one more area, Extension Education, is taught as a subject.

1.6 SCOPE OF HOME SCIENCE

The scope of each area of Home Science along with skill building for daily
living has been explained in Table 1.2.

INTEXT QUESTIONS 1.2

1. List any three misconceptions about Home Science
(i) ......................................................................................................
(ii) ......................................................................................................
(iii) ......................................................................................................

2. Write any two scope(s) for each area of Home Science

a. ...............................................................................................................
...............................................................................................................
b. ...............................................................................................................
...............................................................................................................
c. ...............................................................................................................
...............................................................................................................
d. ...............................................................................................................
...............................................................................................................

1.7 JOB OPPORTUNITIES IN HOME SCIENCE

In section 1.2, you have already learnt about the terms that are used in a job
market. Before we study about different job opportunities, let us try to
understand the terms that are related to job opportunities. You can be a wage
employee by working in a bakery or boutiques or a day care center. But you
will be called self employed when you manage your own bakery, boutique or

HOME SCIENCE 7
 Table 1.2 : Area-wise scope and skill building for daily living
MODULE -1
Scope
Home, Family and Home Science
Skill building for daily living
The art and science
Area: Resource Management
Ability to recognize the rights and responsibilities of a wise
of managing home

Becoming a consumer conscious individual consumer

Wisely managing family income and
Ability to use consumer aids while purchasing goods or
expenditure using services

Recognizing the need for saving money
Consciousness building regarding consumer protection laws
and making investments
Aptitude to manage expenditure within the available income
Notes

Adopting work simplification measures for
Proficiency in saving money
overcoming fatigue and managing time and
Ability to take maximum benefit of saving and investment
energy schemes

Recognizing the mutual relationship
Dexterity in making a time plan and using work simplification
between space organi-zation and aesthetics methods for saving energy

Optimally utilizing and conserving energy
Expertise in space organization for performing various house-
sources around you hold activities

Developing eco-friendly consci-ousness
Discernement in using renewable and non-renewable sources

Developing aptitude for work ethics and of energy at home
ethical standards in daily living
Ability to prevent environment degradation and use eco
friendly products and practices

Appreciating the value of code of ethics
Human Development

Recognizing different aspects of
Competence in caring for the child as per physical, motor,
development from early to late childhood social, emotional, language and cognitive development

Understanding the physical changes,
Aptitude for facilitating the sound development of adolescents
developmental tasks, characteristics and
Proficiency in managing and caring for people with special
problems of adolescents needs

Being sensitized towards special issues in
human development

Fabric Science

Wisely selecting fabric for different end
Expertise in identification and selection of fabric
uses appropripate to end use

Getting acquainted with different textile
Deftness in using textile finishes for fabric enrichment
finishes and using simple techniques for
Ability to buy clothing and textiles by judging quality and
fabric enrichment labels

Wisely selecting and maintaining clothing
Competence in laundering and storage of clothes.
and textiles
Capability to protect the health of the family by providing
nutritionally rich food
Food and Nutrition

Recognizing the interrelationship of food,
Competency in preparing balanced meals to suit the nutritional
nutrition and health requirement of individuals

Planning and preparing balanced meal as
Proficiency in meal planning as per signs and symptoms of
per nutritional requirement nutritional status and deficiency diseases

Planning and preparing theraputic meals
Aptitude for modifying diet for sick persons and nutrition re-
for the sick lated health problems

Expertise in assessing nutritional status and recognizing signs
and symptoms of common nutritional deficiency diseases

Ability to use appropriate storage and food preservation
methods.
8 HOME SCIENCE
8 HOME SCIENCE
Home, Family and Home Science MODULE - 1
The art and science
day care center. You will be called an entrepreneur when you undertake of managing home
income earning project as a small scale business. After studying Home Science
at school level you will find many opportunities to be a wage earner or self-
employed or an entrepreneur.
The possible job opportunities for wage employment, self employment and
Notes
entrepreneurship at the entry level or after successfully completing senior
secondary education may be:
A. Opportunities for wage employment

Staff of consumer organization/forum

Advisor of consumer rights

Sales representative of consumer goods and services

Representative of saving and investment schemes

Employee of saving and investment schemes

Staff in show rooms of furniture, equipment and other household goods,
government emporium, craft centers, production units of household
commodities

Employee in nursery school, day care center, creche, balwadi

Caretaker in guest house, hotel rooms, office

Laboratory attendants in Home Science colleges and schools offering
Home Science

Employee in a dry cleaning shop

Staff of catering center, dietetics department in hospitals, cafeteria,
canteen, food commodity store, etc.

Employee in a garment manufacturing firm, textile industry, designing
unit, etc.
B. Opportunities for self-employment/entrepreneurship

Producer of household craft items, decorative articles and creative items

Owner of a nursery school, day care center, creche, balwadi

Owner of a guest house or paying guest accomodation

Tailor and/or finisher for stitched garments, eg., sewing buttons, doing
hemming or attaching a fall on sari etc.

Owner of boutique, knitted garment unit, weaving unit and fabric
enrichment unit

Owner of dry cleaning shop

Owner of a canteen

Supplier of packed meals and food service from home

Owner of bakery, processed and preserved foods

Manager of outdoor catering service for parties

Conducting classes in cooking, garment construction, fabric enrichment,
soft toy making, knitting, weaving, etc

HOME SCIENCE 9
 MODULE - 1 Home, Family and Home Science
The art and science
of managing home
Packaging gift articles, selling fresh and dry flower arrangements,
contractual services for decoration for parties

Writer of articles for children’s/ women’s magazines

For your knowledge, different types of jobs that are available to Home
Notes Scientist after senior secondary have been clearly indicated in Table 1.3.
The kind of jobs that are available if you do advanced courses are also clearly
mentioned.

INTEXT QUESTIONS 1.3

1. Following are some examples of wage employment in Home Science.

In the column given on the right hand side write how you can change
each of the wage employment situations to self employment:

Wage employment Self-employment

a. Employee of nursery
school _________________________
b. Staff in a government
emporium _________________________
c. Manager of catering
services _________________________
d Cook at a canteen
e. Employee of savings _________________________
and investment schemes
f. Conducting cookery classes
at an institute _________________________
g. Working with a supplier
of home based food _________________________
services

h. Caretaker in a guest house _________________________

i. Sales person _________________________

10 HOME SCIENCE
 Table 1.3 Job opportunities in the Area of Home Science
Vocational Areas Opportunities of further
Job opportunties Job opportunities after
education
after senior secondary advanced course
Diploma in Hotel Management
Which career Food Laboratory Aide, Dietary Food Technician, Dietary Assistant,
and Catering, BSc Home
should I Aide, Food Product Tester, Dietetic Technician, Home Econo-
Science, Diploma from
Kitchen Food Assembler, Quality mist, Dietitian, Food Technologist,

HOME SCIENCE
choose? Polytechnics/ Vocational
Food and Nutrition Control Technician, Short Order Nutritionist, Caterer, Baker, Food
Institutions, Diploma in related
Cook, Baker helper, Service Manager, Speciality
subjects through Distance
Waiter/Waitress, Dining Room Cook, Chef
Education
Attendant, Cake Decorator
Diploma in Hotel Management
Guest Service Clerk, Guest House Manager,
and Catering, BSc Home
Home, Family and Home Science

Housekeeping Maid, Housekeeping Manager,

Science, Diploma from
House Keeping Host/Hostess, Hospitality Supervisor,
Polytechnics/ Vocational
Establishment Guide, Hotel/Motel Manager,
Institutions, Diploma in related
Lodging Facilities Attendant Convention Coordinator
subjects through Distance
Education

Showroom Assistant, Diploma in Hotel Management Window Display Designer,

Interior Design Aide, and Catering, BSc Home Interior Design Assistant,
Interior Designing, Furnishings Sales Associate Science, Diploma from Photo Stylist,
Furnishings and Polytechnics/ Vocational Furnishings Buyer,
Maintenance Institutions, Diploma in related Housekeeping Instructor
subjects through Distance
Education

Advisor consumer rights, BA/BSc Home Science, Food/Consumer Products Tester,

Product Demonstrator, Sales Diploma in Communication and Product Representative,
Notes

11
representative, Consumer Journalism, Diploma in Public Public Relations Representative,
Consumer Services
Reporter, Personal Shopper, Relations, Diploma in Consumer Newswriter
MODULE - 1
of managing home
The art and science

Staff of consumer Forum Consumer Protection Law.

Home, Family and Home Science

11
12
Adult Day Care Worker, BA/BSc Home Science Social Services Technician/
Residential Care Aide, Diploma of Special Educators/ Aide, Community Worker,
Family and Human Elder Care Worker, Child Development Counselors Special Needs Case Worker
Services Family Aide,
Which
profession Personal/Home Care Aide,
should I Homemaker’s Aide
choose?

Pre-school Aide, Diploma of Special Educators/ Child Day Care Supervisor,

Family Child Care Provider, Child Development Counselors, Pre-school Teacher,
Recreation Aide, Child guidance and counseling Special Education Aide,
Home, Family and Home Science

Child Development Teacher Aide certificate course, BSc After-School Program

and Education Elementary Education Supervisor

Fashion Design Aide, BSc Home Science, Fashion Assistant Designer,

Fabrics/Accessories Estimator, Designing from Institution of Fashion Illustrator,
Fashion Design, Sales Associate, Fashion Technology, Textile Technician,
Manufacturing and Costumer Assistant, Polytechnics/ Design Schools Computer Imaging Consultant,
Merchandising Employee in a drycleaning shop, Merchandise Displayer,
Employee in a garment Fashion Buyer
manufacturing firm,
Employee in a Textile Industry,
Employee in an Embroidery unit

*Aide - assistant/helper
 INTEXT QUESTIONS 1.4
1. JOB JUMBLE
Rachna went to the employment agency
to look for a new job. But when she
got there all the titles had been jumbled
up. Mr. Jain the manager, will give
Rachna a job if she can unscramble all
the job titles. Can you help her?
Home, Family and Home Science

13
 MODULE - 1 Home, Family and Home Science
The art and science
of managing home

WHAT YOU HAVE LEARNT

Meaning and importance

Notes Home Science Scope

Misconceptions regarding Home Science

Areas of H.Sc

Food and Resource Human Textile and

nutrition Management Development Clothing

Opportunities in H.Sc

Wage Self Entrepreneurship

employment employment

TERMINAL EXERCISE

1. Giving suitable examples, differentiate between the following:

a) Wage employment and self employment
b) Home and household
c) Vocation and entrepreneurship
2. “Home Science is meant for girls only.” Comment.
3. Explain the importance of Home Science being studied as a subject by
both girls and boys.
4. How will you explain to your neighbour that Home Science is more
than studying about cooking, sewing, cleaning and raising childern?
5. Discuss four skills in each area of Home Science that you use in your
daily life.
6. Suggest two opportunities each for wage and self employment in each
area of Home Science.

14 HOME SCIENCE
 Home, Family and Home Science MODULE - 1
The art and science
of managing home

ANSWERS TO INTEXT QUESTIONS

1.1 1. a. home, b. homemaker, c. Home Science
d.wage employment, e. entrepreneurship
Notes
2. (i) c, (ii) d
1.2 1,2 Refer to text
1.3 1. a) Opening your own nursery school
b) Owner of a gift shop
c) Starting your own catering service
d) Running your own canteen
e) Agent of saving and investment schemes
f) Starting your own cooking classes
g) Supplying home based food items
h) Running your own guest house
i) Opening your own boutique
1.4 1. Baker Helper
2. Guest Service Clerk
3. Showroom Assistant
4. Sales Representative
5. Elder care worker
6. Teacher Aide
7. Fabric Estimator
8. Emeroi Derer

For more information log on to

http:// www.hect.org and click on HERO

HOME SCIENCE 15
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home

2
Notes

ETHICS IN DAILY LIFE

Hari Om opened a grocery store in an upcoming middle class colony. Since this
was the only store in a new colony, the business picked up. Soon, Hari realized he
needed help. He employed a young boy Ramu to help him in the shop during peak
hours and in delivering things to the homes of the clients. For one week things
went off well, but soon Hari noticed that Ramu was slackening and had started
reporting late to work and took a long time to come back after home delivery.
Whenever Hari needed him in the shop Ramu was not available. Hari tried his best
to talk Ramu into mending his ways, to value time and pay more attention to his
work. But even four months latter the situation did not improve. Ramu was often
found sitting at the teashop drinking tea and whiling away time talking or playing
pitthu. After six months of trying to reform Ramu without success, Hari got fed up
and sacked him and employed another helper.
Is this case familiar to you? Have you come across such people in your life who
are not sincere to their work? Why is sincerity to work important? Why is the
employer unhappy with his workers to the extent that it costs them their jobs? In
this lesson we will familiarize you with everything that is important to be a good
worker if you are taking up a job. This information is also relevant and important
for you or for anybody to be a lovable member of the family, school or friends’
circle.

OBJECTIVES
After reading this lesson, you will be able to :

define the term 'ethics' and explain the need of ethics in daily life, at work and
at home;

describe some ethical problems encountered in life;

list some of the factors that raise the ethical standards in life;

develop a code of ethics for good living.

16 HOME SCIENCE
 Ethics in Daily Life MODULE - 1
The art and science
2.1 WHAT ARE ETHICS? of managing home

The word ethics deals with moral issues and

with right and wrong behaviour. Notes

Fig. 2.1
Ethics tell us about our moral duties and obligations so that our behaviour at work
or at home is right, truthful and just. Ethics are a set of standards and rules that are
required by an individual for leading a satisfactory family life and being a good
worker. Therefore, you require a set of ethics at home as well as at your work
place. You can observe the ethical behaviour through the following habits.

sincerity, honesty

truthfulness

respect for self and others

respect for time

respect for work

respect for our environment
Besides these ethics in our domestic life, our work place demands certain
specific ethics. These are:

regularity and punctuality

confidentiality

loyalty

maintaining cordial relations with colleagues and clients

willingness to learn and take on new responsbilities

2.2 NEED FOR ETHICS

Now let us find out why it is essential to have good ethics and how they affect our
interpersonal relationship and work performance.
Any work situation either at the office or at home has three major components:
Work, Worker and the Work Place.

The Work is the actual task to be done.

The Worker is the person who does the task.

Work Place includes the place for doing the task, tools and equipments re-
quired and the storage space for them.

HOME SCIENCE 17
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home You will agree that all the three components are inter-related and dependent on
each other. Further, you will also agree that the Worker is the most important
component of any work situation. This is so because only the Worker has the
ability to think, analyse, learn and manipulate. A Worker can acquire the art of
effective management of the Work, the Work Place, himself/herself and the other
Notes Workers. A Worker can also be disloyal, lazy, a bad manager of the Work Place
and thus ruin the business. Do you recall the example of Ramu and Hari given in
the beginning of this lesson?
Thus for the successful achievement of our goals and objectives, efficient utilisation
of our resources and to maintain discipline at home and at work, we need to
develop and adopt certain work ethics. These work ethics help us to do a task to
the best of our ability in a fair, just and impartial way. They encourage us to de-
velop and maintain a cordial work environment where all the people can enjoy
each other’s support and confidence.

Activity: Visit any work place (like an office, shop, police station, etc.)
and make a note of four ethical and four unethical practices followed
there.

INTEXT QUESTIONS 2.1

1. Mention five personal qualities that contribute to good work ethics:
(a) .......................... (b) ........................
(c) .......................... (d) ........................
(e) ........................
2. Select the most appropriate answer from the choices given in order to com-
plete the sentences-
(i) Work ethics means
(a) morality
(b) efficiency
(c) competence
(d) justice
(ii) Work ethics means
(a) a set of rules and standards
(b) a set of norms and standards
(c) right decisions and standards
(d) a set of rules and right decisions

18 HOME SCIENCE
 Ethics in Daily Life MODULE - 1
The art and science
(iii) Three components of the work situation are Worker, Workplace and of managing home
..................
(a) rules
(b) procedures
(c) work Notes
(d) co-workers
3. Separate the following as general ethics and work ethics :
(i) regularity
(ii) sincerity
(iii) punctuality
(iv) loyalty
(v) confidentiality
(vi) self respect
(vii) respect for the environment
(viii) truthfulness.

2.3 ETHICAL PROBLEMS IN FAMILY LIFE AND AT WORK

Fig. 2.2

So far, we have learnt about work ethics and their importance. Now let us discuss

HOME SCIENCE 19
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home some of the ethical problems commonly faced by us when we visit any work place
where workers:

are irregular and lack punctuality

are rude and impolite
Notes

have inadequate knowledge and skill

waste resources

disregard rules and regulations

disrespect the task at hand

are disloyal
(a) Irregularity and Lack of Punctuality
Irregularity and lack of punctuality are problems which you encounter frequently
in any work situation. Look around yourself and you may come across people
who get up late in the morning and are unable to send their children to school on
time. They may also not be able to provide their family members with proper
meals and have disorganised homes due to their irregular behaviour and lack of
punctuality. Such people frequently absent themselves from work. Others like to
come in late and leave early as a matter of habit or right. Some workers are never
found at their seat during working hours. You may have witnessed the inconve-
nience caused to the public wanting to pay bills when counter clerks are either late
or not found at their seats in banks, post offices, and telephone and electricity
offices. The irresponsible behaviour of such people spoils the discipline of the
work environment, sets bad examples, causes inconvenience to the public and
lowers the image of the organisation.
Are you regular and punctual in studying and completing your lessons and exer-
cises? If not, you will not be able to perform well in your exams and will then feel
unhappy about it. You should also understand that this will affect your future ca-
reer prospects.
(b) Rude and Impolite Behaviour
Sometimes certain family members are in the
habit of being rude and aggressive. Not only
does this destroy the peaceful atmosphere at
home but also creates a bad name for the fam-
ily. How would you react when the clerk at an
office counter does not listen to your request
carefully, telling you that he is busy, and asks
you to come later? Would you like to associate
with a colleague in your office who refuses to
Fig. 2.3

20 HOME SCIENCE
Ethics in Daily Life MODULE - 1
The art and science
do her part of the work, talks rudely, misbehaves with other colleagues and is of managing home
always in an aggressive mood? Rude and impolite behaviour of staff can be quite
disturbing and embarassing for an organisation.
(c) Inadequate Knowledge and Skill
Many people project that they have special skills and knowledge to impress oth- Notes
ers and enhance their job prospects. Suppose you have access to a computer but
do not know how to operate it, yet you insist on operating it, who would be
responsible if it gets spoilt? Many people claim to be qualified doctors and treat
patients for illnesses about which they know nothing. As a result, they can endan-
ger a patient’s life. Often people claim to be electricians without any knowledge
about electricity or machines and cause heavy losses.
Knowing your job is very important. One should not only be skilled at one’s job
but also be ready to learn more about it and update ones knowledge and skills
from time to time. Inadequate knowledge about nutrition, home appliances, medi-
cines and cleaning agents can sometimes cause serious mishaps at home. Further,
lack of knowledge of safety and first aid measures can also be very dangerous.
For example, you may get an electric shock while handling a plug with exposed
wiring, if you are not aware of the potential hazard of doing such a task. Lack of
knowledge about good nutrition and a balanced diet can cause several deficiency
diseases like night blindness, goitre, etc. in your family. Similarly, learning your
lessons sincerely will add to your knowledge and doing the suggested activities
will help you to develop the skills you need to perform well.
(d) Wastage of Resources

You have already learnt in a previous lesson that many of our resources are lim-
ited. Some homemakers are in the habit of over estimating and thereby wasting a
lot of cooked food. Sometimes, due to improper storage, raw ingredients get
spoilt and have to be thrown. Some people take large servings on their plates and
leave uneaten food when they are not able to eat it. Making unplanned and fre-
quent trips to the market without preparing a shopping list leads to a wastage of
your time and energy, and fuel if you go by a vehicle.

Lights and fans left running, without anybody using

them, are a common sight in many offices. Items of
office stationery being misused and thrown around
are also a common sight. Misuse of office telephones
and vehicles for personal work is a common
occurence. You may have also noticed that people
do not close taps after drinking water. All this is a
wastage of our precious resources.
Fig. 2.4

HOME SCIENCE 21
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home (e) Disregard for Rules and Regulations
You may have observed that in some homes special treatment is given to sons in
comparison to daughters. Often parents show favouritism towards a particular
child. Have you noticed a difference in the treatment of a daughter and a daughter-
Notes in-law in some families? In certain situations, mentally and physically challenged
individuals are discriminated against normal ones, both at home and outside. Some
people consider disregard for family norms and culture as signs of modernity. Can
you give some more such examples?

In many work situations one finds that the rules and regulations laid down for
maintaining discipline, good employer employee relationship and team spirit are
disregarded. This is usually observed when promotions are given out of turn, or
the management shows favouritism. In some work places you may find that people
are discriminated against because of their caste, sex or physical handicap. In many
cases women and children are paid less than men for the same job. Employing
children in hazardous industries like manufacture of fire crackers, chalks, etc.,
despite strict government regulations is also unethical. Some students do not com-
plete their assignments themselves and get them done by others or copy other
students’ work. Besides this, you may have observed some people cheating dur-
ing examination. This is against the rules and procedures laid down by the exam-
ining body and therefore, not ethical. Disregard of rules and regulations often leads
to serious situations at home and in the workplace.

(f) Disrespect for the Job

"Oh! I am only a housewife, I don't work". "I am just a simple clerk!"

Have you come across people who feel ashamed about the job they are doing and
talk like this? You must have wondered why they feel ashamed.

In our society, it is a common practice to consider some jobs respectable and

others less respectable; some jobs high and others lowly. As a result, many people,
despite enjoying their work, do not want to tell others about it for the fear of being
looked down upon. A housewife's contribution to the successful running of a home
is not given due respect by her family and the society in general. Let’s take another
example, a man selling drinking water on the roadside should feel proud of doing
so. Similarly, the passersby must not feel that supplying drinking water on the
roadside is a job to be looked down upon. As a student of Home Science, you
should respect your course as it is multi-disciplinary, practical and career-ori-
ented. You must have realised the value of studying Home Science in the first
lesson of your course.

22 HOME SCIENCE
 Ethics in Daily Life MODULE - 1
The art and science
(g) Disloyalty of managing home

Disclosing your family's secrets and maligning family members in public are con-
sidered signs of disloyalty to the family. Taking away common funds and setting up
something for your self ‘interest’ is yet an other way of being disloyal to one's
family. Notes
In offices, some staff members indulge in activities that are harmful to the success
of the organisation they work for. For instance, a chemical engineer may quietly
sell the secret formula of a new product to a rival company for some quick extra
money. A corrupt union leader may call for a strike of mill workers, thereby stop-
ping production at the mill leading to heavy losses. Taking bribes to grant special
favours to certain companies and people at the cost of one's own organisation is a
common occurence today. Cheating one’s employer and working for someone
else while being in the employment of another are other examples of disloyalty.
Can you think of some more examples of disloyal behaviour?

INTEXT QUESTIONS 2.2

1. Tick mark the statements which are ethically not correct.

(a) Making STD calls to relatives from your office

(b) Bank clerk opening the counter on time
(c) Bank clerks shunting you from counter to counter
(d) Going to a party in the office vehicle without making an entry in the log
book.
(e) Closing the tap while brushing your teeth.
(f) Employees working as a team
(g) Out of turn promotions
(h) Bribing an official to get work done
(i) Jumping the queue

2.4 CODE OF ETHICS

Most of the problems discussed in the previous section can be overcome. A list of
clearly stated rules, standards and principles to guide our behaviour at home and
in public is called a Code of Ethics. A code of ethics can be developed through
mutual agreement of the persons involved. The following is an example of a code
of work ethics for us to understand and follow diligently, both at work and at
home.

HOME SCIENCE 23
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home
Be regular and punctual at work and at home.

Do the task assigned to you.

Be polite, patient, courteous and respectful to all.

Notes
Acquire the knowledge and skills necessary to do the task assigned
to you.

Be prepared to learn more and update yourself.

Find more and more efficient ways of getting your work done.

Manage and apply your resources efficiently. Do not waste resources.

Follow the rules, policies and procedures of your work strictly and
uniformly.

Do not indulge in favouritism and discrimination while doing your
duty. Treat everyone equally.

Have respect for all kinds of work.

Do not accept favours that may negatively influence the performance
of your work.

Be loyal to your work and to the organisation to which you belong.

Expose corruption wherever you encounter it.

Let us take a pledge today, that we will follow this Code of Ethics
every day.

2.5 RAISING ETHICAL STANDARDS

What suggestions can you give to raise people’s ethical standards? Well, read the
following suggestions and see if you agree with them.

(a) Public Disclosure and Publicity

Unethical and corrupt workers should be held responsible for their actions. Such
irresponsible people should be exposed and they should be criticised and/or suit-
ably punished. Withdrawal of certain privileges and benefits may force them to
mend their ways. Bringing their wrongdoings to the notice of family members and
colleagues can also create social embarrassment for them. This would also act as
a warning for others who may be becoming slack.

24 HOME SCIENCE
 Ethics in Daily Life MODULE - 1
The art and science
(b) Preparation of a ‘Code of Ethics’ of managing home

A clear statement of the ethics in any situation and their strict implementation is
very vital. Such a code of work ethics makes our expectations clearly known to
others. For example, if the code of ethics is written and displayed on a board in
the front office of an organisation, the employee will be able to see and follow
Notes
them. This way the employees will be able to apply and integrate ethical concepts
into their work.

(c) Teaching of Ethics and Values in Schools and Colleges

So far ethics were expected to be learnt by a worker on his own, through experi-
ence and informal guidance from others in the office. Today, with cut throat com-
petition, multiple challenges and a fast changing environment, it is important that
every one should be well trained and efficient. Only then can we give good work
performance and expect to rise in our life. Therefore, teaching of moral values and
ethics should form a part of our lives at an early stage. This way we will be able to
develop as disciplined citizens and build our nation. Starting from an early age also
means developing values as habits. And you know that habits are difficult to get
rid of.
After going through this lesson, have you learnt more about ethics and ethical
practices? Don't you think that we should follow a code of ethics to improve our
personal and professional life?

INTEXT QUESTIONS 2.3

Fill in the blanks with suitable word(s).

(i) Be regular and …………… at work.
(ii) Be prepared to .................... more and update yourself.
(iii) Find more …………. ways of doing your work.
(iv) Have …………. for all kinds of work.
(v) Be …………. to your organization.
(vi) Follow a …………. in your work place for a better performance.
(vii) Unethical and …………. workers should be held responsible for their
actions.
(viii) Teaching of ........................... and ethics should form a part of school and
college curriculum.
WHAT HAVE YOU LEARNT

HOME SCIENCE 25
 MODULE - 1 Ethics in Daily Life
The art and science
of managing home

WHAT YOU HAVE LEARNT

Ethics
Notes

Deals with

Moral issues: Right and wrong behaviour

Ethical Problems

Disrespect for task

Rude and impolite behaviour

Inadequate knowledge and skill

Disregard for rules and regulations

Disloyaty

Wastage of resources

Irregularity and lack of punctuality

Can be solved by following

Code of Work Ethics

TERMINAL EXERCISE

1. Why should ethics and values be taught in schools and colleges?

2. Your brother is in the habit of making excuses for not helping others at
home. How will you explain him that his habit is wrong?
3. What will you do if you come to know that your colleague leaks confiden-
tial office information?
4. List some of the ethical habits you should develop as a student to enhance
your performance.

ANSWERS TO INTEXT QUESTIONS

2.1 1. Refer to text.

26 HOME SCIENCE
Ethics in Daily Life MODULE - 1
The art and science
2. i) (a) ii) (a) iii) (b) of managing home
3. General Ethics: (ii) (vi) (vii) (viii).
Work Ethics: (i) (iii) (iv) (v).

2.2 (a) (c) (d) (g) (h) (i) Notes

2.3 (i) punctual (ii) learn (iii) efficient (iv) respect

(v) loyal (vi) code of ethics (vii) corrupt (viii) moral values

For more information

http://www.ethics.org/resources/links

HOME SCIENCE 27
 MODULE - 1 Family, Health and Security
The art and science
of managing home

3
Notes

FAMILY, HEALTH AND

SECURITY

The oldest and most common human institution, ‘family’ is the most important
group to which most people ever belong. Each one of us is born into a family –
with a father, mother, may be grandparents, uncles, aunts and siblings. Among
them we feel protected, wanted and loved. In a family we are cared for and feel
emotionally and financially secure. Family teaches us how to interact and get along
with others, obey and respect elders. It helps in learning customs and traditions
and imbibing values and culture which are passed on from one generation to the
next.
In this lesson you will learn more about the functions and types of family and it’s
role in the health and safety of various members specially children.

OBJECTIVES
After reading this lesson you will be able to :

define the term ‘family’ and state its important functions;

describe the different types of families;

relate the changing family scenario to the changing roles and responsiblities of
family members;

define the term ‘health’;

elaborate the factors contributing to the family health;

explain the meaning of ‘security’;

present different ways of providing a safe and secure home.
3.1 DEFINE THE TERM FAMILY
Family is universal and typically consists of a married man and woman and their
children. Family means a group of related people who share a common home.
28 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
Members belong to a family through birth, marriage or adoption. of managing home

Three characteristics of family emerge from here. These are, a couple is married
and hence has legitimate status to sexual relationship between husband and wife.
Second, it implies a common place of residence for all its members. Of course, it
is seen that sometimes one or more members of a family may temporarily live
Notes
away from the house for reasons of work or otherwise. Similarly, some members
like old and aged parents/uncles/aunts or even cousin may stay with the family and
are considered a part of the family.
Thirdly, a family consists of not just the married couple but also children, both
natural and adopted. Natural children are those born to the couple and others may
be legally adopted by the couple.
Clearly, therefore, the family is the first organized unit of a society. Now let us find
out the functions of a family.
Functions of A Family
There are several important functions which a family performs.
(i) It gives protection: Indeed, it provides the best setting for the rearing and
care of newborns and infants, adolescents, the sick and the infirm or aged.
(ii) It provides emotional support of a degree and kind that is not available
otherwise. Such bonding is indispensable for the healthy development of
children. In fact, the family is the primary group which allows intimacy and
affection to be freely expressed.
(iii) It educates its members, who learn to live life in the setting of a family.
Children are taught the do’s and don’ts of the society, how to interact with
others, respect and obey elders, etc.
(iv) It provides financial security. Basic needs such as of food, shelter, clothing
are provided for members and they share responsibilities and work.
(v) It acts as a source of recreation. A family can be a source of happiness,
where members can talk to one another, play and do various activities together.
These may range from house-hold work to celebration of festivals and other
events like birth, engagement or marriage.
(vi) Family also performs the function of socializing children. Parents give their
children the first lessons in how to live with other people, to love, share, help
in time of need and take on responsibilities. The family nurtures attitudes and
values in children and influences their habits. Traditional skills are also picked
up within the family. The family also prepares its young members to get formal
education in school and beyond.
(vii) Family also fulfills the sexual function which is a biological need of every
human being. You know that family implies marriage and all societies approve
of sexual relation between man and woman after marriage.

HOME SCIENCE 29
 MODULE - 1 Family, Health and Security
The art and science
of managing home (viii) Reproductive function is fulfilled as a result of sexual relationship between
married man and woman. Children so born are the future members of the
society.
Look at your own family and see whether all of the functions mentioned above are
being fulfilled. Your answer will probably be yes.
Notes
Let us now see what are the different types of families around us.

3.2 TYPES OF FAMILY

You may have seen that some families are very small and others that are very
large. You are right, of course. Two types of families are seen in India-
– Joint Family
– Nuclear Family
A great deal of importance is attached to the family as a unit. In our country, Indian
families, generally, are very stable and child-centered. Let us learn about the
characteristics of both joint and nuclear families.
Joint Family is made of a combination of nuclear families, and consequently it is
much larger. It is made up of a man and his wife, their unmarried daughters, married
sons, their wives and children. The men are of the same family and women enter
the family by marriage. However, where the woman is the head of the family, it is
the mean who enter the family through marriage. It is a group of more than one or
even two generations living together.

Fig 3.1 A Joint Family

Typical characteristics of a joint family therefore, are as follows-

i) All member live under the same roof.
ii) Members eat food cooked in a common kitchen.

30 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
iii) Members are co-owners of property of the family. The eldest male of managing home
member of the joint family looks after the finances and the property i.e.,
there is a common purse.
iv) Members participate in common family events, festivals and religious
ceremonies.
Notes
v) Daughters of the family get married and move out to their husband’s
house while sons remain in the house with their wives and children.
vi) The decision making power in a joint family is with eldest adult male
member. The eldest woman also plays a role in decision making but in
a subtle way.
Traditionally, joint families used to be the rule in our society. Things are changing
now especially in urban areas. However, the joint family system still continues in
agricultural and business families.
There are several advantages of a joint family:

It encourages family members to be co-operative and accommodating. Work,
especially agricultural work, can be shared.

It allows for the old, the helpless and the unemployed in the family to be
looked after and cared for.

Rearing of small children becomes easier, especially when both parents work.

A child gets emotional and economic support in the event of the death of a
parent.

There is greater financial security.
Joint families also have their problems.

Women are sometimes badly and unequally treated.

Often disputes arise among the members over property or the running of a
business.

Some of the women have to do all the housework, and they get very little
time or opportunity to develop their personality.
The Nuclear family is usually a small unit made up of
the husband, the wife and their unmarried children.
Sometimes a brother or unmarried sister of the husband
may be living with them. This would be an extended
family.
There are some advantages of living in a nuclear
family:

Members of a nuclear family are generally more
independent and show greater initiative and self- Fig 3.2 A Nuclear Family
reliance.
HOME SCIENCE 31
 MODULE - 1 Family, Health and Security
The art and science
of managing home
The children are frequently encouraged to make decisions. This increases
their self-confidence.

Deeper emotional ties develop among the members. This is on account of the
greater privacy and also opportunities for mutual interaction which are
available in a nuclear family.
Notes

It is seen that as a society becomes more industrialised and urbanized, the
incidence of nuclear families increases.

One of the foremost reasons for families to be nuclear, especially in big cities
is housing problem. Larger families need larger space to live in. If families
have to live conveniently there is little option but to stick to a “nuclear” family.
Disadvantages of a Nuclear Family

There is no adult support to the young couple. No experienced person of the
family is readily available for advice.

When both the parents are working no one from the family is there to take
care of children.

In case of adversity there is no one to support the family financially or
emotionally.

Social values like ‘adjustment’, sharing or cooperation are difficult to learn.

INTEXT QUESTIONS 3.1

1. Pick the correct alternatives. Give reasons for your selection.
i) In a joint family the purse is
(a) common for the whole family
(b) with every head of small unit
(c) with every female head of small unit
(d) with both male and female heads
................................................................................................
................................................................................................
................................................................................................
(ii) In a joint family all the decisions are made by
(a) only male head of the family
(b) only female head of the family
(c) both male and female head of the family
(d) all members of the family

32 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
................................................................................................ of managing home
................................................................................................
................................................................................................
(iii) In a joint family property is owned by
Notes
(a) only male head of the family
(b) only female head of the family
(c) both male and female head of the family
(d) all members of the family
................................................................................................
................................................................................................
................................................................................................
2. List two characteristics which children living in joint family develop and two
characterstics which children living in nuclear family develop.
i) Joint
a) ...............................................................................................
b) ...............................................................................................
ii) Nuclear
a) ...............................................................................................
b) ...............................................................................................

3.3 CHANGING FAMILY SCENARIO

As we have said earlier, industrialization has brought about many changes in the
type of family and as a result, in the roles and responsibilities of members of a
family. So far, in a traditional family, the sons ‘took on’ the family business or
profession. The father or male members used to earn the money and were
responsible for the ‘outside’ work. The women looked after the home and the
children.
Now children, boy or girl, are more educated and have greater and better
opportunity for jobs. They leave their home to work elsewhere, most often to
urban areas from rural areas and suburbs. This has resulted in more nuclear families.
Because of smaller families, requirements of the family have changed, for example
ration requirements are less and also different because the number of people at
home are less.
Being on their own, women have a greater responsibility of looking after the home
and outside work. Similarly, the men also have to help out at homes looking after

HOME SCIENCE 33
 MODULE - 1 Family, Health and Security
The art and science
of managing home the children, etc. In some cases women have taken up jobs outside the house and
have the added responsibility of earning and looking after the home and children.
The children too have to be more self-reliant and have to do their share of work at
home.
Notes Family life was earlier rigidly patriarchal, where children and wives had few rights
and privileges and were not free to voice an opinion. It is now undergoing a change.
In the modern home women have greater freedom and social importance. The
children too have rights of their own. Their interests and desires have to be
considered. They also are able to voice their opinion on family matters which
concern them. Duties, which are divided in a joint family because of presence of
grand parents, uncles, aunts and siblings become concentrated with the parents.
As the nuclear family is far away from the rest of the family and relatives, the larger
community of neighbours, colleagues, friends etc. become important. The family
members need to adjust and adapt to them harmoniously.
Activity: Look around and observe the type of families in your
neighbourhood. Observe the members in any two families. Record the
following information.
- Who is the head of the family
- Who controls the finances
- Are both partners working
- Who is the decision maker
- Who mostly does household chores
- Who does the shopping
- Who takes care of children
3.4 CONCEPT OF “HEALTH”
Can you define ‘Health’? Well you are right. Health is the state of being free from
disease. But, this is not a complete definition of health. According to the World
Health Organisation: “Health is a state of complete physical, mental and
social well-being and not merely an absence of disease.”
What does this mean? It means that health includes being physically fit, mentally
relaxed, happy and free from worries and socially one is able to get along with
people, have confidence in dealings with other people in society, help others and is
sensitive to their needs.
Can you now list the indicators of good health? Yes, you are right. These are as
follows:

34 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
Good health of managing home

Physical Mental Social

- energetic - happy - get along well with others
- good posture - contented - pleasant mannerism Notes
- normal weight and height - confident - help others
- body organs functioning - sensitive to other - fulfil responsibility
normally people’s needs. towards others
- clear, clean skin - free from tensions
and anxieties
- bright eyes - relaxed
- shining hair
- clean breath
- good appetite
- good sleep

INTEXT QUESTIONS 3.2

1. Define health in your own words.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2. List ten characteristics of good physical health.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
3. List five characteristics each of mental and social health.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

HOME SCIENCE 35
 MODULE - 1 Family, Health and Security
The art and science
of managing home Factors contributing to health of the family
A family includes the young and old, men and women, each with different needs
and health requirements. Let us discuss requirements for good health of a family
here.
Notes 1) Nutritious Food
Why do we need food? We need to eat so that we get energy, build muscles
and bones and protect our body from disease. We must eat a balanced diet,
which means our food must have carbohydrates, proteins, fats, vitamins and
minerals in the right quantity. The ‘right quantity’ depends on the age, sex,
work of a person, status of health etc. A growing child needs more protein,
an adult needs more carbohydrate, sick people need different types of food
depending on the disease. A person with diabetes should not be given sweets.
Food eaten at the proper time is a healthy habit. We should avoid eating in
between meals. Children should be encouraged to eat fruits and vegetables
and less of fried and ‘fast’ food like hamburgers and pizzas. Consumption of
sweets, chocolates and ‘cola’ drinks should be minimal.
2) Personal Hygiene
There are four major aspects of personal hygiene:
(i) Cleanliness
(ii) Physical exercise
(iii) Rest and sleep
(iv) Healthy habits
Let us study more about these aspects.
i) Cleanliness
Hands: These must be cleaned regularly. We are continually handling a variety of
things like furniture, books, coins, currency notes, animals etc. All these carry
germs which may be picked up by your hand and fingers and transferred over
other parts of the body or into your mouth through food. To avoid getting any
infection through these modes remember the following:

Never put your fingers into your mouth.

Never turn the page of your book or newspaper by applying saliva to your
finger and likewise never count the currency notes in a similar manner.

Any time holding the currency notes or other objects in between the lips is
even more risky as you may catch germs.

After using toilets (latrines) always wash your hands very well with soap or
with clean charcoal ash but never with any soil (mitti).
36 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science

Indian culture of washing hands before and after meals is certainly a hygienic of managing home
practice, which must never be forgotten.

Shaking hands, though very common, is a potential source of transmission of
germs.
Skin: In order to keep the skin healthy take a bath daily because regular bathing Notes
does the following:

Keeps the skin clean and free of germs

Removes the body odours given out in perspiration

Keeps the sweat pores open
Also, change undergarments daily and wash them daily. Use handkerchief/
disposable napkins for nose.
Hair: The hair should be kept clean by frequent washing and regular combing.
This keeps them healthy and free of parasites (like the head lice) and dandruff.
Applying oil to the hair in moderate quantities at frequent intervals is required.
Teeth: The teeth should be cleaned at least twice a day, i.e., before going to bed,
at night and after getting up in the morning. The mouth should be washed after
every meal. This removes most of the extra food particles stuck in between the
teeth. Too many sweets and chocolates is harmful to both your teeth and gums.
When teeth and gums are not clean and healthy one is likely to get bad breath.
Breathing by nose: Always breathe by nose and never by mouth. Your nose
filters out the dirt and germs from the in-going air, thus protecting you from many
diseases.
Eyes: The eyes must be cleaned and washed with clear water two or three times
every day. Otherwise sticky white/yellow dirt sticks on inner sides of the eyes.
Never share towels with others, even in the same family. Applying kajal may some
times lead to eye infections specially if the same applying stick is shared by others.
Ears: The ears should be kept clean. If you do not wash ears every day you can
see dirt depositing on the insides of the ears. The wax inside may be cleaned by a
soft moistened swab (phurari). Never put pointed object into your ears.
Nails: Nature has provided nails for efficient working of fingers in holding and
manipulating objects. These are also an item of personal beauty. But long or
untrimmed nails gather dirt and germs underneath. So, always keep your nails
trimmed and clean.

HOME SCIENCE 37
 MODULE - 1 Family, Health and Security
The art and science
of managing home

INTEXT QUESTIONS 3.3

Mention two important indicators each for the following :

Notes
S.No Part of body Indicators
1. Hands
2. Skin
3. Hair
4. Eyes
5. Nails
6. Nose
7. Ears

3. Physical Exercise
Some kind of physical exercise is necessary for all age groups. Children, adoles-
cents and the young specially need it. Physical exercise improves blood circula-
tion. As a result, all the organs of the body receive the required oxygen and nour-
ishment for normal healthy growth.
There are a variety of physical exercises to suit you:

Brisk walking, running or jogging, aerobics,
yoga, etc.

Playing fast games like kabaddi, kho-kho, foot-
ball, hockey and other such sports

Wrestling, dund-baithak, judo, karate, etc.
For older people long gentle walks and yogasanas
Fig 3.3 Exercise
are excellent for keeping fit.
4. Posture
Correct posture is also important for health as well
as for impressive personality. You know that pos-
ture means the manner in which one sits, walks,
stands and works. You must learn to sit, stand and
walk with your back straight
Fig 3.4 Good Posture and shoulders stretched.
5. Rest and Sleep
During the day you work a lot and your body muscles get
tired. Similarly, your brain too gets tired because you read
and memorize and do so many other things mentally. Rest- Fig 3.5 Rest is
ing for a short while after intense work and sleep at night essential
38 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
refreshes your body for more work the next day. Sleep provides a good rest not of managing home
only to the tired brain but also to the fatigued body muscles.
How much to sleep?

Very young infants sleep for most of the day.
Notes

For the adults 6-7 hours of continuous sleep is sufficient.
The room or the place where you sleep should be well ventilated to allow
fresh air to come in, also it should be free of noise and disturbance.
6. Healthy Habits
You should develop good habits. Some important ones are as follows:

Take your food at regular hours

Go to bed at regular timings

Clear your bowels (passing stools) every day, preferably in the mornings.

Say ‘no’ to any temptation of even just trying once to taste drugs (stimulants
and sedatives). Similarly, don’t smoke or chew tobacco or even eat pan
masala and keep away from alcoholic drinks.

Never spit, urinate or defecate on the roadside or in public. Use only public
latrines and that too carefully, without making them dirty.
7. Sanitation - Keeping the Surroundings Clean
Sanitation means not to allow our surroundings to become dirty. What are the
things that can make your surroundings dirty?
(i) From your homes

Kitchen waste, peel of vegetables and fruits

Occasionally, the discarded stale food

Water after washings of utensils

Outflowing bathroom water

Human excreta, though normally flushed into sewers if provided, or
into the soak pits, or in very rare cases disposed off manually in dry
latrines.

Sometimes, deliberately killed dead rats, cockroaches, etc.

Some waste paper, waste packing bags and tins.

Sometimes plant wastes if there happens to be any kitchen garden or
flower beds.
(ii) Garbage outside-on roads and streets

Leaves fallen off from roadside trees and bird droppings

HOME SCIENCE 39
 MODULE - 1 Family, Health and Security
The art and science
of managing home
Animals excreta. Stray animals such as cows, buffaloes and street dogs
pass out faeces and urine. At times even the owners of pet dogs take
them out and let them ease at public places.

Occassionally dead animals like cats dogs or cattle may just be left in
the open to rot for some days.
Notes

Sometimes deliberately thrown out domestic waste articles.
(iii) Garbage inside your schools
Almost all the things as listed above under homes can be found in a school
also. There may even be kitchen refuse if there happens to be a canteen or a
refreshment stall in the school.
What happens if your surroundings are dirty?
If your surroundings are dirty, having rotten things, choked drains and accu-
mulated dirty and stinking water, it presents an ugly look. Besides, these are
the breeding places for insects and a whole lot of disease-producing germs
grow there. People living or working in such conditions often suffer from a
variety of diseases such as cholera, jaundice, malaria and tuberculosis.
iv) Climate and Clothing: Wearing clothes according to
season is also important to maintain good health. You
know clothes protect you from extreme heat and cold.
Besides, clothes must be clean or else will cause prob-
lems of skin. Wear cottons in summer. It keeps the
skin comfortable because it absorbs perspiration and
dries up quickly to keep the body cool and dry. Wool
keeps you warm and protects you from cold during
winters.

Fig 3.6 Aporopriate

INTEXT QUESTIONS 3.4 Clothing

Mention two reasons each for

(i) Regular exercise __________________
__________________
(ii) Good posture __________________
__________________
(iii) Rest and sleep __________________
__________________
(iv) Healthy habits __________________

40 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
__________________ of managing home
(v) Clothing to suit climate. __________________
__________________

Notes
3.5 CONCEPT OF “SECURITY”
Security means safety to life. It can be physical and psychological or mental.
You know that physical security is safety of the body and its processes. It has a
direct bearing on health. When air around you is polluted or the water you drink or
the food that you eat is infected with germs you can fall sick. If the floor is slippery
or when the roof top is unprotected you can fall and hurt yourself. The electric
wiring, the gadgets, the plug points, the sharp tools and the fire in the kitchen, the
broken glass/glass panes, etc., that you use or come in contact with can be a
source of injury to your body. For protecting your body you have to make sure
that your house/school, is a safe place to live and work and you yourself follow the
rules of safety. Not only that, you also make others follow rules of safety.
Psychological/mental security is about how you feel about yourself and every-
body around you. It depends on how you have been brought up.
Parents try to bring up children with loving care. They only socialize them i.e.,
teach them about family, relationships, rituals and rules of the society. They also
inculcate in them the values and ethics of living with others and disciplining self.
When children grow up in such an environment they are emotionally stable and
contented. They become socially mature enough to get along with everybody around
them. They respect all and have a positive image of self. They are ready to face
any eventuality – success or failure. When they fail they know that their families
are behind them.
These days in many urban homes with nuclear families, both parents are working.
Children in these homes come back to empty house and fend for themselves for at
least three to four hours. Contact between parents/adults and children is important
and this can be through telephone and/or a good neighbour. Otherwise children
can indulge in mischief or go astray.
When parents are home, both working or non-working mothers, need to spend
some quality time with their children. During this time they can listen to their child’s
narration of what happened during the day, if they have attended to their homework,
if they need anything for next day or need to prepare for a test etc. They can also
share with them about their own interesting experiences and happenings. This
whole exercise is to bring the children and parents close to each other, to give
children a feeling that parents feel concerned, love and support them in any situation.
Needless to say, all this is an investment by parents to raise mentally secure children.

HOME SCIENCE 41
 MODULE - 1 Family, Health and Security
The art and science
of managing home 3.6 SAFETY FROM CHILD ABUSE
Child abuse can be physical, sexual or mental. In any form it is forbidden and
against the safety of the child. Physical abuse is when adults beat the child or
punish by locking in a room, making the child sit in a particular position for long
hours. Sexual abuse means involving or forcing children into forbidden sexual
Notes activities. Mental abuse on the other hand is giving mental torture to the child.
Calling a child good for nothing, emotionally blackmailing, socially boycotting the
child and so on are forms of mental abuse. Children should have protection from
all these.
3.7 SAFETY FROM SMOKING, ALCOHOL AND DRUGS
Smoking, drinking alcohol and taking drugs generally start with peer pressure and
for the sake of fun. But one soon gets into a habit of taking these and then there is
no return.
When anyone smokes, one inhales carbon monoxide and nicotine, both harmful
for the respiratory system leading to cancer of mouth and lung. Consumption of
alcohol leads to hardening of arteries leading to a heart attack.
Drugs may be beneficial when administered under a doctor’s supervision. They
are stopped as soon as treatment is over. But the continued use of drugs like
cocaine, morphine etc., produce addiction which in the long run can be fatal.
Breaking the habit of smoking and taking alcohol and drugs is very difficult but can
be done under supervision and with a lot of support from concerned family member.
3.8 HOME AND SAFETY
Many accidents happen to people in their homes. People can hurt themselves by
falling over or by burning themselves. Children may drink some of the poisonous
things that we keep in the house such as insecticides or acids.
One of the most serious dangers is from fire. A room may catch fire because of a
heater that tips over or malfunctions. Some very serious house fires start with a
cigarette. Electrical wiring that is not properly done can also cause fires. It can
also give you an electric shock.

Fig. 3.7 Source of accidents

42 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
of managing home
Activity

1. Here are some pictures of dangers in the home. Use each picture to help you
write a sentence of good advice. One has been done for you. Do the rest
yourself. Notes

................................................................
Turn saucepan handles so
that they cannot be knocked ................................................................
over. .................................................................

................................................................. .................................................................
................................................................. .................................................................
................................................................. .................................................................

2. Compare the sentences that you have written with a partner. Work out four
more sentences of good advice for safety in the home.
3. Write a note on the safety measures observed at your home, keeping the
following points in mind.
i) Kitchen
– How safe is the cooking range/chullah
– Gadgets you have, their condition and safety in use.
– Sharp tools – condition and safety in use
– Floor
ii) Bathroom
– Floor – for safety from falls.
– Any other fixture if it comes in the way and can hurt

HOME SCIENCE 43
 MODULE - 1 Family, Health and Security
The art and science
of managing home iii) Windows and glasspanes.
– If these can be conveniently closed and opened
– Any broken glasspanes that can hurt.
4. List some safety hazards at your home. What can you do to change unsafe
Notes conditions at your home?

WHAT YOU HAVE LEARNT

Nuclear
Family Types
Joint

Functions
Protection Provides

Emotional support

Education Health Security

Financial security Physical Physical

Recreation Mental Psychological

Socialization Social Mental

Sexual function

Reproduction

44 HOME SCIENCE
 Family, Health and Security MODULE - 1
The art and science
of managing home
TERMINAL EXERCISE
1. Define ‘security’. State its two types.
2. Observe the following in your family and write a short note on their contribution
Notes
in promoting mental security.
i) Members in the family
ii) Working members
iii) Closeness among members
iv) Division of labour among members
v) Any recent instance when one member has done something for the
other.

ANSWERS TO INTEXT QUESTIONS

3.1 1. i) a ii) a iii) d
2. i) a) sharing, b) emotional bonding with all
ii) a) independence, b) decision making
3.2 1, 2, 3, → Refer to text
3.3 Refer to text
3.4 Refer to text

For more information log on to

http://www.bccf.bc.ca/learn/wl_workfam.html

HOME SCIENCE 45
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition

4
Notes

FOOD, NUTRITION AND

HEALTH

The term 'food' brings to our mind countless images. We think of items not
only that we eat and drink but also how we eat them and the places and
people with whom we eat and drink. Food plays an important role in our
lives and is closely associated with our existence. It is probably one of the
most important needs of our lives.
The food that we eat is composed of small units that provide nourishment to
the body. These are required in varying amounts in different parts of the
body for performing specific functions. This means that good nutrition is
essential for good health. However, if our diet provides the important units
in incorrect amounts, either very less or in excess of what is required, it
results in an imbalance of nutrients in your body. The condition is respon-
sible for various deficiency diseases and slow or no growth of the body.
In this lesson you will learn about why food is essential, its functions and
components. You will also be introduced to the terms like ‘nutrition’ and
‘nutrients’. After learning the meaning of these terms, you will then learn
the sources and functions of the nutrients and the amounts required by dif-
ferent individuals.

OBJECTIVES
After reading this lesson, you will be able to:

explain the functions of food;

enumerate the sources and functions of the nutrients;

relate the nutritional requirements in terms of Recommended Dietary
Allowances (RDAs) to nutrition and health.

46 HOME SCIENCE
 Food, Nutrition and Health MODULE - 2
Foods and Nutrition
4.1 WHAT IS FOOD?

The term ‘food’ refers to anything that we eat and which nourishes the body.
It includes solids, semi-solids and liquids. Thus, two important features for
any item to be called food are:
Notes
(i) It should be worth eating, that is, it should be ‘edible’.
(ii) It must nourish the body.

Have you ever wondered why food is considered a basic necessity?

Food is anything that we eat and which nurishes our body.

It is essential because it contains substances which per-
form important functions in our body.

4.2 FUNCTIONS OF FOOD

There are basically three important functions of food:

1. Social Function
Food and eating have significant social meaning. Sharing food with
any other person implies social acceptance. Food is also an integral
part of festivity every where in the world. Have you noticed that cer-
tain occasions such as birth of a child or a marriage or birthdays, are
celebrated by having feasts and serving delicacies? Food also has a
specific significance and meaning in the religious context.

2. Psychological Function
We all have emotional needs, such as need for security, love and affec-
tion. Food is one way through which these needs are satisfied. For
example, how do you feel when your mother prepares your favourite
food or dish? You feel that she loves you and cares for you. Food is
often served as a reward also. Do you recall giving a chocolate because
some one had been good to you? Similarly, certain foods become asso-
ciated with sickness, such as khichri and bland foods. Sickness is an
unpleasant experience, hence, even the food items served during this
state may be associated with unpleasant feelings.

3. Physiological Function
There are three physiological functions performed by food. These are

HOME SCIENCE 47
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
energy giving, body building, regulating body processes and provid-
ing protection against diseases. Let us see them in detail.

(i) Food provides energy

Notes Everybody needs energy to do work. Energy is required for walk-
ing, studying, eating, working in the house or outside. You get
this energy from the food that you eat. You need energy even
when you are resting. Can you tell why? Different organs inside
your body are always working, for example, heart is pumping
blood, stomach is digesting food, lungs are breathing in air, etc.
All these organs need energy for their respective functions and
food provides that energy.

(ii) Food helps in body building

Have you ever wondered how a small child grows into an adult?
Our body is already made up of thousands of small cells. New
cells are added to these to help the body to grow. Food is needed
for the formation of new cells. Cells also die or are damaged due
to injury. New cells need to be formed and this repair work is
done with the help of food.

(iii) Food regulates body processes and provides protection

against diseases
Regulatory functions refer to the role of food in controlling body
processes, for example, our body temperature is maintained at
98.60F or 370C. Similarly, the heart beats are also maintained at
72 beats/minute. Excretion of waste products from the body is
also regular. If not, the body suffers from a disease called con-
stipation which can lead to further complications. All these pro-
cesses are regulated by the food that you eat.

The food that we eat gives us strength to fight against disease

germs.

Look at the illustration 4.1 to learn about the functions of food.

48 HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition

Notes

Fig. 4.1 : Functions of food

HOME SCIENCE 49
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition

INTEXT QUESTIONS 4.1

1. Define food.
...............................................................................................................
Notes
2. List the three functions of food.
...............................................................................................................
...............................................................................................................
...............................................................................................................
3. Give one example (other than those given in text) of each function of
food.
...............................................................................................................
...............................................................................................................
...............................................................................................................

4.3 NUTRITION AND NUTRIENTS

Let us now read about the meaning of nutrition. All of us eat food. Food
provides nourishment to the body and enables it to stay fit and healthy. The
food that we eat undergoes many processes, like, first the food is digested,
then it is absorbed into blood and transported to various parts of the body
where it is utilized. The waste products and undigested food are excreted
from the body.
NUTRITION is the process by which food is taken in and utilized by
the body.

NUTRITION = Eating Digestion Absorption Transportation Utilization

Nutrients and their Functions

We all know that food helps in the nourishment and health of our body. The
nourishment is brought about by small units called nutrients present in food.
Now what are these nutrients?
Nutrients are the chemical substances present in food and are
responsible for nourishing the body.

Nutrients are of two types:

1. Macronutrients
2. Micronutrients
Both macronutrients and the micronutrients are equally essential for good
health. Each nutrient plays a significant role in the body.

50 HOME SCIENCE
 Food, Nutrition and Health MODULE - 2
Foods and Nutrition
1. Macronutrients
These are present in large quantities in foods and are also required in large
amounts by the body.
Carbohydrates, proteins, fats and oils are macronutrients.
A. Carbohydrates Notes
(i) Available carbohydrates
Carbohydrates are present in a large quantity as starch in cereals, le-
gumes, pulses and potatoes. They are present as simple carbohydrates
in sugar, jaggery, fruits, honey and milk.
Starch and sugars are easily digested and provide energy to the body.
(ii) Unavailable carbohydrates or dietary fibre
They are present in the form of cellulose and hemicellulose which are
not digested in our body. They add bulk to the stool and help in easy
defecation process.
Energy can be derived from carbohydrates, fats and proteins and it is mea-
sured in kilo calories. However, carbohydrates are cheapest sources of en-
ergy. If there is a short supply of carbohydrates and fats in our body, proteins
are utilized for energy production. Function of proteins is to provide for
body building. Therefore, carbohydrates have to be consumed in proper
amounts to spare proteins for body building purpose.
Functions of carbohydrates are summarized here:-

Carbohydrates provide energy

Carbohydrates are the main source of energy

Carbohydrates spare proteins for body building function

Dietary fibre increases the bulk in stool and helps in defecation
1 gm of carbohydrate gives 4kcal of energy. Kilocalorie is
the measure of energy in food.
Food sources of carbohydrates are:

Cereals - wheat, rice, bajra, maize, etc.

Pulses - Rajma, channa, all dals

Roots and tubers - potatoes, sweet potatoes, beetroot and tapioca

Sugar, jaggery
B. Proteins
Protein are needed in the body for body building.
1 gm of protein gives 4kcal of energy
Proteins are made up of smaller units known as amino acids. There are all
together 22 amino acids, out of which there are 8 amino acids which our

HOME SCIENCE 51
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
body cannot manufacture. Rest of the amino acids can be manufactured by
the body.
Essential amino acids are those which our body cannot manufacture and
hence have to be supplied through the diet.

Notes Non essential amino acids are those amino acids which our body can manu-
facture.
Functions and sources of proteins
Functions
(i) Needed for growth, maintenance and repair of tissues.
(ii) Necessary for production of enzymes, hormones, antibodies, haemo-
globin, etc.
(iii) Help in the clotting of blood
(iv) Provide energy, if necessary

Sources
- Meat, poultry, fish, eggs
- Milk, cheese, paneer, curd
- soybeans, peas, pulses,
- cereals, nuts and oilseeds like til, groundnuts, etc.

Special features
(i) Animal proteins, i.e., proteins from meat, eggs, milk, etc., are better
than vegetable proteins, i.e., proteins, from pulses, cereals, etc. This is
because proteins from vegetable sources do not contain all essential
amino acids.
(ii) Including two or more sources of vegetable proteins in each meal helps
to improve the quality of proteins and their utilization.
Note: When the body does not get enough carbohydrates or fats to meet its energy needs,
proteins are broken down to supply these calories. When proteins are used for
energy they are not available for other vital functions.

Activity 4.1: List five dishes that you can prepare at home by mix-
ing proteins from two different sources. Example - Khichri
S.No. Name of dish Protein sources
1.
2.
3.
4.
5.

52 HOME SCIENCE
 Food, Nutrition and Health MODULE - 2
Foods and Nutrition
C. Fats and Oils
Fats and oils are the concentrated source of energy in our diet. 1 gm of fat
gives 9 kcal of energy. Fats are made up of small units called fatty acids.
The nature of fats is dependent on the type of fatty acids present. Fatty acids
may be saturated or unsaturated. Saturated fatty acids are found in solid fats
whereas oils contain more of unsaturated fatty acids. Vegetable oils are rich Notes
in unsaturated fatty acids. Do you know there is a difference between fats
and oils?
If a substance is liquid at room temperature it is called oil and if it is solid at
the room temperature, it is known as fat.

Activity 4.2: List down five fats and oils that are used in your home.

1. ..................................................................................................................
2. ..................................................................................................................
3. ..................................................................................................................
4. ..................................................................................................................
5. ..................................................................................................................
Functions and sources of fats and oils
Functions
(i) Provide concentrated source of energy
(ii) Reduce the use of proteins for energy
(iii) Carry fat soluble vitamins (A, D, E, K) into the body and help in the
absorption of these vitamins
(iv) Help to maintain body temperature. The layer of fat under the skin
helps to conserve body heat
(v) Act as a cushion to certain vital organs
(vi) Help in growth of tissues
Sources
- Cooking oils, ghee, butter
- Oilseeds, nuts
- Meat, poultry, fish, eggs
- Whole milk, cheese
Special features
(i) Fats improve the texture as well as absorb and retain flavours mak-
ing meals more appetizing.
(ii) Fats have properties that help them to remain in the stomach longer
and prolong the feeling of fullness.

HOME SCIENCE 53
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition

INTEXT QUESTIONS 4.2

1. Answer the following questions
(a) What is nutrition?
Notes
........................................................................................................
........................................................................................................
(b) List the main functions of nutrients.
........................................................................................................
........................................................................................................
(c) Give at least 2 examples of the following foods-
(i) Food rich in proteins.....................................................................
(ii) Food rich in carbohydrate.............................................................
2. Indicate whether true or false. Give reasons for your answer.
(a) The energy giving function is the major function of protein.
........................................................................................................
........................................................................................................
(b) Dietary fibre is the unavailable carbohydrate.
........................................................................................................
........................................................................................................
(c) Combination of cereals and pulses in a meal improves the quality
of protein.
........................................................................................................
........................................................................................................
(d) Fats are liquid at room temperature.
........................................................................................................
........................................................................................................

2. Micronutrients
Other important nutrients which are present in small quantities in foods but
are essential for our body are called micronutrients. These are minerals and
vitamins and are required in very small quantities. If these micronutrients
are not eaten in required amounts, it results in deficiency diseases.
Minerals and vitamins are called micronutrients
Let us study some of the important micronutrients.

54 HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition
1. Vitamins
Our body contains very little quantity of vitamins, however, you will be
surprised to know that they are responsible for all the major functions of the
body. These vitamins are of two types:
(i) Fat soluble: A,D,E and K Notes
(ii) Water soluble: B and C
Now, let us study the functions, food sources and deficiency diseases of
these vitamins as given in table 4.1 and 4.2.
Table 4.1
Fat Soluble Vitamins: Functions and Sources

Nutrients Functions Sources

Vitamin A (i) Essential for proper - Liver, eggs, fish liver oils.
functioning of eyes, - Milk and its products
that is, vision in dim light - Green leafy vegetables, i.e.,
bathua, etc.
(ii) Necessary for healthy - Yellow or orange fruits and
skin and linings of nose, vegetables such as pumpkin,
mouth, throat, eyes, ears, carrot, papaya, mango, etc.
lungs and other organs

Vitamin D (i) Necessary for formation - Exposure of skin to

and maintenance of strong, sunlight
healthy teeth and bones (When the body is exposed
to the sun rays, a substance
(ii) Helps in the proper in the skin is converted into
absorption and utilization vitamin D and transferred
of calcium and phosphorus to the blood stream)
in the body - Eggs, liver, fish liver oils
- Milk, butter
- Refined oils and ghee
fortified with vitamin D
Vitamin E (i) Prevents destruction of - All cereals, pulses,
certain substance in vegetables oils
presence of oxygen

Vitamin K (i) Necessary for clotting of - Formed in the intestines

blood by bacteria normally
present there
- Green leafy vegetables
- Egg, liver

HOME SCIENCE 55
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
Table 4.2
Water Soluble Vitamins: Functions and Sources
Nutrients Functions Sources
Vitamin B (i) Necessary for utilization – Liver, poultry, meat,
complex of carbohydrates in the fish, eggs;
Notes There are body – Whole grain cereals
eight B and pulses
vitamins. (ii) Necessary for normal – Green leafy vegetables and
Together functioning of nervous milk
they are system
called (iii) Essential for proper growth
vitamin (iv) Helps body organs to
B- function normally
complex. (v) Needed for formation
These are: of red blood cells
thiamine B1 (vi) Helps in digestion and
Riboflavin B2 improves appetite.
niacin etc.
Vitamin C (i) Necessary for the Citrus fruits like amla, orange,
formation of the sub- lemon, guava, etc;
stance that holds cells Green leafy vegetables,
together e.g. spinach, cabbage;
(ii) Needed for strong teeth Sprouted pulses such as
and bones grams
(iii) Helps in the production
of haemoglobin
(iv) Helps in the utilization of
other nutrients in the body
(v) Helps in fighting the
germs causing diseases

INTEXT QUESTIONS 4.3

1. Classify the vitamins A,B,C,D,E and K as:
Water soluble vitamins.........................................................................
Fat soluble vitamins.............................................................................
2. State whether the following statements are ‘True’ or ‘False’, correct-
ing the statement where ever necessary.
(i) Vitamin C is produced when the body is exposed to sunlight.
.....................................................................................................
(ii) Vitamin A helps to keep our eyes healthy.
.....................................................................................................
(iii) Vitamin K plays a role in our feeling hungry.
.....................................................................................................

56 HOME SCIENCE
 Food, Nutrition and Health MODULE - 2
Foods and Nutrition
(iv) Vitamin E is necessary for clotting of blood.
.....................................................................................................
(v) Vitamin A and B are necessary for strong and healthy teeth and
bones.
..................................................................................................... Notes

2. Minerals
Minerals constitute a very small amount of the total body tissues. However,
these are essential for many vital processes and also for the maintenance of
the body. In total, there are about 19 minerals required by the body in vari-
ous amounts.
Let us now study some of the important minerals.
Calcium: Calcium and phosphorus are available in sufficient quantities in
milk, curd, green leafy vegetables, ragi and oil seeds. Other foods also pro-
vide fair quantity of calcium.
The major function of calcium is the formation and development of bones
and teeth. Calcium is also required in blood clotting and muscular contrac-
tion.
Calcium is necessary for bone formation, blood clotting and
muscular contraction
Deficiency of calcium in the body results in poor bone development, par-
ticularly in children, women and elderly. The deficiency disease is known as
osteoporosis. In this, the bones becomes brittle and people become prone to
frequent fractures.
Iron: Iron is required in very small quantity by the body. It is an important
material present in haemoglobin which is a part of red blood cells and is
responsible for the red colour of blood. Whole grain cereals and pulses are
the major sources of iron in our diet. Other sources of iron are green leafy
vegetables, egg yolk, liver and meat. In our country, majority of the popula-
tion, especially women and children, suffer from iron deficiency disease called
anaemia.
Young girls (12-18 yrs.) need move iron rich foods in their diets because of
loss of iron during the menstrual cycle. Extra iron is also needed during
pregnancy for healthy development and growth of the focus. (Refer to
Table 4.3)
This is not because people do not consume food which are rich in iron but
because the absorption and utilization of iron is poor. This is due to the
presence of certain naturally occuring constituents in food called oxalates
and phytates. These oxalates and phytates are called inhibitors of iron. Vita-
min C and proteins help in better absorption of iron and are known as en-
hancers of iron.

HOME SCIENCE 57
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
Iron is essential for haemoglobin formation.
Iodine: Iodine is an important substance present in thyroxine hormone pro-
duced from thyroid gland. Thyroxine regulates various functions of the body.
We get iodine from water and food. The foods which grow in iodine rich soil
provide iodine for us. Sea foods are also rich in iodine. Iodine deficiency
Notes disorder is known as goitre or enlargement of the neck region. Deficiency of
iodine causes mental retardation in children. Recent studies have shown a
direct link between iodine deficiency and academic performance of
children. Iodine deficiency disorders have been identified in many parts of
India.

Iodine is necessary for growth and development.

To avoid goitre we must have iodine rich food sources in our daily meals.
Iodized salt is a good source of iodine and we must consume it instead of the
non-iodized salt.
Make iodized salt a part of your daily diet.
Certain foodstuff like cabbage, cauliflower, radish, ladies finger, oilseeds
etc., contain substances known as goitrogens which interfere with the body’s
ability to produce and use thyroxine. These goitrogens are destroyed on
cooking. Therefore, these foodstuffs should be cooked before
eating.

INTEXT QUESTIONS 4.4

Answer the following questions–
1. What is the difference between iodized salt and normal salt?
................................................................................................................
................................................................................................................
2. What is the importance of calcium?
................................................................................................................
................................................................................................................
3. Name the two factors that enhance and that interfere with the absorp-
tion of iron in the body.
................................................................................................................
................................................................................................................
4. Which mineral is important for haemoglobin formation?
................................................................................................................
................................................................................................................

58 HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition
5. Bones in our body are made up of which mineral?
................................................................................................................
................................................................................................................
6. The lack of which mineral causes mental retardation in children?
Notes
................................................................................................................
................................................................................................................

Activity : From the last meal you ate, do the following:

i) List all the dishes you ate

ii) Identify the food items (ingredients) used in each dish
iii) From the above items, identify the macro and micro mutrients present
in them.
S.No. Dishes Ingredient Nutrient
eaten Macro Micro

3. WATER
Water is the major constituent of our body. It forms about two-thirds of the
body weight. We can do without food more readily than water. It is present
in all the cells, being a vital part of all living tissues. It surrounds tissues and
organs, and gives protection from shock.
Water helps in digestion, absorption and transportation of nutrients in the
body. It helps to excrete unwanted materials in the form of urine and main-
tains body temperature through perspiration.
Normally, we need to drink 6-8 glasses of water everyday. Other forms in
which we can receive water are milk, juice, kanji, etc.
Water is vital for survival
4.4 NUTRIENT REQUIREMENTS
Now we know that all the nutrients are required for good health. But how
much should we eat so that our nutritional requirements are met? There are
various factors which influence the nutritional requirements of an individual.
Let us learn about them.

HOME SCIENCE 59
 60
Notes
Foods and Nutrition
MODULE - 2

Table 4.3
Recommended Dietary Allowances for Indians (Recommended by ICMR)
Group Particulars Body Net Protein Fat Cal- Iron Vit.A. β- Thia- Ribo- Nico- Pyri- Ascor- Folic Vit.
wt energy cium Reti- caro- min flavin tinic doxin bic acid B12
nol tene acid acid
kg. Kcal/d g/d g/d mg/d mg/d µg/d µg/d mg/d mg/d mg/d mg/d mg/d µ/d µ/d
Man Sedentary work 2425 1.2 1.4 16
Moderate work 60 2875 60 20 400 28 600 2400 1.4 1.6 18 2.0 40 100 1
Heavy work 3800 1.6 1.9 21
Woman Sedentary work 1875 0.9 1.1 12
Moderate work 50 2225 50 20 400 30 600 2400 1.1 1.3 14 2.0 40 100 1
Heavy work 2925 1.2 1.5 16
Pregnant woman 50 +300 +50 30 1000 38 600 2400 +0.2 +0.2 +2 2.5 40 400 1
Lactation
0-6 months +550 +25 45 1000 30 950 3800 +0.3 +0.3 +4 2.5 80 150 1.5
6-12 months 50 +400 +18 +0.2 +0.2 +3

Infants 0-6 months 5.4 108/kg 2.05/kg 500 55µg/kg 65µg/kg 710µg/kg 0.1 25 25 0.2
6-12 months 8.6 98/kg 1.65/kg 350 1200 50µg/kg 60µg/kg 650µg/kg 0.4
Children 1-3 years 12.2 1240 22 12 400 0.6 0.7 8 30
4-6 years 19.0 1690 30 25 400 18 400 1600 0.9 1.0 11 0.9 40 40 0.2-1.0
7-9 years 26.9 1950 41 26 600 2400 1.0 1.2 13 1.6 60
Boys 10-12 years 35.4 2190 54 22 600 34 600 2400 1.1 1.3 15 1.6 40 70 0.2-1.0
Girls 10-12 years 31.5 1970 57 19 1.0 1.2 1.3
Boys 13-15 years 47.8 2450 70 22 600 41 600 2400 1.2 1.5 16
Girls 13-15 years 46.7 2060 65 28 1.0 1.2 14 2.0 40 100 0.2-1.0
Boys 16-18 years 57.1 2640 78 22 500 50 600 2400 1.3 1.6 17
Girls 16-18 years 49.9 2060 63 30 1.0 1.2 14 2.0 40 100 0.2-1.0
Food, Nutrition and Health

HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition
Nutritional requirements are influenced by:

age

height/weight

sex

climatic condition Notes

health

occupation

physiological condition
Indian Council of Medical Research (ICMR) after conducting a lot of re-
search has recommended nutritional intakes for various age groups. You
will find recommended dietary allowances (RDAs) given by ICMR for vari-
ous physiological age groups in Table 4.3.
Have you noticed that a sedentary worker needs lesser calories than a per-
son performing heavy work? There is a difference in energy requirements of
males and females as well as physically fit or sick persons. Notice the differ-
ence in nutritional requirements of a woman during pregnancy and lactation
and between boys and girls, men and women.
If you take a closer look at the above table, you will find the recommenda-
tions for infants, preschool and school children, adults and adolescents. Varia-
tions in energy needs according to activity are indicated in adult stage. Spe-
cial requirements of pregnancy and lactation are also covered in the recom-
mendation. A liberal margin of safety is provided in the recommended al-
lowances to cover individual differences for need of the nutrients.

Activity : Let us see what you have learnt from table 4.3

Can you find out-

– How much extra protein pregnant lady needs?
– How much calcium does a lactating mother need?
– What is the requirement of iron for adolescent girls and boys (13-15
years) respectively?

INTEXT QUESTIONS 4.5

Tick mark (√) the most appropriate answer:-
1. Nutrition is the process by which the food is taken in and
(a) digested in the body

HOME SCIENCE 61
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
(b) absorbed in the body
(c) utilized in the body
(d) all the above
2. The macro nutrients are carbohydrates, fats and
Notes (a) proteins
(b) vitamins
(c) minerals
(d) all the above
3. Micro nutrients are
(a) vitamins, water
(b) vitamins, minerals
(c) sugars and minerals
(d) all the above
4. The amounts of nutrients required by different people are
(a) the same
(b) generally the same but occasionally different
(c) at times the same and at times different
(d) different

4.5 INTER-RELATIONSHIP OF FOOD, NUTRITION AND HEALTH

Earlier in this lesson you have learnt about the meaning and functions of
food. You have also read the definition of health in previous unit. Let us now
learn about nutrition in detail and understand how food and nutrition are
related to health.

Nutrition is a scientific discipline in which food is a major focus of interest.

The simplest definition of nutrition is the study of what happens to food
once it enters the mouth and thereafter. A more formal definition of nutri-
tion is study of processes by which the living organism receives and uti-
lizes the materials necessary for growth, renewal and maintenance of body
components. All foods contain some essential substances which perform
important functions in our body. These essential substances contributed by
our food are called nutrients.

These nutrients help us to maintain our body functions, that is, to grow and
to protect our organs from diseases and infections.

62 HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition
The health of a person depends on the type and
Food Nutrition
quantity of food stuff consumed. Good nutrition
is essential for a person to grow and develop nor-
mally and to remain healthy throughout life.
When a person does not eat proper food, there
are chances of the body not developing normally. Notes
There are chances that some organs of the body Health
may start malfunctioning or there may be some
disease. Poor nutrition may also influence the mental and social well being
adversely.
Good nutrition is a prerequisite for good health

INTEXT QUESTIONS 4.6

Test your word power -
Hope you have enjoyed learning about the Functions of food. While study-
ing this lesson you must have come across some new words. Let us see how
well you have understood their meaning. Given below are the words and
their possible meanings. Choose the option closest to the real meaning of the
word.
(1) Nutrient : (a) tasty food (b) balanced diet (c) essential substance for
life and growth (d) waste product
...............................................................................................................
(2) Edible : (a) poisonous (b) fit to be eaten (c) spiritual (d) part of building
...............................................................................................................
(3) Digestion : (a) process of converting food into substance used by body
(b) growth (c) cooking food (d) chemical reaction

...............................................................................................................
(4) Macronutrient : (a) large quantity (b) visible to the naked eyed (c) fixed
amount (d) substance required in large amounts
...............................................................................................................
(5) Legume : (a) cereal (b) dal (c) evergreen plant (d) cactus
* Rate yourself by giving 1 point for every currect answer.
Vocabulary Ratings: 4-5 : Excellent, 2-3: Good, 0-1: You need to
read the lesson again.
...............................................................................................................
HOME SCIENCE 63
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition

WHAT HAVE YOU LEARNT

Food

Notes Functions

Psychological Physiological Social

Energy giving Body Building Protection & Regulation

Nutrients

Macronutrients Micronutrients

Major Functions Major Functions

– Carbohydrates: Energy – Minerals: Calcium, iron, iodine:

– Fats: Energy Body building and regulation
– Protein: Body building – Vitamins: Vitamin A: healthy vision
– Water: regulatory and – Vitamin D: development of bones
excretory function and teeth
– Vitamin E: Reproduction
– Vitmain K: Blood coagulation
– B complex: Normal growth and
development
– Vitamin C: Normal teeth & bones

NUTRITION→Eat→Digestion→Absorption→Transportation→Utilization
Food → Nutrients → Nutrition → Health

64 HOME SCIENCE
Food, Nutrition and Health MODULE - 2
Foods and Nutrition

TERMINAL EXERCISE
1 List the food items you had for dinner and identify the energy giving
and body building foods.
2. Define macronutrients and micronutrients. Notes
3. List the functions of carbohydrates and proteins.
4. Are the nutritional requirements of your family members the same or
different? Give reasons.

ANSWERS TO INTEXT QUESTIONS

4.1 1. Item which is edible and nourishes the body
2. Social, psychological and physiological function.
3. 1. Energy giving
2. Body building
3. Regulatory function and protection from disease

4.2 1. (a) Refer to text

2. (a) False (b) True (c) True (d) False (Refer to text for
reasons)

4.3 1. Water soluble - Vitamin B & C

Fat soluble - Vitamin A,D,E,K
2. (i) false, D (ii) true (iii) false, vit K is necessary for clotting the
blood. Vit B complex helps in digistion and make us feel hun-
gry. (iv) false, K (v) false

4.4 1. Iodine is obtained from iodized salt.

2. Bone development, blood clotting and muscular coordination
3. Vitamin C and protein facilitate absorption and oxylates and
phytates interfere with the absorption.
4. Iron 5. Calcium 6. Iodine

4.5 1. (d) 2. (a) 3. (b) 4. (d)

4.6 1) Nutrient : (c) This is a substance that provides nourishment es-

sential for the maintenance of life and growth

HOME SCIENCE 65
 MODULE - 2 Food, Nutrition and Health
Foods and Nutrition
2) Edible : (b) fit to be eaten
3) Digestion : a) The process of breaking down the food in the stom-
ach and using it for growth and development in the body.
4) Macronutrient : d) A substance required in relatively large amount
by living beings.
Notes
5) Legume: b) Edible part of a leguminous plant used as food
known in India as dal
4.7 (1) Energy giving foods - rice/wheat and potatoes
Body building food - milk, dals
(2) Macronutrients - Carbohydrates, proteins, fat
Required in large amounts
Micronutrients Vitamins and Minerals
Required in small quanities.
(3) Ref 4.6
(4) Ref 4.5
AUDIO - Quiz on Nutrients
VIDEO - Bhojan aur uske Poshak Tatva

For more information log on to

http://www.Nutrients.com

66 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition

5
Notes

MEAL PLANNING

In the previous lesson you have learnt about the meaning of nutrition and
health and the inter-relationship between them. You are also familiar with
the various nutrients present in food, their functions, requirement in the body
and the factors influencing these requirements.
In this lesson, you will learn about grouping the foods into different groups
according to their nutrient content. Inclusion of these food groups in our
daily meals is important to provide an adequate diet.
This knowledge is essential to make sure that you are eating the right food in
the right quantities. In this lesson, you will learn how to ensure nutritional
adequacy of the food that you eat every day and how you can plan the same.

OBJECTIVES
After reading this lesson, you will be able to:

categorise foods into food groups on the basis of nutrients;

explain the term ‘balanced diet’;

state the meaning of 'meal planning' and its importance;

enumerate the factors influencing meal planning;

analyse the nutritional needs of members of the family and modify the
meals accordingly;

define ‘therapeutic diet’ and its need;

enumerate the types of modification of normal diet,

suggest modifications of a normal diet for people suffering from com-
mon diseases.

HOME SCIENCE 67
 MODULE - 2 Meal Planning
Foods and Nutrition
5.1 FOOD GROUPS
The knowledge of recommended dietary allowances and composition of food
is necessary for the selection of an adequate diet. But if we start doing this, it
will be a tedious process. Therefore, it is necessary to translate the nutri-
Notes tional needs into kinds and amounts of food that we should eat. Such an
information can then be used in everyday meal planning exercise. This is
achieved by dividing/categorizing all food items into various groups called
food groups. Now let us see what is a food group.
A food group, quite simply, consists of a number of food items shar-
ing some common characteristics.

Let us see the two ways of classifying food into groups

physiological, on the basis of function on the basis of nutrients

A. Classification Based on Physiological Functions
In the previous lesson you have studied that food has three basic physiologi-
cal functions. Can you remember these? Yes, energy giving, repair and
growth, protection and regulation.

B. Classification Based on Nutrients

Now we will study the classification based on the nutrients which they
supply.
Table 5.1: Five Food Group System

Food Group Main Nutrients

1. Cereals, Grains and Products Energy, protein, fat,

Rice, wheat, ragi vitamin B1, vitamin B2,
bajra, maize, jowar folic acid, iron, fibre
barley, riceflakes,
wheat flour etc.
Fig. 5.1
2. Pulses and Legumes Energy, protein, fat,
Bengal gram, blackgram vitamin B1, vitamin B2,
greengram, redgram, folic acid, calcium,
lentil (whole as well as dhals), iron, fibre
cowpea, peas rajmah,
soybeans, beans etc. Fig. 5.2

68 HOME SCIENCE
 Meal Planning MODULE - 2
Foods and Nutrition
3. Milk and Meat Products
Milk: Protein, fat, vitamin B2 ,
Milk, curd, skimmed milk, calcium, vitamin A
cheese
Meat:
Chicken, liver, fish, Protein, fat, vitamin B2, Notes
egg, meat vitamin A, vitamin B12 Fig. 5.3

4. Fruits and Vegetables

Fruits:
Mango, guava, tomato Carotenoids, vitaminn C,
ripe, papaya, orange, fibre, carbohydrates
sweet lime, water melon
Vegetables (Green Leafy) Fats, carotenoids, Fig. 5.4
Amaranth, spinach, gogu, vitamin B, folic acid
drumstick leaves, coriander calcium, iron, fibre
leaves, mustard leaves,
fenugreek leaves
Other Vegetables: Carrots,
brinjal, ladies finger, capsicum, Carotenoids, folic acid, Fig. 5.5
beans, onion, drumstick, calcium, fibre
cauliflower
5. Fats and Sugars
Fats:
Butter, ghee Energy, fat Fig. 5.6
hydrogenated oils,
cooking oils like ground
nut, mustard, coconut oil
Sugars:
Sugar, jaggery Energy Fig. 5.7

Note: Carotenoids are a form of vitamin A available from plant sources.

A ready recknoner is provided to give you a comprehensive information on
the nutrients, their food sources and groups to which they belong.
In this system of food grouping, similar food items are placed together. For
example, all cereals are similar in their nutrient content and all pulses are
also similar in nutrient content. Similarly, milk, egg and flesh foods are com-
parable, all oils, butter, ghee have similar nutrients. Therefore, if we substi-
tute one food for the other in the same group we will, to a large extent, get
the same nutrients. For example, whether we select wheat flour, rice or bajra
we would get approximately the same nutrients.

HOME SCIENCE 69
 MODULE - 2 Meal Planning
Foods and Nutrition
Substitution of one food item with the other in such a way that the
nutrients provided by them are the same is called Food Exchange.
Food Exchanges make Diet Planning Easy

Notes 5.2 BALANCED DIET

You have already learnt about the nutrients, their sources and importance
and also about nutritional requirements. Sometime back we raised a ques-
tion- what should we eat so that our nutritional requirements are met? Do
you think you can answer this question now? Yes, you are right - you should
eat food items which provide all these nutrients to your body. Such a meal is
called a balanced diet. By meeting our nutritional requirements such a diet
helps us in staying healthy. It also provides some amount of nutrient for
storage in the body. This helps the body to withstand short periods of dietary
inadequacy.
A balanced diet is one which contains different types of foods in such
quantities that the individual’s need for the various nutrients is adequately
met, and some amounts of nutrients are stored in the body to withstand
short periods of low dietary intake.

Fig. 5.8: Food pyramid

Characteristics of a Balanced Diet

A balanced diet contains both plant and animal foods and fulfills following
requirements:

meets the nutritional requirements of an individual

includes foods from all the food groups

contains a variety of foods

70 HOME SCIENCE
 Meal Planning MODULE - 2
Foods and Nutrition

consists of seasonal foods

is economical

suits the taste and meets the desires of the individual eating it

Notes
INTEXT QUESTIONS 5.1
1. In how many ways can foods be classified?
2. List the five food groups.
3. What is food exchange ? Give one example.
4. Tick mark (√) the most appropriate answer:
(i) A balanced diet should consist of
a) both plant and animal foods
b) only plant foods
c) only animal foods
d) only cereals and pulses
(ii) A balanced diet is one which has
a) some nutrient in referred amount
b) food from one food group in correct amounts
c) all the nutrients in correct amounts
d) all those foods that a person likes to eat in correct amounts

5.3 WHAT IS MEAL PLANNING?

Meal planning is making a plan of meals with adequate nutrition for every
member of the family within the available resources. The term ‘available
resources’ means whatever the family has in terms of time, energy and money.
IMPORTANCE OF MEAL PLANNING
Meal planning is important for meeting the nutritional requirements of the
family members. It helps us to decide what to eat each day and in each meal.
We can call it our ‘daily food guide’.
Meal planning helps us to:
(a) fulfill the nutritional requirements of the family members
(b) make the food economical
(c) cater to the food preferences of individual members
(d) save energy, time and money
(e) use left over food
The following section, will help you to understand these points clearly.

HOME SCIENCE 71
 MODULE - 2 Meal Planning
Foods and Nutrition
FACTORS AFFECTING MEAL PLANNING
What guidelines do you keep in mind while planning meals? What all do
you consider to make your meal planning effective? Yes, there are many
factors such as-
1. Nutritional Adequacy
Notes
This is the most important factor, which means that the nutritional re-
quirements of all the family members are fulfilled. For example, you
know a growing child needs more protein, a pregnant or lactating woman
needs calcium, etc.
While planning meals you will include food items from various food
groups, that is, energy giving foods, body building foods and protective
and regulating foods.
2. Age
People normally eat according to their age. You must have observed in
your family that the diet of various members of different age groups
differs in quantity. A new born baby drinks only milk, a small child’s
meal is also of very small quantity, an adolescent eats still more in amount
and variety of foods. Similarly, you must have seen your grandfather
eating less food and also that they prefer soft and easy to digest foods.
3. Sex
Sex is another factor which determines the dietary intake. Dietary re-
quirement of adolescent and adult males are more than their female coun-
terparts.
4. Physical Activity
The kind of work a person does affects the kind and amount of food they
need to take. Do you remember that RDA is different for people eng
aged in different activities? A labourer not only eats more quantity but
needs more energy because he is engaged in hard work. His body uses up
more energy while performing hard work. So, if you have to plan for
such a person you will include more energy giving foods in the diet.
5. Economic Considerations
Money available to the family to be spent on food is another major fac-
tor. Foods like milk, cheese, meat, fruits, nuts etc. are expensive. How-
ever, alternative sources like toned milk, seasonal fruits and vegetables
are less costly and at the same time nutritious. You can therefore plan a
balanced diet to suit every budget.
Tips for economy

Buy food in bulk, if you have enough place to store.

Buy from fair price shops like ration-shops, superbazars, coopera-
tive stores, etc.

Compare prices and quality while buying.

Make use of left-over food.

72 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition
6. Time, energy and skill considerations
While planning the meals, you should consider the resources like time,
energy and skill available to the family. Meals can be elaborate with
different dishes but you can simplify them by cooking a simple but
nutritious dish. For example, a working mother could prepare a paushtik
pulao, instead of preparing three or four items for dinner. Notes

7. Seasonal availability
Some foods are available in summers while some in winters. The off
season foods are expensive and less nutritious, while those in season
are fresh, nutritious, tasty and cheap. Hence, while planning seasonal
foods should be used.
8. Religion, region, cultural patterns, traditions and customs
Regional factors influence meal planning. For example, if you are a
North Indian, you will consume more of wheat, while those near the
coastal region, will consume more of coconut, fish, etc. Similarly your
staple food would be rice if you are a South Indian.
Religious beliefs prevalent in the family also have an influence. For
example, if you are a vegetarian, your diet will not have any meat or
meat product, Hindus do not eat beef and Muslims do not eat pork etc.
9. Variety in colour and texture
Examine the following two menus - which one is better?
Menu - I Menu - II
Chapati Chapati
Rice Rice
Arhar dal Rajmah
Pumpkin Vegetable Fried ladyfinger
Curd Carrot raita
Salad (Radish and Salad (Cabbage, cucumber,
onion) beetroot)
Fig. 5.8 Fig. 5.8 Papad
The second one, as it has variety in terms of colour, texture, flavour
and method of preparation. These factors help you to make meals more
appealing, attractive and hence more acceptable.
10. Likes and dislikes of individuals
The food you serve should cater to the likes and dislikes of the indi-
vidual family members. It is often better to change the form of some
particularly nutritious food item, rather than omitting it completely.
For example, if someone in your family does not like milk, you can

HOME SCIENCE 73
 MODULE - 2 Meal Planning
Foods and Nutrition
give it in the form of curd, paneer, etc. Similarly, if one does not want
to take green leafy vegetables in cooked form, what alternative would
you suggest, so that it can be taken in adequate amount? Yes, it can be
used in a variety of ways - mixed with flour and made into paranthas
or poories; or as culets or pakodas. It can also be given in the form of
Notes koftas, idlis, vadas, etc.
11. Satiety Value
While planning meals, take care that you select foods which provide
satiety value. Meals which produce inadequate satiety, will lead to
onset of hunger pangs, which in turn will affect the working capacity
and efficiency of a person.
Satiety : Feeling of fullness after eating

INTEXT QUESTIONS 5.2

1. Answers the following questions.
(a) What are the qualities of a well planned meal?
(b) Differentiate between seasonal foods and out of season foods.
(c) List at least two points you will keep in mind in order to prepare
an attractive and appealing meal.
(d) List the different types of work. Which kind of work requires
maximum energy?
(e) Your brother does not like lauki but your sister is very fond of it.
How will you solve this problem?
2. Select nutritious snacks from following food items. (i) Poha (ii) French
Fries (iii) Dokla (iv) Vegetable cutlets (v) Pizza (vi) Upma

5.4 MODIFICATION OF FAMILY MEALS FOR

VARIOUS AGE GROUPS
Meal planning is an art and science in itself. What is to be cooked is decided
by the homemaker from the available food items. But the meal planning is
affected by various factors like nutritional requirements, budget, season etc.
all of which you have studied earlier.
These factors various from family to family. Do you remember what you
had for lunch? Usually it would have been chapati, dal, rice, cooked veg-
etables, salad, curd, sometimes, fruits or sweets. This is generally a bal-
anced meal. Can you tell why? Yes, because it has food items from all the

74 HOME SCIENCE
 Meal Planning MODULE - 2
Foods and Nutrition
food groups. This meal provides all the essential nutrients such as - energy,
protein, fats, vitamins and minerals.
The nutritional requirements of all the family members can be met
by varying the quantity of food items and by combination of foods.
Include food items from different food groups to get variety and Notes
maximum nutrients.

Consider a family having members in various age groups, that is, parents,
grandparents, a school going child and an adolescent girl. Now, you know
all of them have different requirements. If you have to cook for them how
will you go about it? Will you cook specially for each member according to
individual nutritional needs or cook a common meal and serve according to
the various nutritional needs?
Definitely, the second alternative is a better choice. What are you doing
here? You are modifying the same meal according to the needs of each mem-
ber. This is what is known as diet modification. This can be achieved through
two methods.
A. Through Modification in the Diet
Diet modification means serving the meal cooked for the family to any mem-
ber after varying it in quantity, quality and frequency of eating.
1. Quantitative modification of diet
This refers to the increase or decrease in the number of times a meal is taken
and/or the portion size (Portion size the amount of a particular dish eaten at
a meal).
For example, pregnant women, sick people or older persons need to eat smaller
meals but at shorter intervals, that is, they may need 6-8 meals instead of
four meals a day. Similarly, adolescent boys needs larger portions at each
meal (may be more rice/chapattis, more dal/curd) and also more frequent
meals to meet their nutritional needs. Persons who are dieting are advised to
reduce the amount of food eaten at each meal. This will force the body to use
stored reserves which will help in reducing boy weight.
2. Qualitative modification of diet
It refers to the change in nutrients, consistency, flavour, amount of spices
and fibre content of the diet. For example, the increased protein requirement
of a pregnant woman can be met by increasing the quantity of protein rich
foods in her diet. You must have seen mothers taking out some boiled dal in
a separate bowl, mashing it and feeding it to babies between the age of 6
months to 1 year. Dal does not contain any spices, except salt and turmeric.
Slightly older children are fed well cooked and mashed ‘Khichri’. Older
people need a diet soft in consistency and less spicy. This is a qualitative
modification of diet.
HOME SCIENCE 75
 MODULE - 2 Meal Planning
Foods and Nutrition
3. Modification in terms of frequency
What would you suggest to a person whose requirements are increased but
they are not able to increase the quantity of food in the original meals? Yes,
you will suggest an increase in the number of meals instead. This means the
Notes should take something in between the main meals. This is diet modification
in terms of frequency.
B. Through Food Exchange Method
If you are modifying the same meal for different family members, then how
will you decide on how much of one item is equivalent to another one? If
you are not sure about how to go about exchanging one food item with an-
other in the correct proportion, then you may not be able to fulfill everyone’s
requirements correctly. For example, if you are exchanging milk with egg
then you should know how much of milk is equivalent to one egg or if one
does not want to eat egg, in that case, how much of pulses should be given
instead?
Food exchanges help you to modify the diet for an individual according to
needs, likes, dislikes and food habits and help you to make the diet more
flexible and interesting. The following food exchange table gives you a fair
idea about the exchanges that can be done among various foods, so that the
nutrients derived by these foods remain the same.
Protein rich foods

Fig. 5.9

1 glass of milk = 1 egg = 1 medium size katori meat = 1 big katori pulses =
1 big katori curd = 1/4 cup of paneer = 3 cups of butter milk
Cereals

Fig. 5.10

1 Chapati = 1 bread slice = 1 potato = ½ cup rice = ½ cup dalia = 4 salted

biscuits = ½ cup noodles = 1 idli = 1 plain dosa = ½ cup upma/poha
76 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition
Fats

Notes
Fig. 5.11

1 tsp of butter = 1 tsp of oil = 2 tsp mayonnaise = 4-5 pieces of nuts = 10-12
pieces of peanuts = 5 tsp cream.
A Sample Menu of a Common Meal
While planning meals for different family members, keep in mind the nutri-
ent content of food. You want that the common menu should be served to
everyone. But this does not work out, as the needs of different individuals
vary.
One easy way is to start with a sample menu for a healthy adult man engaged
in normal activity. Plan for one person, decide how much to provide at dif-
ferent meals, according to the requirements. This becomes the reference
menu for different family members according to their specific requirements.
1. Menu for an Adult Man/Woman
Here we are presenting sample menus for an adult man and a woman, who
are engaged in moderate work. We will use these reference menus and you
can modify them to suit the needs of other members.

Table 5.2
Sample menu for a person for engaged in moderate work

For man For woman

Meal Menu Amount Amount

Early morning Tea 1 cup 1 cup

Breakfast Aloo parantha 2 1
Sprouted pulse raita 1 medium katori 1 big katori
Boiled egg 1 1
Lunch Chapatis 4 2
Methi aloo vegetable 1 small katori 1 medium katori
Urad dal 1 big katori 1 medium kotori
Salad half plate half plate
Fruit 1 orange 1 orange
Evening Suji upma 1 big katori 1 big katori
Tea 1 cup 1 cup

HOME SCIENCE 77
 MODULE - 2 Meal Planning
Foods and Nutrition
Dinner Chapati 2 2
Rice half plate quarter plate
Rajmah curry 1 big katori 1 big katori
Cauliflower vegetable 1 small katori 1 small katori
Fruit custard 1 medium katori 1 medium katori

Notes The energy content of the diet for an adult woman is nearly 2/3 of that for an
adult man, and protein requirement is a little less. But her diet should be
slightly richer in iron and vitamin C. We have provided her with less of
cereals as compared to an adult man so as to decrease the energy content and
she is also given less quantity of pulses in order to reduce the protein content
of the diet.
But to compensate for her vitamin C and iron requirements, she is given
more of sprouted pulse raita and methi-aloo vegetable, as compared to the
sample menu for a man.
2. Modification for Pregnant Woman
You have already learnt in the previous lesson that during pregnancy, the
need of calories, proteins, calcium, iron, vitamin A and vitamin C are in-
creased for the healthy growth and development of foetus. Also, you should
give her more of water and fibre, as she may suffer from the problem of
constipation. But since she is not able to eat much at a time, you should give
her small frequent meals. Keeping all these points in mind the menu has to
be modified.
The calorie requirement of pregnant lady is 13% less than that of an adult
man and can be done by reducing the quantity of cereals in her menu as
compared to the reference menu. Her protein requirement is slightly higher,
which can be compensated by giving her more of protein rich foods. The
frequency of meals should be also increased, as compared to the sample
menu.

Activity : Visit a pregnant woman. Record the following–

Name -
Age-
No. of children -
Any specific information related to pregnancy

Food eaten Nutrients present Suggestions for

improvement

78 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition
3. Modification for Lactating Mother
You are already aware of the fact that the nutrition of lactating mother is
very important as the newborn baby relies completely on the mother for
nutritional requirements. Inadequate food intake reduces the milk secretion.
Her requirement is even greater than that of a pregnant woman. So while
modifying her diet, you will take care that her meals are rich in energy, Notes
protein, calcium, vitamin A and C.
She should be given more of foods like milk, curd, pulse, which are rich in
protein, calcium, and vitamin A. Further, to compensate for her requirements,
an additional serving of egg and vitamin A rich food like mangoes are given
to her as compared to the sample menu. The frequency of meals too should
be increased to fulfill her extra needs.

Activity : Note down one day diet of a lactating woman in your

area. From the diet note:-

Food eaten Nutrients present Suggestions for

improvement

4. Modification for an Infant

Mothers milk is sufficient to meet the nutritional requirements of the
baby upto 6 months.

Liquid Juice, soups, milk

(6 months)

Semi-Solid porridge, kheer, mashed

(6-9 months) banana or potatoes
Fig. 5.12

Solid Khichri, egg, chappati,

Fig. 5.13 9-12 months vegetables and fruits

Weaning pattern for an infant

HOME SCIENCE 79
 MODULE - 2 Meal Planning
Foods and Nutrition
You know that by 6 months, infants are put on weaning foods to take care of
their rapid growth and development. Weaning is a gradual process of shift-
ing the child from breast milk to a normal household diet. A good diet during
infancy is very important, since the foundation of future health is laid during
this stage. They now need weaning foods rich in proteins, Vitamin A and
Notes specially calcium. The calorie requirements of infants is nearly ¼ and pro-
tein is 1/3 of that of adults. But they need more calcium than adults. So they
should be given more of foods like milk, egg, green leafy vegetables etc.
Keeping in mind all these factors, the sample menu can be modified in terms
of quantity, quality and frequency.

5. Modifications for Children and Adolescents

A well balanced healthy diet is a must for all age groups. The modifications
for various age groups are as follows:
Table 5.3 : Modifications for children

Pre-schoolers School going Adolescents

Children
- A high calorie high - A high calorie, high - A high calorie, high
protein diet, rich in cal- protein diet with protein diet, rich in
cium and vitamin A. plenty of vitamins calcium and iron.
- Mildly flavoured and and minerals.
- Quantity of food in-
less spicy foods to be - Need energy rich
given take must be in-
foods for their hec-
creased to meet
- Handy Finger Foods tic activities both at
school and home. their rapidly chang-
are preferred.
ing body needs.
Example - French - Packed ‘tiffin’ as-
fries, Sandwiches, sumes a lot of im- - Nutritious fast
vegetable rolls, portance as break- foods and snacks
Stuffed pranthas etc. fast is usually should be planned.
skipped. ‘Tiffin’
- Foods should neither should be tasty be- - Peer group influ-
be too hot or too cold sides being nutri- ence affects food in-
for the child to handle tious. take, it must be kept
in mind while plan-
ning.
- Starving crash diet-
ing/erratic eating
habits must be dis-
couraged.

80 HOME SCIENCE
 Meal Planning MODULE - 2
Foods and Nutrition
6. Modifications for old People
Many physiological changes occurring during old age affects nutritional re-
quirements. They need less energy and fats as compared to an adult man but
the proteins and other nutrient requirements remain the same. They need lots
of water and fibre to check the problem of constipation. Also, you know that Notes
they may suffer from chewing problems, so give them soft and well cooked
foods.
Now you have learnt how to adapt the same menu for various family mem-
bers according to their requirements. It also saves time and effort and makes
planning simple.

INTEXT QUESTIONS 5.3

1. Write short notes on
(1) Qualitative modification
(2) Food exchange
(3) Quantitative modification
2. List the factors you will keep in mind while making a tiffin for school
going children.

5.5 NEED FOR SPECIAL DIET

You are all aware that a normal diet satisfies the nutritional needs of a healthy
individual. But when a person falls sick there is a malfunctioning of parts of
the body, therefore, the nutritional needs of a sick person changes. For ex-
ample, in diabetes, the pancreas do not produce insulin which is needed to
digest sugars. In such a case, presence of the normal amount of sugar in the
food will be harmful to the system. In jaundice there is malfunctioning of the
liver, hence digestion of fats is affected and presence of normal amounts of
fats in the diet will be harmful to health. In case of diarrhea, there is loss of
body fluids and salts with every passage of stool. Also, the digestive system
is unable to cope with the solid food eaten.

Under these circumstances, if one goes on eating normal food the system
will be burdened and damaged. Hence, there is a need to modify the food
eaten. Can you suggest some more reasons for modifying diet during dis-
eases? Here are some reasons:

to maintain good nutritional status

HOME SCIENCE 81
 MODULE - 2 Meal Planning
Foods and Nutrition

to correct nutritional deficiencies

to provide a change in the consistency of diet: liquid or semi-solid

to bring about change in the body weight, if required.
THERAPEUTIC DIET
Notes
What is meant by ‘Therapeutic Diet’?

Therapeutic diet is the special diet given to a person suffer-

ing from a disease, to facilitate recovery. It is a modification
of the normal diet.

Does the change in diet help the person to recover from disease? Yes, cer-
tainly. When sugars are withdrawn from food, insulin is not required to di-
gest them. When fats are taken off the diet, the liver can relax and take time
to recover. Drinking fluids certainly helps to overcome losses of water and
minerals.
Some points to remember
While modifying the diet of a patient, keep the following points in mind:
1. Do not plan a completely different diet because:
(i) Diets based on a person's daily diet have better acceptance.
(ii) Such diet do not make a patient feel that he/she is eating something
completely different from the family members.
(iii) It is difficult to prepare.
2. Try to include only those foods which are liked by the patient, otherwise
food may not be eaten at all.
3. Serve the meal in an attractive way to make them feel like eating.

TYPES OF MODIFICATION OF A NORMAL DIET

The types of modifications that may have to be made are as follows:
1. In diet consistency
2. In nutrient content
3. In interval and frequency of feeding

1. Modifications in diet consistency

In some diseases the thickness of the food has to be changed. The food can
then be served in two consistencies:

82 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition
1. Liquid
2. Semi solid
Sometimes, it becomes difficult to eat normal food. For example, in diar-
rhoea and fever you serve a liquid diet. This liquid diet includes milk, fruit
juices, coconut water, nimbu-pani, tea, lassi, soups, cold drinks, etc. When Notes
one is little better you can serve khichdi, curd, custard, fruits, bread, cooked
vegetables, etc.
2. Modifications in nutrient content
Depending on the nature of the diseases, modifications may need to be made
in one or more nutrients in the diet. The modifications can be in terms of an
increase or decrease in amount of the nutrient. For example, salt has to be
reduced in high blood pressure, intake of carbohydrates has to be restricted
in case of diabetes and fluid intake has to be increased in the case of diar-
rhoea.
3. Modifications in interval and frequency of feeding
Normally you eat 3-4 meals a day, that is, breakfast, lunch, tea and dinner. In
sickness, you find it difficult to eat the amount you usually eat at one time.
However, your body must get all the nutrients in correct amounts. Small
amounts of food at intervals of 2-3 hours and as many as 8-10 small meals in
a day instead of 3-4 meals facilitates speedy recovery.

INTEXT QUESTIONS 5.4

1. Differentiate between the following:
(i) Normal diet and therapeutic diet.
(ii) Modification in diet consistency and modification in frequency
of feeding.
2. Write ‘T’ against true and ‘F’ against false statements. Justify your
answer.
(i) Sick people need only medicines for improving health.
(ii) Diet plays no role in helping the patient to get well.
(iii) Liquid diet consists of foods like nimbu-pani, fruit juices, coco-
nut water, etc.
(iv) The normal diet meets nutritional needs of all sick individuals.
(v) The modified diet should be as similar to the normal diet as pos-
sible.

HOME SCIENCE 83
 MODULE - 2 Meal Planning
Foods and Nutrition
3. In diet therapy modifications of a normal diet are in terms of:
(i) ....................................................................................................
....................................................................................................
....................................................................................................
Notes (ii) ....................................................................................................
....................................................................................................
....................................................................................................
(iii) ....................................................................................................
....................................................................................................
....................................................................................................

4. Categories the following food stuffs into liquid and semi-solid foods:
Sago kheer, soup, custard, khichdi, lassi, fruit juice
Liquids:................................................................................................
..............................................................................................................
Semi-solid foods:.................................................................................
..............................................................................................................

Activity
Visit a patient suffering from high fever. Do the following:
i) Record temperature with the help of thermometer.
ii) Enquire what the patient has eaten during the day.
iii) Ask if the patient has modified his normal diet during fever.
iv) Give suggestions for inclusion of appropriate food items during fever.
DIET IN SPECIFIC DISEASES
Now let us see what kind of food should be given to persons suffering from
different diseases. These diseases may be due to infection - fever, hepatitis,
diarrhoea or malfunctioning of some part of the body - hypertension, diabe-
tes or constipation.
Activity
Using combinations of the following items, suggest four recipes
each appropriate for diarrhoea and constipation.
Lemon, carrot, spinach, wheat flou, moong dal sprouts, banana, suji, juice,
curd, milk, butter, potato, salt and sugar.
Diarrhoea Constipation
1. 1.
2. 2.
3. 3.
84 4. 4. HOME SCIENCE
 Table 5.4
MODIFICATIONS IN FOOD TO BE
DISEASES Diet consistency Nutrient content Interval and Taken Avoided
frequency of feeding
Diarrhoea Liquid/semi solid Low fibre Frequent meals, Soups, banana, biscuits, Whole cereals,

HOME SCIENCE
Meal Planning

intervals of 1-2 hrs sago khichdi, potato, chillies, whole pulses,

boiled egg, curd, fried food, guava, fruit
dals, refined with skin, leafy vegetables,
cereals pastries, milk

Fever Semi solid diet High calorie, Frequent meals at Milk, egg, chicken, fish, Whole cereals,
high protein 2-3 hrs interval juices, fruits, soups, chillies, whole pulses,
lassi, dalia, kheer fried food, guava, fruit
with skin, leafy vegetables,
pastries, milk

Diabetes No change Normal diet Meals taken at Vegetables, roti, dal, Sugar, sweet, honey, jam,
with no sugar fixed time, take six milk, curd, fruit, egg. jellies, cakes, pastries,
small meals/day sweetened fruits, cold
drinks, tinned fruit

Hypertension No change Low calorie, No change Roti, dal, vegetables, Food rich in cholesterol
low cholestrol, milk, fruits and salt like cheese, butter
low salt egg yolk, pickles, chutneys,
papads, sauces
Jaundice Start with liquids Low fat Small frequent meals Roti, vegetable, dal, Fried food-puri, pakoda,
slowly go to a at 1-2 hrs intervals skimmed milk, fruit, sugar samosa
normal diet

Constipation No change High fibre, No change Atta with husk, whole Refined foods like suji,
drink lots of pulses, green leafy rice, candies, bread, maida
water vegetables, guava
Notes

85
MODULE - 2
Foods and Nutrition
 MODULE - 2 Meal Planning
Foods and Nutrition

INTEXT QUESTIONS 5.5

1. Match the diseases given in column A with the therapeutic diets given
in colum B
Notes Column A Column B
(i) Diarrhoea (a) Low sugar diet
(ii) Fever (b) Low fibre diet
(iii) Diabetes (c) Low salt diet
(iv) Hypertension (d) High protein, high energy diet
(v) Jaundice (e) High fibre diet
(vi) Constipation (f) High carbohydrate low fat diet
2. List five foods rich in each of the following nutrients
(a) Carbohydrates____________, ___________, _____________
_______________________, ___________, _____________
(b) Proteins________________, ___________, _____________
_______________________, ___________, _____________
(c) Fibre___________________, ___________, _____________
_______________________, ___________, _____________

5.6 WRONG BELIEFS (MYTHS) REGARDING DIET

There are many wrong beliefs prevalent among people regarding diet. We
present here only a few myths and the facts.
1. Myth: Diabetics can not eat rice or potatoes.
Fact: A little amount can be taken daily.

2. Myth: Jaundice patients should not take fats or turmeric in their diet.
Fact: Fats must be excluded for a while but turmeric is not harmful
during jaundice.

3. Myth: Crash dieting or eating very little is good for losing weight fast.
Fact: Starvation diet is harmful to the body. A controlled, high fibre,
low calorie diet is recommended.

4. Myth: In diarrhoea, stop eating

Fact: The body needs food to help recover. Stopping food only aggra-
vates the problem.

5. Myth: In fever do not give hot foods.

Fact: There is nothing like hot and cold food.
86 HOME SCIENCE
Meal Planning MODULE - 2
Foods and Nutrition
WHAT HAVE YOU LEARNT
Cereals, grains
Pulses and legumes
Food Groups Milk and meat products
Fruits and vegetables
Notes
Fats and sugar

Balanced diet contains food from all 5 food groups

Meal planning
Family meals modified to suit
is influenced by
the needs of

Nutritional adequacy
adult woman

Age
pregnant woman

Sex
lactating mother

Activity
infant

Economic consideration
preschooler

Time, energy, skill consideration
school going child

Seasonal availability
adolescent

Religion, region and culture
elderly

Variety in colour and texture

Likes and dislikes

Satiety value
Therapeutic Diet

Modification in

Consistency Nutrient Interval or frequency

content of feeding

Diet in different diseases

Diarrhoea — Low fibre, semi-solid

Fever — High energy, high protein
Diabetes — Normal diet with no sugar
Hypertension — Low energy, low cholestrol, low salt
Jaundice — Low fat
Constipation — High fibre
HOME SCIENCE 87
 MODULE - 2 Meal Planning
Foods and Nutrition

TERMINAL EXERCISE
1. Rama likes to eat three full meals a day. She is suffering from fever.
Suggest modification in her diet.
Notes
2. Ashok is a factory worker. Every evening he plays foot ball with his
friends. He has fractured his leg. Suggest modification in his diet so
that he does not gain weight.
3. What do you understand by the term 'Balanced Diet'?
4. What is reference menu and how do you plan it?

ANSWERS TO INTEXT QUESTIONS

1. Two - (a) on the basis of physiological function

(b) on the basis of nutrients
2. (a) Cereals and grains
(b) Pulses and legumes
(c) Milk and meat products
(d) Fruits and vegetables
(e) Fats and sugars
3. Substitution of one food item with the other in such a way that the
nutrients provided by them are the same is called food exchange. Ex-
ample wheat and rice
4. (i) a (ii) c
5. Paushtik roti/parantha, paushtik poha, vegetable pulao upma, vegetable
sandwich.
5.2 1. (a) Nutritious, and include all food groups
(b) Seasonal foods are cheap, nutritious and abundant. Out of sea-
son foods are less nutritions & expensive.
(c) Colour, texture
(d) Heavy, sedentary and light. Heavy work requires maximum
energy.

88 HOME SCIENCE
 Meal Planning MODULE - 2
Foods and Nutrition
(e) By making lauki kofta instead of lauki curry. This is planning
meal according to likes and dislikes of family members.
2. Nutritious snacks – (i), (iv), (v), (vi)

5.3 (i) Refer to text. Notes

(ii) Refer to text.

5.4 1. i) Refer to text.

ii) Refer to text.
2. (i) False, nutritive diet builds the body’s ability to fight sickness.
(ii) False, diet facilitates recovery.
(iii) True, as these are high in water content.
(iv) False, diet have to be adjusted according to the sickness.
(v) True, as they have better acceptance.
3. (i) Consistency
(ii) Nutrient content
(iii) Interval and frequency of feeding.
4. Liquids - soup, lassi, fruit juice
Semisolid foods - sago kheer, custard, khichdi

5.5 1. (i) Diarrohea - (a) low fiber diet

(ii) Fever - (d) high protein, high energy diet
(iii) Diabetes - (a) low sugar diet
(iv) Hypertension (c) low salt diet
(v) Jaundice - (f) high carbohydrate low fat diet
(vi) Constipation - (e) High fibre diet
2. (a) Carbohydrates - Chapati, rice, bread, dalia, suji.
(b) Proteins, milk, paneer, curd, egg, dals.
(c) Fibre - salads, guava, wheat (choker) whole grains, whole dals

HOME SCIENCE 89
 MODULE - 2 Meal Planning
Foods and Nutrition
6.1 1. The condition of health of a person that is influenced by the intake
and utilisation of nutrients is called nutritional status.
2. (i) Overnutrition, Undernutrition
(ii) lack
Notes
(iii) obese
(iv) normal

AUDIO – Bhojan aur uske Poshak Tatva (Meal Planning)

VIDEO – Our food.

For more information log on to

http://www.llu/nutrition/vegguide.html#food

90 HOME SCIENCE
 Nutritional Status MODULE - 2
Foods and Nutrition

6
Notes

NUTRITIONAL STATUS

You know that we need food to grow. The food that you eat is digested and
absorbed in your body. The diet provides nutrients which are required in
varying amounts in different parts of the body. These nutrients are utilised
by the body for performing specific functions. This means that good nutri-
tion is the basic component of good health. You have read about balanced
diet. Do you remember that it is of utmost importance in achieving normal
growth and development and for maintaining good health througout life?
When your diet provides the nutrients in incorrect amounts, either very less
or in excess of what is required, it results in an imbalance of nutrients in your
body. This condition is responsible for various diseases, slow or no growth
of body and it can even lead to death.
You know that young children, pregnant women and lactating mothers com-
monly suffer from health problems arising due to inadequate nutrition. There
are several nutritional programmes prevailing in our country in order to solve
this problem.
In this lesson, you will learn about the meaning of nutritional status and the
ways of assessing it. You will also learn about the various nutritional dis-
eases and different on-going nutrition programmes aimed to prevent and
control these problems in our country.

OBJECTIVES
After studying this lesson, you should be able to:

define the terms "nutritional status" and malnutrition;

explain the types and causes of malnutrition;

discuss simple ways to assess nutritional status;

HOME SCIENCE 91
 MODULE - 2 Nutritional Status
Foods and Nutrition

recognise the signs and symptoms of common nutritional deficiency
diseases;

explain the importance of national nutrition programmes and list some
of them;
Notes
state salient features of these programmes.

6.1 NUTRITIONAL STATUS

The condition of health of a person that is influenced by the in-

take and utilisation of nutrients is called nutritional status.
You know that we need a nutritious diet for our well-being and good health.
When our body receives all the nutrients in appropriate amounts so as to
meet the needs of the body, then we are in the state of good nutrition. We
have a normal nutritional status.
However, when the nutrients provided in the diet are inadequate or not
utilised properly, it results in a state of imbalance in the body. If this con-
tinues for sometime it may develop into a severe problem which may even
prove fatal.
Balanced food intake
Normal nutritional status
Normal utilisation of nutrients
When there is a lack or excess intake of one or more nutrients and/or faulty
utilisation of nutrients in our body, it leads to the state of imbalance in the
body. This condition is known as malnutrition.

Imbalanced food intake

Malnutrition
Faulty utilisation of nutrients
There are two types of malnutrition. The condition of health of a person
that results due to the lack of one or more nutrients is called undernutri-
tion. However, when there is an excess intake of nutrients, it results in
overnutrition.
Malnutrition

Undernutrition Overnutrition

Fig. 6.1 Fig. 6.2

92 HOME SCIENCE
 Nutritional Status MODULE - 2
Foods and Nutrition
Thus the condition of malnutrition covers both the states of undernutrition
and overnutrition. You must have seen people who eat energy rich foods in
amounts more than what is required by their bodies become fat/obese. This
is the result of overnutrition. This state of being obese is harmful
as it may lead to serious health problems. But undernutrition is more
common around us. In fact malnutrition has become a synonym of Notes
'undernutrition'.

INTEXT QUESTIONS 6.1

1. What is ‘Nutritional Status’?
2. Fill in the blanks in each of the following statements by choosing the
appropriate word from those given in the brackets :
(deficiency, overnutrition, obese, undernutrition, normal)
(i) Malnutrition refers to both _____________ and
_____________
(ii) Undernutrition results due to ___________ of one or more nutri-
ents.
(iii) If you eat too much of energy rich foods, you may become
___________.
(iv) Eating balanced food and having normal utilisation of nutrients
leads to _____________ nutritional status.

6.2 CAUSES OF MALNUTRITION

Do you know why malnutrition occurs? Let us look into some of the impor-
tant factors responsible for causing it.
Causes Influences
I. Decreased availability Lowered food intake
of food due to
i. Increase in population
(many mouths to feed)
ii. Low production
iii. Exhaustion of stocks
2. Ignorance Wrong infant feeding practices, inabil-
ity to make correct choice of food
resulting in over/undernutrition
3. Economic conditions Lowered purchasing power causing
undernutrition/higher purchasing power
causing overnutrition
HOME SCIENCE 93
 MODULE - 2 Nutritional Status
Foods and Nutrition
4. Stress conditions Inability to meet the increased nutrient
needs during periods of rapid physical
growth, e.g. in young children, adolescents,
pregnant woman and lactating mothers; Nutri-
ent demands also increases during illnesses.
Notes
5. Poor personal Increased susceptibility to infections
hygiene and and thereby illnesses
environmental
sanitation
Can you think of the consequences of malnutrition?
Yes, indeed malnutrition has serious ill-effects. The people affected by mal-
nutrition suffer from deficiencies of different nutrients and have infections.
They also have poor physical as well as mental growth and development
which cause various handicaps. Malnutrition can also lead to death.
It also leads to decreased work capacity of malnourished population.

INTEXT QUESTIONS 6.2

1. Enlist the most important causes of malnutrition (undernutrition).
________________ ________________ ________________
________________ ________________ ________________
2. Malnutrition may even lead to ____________ of many people.
3. The consequences of malnutrition are _____________,
________________, ________________ and ________________.

6.3 ASSESSMENT OF NUTRITIONAL STATUS

Now you will wonder, as to how to know your own or your friends nutri-
tional status. The process of determing the nutritional status of an indi-
vidual or a group is known as nutritional assessment.
There are a few simple ways by which you can know the nutritional status of
yourself as well as of others. These procedures are -
1. By measuring physical growth;
2. By determining dietary intake;
3. By recognising nutritional deficiency diseases.
1. Physical Growth
You know that growth is most rapid during early childhood. Therefore, chil-

94 HOME SCIENCE
 Nutritional Status MODULE - 2
Foods and Nutrition
dren below 5 years of age are most susceptible to malnutrition. Growth can
be determined by measuring the body weight and height. A child at a par-
ticular age must have a specific height and weight. In other words, the body
weight and height of the child can become the indicator of his/her nutritional
status.
Notes
How do you know whether a child has normal weight and height? There are
standard weights and heights which the child is expected to attain at a par-
ticular age. These are called references and are shown in Tables 6.1. In case
the weight and/or height of the child are below the reference, then the growth
is considered to be retarded and we can say that the child is suffering from
malnutrition.
Table 6.1
EXPECTED HEIGHT AND WEIGHT FOR AGE
BOYS GIRLS
Height Weight Height Weight
(cm) (kg) (cm) (kg)
76.1 10.2 74.3 9.5
82.4 11.5 80.9 10.8
85.6 12.3 84.5 11.8
90.4 13.5 89.5 13.0
99.1 15.7 93.9 14.1
99.1 15.7 93.9 15.
102.9 16.7 101.6 16.0
106.6 17.7 105.1 16.8
109.9 18.7 108.4 17.7
113.1 19.7 111.6 18.6
116.1 20.7 114.6 19.5
119.0 21.7 117.6 20.6
121.7 22.9 120.6 21.8
124.4 24.0 123.5 23.3
127.0 25.3 126.4 24.8
129.6 26.7 129.3 26.6
132.2 28.1 132.2 28.5
134.8 29.7 135.2 30.5
137.5 31.4 138.3 32.5
140.3 33.3 141.5 34.7
143.3 35.3 144.8 37.0
146.4 37.5 148.2 39.2

HOME SCIENCE 95
 MODULE - 2 Nutritional Status
Foods and Nutrition
149.7 39.8 151.5 41.5
153.0 42.3 154.6 43.8
156.5 45.0 157.1 46.1
159.9 47.8 159.0 48.3
Notes 163.1 50.8 160.4 50.3
166.2 53.8 161.2 52.1
169.0 56.7 161.8 53.7
171.5 59.5 162.1 55.0
173.5 62.1 162.4 55.9
175.2 64.4 162.7 56.4
176.2 66.3 163.1 56.7
176.7 67.8 163.4 56.7
176.8 68.9 163.7 56.6

For example, Sita is 4 years old. Her weight is 12 kg and her height is 99 cm.
Look at Table 6.1 and comment on her nutritional status. Compare her weight
and height with the reference of a 4 year old girl. Ideally, she should weight
16 kg and should be 101.6 cm tall at her age. In other words not only does
Sita weigh less she is also short for her age. This means that her nutritional
status is poor and she may be considered as malnourished.
On the other hand, if a child has height and weight (specially) more than the
references, he/she is said to be overnourished. This is also harmful for the
body.

Activity 6.1: Take weights and heights of 5 children around you.

Compare them with the reference tables. What do you observe?

S.No Age Height (cm) Weight (kg) Observation

(Overnourished/
undernourished)

1.

2.

3.

4.

5.

You should remember that recording regular weights, say once a month, is
important. Excessive weight gain or loss is harmful and should be immedi-
ately attended to.

96 HOME SCIENCE
 Nutritional Status MODULE - 2
Foods and Nutrition
2. Dietary Intake
It is the second method of assessment. You will remember that balanced diet
is essential for all of us to remain healthy.
To assess the nutritional status one needs to record all the food items con-
sumed in the last 24 hours. Household measures are used for recording the Notes
food intake.
This information can then be compared with the ‘food pyramid' given in
Figures 6.2 and 6.3. These figures are applicable for adult man and woman.
The number of portions (servings) can be adapted for various physiological
groups. By comparsion, one can know whether a person is consuming a
normal/ recommended diet or not.
The amount of intake indicates clearly whether a person has normal nutri-
tional status or not. Let us know the method of determing your nutritional
status -
(i) Note down whatever food items are eaten on one particular day along
with the amounts of raw food items, in grams.
(ii) Now group the food items into different food groups and find out the
respective total amounts.
(iii) Lastly, compare the differences in amounts of each food group with
the recommended dietary intakes for the age and sex.
The dietary intakes similar to the recommended dietary intakes will mean a
normal nutritional status.
You can assess the nutritional status of any one by determining their dietary
intakes in a similar way and compare their intakes with those recommended
for their age and sex.
Activity 6.2: Maintain and note down all the food items that you
have taken for a week and identify the main nutrient present in
them.
Days of Breakfast Lunch Evening Tea Dinner
the week Food item Nutrient Food item Nutrient Food item Nutrient Food item Nutrient

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
HOME SCIENCE 97
 MODULE - 2 Nutritional Status
Foods and Nutrition

Notes
FATS/OILS SUGAR
*5g x 4** *5g x 5**

PULSES *30 g x 2** Vegetarian

MILK &MILK
PRODUCTS
*100g x 3** PULSES 1 Non-
EGG/MEAT/ Vegetarian
CHECKEN/FISH 1 *30g x 1**

VEGETABLES FRUITS
*100g x 4** *100g x 1**

CEREALS AND MILLETS

*30 g x 14**

* Portion Size ** No. of Portions

Elderly man : Reduce 3 portions of cereals and millets and add an extra serving of
fruit.

Fig. 6.3 : Balanced diet for adult man (sedentary)

98 HOME SCIENCE
Nutritional Status MODULE - 2
Foods and Nutrition

FATS/OILS SUGAR Notes

*5g x 4** *5g x 4**

PULSES *30 g x 2** Vegetarian

MILK &MILK
PRODUCTS
*100g x 3** PULSES 1 Non-
EGG/MEAT/ Vegetarian
CHECKEN/FISH 1 *30g x 1**

VEGETABLES FRUITS
*100g x 3** *100g x 1**

CEREALS AND MILLETS

*30 g x 14**

* Portion Size ** No. of Portions

Extra Portions:
Pregnant women : Fat/Oil-2, Milk-2, Fruit-1, Green Leafy Vegetables-1/2
Lactating women : Cereals-1, Pulse-1, Fat/Oil-2, Milk-2, Fruit-1, Green Leafy
Vegetables-1/2

Between 6-12 months of lactation, diet intake should be gradually brought back to normal.
Elderly women: Fruit-1, reduce cereals and millets-2

Fig. 6.4 : Balanced diet for adult woman (sedentary)

HOME SCIENCE 99
 MODULE - 2 Nutritional Status
Foods and Nutrition
3. Recognising Nutritional Deficiency Diseases
You can also assess the nutritional status of a person by observing the signs
and symptoms of various nutritional deficiency diseases. The presence of
one or more deficiencies will mean poor nutritional status.
Notes You have already read that when the nutrients provided in the diet are either
consumed below the required levels or are not properly utilised by the body,
it results in the state of nutritional imbalance. This leads to “nutritional
deficiency” in the body.
For example, vitamin A is important for normal vision in dim light. If your
diet does not provide sufficient vitamin A, it will lead to vitamin A defi-
ciency in your body. It will affect the normal functioning of your eyes, for
example, you will not be able to see in the dark (night blindness), your eyes
will lose clarity and may become cloudy/muddy.
Similarly, you will see that the child suffering from protein and energy mal-
nutrition is shorter and thinner as compared to the other children of same age
eating sufficient energy and proteins in their diets. Such physical differences
are indicative of a nutritional deficiency disease. These are usually specific
and are, therefore, helpful in recognising different deficiency diseases in and
around you.
6.4 NUTRITIONAL DEFICIENCY DISEASES
How will you recognise a nutritional deficiency disease? What are the con-
sequences of deficiency diseases? Let us discuss these diseases one by one.
1. Protein Energy Malnutrition (PEM)
PEM is one of the major nutritional problems in our country. It can occur at
any age, but it mainly affects the young children. It results due to:

lack of energy and proteins

lack of proteins alone in the diet.
You may ask how are protein and energy deficiencies related? Actually,
energy deficiency can cause protein deficiency. Let us see how this happens:
The body gets energy from carbohydrates and fats. When these are not present
in adequate amounts in the diet, the body cannot meet its energy needs. It
then uses proteins for the supply of energy thereby resulting in deficiency of
proteins in the body, hence PEM.
Low energy (carbohydrates and fats) intake
↓ leads to
Deficiency of energy in the body

100 HOME SCIENCE

 Nutritional Status MODULE - 2
Foods and Nutrition
↓ leads to
Use of proteins for giving energy because the avilability
of carbo hydrates is low
↓ leads to
Deficiency of proteins in the body
Notes
Protein energy malnutrition is of two types:
1. Marasmus
2. Kwashiorkor
Growth retardation and decrease in amount of muscle are seen in both mar-
asmus as well as kwashiorkor. Can you say why? Yes, you are right. Food
that these children eat is deficient in energy foods and proteins are used for
providing energy.
Table 6.2
Differences between Marasmus and Kwashiorkar

Marasmus Kwashiorkar

Causes
Deficiency of both Deficiency of proteins alone
energy and proteins
Age group
Before 12 months of age Young children between 1-3 years of age
Signs and symptoms
Loose and wrinkled skin due Oedema/swelling due to water
to loss of fat beneath the skin accumulation in the body especially on
face, arms and legs
Shrunken abdomen Pot belly
Hunger Loss of appetite
Diarrhoea (often) Skin rash which tends to peel off
Light coloured hair which are easy to
pull
Liver enlargement

Fig. 6.5 Fig. 6.6

These are the extreme forms of PEM. They can even lead to death. The
milder forms of PEM are much more common and are associated with infec-
tions and other nutrient deficiencies.
HOME SCIENCE 101
 MODULE - 2 Nutritional Status
Foods and Nutrition
2. Vitamin A Deficiency
The lack of vitamin A in the diet leads to vitamin A deficiency.
Signs and symptoms
(i) Eye changes begin with night blindness, that is, inability to see when it
Notes
is dark. If it is not treated, it leads to complete blindness.
(ii) Drying of the white portion of the eye.
(iii) Increased rate of infections especially of the respiratory system.
3. Anaemia
Anaemia means low level of haemoglobin in the blood. Haemoglobin is the
red pigment in the blood and it helps in carrying oxygen to different parts of
the body. Haemoglobin level decreases when iron is deficient in the diet. In
other words anaemia is caused due to deficiency of iron. Anaemia can also
be caused when there is lack of folic acid and vitamin Bl2 in the diet.
Signs and symptoms
(i) General body weakness. The person complains of tiredness and breath-
lessness.
(ii) Loss of appetite.
(iii) Paleness of tongue, white portion of eye and nail beds.
(iv) Feeling of being pricked with pins and needles on the fingers and toes.
(v) Brittle and spoon shaped nails.
(vi) The capacity of a person to work decreases considerably.
4. Iodine Deficiency
Iodine is an important component of thyroxine hormone. This hormone con-
trols most of the metabolic processes of the body.
Iodine deficiency is most commonly seen as goitre in adults and cretinism in
young children. Iodine deficiency during pregnancy is harmful both for the
mother and child. However, you must remember that these are not the only
problems of iodine deficiency disorders (IDD).
Signs and symptoms
In adults
(i) The neck becomes swollen. This is called goitre.
(ii) The person may become fat.
(iii) The person feels tired and is unable to work properly.
(v) Skin changes may also occur.
In young children
(i) Growth retardation
102 HOME SCIENCE
 Nutritional Status MODULE - 2
Foods and Nutrition
(ii) Mental retardation
(iii) Speech and hearing defects
(iv) Disorders of nerves and muscles causing inability to control move-
ments of limbs.
Activity 6.3 Notes

Visit your neighbourhood. Do the following:

(i) Look for the signs and symptoms of the deficiencies you have studied
here in any 5 people around you.
(ii) Identify the nutritional deficiency diseases they are suffering from. List
your observations in the table given below.
S.No Signs and Symptoms Deficiency

INTEXT QUESTIONS 6.3

Fill in the crossword puzzle using the clues given below -

6. 3.

4.

1.

2.

7.

5.

HOME SCIENCE 103

 MODULE - 2 Nutritional Status
Foods and Nutrition
i) Physical growth can be determined by measuring ___________
and__________. (1, 2 accross).
ii) IDD is seen in the form of __________ in young children. (3 down)
iii) Two forms of PEM are __________ and __________. (4, 5 accross).
Notes iv) __________ is a sympton of vitamin A deficiency. (6 down).
v) Low level of haemoglobin means ____________________. (7 accross).

6.5 NATIONAL NUTRITION PROGRAMMES

The prevalence of the nutritional deficiency diseases is widespread in our
country. You know that these diseases have serious ill-effects on the health
and survival of the people. Also, you must know that with little care these
diseases can be avoided. In order to control this situation, several National
Nutrition Programmes have been launched in our country. These programmes
provide nutritional benefits to susceptible groups. Do you know who are
most susceptible to the problems of deficiencies? Yes, young children, ado-
lescents, pregnant women and lactating mothers.
Let us now read about some of the important national nutrition programmes.
By knowing the services provided, you can benefit yourself as well as others
from these nutrition programmes.
1. Integrated Child Development Services (ICDS) Scheme
2. Mid Day Meal Programme (MDMP)
3. National Control Programme for Prevention of Nutritional Blindness due
to Vitamin A deficiency
4. National Nutritional Anaemia Control Programme (NNACP)
5. National Iodine Deficiency Disorder Control Programme (NIDDCP)
1. Integrated Child Development Services (ICDS) Scheme
You know that children of today are future of tomorrow. If we take proper
care of them, they will grow into healthy adults.
Imagine, if children do not get enough to eat then they will not be healthy.
An unhealthy child will not be interested in studying. Similarly, if a child is
suffering from diarrhoea, supplementary feeding will not be beneficial and
it will not lead to improvement in the nutritional status of the child. There-
fore, it is important to provide nutrition, health care and education together
as a complete package of services. It is for this reason that ICDS programme
was launched in our country. It has been successful because all the compo-
nents essential for growth and development of children are included in it.

104 HOME SCIENCE

 Nutritional Status MODULE - 2
Foods and Nutrition
ICDS package provides:
Health

Immunization

Health check-ups

Referral services Notes

Treatment of minor illnesses

Nutrition

Supplementary feeding

Growth monitoring and promotion

Nutrition and Health Education (NHE)

Early Childhood Care Pre-School Education

To children in the age group of 3-6 years

Convergence

Of other supportive services, such as safe drinking water, environmental
sanitation, women's empowerment programmes, non-formal preschool
education and adult literacy.
The services under the ICDS scheme are provided at centres called
Anganwadis. The health services are provided at the Child Health Centres
(CHC). Have you ever visited a CHC (formerly called Primary Health Cen-
tre or PHC) in your area? If yes, you must have seen that besides providing
health services like immunization, health check-up, treatment of minor ill-
ness, the CHCs also provide referral services. Referral services mean that if
a person is suffering from ‘a serious health problem, he/she is referred to a
bigger hospital for medical treatment’.
Beneficiaries

Children below 6 years of age

Adolescent girls between 11 and 18 years

Pregnant women and lactating mothers

All women between 15 and 45 years
2. Mid day Meal Programme (MDMP)
The main aim of MDM programme is to provide supplementary meal to
primary school children between 6 and 11 years of age. This in turn ensures
school attendance.
3. National Control Programme for Prevention of Nutritional Blind-
ness Due to Vitamin A deficiency
This programme aims at preventing blindness due to vitamin A deficiency.
HOME SCIENCE 105
 MODULE - 2 Nutritional Status
Foods and Nutrition
The services provided under this programme include:
(i) Promoting consumption of vitamin A rich foods
(ii) Providing massive doses of vitamin A orally to children between 6
months to 5 years of age.
Notes
Beneficiaries

Children between 6 months to 5 years of age

Pregnant women and lactating mothers

All women between 15 and 45 years
4 National Nutritional Anaemia Control Programme (NNACP)
This programme aims at significantly decreasing the prevalance and inci-
dence of anaemia in young children and women.
The services provided through this programme are :
(i) Promotion of regular consumption of foods rich in iron
(ii) Providing iron and folic acid supplements
(iii) Treatment of severe anaemic cases.
Beneficiaries

Children between 6 months to 5 years of age

Pregnant women and lactating mothers

All women between 15 and 45 years
5. National Iodine Deficiency Disorder Control Programme (NIDDCP)
The aim of this programme is to decrease the prevalence of Iodine defi-
ciency disorder (IDD) in our country by providing iodine in the common salt
(iodized salt).
The services provided are:
(i) To assess the extent of the problem
(ii) To arrange for production/supply of iodized salt
(iii) To take quality control measures in order to ensure supply of standard
quality of iodized salt to the consumer
The government is ensuring that all the salt that is produced in our country is
iodzed before it reaches the consumer. Steps are also taken to make the people
aware about the consumption of iodized salt.

106 HOME SCIENCE

 Nutritional Status MODULE - 2
Foods and Nutrition
Activity 6.4: Find out from your health centre about the nutritional
programmes operating in your area and what you can do to help
yourself and other people to benefit from them.
Activity 6.5: Can you think and note down the name of popular
brands of iodised salt which you have seen or heard about from Notes
T.V. magazines, markets etc.
Nutrition Services Beneficiaries How can
programme you help

INTEXT QUESTIONS 6.4

1. Indicate whether the following statements are true or false. Justify your
answer.

(i) The only beneficiaries of the ICDS programme are children below
5 years of age.
.........................................................................................................

(ii) National IDD control programme aims to decrease the prevalence

of night blindness in our country.
.........................................................................................................

(iii) Massive doses of vitamin A are given orally to children below 6

months of age.
.........................................................................................................

(iv) Iron and folic acid supplements are given to prevent anaemia.

.........................................................................................................
2. Rearrange the jumbled words to find out the names of ongoing major
nutrition programmes of our country.
(i) D C S I ______________
(ii) P M D M ______________
(iii) P C N D I D ______________
(iv) P N A N C ______________
HOME SCIENCE 107
 MODULE - 2 Nutritional Status
Foods and Nutrition

WHAT YOU HAVE LEARNT

Normal food intake

Normal
Notes
Nutritional
Nutritional Status
Status Normal utilisation of nutrients

Imbalanced food intake

Malnutrition

Faulty utilisation of nutrients

Malnutrition

Undernutrition Overnutrition
(lack of one or more (excess of one or more
nutrients) nutrients)

Causes of Malnutrition :

Decreased availability of food

Increasing population

Ignorance

Poverty

Poor personal hygiene and environmental sanitation

Stress conditions

Weight
Measuring physical growth

Height
Assessment of
Nutritional Taking information on dietary intakes
Status 24 hr intake

Observing signs and symptoms of nutritional

deficiency diseases

108 HOME SCIENCE

 Nutritional Status MODULE - 2
Foods and Nutrition

TERMINAL QUESTIONS
1. What do you mean by nutritional status? Discuss.
2. Describe the various methods of assesing nutritional status of a person.
Notes
3. Make a list some of the common nutritional deficiency diseases. State
signs and symptoms of each.
4. Explain the importance of National Nutrition Programmes. Give the
services and beneficiaries of five important National Nutrition
Programmes in our country.
Name of Services Beneficiaries
the programme

ANSWERS TO INTEXT QUESTIONS

6.1 1. The condition of health of a person that is influenced by the in-
take and utilisation of nutrients is called nutritional status.
2. (i) undernutrition, overnutrition
(ii) deficiency
(iii) obese
(iv) normal

6.2. 1. 1. Decreased availability of food

2. Poverty
3. Ignorance
4. Less intake during pregnancy and lactation
5. Infection
6. Lower production of food

2. death

3. poor physical growth, mental growth, physical handicaps, deaths.

HOME SCIENCE 109

 MODULE - 2 Nutritional Status
Foods and Nutrition

6 3
N C
4
K W A S H I O R K A R
G E
1
H E I G H T
Notes
T I
B N
1
L W E I G H T
7
A N A E M I A S
N M
D
N
E
5
M A R A S M U S
S

6.4.1 1. (i) False, ICDS scheme benefits not only children but ado-
lescents, pregnant and lactating women and all women
between 15-45 years of age.
(ii) False, The aim is to prevent Iodine deficiency disorder.
(iii) False, beneficiaries are children from 6 months to 5 years
of age.
(iv) True, these are epecially for pregnant and lactating women
and all women in the age group of 15-45 years.
2. (i) ICDS (ii) MDMP (iii) NIDDCP (iv) NNACP

AUDIO
VIDEO - Our Food

For more information log on to

http://www.llu/nutrition/vegguide.html#food

110 HOME SCIENCE

Purchase and Storage of Food MODULE - 2
Foods and Nutrition

7
Notes

PURCHASE AND STORAGE

OF FOOD

All of us purchase food from the market. Some of us also grow food at
home. While purchasing food we pick and choose from a variety of foods
that are sold in the market. Some foods are cheap, some expensive, some
are fresh and some stale, some are in season and some are out of season.
All these factors influence our choice of food while buying. Since buying
in bulk is cheaper and convenient, we generally buy more than what we
require at any given time. Hence after buying, our next problem is to store
the foodstuff. Even if we are careful we sometimes find food spoilt, veg-
etables smelling and dals being eaten by insects. Why does this happen? Is
this because we did not select the foods carefully or because they were not
stored properly? What happens if a spoilt food is accidentally consumed?
You will find answers to these and similar questions in this lesson.

OBJECTIVES
After reading this lesson, you will be able to:

explain the terms perishable, semi-perishable and non-perishable and
classify food items accordingly;

state indicators of quality for all kinds of food items;

use the quality indicators for selection and purchase of food;

adopt appropriate methods of storage of food;

define food spoilage and explain its causes;

state the importance and procedure of safe food handling.

HOME SCIENCE 111

 MODULE - 2 Purchase and Storage of Food
Foods and Nutrition
7.1 PERISHABILITY OF FOODS
'Perishable' is a term used in the context of food that goes bad quickly. You
must have noticed that if you keep the milk at room temperature, specially in
hot summer, by evening it curdles. If you keep the dough in similar circum-
stances it ferments and soon starts giving foul smell. But nothing happens to
Notes
bread or potatoes or apples or pulses. Bread will show signs of decay in
probably 2-3 days times and potatoes and apples with take even longer. Pulses
usually do not show any damage for months.
Thus, you can use three different terms to describe perishability of food.
These are perishable, semi-perishable and non-perishable. The terms are rela-
tive meaning thereby, that all foods are perishable but some perish much
sooner than the others. You must know that each food stuff has a specific
period after which it begins to spoil. This period is called shelf life. Depend-
ing upon the shelf life we can divide foods into three categories:
7.1.1 Classification of food on the basis of perishability
Can you now classify all food items into categories of perishability? Try.
The three categories of food are:
(i) Perishable foods: Cannot be stored for more than one or two days at
room temperature, that is, they have a shelf life of 1 or 2 days. Milk is
a good example of perishable food.

Fig. 7.1 Perishable foods

(ii) Semi-perishable foods: Can be kept for a couple of weeks or even a

month or two. They have a longer shelf life than perishable foods.
Potato, arbi, onions, ginger, biscuits and namkeens, are some examples
of semi-perishable food.

Fig. 7.2 Semi-perishable foods

112 HOME SCIENCE

 Purchase and Storage of Food MODULE - 2
Foods and Nutrition
(iii) Non-perishable foods: In the real sense, foods in this category are not
really non—perishables, but they can be stored for much longer time
as compared to perishables and semi-perishables. They can be stored
for several months and the examples of such foods are cereals, pulses,
dry fruits, spices, oil etc.
Notes

Fig. 7.3 Non-perishable foods

You can also change a perishable foodstuff to a semi-perishable or non-

perishable one by giving it some treatment. For example, if you boil milk
and refrigerate it you can keep it for few days. If you make a murabba from
carrot, then you can keep it for months.

Perishable foods can be stored for 1-2 days.

Semi-perishable foods can be stored for some weeks
to 1-2 months.

Non-perishable foods can be stored longer as compared
to perishables and semi-perishables.

INTEXT QUESTIONS 7.1

1. Classify the following foods as perishable (P), semi-perishable (SP)
and non-perishable (NP).
1. Bhindi .................. 2. Urad dal ..................
3. Suji .................. 4. Besan ..................
5. Jaggery .................. 6. Wheat ..................
7. Milk .................. 8. Banana ..................
9. Rice .................. 10. Tomatoes ..................
11. Apples .................. 12. Pappad ..................
13. Moong dal .................. 14. Sugar ..................
15. Cooking oil .................. 16 Wheat flour ..................
17. Green peas .................. 18. Spinach ..................

7.2 QUALITY INDICATORS

When you purchase anything from the market your aim is get your money's
worth. How do you justify that? Well, in the process of selection you are

HOME SCIENCE 113

 MODULE - 2 Purchase and Storage of Food
Foods and Nutrition
looking for certain qualities and if you find them in the product your deci-
sion is made. Some of these indicators are common for all food items. For
example, freshness, natural colour, smell and cleanliness are some of the
common indicators. Besides these are some specific indicators for example,
green leafy vegetables need to be fresh and crisp while paneer needs to fresh
Notes
and soft and bread has to be fresh and spongy.

It will be a good idea if you can devote some time to work out atleast 5-10
quality indicators for all food items or groups of food items. You can apply
this knowledge to the selection and purchase of these items whenever
need be.

Activity 7.1: Work out quality indicators for fruits and vegetables,
milk and milk products, meat, fish, poultry and eggs, butter and oils
Pulses and cereals

S.No Fruits Indicators

1. Banana (i) should be soft but firm
(ii) should have clear and
undamaged skin
2.
3.

Study the given example and select at least one food item of your choice
from each category and write the indicators.
7.3 SELECTION, PURCHASE AND STORAGE OF FOOD
What do you do when you go to the market to buy food? You probably
quickly run your fingers through wheat, rice, dal, etc., you press a tomato,
mango or banana gently to see if it is firm. Why do you do this? You do this
to assess the quality of food item. You generally buy more than what you
need or what you can consume immediately. Buying food that spoils before
you could use it, would mean wastage of money.
The food that you purchased could also spoil if it is not stored properly. This
again would mean wastage of food and money. If you leave dals or spices in
paper bags, they will absorb moisture and then after sometime fungus and
small insects will grow on them. Biscuits would become soggy and loose
namkeens would lose their freshness. This means that proper storage of food-
stuff is as important as the purchase of quality foodstuff. Let us now learn
what we must keep in mind while selecting and purchasing food and the
methods of storing different foodstuff. Table 7.1 will enlighten you about
the selection, purchase and storage of commonly consumed food items in
any household.
114 HOME SCIENCE
 Table 7.1 : Selection, purchase and storage of food
TYPE OF FOOD NAME OF FOOD SELECTION PURCHASE STORAGE

A. Non-Perish- 1. Cereals and pulses, 1. Should be clean i.e., without any 1. Buy from co-operative stores as they 1. Store in clean, dry and air-tight
able Foods e.g. wheat, rice etc. stones, bits of stalk or rotting grains. are cheaper and reliable. containers.
2. Should not have any lumps or webs 2. Buy when in season, e.g. wheat in 2. Lumps of salt and turmeric can be used

HOME SCIENCE
which are formed because of insects April/May, as it is fresh and has for storing rice.
and weavils. good flavour. 3. Mix wheat with dry neem leaves.
3. Grains should be big, hard and dry. 3. Buy in bulk if you have space to store. 4. Special Ayurvedic tablets can be
4. Should have proper colour and used. Tie these in muslin cloth so
appearance. that it becomes easy to remove
before cooking.

2. Sugar, jaggery, tea 1. Should be clean and free of dirt, 1. Buy more quantity only when good, 1. Store in clean, dry air-tight containers.
Purchase and Storage of Food

coffee, salt dust and stalk. clean variety is available. 2. Tea should be stored in dark place.
2. Should have proper colour. 2. Buy tea, coffee in small amounts only.
3. Sugar should be dry: They absorb mositure and loose flavour
4. Select only packed iodized salt, tea easily.
and coffee.

B. Semi-Perish- 1. Suji, atta, 1. Should not have lumps or weavils. 1. Buy limited quantities only. 1. Dry roast suji and dalia before
able foods maida, dalia etc. 2. Should have proper colour and 2. Should have a sweetish taste. storing.
flavour 3. Spices should be in sealed packets and have 2. Store in dry, air-tight tins or
2. Spices 3. Should be finely powdered. standardisation mark. Packet should have bottles so that flavour is retained
4. Packets must have recent date of packing. for longer period.
standardisation marks.

3. Ghee, oils, butter 1. Should not have a stale smell. 1. Never purchase loose ghee/oil as it 1. Store in air-tight containers.
2. Should have proper colour. may be adulterated. 2. Never leave the tin open as air
3. Buy standard brands only. 2. Buy according to family needs. and moisture make the ghee/oil
3. Buy brands with standardisation rancid.
marks.
4. Check date of expiry
Notes

4. Cheese and paneer 1. Paneer should be fresh and spongy. 1. Purchase from a reliable shop. 1. Lightly fry paneer pieces and

115
2. Should not have a foul smell store on cooling. This way,
3. Should not be shimy nor feel slippry paneer lasts much longer.
MODULE - 2
Foods and Nutrition

on touch. 2. Fresh paneer can be kept in

cold water or in the refrigerator for
a day or two.

115
 TYPE OF FOOD NAME OF FOOD SELECTION PURCHASE STORAGE

116
5. Potatoes, onion. 1. Select medium sized vegetable, 1. Avoid buying green potatoes as they 1. Remove from packets and store
ginger, garlic with no sprouting eyes. are not good in taste and are harmful. onions and potatoes in separate
2. Onion covering should be dry and wire baskets.
free of smell. 2. Keep ginger in wet sand to make

116
3. Ginger should be fairly big and dry. it last longer.

Notes
Foods and Nutrition
MODULE - 2

6. Processed foods, 1. These should not be in bulging tins/ 1. Check label for FPO, brand names, 1. Store in dry, cool and dark place.
instant foods, bottles, and bottle caps should and expiry date. 2. Never leave tins and bottles open.
Purchase and Storage of Food

jams, jellies not be broken. 2. Check packet for damage and weight 3. Transfer packet or open tin
pickles, papads, 2. Tins/tetrapacks should not be contents into clean air-tight
chutney, damaged or lacking. bottles.
etc.

C. Perishable 1. Fruits and 1. Should be clean, fresh, firm and 1. Purchase only as much as required 1. Store in a cool, dry place.
Foods Vegetables crisp. for the family. 2. Keep cauliflower and radish with
2. Heavier fruits with a thin skin are leaves which keeps them fresh
juicier and of good quality. longer.
3. Keep leafy vegetables wrapped in
a moist cloth.
4. Coat lemons with oil before
storing.
5. Do not wash fruits before storing
as they spoil faster.
6. Keep cabbage and cucumber in
2-3 folds of newspaper or brown
paper.

2. Eggs 1. Select eggs that are clean, fresh 1. Buy eggs from poultry farm if it is 1. Never wash eggs before storing.
and large. Check freshness of eggs close by, as rates are lower. 2. Store eggs with pointed ends
by downwards.
- rough shell 3. Store in a cool place or in a basket
- no sound when shaken in an airy room.
Purchase and Storage of Food

HOME SCIENCE
 TYPE OF FOOD NAME OF FOOD SELECTION PURCHASE STORAGE

3. Milk. Curd, Cream, 1. Select milk according to quality 1. Buy from clean and hygienic place. 1. Boil milk and keep in a cool place.
Khoa needed. If there is no refrigerator, boil
- Toned milk (no cream) milk after every 5-6 hours to keep

HOME SCIENCE
- Full cream (buffalo milk) it free from germs.
2. Check colour and taste. Milk has a 2. Never mix old milk with fresh
sightly sweet taste. Stale milk has milk.
sour taste and an unpleasant smell. 3. Curd and cream should be stored
in cool place, a refrigerator, if
possible.
4. Keep away trom strong smelling
Purchase and Storage of Food

foods e.g., onions, guava, mango

etc., as it absorbs the smell.
5. Khoa is soft and sweet but
becomes sour if not stored in a
cool place.

4. Meat. Fish, 1. Fresh meat is always pink in colour. 1. Buy from reliable shops only, where 1. Keep in cool place.
Chicken 2. Meat should be firm, yet soft and meat of healthy animals is sold.
have a smooth surface. 2. Buy in required quantity only and
3. Should not have a rotten smell. consume immediately.
4. Meat and fish should not feel sticky.
5. Fish gills should be bright red in
colour.
6. Press fish with thumb and if
depression remains, the fish is
not fresh.

5. Bread 1. Press it between your fingers. If soft 1. Buy from a reliable shop. 1. Keep in air-tight containers so
to touch and presses easily and 2. Buy just enough to last 1-2 days only. that it remains fresh longer and in
Notes

comes back to original shape, it is cool place or refrigerator.

fresh.

117
MODULE - 2
Foods and Nutrition

117
 MODULE - 2 Purchase and Storage of Food
Foods and Nutrition

Knowledge of what, where and when to buy helps you
to get quality foods.

Knowledge of how to store foodstuffs helps to pre-
vent spoilage.

Notes Activity 7.2: Go to your neighbourhood market to buy vegetables

for dinner. Recall and list the points that you kept in mind while
selecting the vegetables.

Activity 7.3: You have bought paneer, rice and eggs to be used after
two days . Note down the procedure for storing each of them.
Note: Use the following tables to record your information.
Food items Criteria for selection
1.
2.
3.
4.
5.

INTEXT QUESTIONS 7.2

1. Define the following terms
(i) perishable.....................................................................................
(ii) semi-perishable...............................................................................
(iii) non-perishable.................................................................................
2. Mention common quality indicators for the perishable, semi perish-
able and non-perishable food items.
..............................................................................................................

7.4 FOOD SPOILAGE: CAUSES AND HAZARDS

What happens when suji, dal, etc., are left in open for a few days? You will
see that the insects have grown on them. This happens because they are not
stored properly. Similarly, what happens when cooked dal or vegetables are
left outside the refrigerator for two days? A white cottony layer can be seen
on top of the dal. There is also a very unpleasant smell. Can you eat this dal?
No. This dal is not fit for human consumption. It is spoilt.
Food spoilage occurs when the quality of food is damaged, hence
it becomes unfit for human consumption.
Foods can be spoilt by

Micro-organisms
Enzymes
Insects and rodents
118 HOME SCIENCE
Purchase and Storage of Food MODULE - 2
Foods and Nutrition
1. Micro Organisms: Do you re-
member the example of dal
which was kept outside for two
days and which got spoilt? How
did it go bad? What causes this
spoilage? The dal has been spoilt Notes
by micro-organisms which are
present in the atmosphere all the
time. They settle on the outer Micro-organisms are tiny liv-
layer of foods and produce cer- ing creatures which are present
tain chemicals leading to spoil- everywhere all the time. They
age of food. If this food is con- cannot be seen with naked
eyes.
sumed it may lead to harmful
effects. Microorganisms can be
in anyone of these forms: bacte-
ria, yeasts or moulds. Fig. 7.4 : Microorganisms under
the microscope
Some micro-organisms are ben-
eficial also. For example, how do you prepare curd at home? You just
add some old curd into warm milk and after a few hours the curd is set.
How did this happen? This change of milk to curd also takes place by
the action of micro-organisms called bacteria. Formation of spongy
texture in idli, dhokla, dosa, bread, etc., is also due to the action of
micro-organisms like yeast. Remember, such action of micro organsims
is not spoilage of food.

2. Enzymes: Do this experiment: Keep a raw mango in the kitchen for a Enzymes are chemical which
few days. are already present in foods
and help in the repening of
Observe the changes in the mango:
foodstuffs.
Colour - The mango changes its colour from green → yellow → brown
Texture - It changes from hard → firm → soft
Flavour - changes from sweet → offensive.
Mango at this stage becomes unfit for eating. Can you say why these
changes take place in the raw mango? This is due to the continuous
action of enzymes present in the mango. Such enzymes are present in
every foodstuff. Actually, these enzymes are responsible for the growth
of food and hence ripening of the fruit. If food is stored properly, ac-
tion of enzymes can be delayed and food can be protected from food
decay.

3. Insects and Rodents: Leave dal, rice, wheat outside for a few days. Rodents are nibbling animals
What happens, if grains are not stored properly. They can be easily and include mice, squirrel and
attacked by insects and rodents. They spoil food, not only by eating rats.

HOME SCIENCE 119

 MODULE - 2 Purchase and Storage of Food
Foods and Nutrition
the food but also by dropping their excreta. Such foods are totally
unfit for human consumption and get wasted.
Besides, there are other factors which speed up the process of food
spoilage. These are heat, moisture and air which help in speeding the
Notes growth of micro-organisms which spoil the food. You must have no-
ticed that cooked food spoils faster in summer than in winter. This is
because of the presence of heat and moisture in the air. You can keep
dry food safely for a very long time because there is no moisture in
them and therefore microorganisms cannot work on it.
Food that gets spoilt is not fit for human consumption. There is a change
in the quality of the foodstuff. If this food is consumed it could lead to
health hazards like nausea and vomiting, diarrhoea and stomachaches.

INTEXT QUESTIONS 7.3

1. Rice can be kept for a long time since its moisture content is:
(a) high
(b) medium
(c) low
because ......................................................................................................
2. Bacteria is a/an
(a) enzyme
(b) rodent
(c) micro-organism.
because ......................................................................................................
3. Fruits and vegetables remain fresh if the temperature is
(a) warm
(b) cool
(c) hot
because...................................................................................................

7.5 SAFE HANDLING OF FOOD

Safe handling of food means hygienic handling of food and it is required for
food safety as well as for those who consume it. Unsafe food carries germs
which can cause diseases. Hence, food meant for human consumption should
be handled safely so as to prevent any harmful effects.
Remember the following points while handling food:

Wash your hands before cooking and eating.

120 HOME SCIENCE

Purchase and Storage of Food MODULE - 2
Foods and Nutrition

Wash all fruits and vegetables before cooking or eating them raw.

While coughing or sneezing, cover your mouth and nose.

While tasting, use a separate spoon and do not put this spoon back in
the food.

Keep all perishable foods in a cool place or in a refrigerator. Notes

Use perishable foods at the earliest.

Keep your kitchen and storage facilities clean.

Use clean utensils.

Buy food especially, milk and milk products, meat products, etc., from
reliable sources.

Ensure quality while buying.

INTEXT QUESTIONS 7.4

Select the correct answer:
1. Before storing, green leafy vegetables should be wrapped in
(a) brown paper
(b) moist muslin cloth
(c) newspaper
(d) polythene packet
2. Eggs should be stored with pointed ends
(a) straight
(b) downwards
(c) upwards
(d) angled
3. Rice can be stored using
(a) neem leaves
(b) special ayurvedic tablets
(c) lumps of salt and turmeric
(d) all of the above
4. Perishable food items can be stored in refrigerator for
(a) one day
(b) a week
(c) limited time
(d) unlimited time.

HOME SCIENCE 121

 MODULE - 2 Purchase and Storage of Food
Foods and Nutrition

WHAT YOU HAVE LEARNT

Notes FOOD

is

Perishable Semi- Non-perishable

perishable

Needs
careful

Selection and Purchase Storage Handling

If improper, leads to

FOOD SPOILAGE

due to

Micro Enzymes Insects and

organisms rodents

122 HOME SCIENCE

Purchase and Storage of Food MODULE - 2
Foods and Nutrition

TERMINAL EXERCISE
1. Give three examples each of perishable, semi-perishable and non-per-
ishable foods.
2. List two points we must keep in mind while selecting the following Notes
foods:
(a) rice (b) vegetables
(c) bread (d) meat
(e) maida (f) canned food
3. What are the main causes of food spoilage and factors speeding them?

ANSWERS TO INTEXT QUESTIONS

7.1 Perishable Semi-perishable Non-perishable
Bhindi Suji Urad dal
Banana Besan Wheat
Tomatoes Jaggery Rice
Apples Moong dal Sugar
Green Peas Papad
Spinach Cooking oil
Milk Wheat flour
7.2 (i) & (ii) Refer to text
7.3 1 (c) 2. (c) 3. (b)
7.4 1 (b) 2. (b) 3. (d) 4. (c)
TERMINAL EXERCISE
1) Perishable Semi-perishable Non-perishable
Milk Jaggery Rice
Banana besan sugar
Cooked dal oil dry spices
2) Refer Table 7.1
3) Three causes - Micro organisms, enzymes, insects and rodents. Fac-
tors speeding them - heat, moisture and air.

For more information log on to

http://www.frisusda.gov/OA/pubs/fg/fg.htm

HOME SCIENCE 123

 MODULE - 2 Preparation of Food
Foods and Nutrition

Notes
8

PREPARATION OF FOOD

We all cook food at home. We enjoy eating food that is cooked in different
ways. Take a food item like wheat flour. What will happen if we eat only
‘chappatis’ made out of it? We will get bored of eating the monotonous food
everyday.
So, variety is brought into the food by preparing ‘parantha’ or ‘puri’ from
the wheat flour. Similarly, a meal is prepared by using different methods of
cooking. For example, a menu of dal, rice, puri and kheer involve a different
method of cooking them. This way, cooking helps us in making meals
interesting.
A food item goes through various stages of preparation before it is cooked. If
we go wrong in these steps of cooking the final product will not be as
expected. Thus, food preparation is not only an art but a science too. In this
lesson, you will learn to use various methods of pre-preparation and prepara-
tion of food and also learn about the changes that occur in the food during its
preparation.

OBJECTIVES

After reading this lesson, you will be able to:

explain the meaning and importance of pre-preparation and prepara-
tion of food;

list and discuss the salient features of four major methods of cooking;

124 HOME SCIENCE

Preparation of Food MODULE - 2
Foods and Nutrition

relate nutrient loss to method of pre preparation and cooking;

suggest ways of enhancing nutritive value of food.

8.1 NEED FOR COOKING

Notes
We all like to eat cooked food. Have you ever thought why food should be
cooked and then eaten? Here are some reasons for cooking food before it is
eaten.

Food becomes tender, soft and easier to chew and digest

Heat destroys harmful micro-organisms making the food safe and
sterile

Cooking improves the appearance and enhances the flavour of many
foods

Digestibility of starchy foods is enhanced through release of starch
from cereal grains

Through cooking you can create variety in your meals.
8.2 PRE-PREPARATION OF FOOD
Let us see what goes into making the dishes different and tasty from one
another. We can acheive varied effects in the foods by performing different
activities on them. For example, a washed carrot or cucumber is tasty to eat,
but a washed, peeled and sliced carrot or cucumber sprinkled with salt-lemon
will taste even better. You can cook potatoes whole, with their skin on or
after peeling and cutting them into pieces. Here, the activities like washing,
peeling, slicing are examples of pre-preparation.

Activities by which food becomes ready to be

cooked is called pre-preparation.
Some of the pre-preparation activities are as follow:-

Blanching - Removing skin by putting food in

boiling water and then in cold water.

Washing - Cleaning food with water.

Fig. 8.1 : Washing

Cutting - Pass a knife through in

order to produce pieces.

Fig. 8.2 : Cutting

HOME SCIENCE 125

 MODULE - 2 Preparation of Food
Foods and Nutrition

Peeling - Remove skin using a knife/peeler.

Mashing - Breaking a soft food into a paste.

Notes Fig. 8.3 : Peeling

Grating - Breaking food in very small
pieces using a grater.
Shredding - Cutting food into very fine
pieces.

Fig. 8.4 : Grating

Grinding - Breaking food into powder/paste using
grinder.

Steeping - Soaking food in liquid.

Sieving - Separating/removing larger pieces from
small ones.
Fig. 8.5 : Grinding

Mixing - Putting different foods together.

Fig. 8.6 : Mixing

It will be fun to find out about more such terms used for pre-preparation of
food and defining them.
Each food item requires different pre-preparation activities depending upon
its end-use. For example, coriander leaves undergo different activities for
different end uses.
For Green Garnish - Coriander is plucked, cleaned, washed and chopped
finely;
For Chutney - Plucked, washed and ground to a fine paste.
Similarly, for making chips, potato needs to be: Washed → peeled → thinly
sliced.
For making tikki, potato needs to be: Washed → boiled → peeled → mashed

Activity 8.1: Observe your mother in the kitchen and list the activities
she performs on the following before cooking them:

126 HOME SCIENCE

Preparation of Food MODULE - 2
Foods and Nutrition
Sl.No. Channa Dal Cauliflower Spinach
1.
2.
3. Notes
4.
5.
6.

8.3 PREPARATION OF FOOD

After undergoing the various pre-preparation activities, the food is ready to
be cooked.
Once the food has undergone prepreparation, the process of
subjecting it to the action of heat is termed as cooking.
There are many methods of cooking i.e., applying heat to the food. You
may observe that the manner in which heat is applied to the food determines
the type of cooking method used. Here is our list of various methods of
cooking.

Methods of Cooking
A) Moist Heat B) Dry Heat C) With fats
1. Boiling 1. Grilling 1. Deep frying
2. Simmering 2. Roasting 2. Shallow frying
3. Poaching 3. Baking 3. Sauteing
4. Stewing 4. Puffing 4. Dry frying
5. Steaming

Direct Indirect Pressure Cooking

D) Microwave cooking E) Solar Cooking

Now, you must know the special points about each method because these
will help you to decide which method to select for cooking a particular food
or to get a specific result.

HOME SCIENCE 127

 MODULE - 2 Preparation of Food
Foods and Nutrition

A. Moist heat
1. Boiling - Food is immersed in sufficient amount of hot water and heated to
Notes its boiling temperature (1000C or 2120F) The temperature is maintained till
the food is cooked. For example while boiling potato you see that hard
potato becomes soft when you allow it to boil for some time. You can boil
almost any food which is hard/tough to make it soft.

Points to remember

Boil food along with their skin to minimize losses of nutrients

Boil in covered utensils to minimize losses due to evaporation

Avoid excessive boiling because it can disintegrate the food.
2. Simmering - Food is cooked in water as the medium and providing heat
below boiling temperature, that is, 950-980F. For example, Kadhi and kheer
are prepared by this method. Since the heat is low you do not need too
much water.

Points to remember

Do not bring the food to boiling temperature

Do not cover the food while cooking, so that the temperature does not rise.

3. Poaching - Cook the food in minimum amount of liquid at temperature just

below the boiling point.
It is used for cooking fish, eggs and fruits because these food do not require
long cooking. Add a pinch of salt and few drops of vinegar to cooking
liquid for a clean smooth edge while making
poached egg.

4. Stewing - It is a gentle method of cooking in a

pan with a lid. Food is simmered (980C) in small
amount of liquid. Steam generated in the pan
helps in cooking and softening the food. Fig. 8.7 : Stewing

Points to remember - A stew boiled is a stew spoilt! It is used in cooking less

tender cuts of meat, vegetables, fruits, eg., - apple, peach.

5. Steaming - The steam generated by water is used as a medium of cooking.

Food does not come in direct contact with water.

128 HOME SCIENCE

 Preparation of Food MODULE - 2
Foods and Nutrition
It is achieved through following three methods.
Direct Method Indirect Pressure Cooking
Food is kept in the sieve or Food is placed in smaller It is based on the principle
muslin cloth on top of the closed container in the that more heat is generated
pan containing hot boiling pan containing boiling under pressure than other-
water. The steam gener- water. The heat of steam wise, thereby reducing the Notes
ated from water in the pan. surrounding the smaller cooking time.
cooks the food. Special container cooks the food.
steamers are also available.
Used for peas, idli, fish and
soft vegetables

Fig. 8.7(a) Fig. 8.7(b) Fig. 8.7(c)

Pressure cooking is one of the ideal methods due to its shorter cooking time,
better nutrient retention and palatability. It also economizes on fuel, time
and effort.
Points to remember

Do not overfill the pressure cooker. Fill only upto two-third of the
volume.

Take care of rubber gasket, vent pipe and the safety valve. Change
immediately, if damaged.

Lower the flame on the first whistle.

Do not try to open the lid immediately after removing from fire.

INTEXT QUESTIONS 8.1

1. Give one similarity and one differene between
i) Stewing and Simmering..............................................................
.....................................................................................................
ii) Peeling and Blanching.................................................................
.....................................................................................................
iii) Shredding and Grating.................................................................
.....................................................................................................
iv) Grinding and Mashing.................................................................
.....................................................................................................

HOME SCIENCE 129

 MODULE - 2 Preparation of Food
Foods and Nutrition
2. Give five reasons for cooking.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................

Notes B. Dry Heat Methods

Chappatis, breads, biscuits, etc., are an integral part of our daily diet. These
food items and many more are cooked by hot air. Some of the techniques of
cooking with hot air/dry heat are as follows.
1. Roasting
Food is brought in contact with direct heat of the flame or any other source
of radiant heat. Food is periodically coated with fat and turned around for
uniform cooking. Roasting imparts a characteristic brown colour and flavour
to food. Chappatis, various vegetables and mutton or chicken kebabs are
prepared by roasting.
Roasting is of three types

Spit Oven Pan/pot

(for kebabs) (large cuts of meat root vegetables-potato,
and meat, and full bird like sweet potato, peanuts
corn, brinjal chicken, turkey, etc) popcorns

2. Grilling or Broiling
The food is placed on a metal grid directly above
the source of heat or a tray placed under the
source of heat. Electric grills and hot plates are
available. You can prepare pizzas, cheese toasts, Fig. 8.8: Grilling
chips, grilled tomato, capsicum, sandwich, etc.

3. Baking
This method combines the action of dry heat
with that of steam which is generated while the
food is cooked. It involves use of oven or
tandoor. Baked foods are crisp, brown on top,
soft and porous inside.
Cakes, breads, biscuits, puddings some veg-
etables and meat dishes are cooked using this
method. Fig. 8.9: Baking

130 HOME SCIENCE

Preparation of Food MODULE - 2
Foods and Nutrition
4. Toasting
Bread slices are kept in a grill between two heating
elements and browned on both the sides. Automatic
toasters are also available which prevent burning
or blackening of the bread. The toaster shuts off Notes
when toast is done.

Fig. 8.10: Toasting

INTEXT QUESTIONS 8.2

8.2 1. Name the method of cooking the following:

i) Seekh Kabab .........................................................
ii) Biscuits and cakes .........................................................
iii) Brown toast .........................................................
iv) Popcorns .........................................................

2. State whether following statements are true and false.

(i) Grilling is a method of cooking by dry heat. T/F
(ii) Steaming food is possible only by direct method. T/F
(iii) While baking, food is cooked with the help of hot air. T/F
(iv) For boiling food, water must boil all the time. T/F
(v) Simmering is done at low temperature. T/F
(vi) Toasting means browning the food from all sides. T/F
(vii) When food is cooked on direct flame it is called
roasting. T/F

C. Cooking with fat

We all like to eat samosas, pakoras and paranthas. What method of cooking
is employed in cooking them? Yes, frying. What do you mean by frying?
When food is cooked in sufficient quantity of fat, it is called frying.

Cooking the food by partially or fully immersing in hot

fat till brown is called frying.

HOME SCIENCE 131

 MODULE - 2 Preparation of Food
Foods and Nutrition
This method can broadly be classified into four categories :
Cooking with fat

Notes Deep frying Shallow frying Sauteing Dry frying

1. Deep frying - Food is immersed in hot fat in

'Kadhai' or a deep fryer (with wire net) till it is
golden brown. Special “Ladles or Poune” are
used to drain out excess fat once the food is
cooked. Tasty samosas, fish, chips, cutlets,
puris are all ‘deep fried’.

Deep frying is useful for bulk cooking, saves

Fig. 8.11: Deep Frying
time, effort and fuel. It also conserves more
nutrients as compared to other frying techniques.

Points to remember

Do not fill the ‘kadhai’ more than two-third of its volume

Reduce the flame immediately if oil starts smoking

Turn the food gently to prevent splashing of hot oil

Drain all the excess oil from the food after frying

Don’t over-fry the food

Repeated use of same oil is not good for health.

2. Shallow Frying - In this method, food is cooked in a flat vessel like frying-
pan or ‘Tava’. The food is partially immersed or has only surface contact
with oil or fat.

Dosa, paranthas, cheela, omelette and tikki, etc., are all shallow fried.

3. Sauteing - It involves use of just minimum fat to cover the base of the pan.
The food is tossed occasionally to cook evenly. Very little amount of heat is
applied to the pan and food gets cooked in its own steam.
Vegetables, mushrooms and noodles are sauted. It is a healthy cooking
method which retains the nutrients and flavours of the food.

132 HOME SCIENCE

 Preparation of Food MODULE - 2
Foods and Nutrition
4. Dry Frying - It is used for food having
sufficient fat of their own. On applica-
tion of dry heat, oil melts out and cooks
the food.

Bacon, sausages, paneer made from full Notes

cream (tikka) are cooked through this
method. Fig. 8.12: Dry Frying

D. Microwave cooking - It is a fairly re-

cent method of cooking. It involves use
of high frequency electromagnetic rays
(microwaves) which penetrate into the
food. These produce the frictional heat
by setting up vibration within the food.
Cooking is done in special ovens called
Microwave oven. Fig. 8.13: Microwave
Cooking
It is a quick method of cooking and re-
heating the food. Food does not turn brown and also retains its
original colour. It is used in fast food shops for quick service.
E. Solar Cooking
Solar energy is the primary source of
most energy available on earth. Use of
this method has come up as an alterna-
tive fuel source for cooking.
Solar cooking is based on the principle
that black surface and background ab-
sorb solar rays and get heated. Food
kept in the black boxes are cooked with
this heat. Fig. 8.14: Solar Cooking
It is used for making dals, boiled rice and vegetables, breads and bis-
cuits.
The maximum temperature it attains is around 1000F and hence cannot
be used to make chapattis and for roasting.

INTEXT QUESTIONS 8.3

1. Fill in the blanks in the following statements.
i) When food is cooked between two heated elements the proce-
dure is called __________.

HOME SCIENCE 133

 MODULE - 2 Preparation of Food
Foods and Nutrition
ii) When food is cooked in a hot chamber it is called __________.
iii) When food is cooked by dipping it in hot water it is called _________.
iv) When food is cooked by dipping in hot oil it is called _________.
v) When food is cooked by touching the hot greased pan the process is
Notes called __________.
vi) When food is cooked with hot vapour it is called ____________.
vii) When food is cooked on hot flame it is called ____________.
viii) When food is cooked by placing it in hot sand/ash it is called
_________.
ix) When food cooked by placing it in the hot sun it is called
__________.
x) When food is cooked in sealed container the process is called
__________.
2. Differentiate between deep frying/shallow frying.
_______________________________________________________
_______________________________________________________
3. Which method of cooking does a vendor use to prepare a plate of tasty
noodles?
_______________________________________________________
_______________________________________________________
4. List the precautions we need to take while frying food.
_______________________________________________________
_______________________________________________________
5. Tick the correct answer:
(i) Microwave cooking uses high frequency
a) Electromagnetic rays
b) Electric rays
c) Infrared rays
d) Ultraviolet rays
(ii) In solar cooking, food is kept in a box which is
a) Red
b) Black
c) White
d) Yellow

134 HOME SCIENCE

Preparation of Food MODULE - 2
Foods and Nutrition
8.4 LOSS OF NUTRIENTS
All of you are now familiar with various methods of cooking. All these are aimed at
making the food not only tasty, palatable but also nutritious. But unfortunately
during all the stages of pre-preparation and preparation of food, there are losses
of nutrients to some extent. Some of these losses can be prevented and with the Notes
help of certain practices the nutrition in food can be enhanced during pre-prepara-
tion and cooking. Let us see what these practices are.

For vegetables :

Wash before peeling and cutting. Water soluble vitamins and min-
erals will not be lost.

Do not peel and cut the vegetables long before cooking

Cut vegetables into large pieces, to save nutrients.

Cook the vegetables in minimum amount of water or utilize the
excess water in soups, dals and curries.

Cook the vegetables till tender, do not overcook.

Green leafy vegetables can be cooked without water as they al-
ready contain lot of water.

Use some vegetables in raw form as salad daily.

Vitamin C can be best conserved by cooking covered for a very
short period.

For fruits:

Cut just before eating

Consume in the natural form

Wash and consume apples, chikkoo and do not remove the skin

Cereals and pulses:

Do not sieve atta as all the bran (chokar) will be lost. Bran or
chokar is rich in B complex vitamins.

Avoid repeated, prolonged washing of rice and dal avoid. It pre-
vents loss of vitamin B complex.

Wash and soak dals and rice. Use the soaking water for cooking to
save water soluble vitamins and minerals.

Avoid use of cooking soda to preserve nutrients.

Cook for the shortest possible time in minimum amount of water.
Steaming under pressure (pressure cooking) cooks fast and conserves
nutrients.

HOME SCIENCE 135

 MODULE - 2 Preparation of Food
Foods and Nutrition

Milk:
Repeated boilings and exposure to sunlight destroys the essential nutrients present
in milk.

Notes
INTEXT QUESTIONS 8.4
Q1. Tick (√) the correct answer:
(i) Green leafy vegetables lose (Vitamin C/Iron) while cooking
(ii) (Peel/wash) the potatoes before boiling
(iii) Cooking in (open pan/closed pan) saves nutrients.
(iv) (Use/throw) the water used for soaking the rice.
(v) Cut the vegetables into (big/very small) pieces to save nutrients.

8.5 EFFECT OF HEAT ON COOKING

On being subjected to heat foods undergo certain changes, which may be
external changes or internal or both. Let us see what changes externally and
how you can recognise these changes.
External Changes

Colour Flavour/Odour Texture

Change in colour: This change is visual and you can see it. Generally
you will notice that vegetables become darker in colour when heat is
applied. But when they are overcooked the colour changes for example,
green vegetables changes to a darker brown colour, carrots cooked in
milk, imparts pink colour to milk, similarly you will see red meat turns
brownish red.

Change in flavour: You can smell this change. Sometimes it is all
over the house. Pungent smell of fish and other non-vegetarian foods
decrease on cooking. Zeera, clove, hing, etc., acquire a special smell
on roasting.

Change in texture: This change is best known when eaten but you can
also feel it on touching the food or even visually. Cereals and pulses,
root vegetables become soft on boiling. Similarly meats become soft
and tender and egg coagulates on cooking to give a soft solid.
Internal Changes
Food undergoes some internal changes as well and these changes are in terms
of the nutrients.

136 HOME SCIENCE

 Preparation of Food MODULE - 2
Foods and Nutrition
1. Carbohydrates - They absorb water and swell up in the presence of moist
heat. Over cooking results in the bursting of carbohydrate molecules and
makes the food pasty and sticky.
2. Proteins - These coagulate on heating and become tender. Prolonged cook-
ing results in their shriveling and hardening. Notes
3. Fats - At optimum cooking temperature, fats do not change. However, on
extensive heating, start to disintegrate into fatty acids and glycerol.
4. Minerals - Normally they do not change. However, if excessive water is
used for cooking and then discarded, a lot of minerals leach into the cook-
ing water.
5. Vitamins - Need special mention specially water soluble ones, B-complex
and vitamins C.

Vitamin C - In presence of light and on heating, it is easily oxidized
and lost. It is better that fruits and vegetables, which contain vitamin
C, are consumed in raw form.

Vitamin B complex - These are lost even during washing of foods.
It is also lost due to leaching. Discarding the cooking water and addi-
tion of soda bicarbonate also leads to further losses.

Activity 8.2

Observe and list two changes when you cook dal, palak, rice.

8.6 ENHANCEMENT OF NUTRITIVE VALUE

Loss of nutrients during pre-preparation, preparation and cooking can be mini-
mized. In fact, judicious use of certain methods can enhance the nutritive value of
foods.

At the home level - It can be achieved through age old, time-tested methods of:

Germination/Sprouting

Fermentation

Supplementation/Combination

At the manufacturing level

Fortification - Vegetable oils with Vitamin A and D; salt
with iodine.

Enrichment - Processed food products

HOME SCIENCE 137

 MODULE - 2 Preparation of Food
Foods and Nutrition
Let us discuss how we can enhance the nutrient content of our daily dishes
Methods Foods Involved Effect
1. Germination Pulses - Moong, chana, – Increase in vitamin C and
moth beans, peas, whole B-complex.
grains, wheat grains. – Bound iron becomes
available to the body.
Notes – Easy to digest and
– Easy to cook.
2. Fermentation
It is a process by Dough - atta/maida, curd, – Increase in B-complex
which some micro- cereal - pulse combination vitamins and vitamin C.
organisms are added (dal+rice), beverages. – Improves digestibility as
to the food to make carbohydrates, proteins
them light and fluffy. are broken down into
simple forms.
– Imparts special taste
– Increases the availability
of iron, calcium.

3. Supplementation Cereals and pulses, Total nutritive

Process of combining cereals and milk. value of dish is increased
foods from different pulses and milk through the combination of
food groups, thereby eg. ingredients
improving the nutritive kheera, halwa, khichdi,
value. idli, dosa, etc. are few
examples of combination.
Note :
1. Fermentation and germination increase the nutritive value of food at no
additional cost.
2. Combination/supplementation is the cost effective way to a well-bal-
anced and healthy diet.
Activity 8.3
Germinate each of the following and measure their volumes after germi-
nation. Observe:

Volume before germination Volume after germination

(1 teaspoon of channa)
1 teaspoon of whole moongdal
1 teaspoon of wheat grains
1 teaspoon of moth

INTEXT QUESTIONS 8.5

1. Match the statements of Column A with those in Column B.
A B
i) Cereal with milk a. spinach khichri
ii) Cereal with dal b. fruit custard
138 HOME SCIENCE
Preparation of Food MODULE - 2
Foods and Nutrition
iii) Dal and vegetable c. rice-kheer
iv) Cereal with vegetable d. dosa
v) Dal, cereal, vegetable. e. paushtic namkeen dalia
vi) Milk with fruit f. vegetable cheela
Notes
2. Name the method of food enrichment used for–
i) A soft spongy dhokla ________________________
ii) Iodised salt ________________________
iii) Green sprout chat ________________________
iv) Vegetable khichdi ________________________

3. Name two changes brought by cooking in each of the following foods

i) Rice________________________ ii) Fish______________
____________________________ __________________
iii) Chappati (Wheat)_____________ iv) Apple____________
____________________________ __________________
____________________________ __________________
v) Split moong dal on boiling
____________________________ __________________
____________________________ __________________

8.7 EFFECTIVE USE OF LEFT OVER FOOD

Cooked food is sometimes leftover after the meals. A lot of effort and money
goes into food production. Hence, these foods should be reused effectively.
Some dishes which we all are familiar with and can be made by using the left
over food are paranthas stuffed with dal, vegetable cultets, pao-bhaji, boiled
rice kheer and many more.
Here are some other examples for you:

Vegetables pulao can be mixed with potatoes and made into cutlets,
koftas.

Sour curd can be used for making 'kadhi'. It can be mixed with maida to
make bhatura, curd rice, or lassi.

Leftover tomato-onion salad can be used for making dry mixed veg-
etable, stuffed omlettes, soups and curries.

Bread slices can be mixed with potatoes to make tikkis, cutlets etc.

Left over green leafy vegetables can be kneeded in dough to make
parathas or puris.

HOME SCIENCE 139

 MODULE - 2 Preparation of Food
Foods and Nutrition

WHAT YOU HAVE LEARNT

FOOD
needs to be
Notes PRE-PREPARED
by
– Shredding –Washing
– Steeping –Cutting
– Sieving –Blanching
– Mixing –Peeling
– Grating –Grinding
– Mashing

before COOKING
by

Moist heat Dry heat With fats Microwave Solar

Boiling
Grilling
Deep frying cooking cooking

Simmering
Roasting
Shallow frying

Poaching
Baking
Sauteing

Stewing
Puffing
Dry frying

Steaming

Direct Indirect Pressure cooking

by effective use of prin-
PRESERVE NUTRIENTS ciples of pre-preparation
HEATING FOOD brings about and preparation of food

EXTERNAL CHANGES INTERNAL CHANGES

on
Colour Flavour/Odour Texture
Carbohydrates

Proteins
Fats

Minerals
Vitamins

NUTRITIVE VALUE OF FOODS CAN BE ENHANCED

At home level At commercial level
– Germination – Fortification
– Fermentation – Enrichment
– Combination/Supplementation

140 HOME SCIENCE

 Preparation of Food MODULE - 2
Foods and Nutrition

TERMINAL EXERCISE

1. Explain, giving examples, different methods of enhancing the nutritive

value of food, both at home and at manufacturing level.
Notes
2. Giving suitable examples, write short notes on the following methods
of cooking.
i) Boiling
ii) Stewing
iii) Simmering
iv) Steaming
3. List all the pre-preparation activities required for cooking the follow-
ing food items.
i) Palak Pakora
ii) Mooli Paratha
iii) Peas - Pulao.

4. List the ingredients of Samosa, explain different types of changes that

occurs in each ingredient during the process of cooking.
5. What precautions will you take while making mixed vegetable pulao
to avoid loss of nutrients.
6. Give at least five dishes, that can be made from left over food, other
than the ones listed in the lesson.

ANSWERS TO INTEXT QUESTIONS

8.1 1. Stewing and simmering: Both cooked on slow fire/little water. Stew is
covered and simmering is without lid.
2. Peeling – Blanching –
Removing skin Removing skin by dipping in hot
with a knife water and then in cold
3. Shredding and grating – Breaking food in very small pieces.
Shredding is with knife, grating
with grater.
4) Grinding and mashing – Breaking food to produce a paste
Grinding is with a grinder, can also be
for producing powder
Mashing – Make food soft and then press to pro-
duce paste.
2. taste, safety, softening, variety, attractive and flavour
HOME SCIENCE 141
 MODULE - 2 Preparation of Food
Foods and Nutrition
8.2 1. i) Spit Roasting ii) Baking iii) Toasting
iv) Pan/pot roasting
2. All statements are True
8.3 1. i) toasting ii) baking iii) boiling
iv) deep frying v) shallow frying vi) steaming
Notes
vii) grilling viii) roasting ix) solar cooking
x) pressure cooking
2 Refer text
3. Refer text
4. Refer text
5. i) a ii) b
8.4 i) Vitamin C ii) Wash iii) Closed pan
iv) Use v) Big
8.5 1. i) c ii) d iii) f
iv) e v) a vi) b
2. i) Fermentation ii) Fortification iii) Germination
iv) Combination/Supplementation.
3. i) soft and white/swells up. ii) soft, less smelly.
iii) colour - darker, texture - crisper, taste - sweeter.
iv) soft and darker v) soft and thick
AUDIO
Bhojan Pakane Ki Vidhiyan
VIDEO
Conservation of Nutrients.

For more information log on to

http://www.hindustanlink.com/recepiet/index(r),htm
http://sio.midco.net/poornima

142 HOME SCIENCE

 Food Preservation MODULE - 2
Foods and Nutrition

9
Notes

FOOD PRESERVATION

You are now familiar with perishability of food and importance of selection
as well as storage of food to prevent its spoilage. Do you know how you can
actually prevent food from getting spoilt? Yes, by preserving it. You must
have seen it at your homes-potato wafers being dried, raw mango being cut
and dried, tomato sauce, chutneys, dal wadi and papads being made.
Preserved food not only adds variety to our meals but also helps in utilising
excess produce at harvest time. Let us learn more about food preservation in
this lesson.

OBJECTIVES
After reading this lesson, you will be able to:

define the term 'food preservation' and state its need;

explain the basic principles of food preservation;

list and describe household methods of food preservation;

describe recipes for preservation of simple food items at home.

9.1 MEANING AND NEED FOR PRESERVATION

Food preservation is to treat food to keep it in good condition for a long time.
Why do we do that?
Let us take a simple example of boiling milk. Why do we boil milk? So that
we can use it for a longer period. You know that boiling delays milk from
getting sour. You can say you have processed milk and preserved it, even if
it is for a short duration.

HOME SCIENCE 143

 MODULE - 2 Food Preservation
Foods and Nutrition
Food preservation is a form of processing of food to prevent it
from spoilage and making it possible to store in a fit condition for
future use.
It may be as simple as boiling of milk or complicated like pickling of mango
Notes or lemon. By preserving foods, we are also increasing their shelf life. You
already know what shelf life of food means. Yes, it means the time period for
which a food can remain fit for human consumption at optimum temperature.
Activity 9.1: There are a lot of preserved foods available in the
market. List five of them and state appoximate shelf life of each.
Also, state if there are any instructions about keeping each. Can
you state one reason for doing so?
Activity Table
Food item Shelf life Keeping instructions Reason
on label (Remark)
1.
2.
3.
4.
5.
9.1.1 Need for preservation

To increase the shelf 1ife of foods.

To prepare new products like jams, papads, pickles, etc. Such products
are enjoyed by everyone and all the year round.

Processing reduces the bulk of fruits and vegetables. The storage and
transportation becomes easier, e.g., 1 kg of carrots wouId take more
space than 1 kg of carrot murraba.

Helps in ulilizing the food stuffs when available in excess.

9.2 PRINCIPLES OF FOOD PRESERVATION

You have learnt earlier that by boiling milk we are preserving it for a longer
time. But, what are you actually doing by boiling? You are killing the micro-
organisms by raising the temperature of milk. Micro-organisms cannot sur-
vive at very high temperature. This is one of the principles of food preserva-
tion. Let us now learn about the principles of food preservation:

1. By killing the micro-organisms.

144 HOME SCIENCE

 Food Preservation MODULE - 2
Foods and Nutrition
2. By preventing or delaying the action of micro-organisms.
3. By stopping the action of enzymes.
1. By killing the micro-organisms
You already know that boiling of milk kills micro-organisms. Sometimes, Notes
heat is applied for a shorter duration to kill only undesirable micro-organ-
isms, that is those which can spoil the food stuff. It is done while pasteuriz-
ing milk. The cooking that you do at home also keeps food free from micro-
organisms. In canning, (sealing in tins) food is heated to high temperature to
prevent growth of micro-organisms in food.
2. Preventing or delaying the action of micro-organisms
You all know that a peeled apple spoils faster than one with intact skin. Do
you know why? This is because the apple has its skin as a protective cover-
ing which prevents the entry of micro-organisms. Similarly, the shell of nuts
and eggs, skin of fruits and vegetables serve as a protective coating and
delays the action of micro-organisms.
Food packed in polythene bags and aluminium foils are also protected against
micro-organisms. You have read earlier that micro-organisms need air and
water to grow. But if these are removed, you can prevent the action of micro-
organisms and ensure that food does not get spoilt.
Lowering temperature or freezing a food also helps in delaying the action of
micro-organisms and thus in food preservation. You must have come across
frozen foods. Frozen food can be kept for a longer time than fresh food. This
is because micro-organisms cannot act at low temperatures. Thus, when you
are putting food in the refrigerator or freezer, you are preventing the micro-
organism from growing. Lastly, certain chemicals like sodium benzoate and
potassium metabisulphite also help in preventing the growth of micro-or-
ganisms. These chemicals are called ‘preservatives’.
Thus you have learnt that the action of micro-organisms can be delayed or
prevented in many ways:

by providing a protective covering

by raising the temperature

by lowering the temperature

by adding chemicals
3. By stopping the action of enzymes
Enzymes also cause food spoilage. They are naturally present in food. Take
the example of fruits. Keep a raw banana for a few days and observe what

HOME SCIENCE 145

 MODULE - 2 Food Preservation
Foods and Nutrition
happens to it. Yes, the banana will turn ripe, become yellow and then start
decaying and browning. All this happens due to presence of enzymes. What
will happen if the action of enzymes is stopped? The foodstuff will be pre-
vented from spoiling.

Notes Enzyme action can be prevented by giving a mild heat treatment. Before
canning or freezing, vegetables are dipped in hot water or exposed to steam
for a few minutes. This is known as blanching. When you heat milk, you are
not only killing micro-organisms present in it but also stopping the action of
enzymes. This extends its shelf life.

INTEXT QUESTION 9.1

1. Which of the following will not help to arrest the action of micro-organ-
isms on tomatoes :
(a) put them is boiling water
(b) put them in a freezer
(c) leave them on the shelf.
2. List four ways of delaying action of micro-organisms on apples.
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
3. Define preservation and shelf life.

.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................

9.3 HOUSEHOLD METHODS OF FOOD PRESERVATION

Some of the practical methods which can be used for preserving food at
home are:
(i) Dehydration (Drying)
(ii) Pickling with salt, spices and/or oil
(iii) Making jams, jellies, murabbas

146 HOME SCIENCE

 Food Preservation MODULE - 2
Foods and Nutrition
(iv) Bottling of squashes and juices
(v) Freezing
i) Dehydration (Drying)
Preservation of foods by drying is an age old method. Drying is observed in
cereal grains, legumes and nuts. All these dry on the plant itself. Notes
Dehydration usually implies the use of controlled conditions of heating, with
the forced circulation of air.
Dried foods are preserved because the available moisture level is so low that
micro-organisms cannot grow and enzyme activity is controlled. Due to their
reduction in weight, dried foods are more easily transported and stored.
You can make various types of papads, amchur, potato/banana and tapioca
chips, badis, etc., by sun-drying at home.
Vegetables can also be sundried by first
blanching and then drying. You can sun-
dry beans, peas, potatoes, cauliflower, la-
dies finger, garlic, onion and all leafy veg-
etables. Fruits like apricots, bananas,
dates, grapes, peaches, pears, apples, etc.
can also be sun-dried. The process is
Fig. 9.1: Dehydration
simple.
Green leafy vegetables like methi, pudina, palak are washed thoroughly,
plucked, spread on a clean cloth and sun dried. They are covered with a
muslin cloth to prevent contamination by dust. After drying, they are stored
in clean, dry, air-tight containers.

POTATO CHIPS
Ingredients
Potatoes
Salt
Polythene bags
Water
Potassium metabisulphite (KMS)
Trays or big plates or large polythene sheets
Muslin cloth
Method
Wash potatoes, peel and cut into circular pieces of 2-3 mm thickness. Dip
the pieces in boiling water for 3-4 minutes. Take out and dip the potato chips
in cold water containing little salt and potassium metabisulphite for 10 min-

HOME SCIENCE 147

 MODULE - 2 Food Preservation
Foods and Nutrition
utes. For 1 liter of water, add 20 grams of salt and 3 grains of potassium
metabisulphite. This is done to prevent blackening of the vegetables.
Strain and arrange the potato slices on a tray or polythene sheet. Cover with
muslin cloth and place in the sun for several days till completely dry. Store
Notes in air-tight containers or pack in poythene bags.
Note : Raw banana, tapioca can also be dehydreated similarly.

ii) Pickling with salts, spices and/or oil

There will rarely be any house in India where pickles are not eaten. Recall
the pickles that you ate this season.

Do you know how salt, spices and oil help in preserving

the pickles? We know that every foodstuff has some
amount of water in it, which helps micro-organisms to
grow. When salt and spices are added, they draw out the
water from the foodstuff, thus micro-organisms cannot
grow. Moreover, they improve the flavour of the food be-
ing preserved. Spices such as mustard, pepper and hing
(asafoetida) are used in pickling. Fig. 9.2: Pickling

You must have observed that the pickle is usually covered with a layer of
oil. Why? This is because, the layer of oil prevents the foodstuff from com-
ing in contact with the air, thus preventing the entry of micro-organisms,
which can spoil the pickle.

Foodstuffs that can be pickled are lemon, mango, amla, carrot, ginger, cau-
liflower red/green chilli, etc. You can surely add many more to this list.
The process of preparing a pickle is simple.

Wash the veg- Dry Cut/slice on a Mix with salt

etable/fruit thoroughly clean board. and spices

Close with a tight Cover with salt Place in a dry

fitting lid and store and/or oil sterilised container

Here is a receipe for sweet lemon pickle. You can prepare other pickles in
the same way as explained above.

148 HOME SCIENCE

Food Preservation MODULE - 2
Foods and Nutrition
SWEET LEMON PICKLE
Ingredients Quantity
Lemon 1 kg
Salt 150 g
Black salt 100 g Notes
Cloves (powdered) 2 No.
Ajwain 40 g
Hing 1g
Black pepper powder 40 g
Sugar 200 g
Method
Select round, fully mature and juicy lemons. Wash well and dry. Cut each
lemon into 8 pieces. Put in a clean jar. Add all the spices and sugar. Shake
well. Keep the pickle in sun for 10-12 days, shaking it occasionally.
(iii) Making jam, jellies and murabbas
You can make jam by boiling the fleshy part (pulp) of the fruit with suffi-
cient quantity of sugar to a thick mixture. You can make jams with apple,
mango, papaya, pineapple, raw mango, etc.
Jellies are prepared by boiling the fruit with or without
water and straining it. Then the strained and clear juice
extract containing pectin (helps to set the jelly) and acid
is mixed with sugar and the mixture is boiled. It is boiled
to a stage at which it will set to a clear jelly-like sub-
stance. A well made jelly is transparent, well set and has
the original flavour of the fruit. Guava, pineapple and
orange can be easily converted into jelly. Fig. 9.3

Murabbas are made by boiling the fruit in sugar solution, till they become
soft. Murabbas are popular for eating with chapatis, puris, etc.
Let us now learn how to make a mixed fruit jam and amla murabba.

MIXED FRUIT JAM AMLA MURABBA

Ingredients Quantity Ingredients Quantity
Mixed fruit pulp 500 g Ingredients
Sugar 500 g
Amla 1 kg
Citric acid 4 g (1 teaspoon)
Water 100 ml Sugar 1.5 kg
Fruit essence few flrops
Red colour 1/2 teaspoon.

HOME SCIENCE 149

 MODULE - 2 Food Preservation
Foods and Nutrition
Procedure Procedure
1. Wash the fruits, peel them and cut them into 1. Prick amla with fork
small pieces. You can use banana, apple, sapota and steam cook for
(cheeku), mango, etc. 5 minutes
Notes 2. Convert fruit pieces into pulp by mashing them 2. Add 50% of sugar
manually or in a mixer. Boil 3. the apple peels and (750 gm) to amla
seeds in 100 ml of water. Strain it and add the water and mix well on the
to fruit pulp (This will extract pectin from peel. first day.
Pectin is a substance which helps in setting the 3. On the second day
jam). 4. Boil fruit pulp for about 15 minutes. Add see that the sugar
sugar. Continue boiling with constant stirring. 5. dissolves, if not re-
After about 30 minutes, when the mass starts thick- move amla from the
ening, add citric acid dissolved in small amount of syrup and heat till
water. 6. Continue boiling till the pulp falls from the sugar dissolves.
the spoon in the form of a flake or sheet. When Cool the syrup and
you put a small amount of this into a plate of cold add amla and left
water, it will settle in one place. This shows the over sugar (750
end point or the point at which the jam is ready. 7. gm).
Remove the jam from fire and add essence and
colour. 8. Fill hot jam into clean, sterilized bottles 4. Repeat on the third
and cool the bottles. While filling hot jam, place day. Add all the left
the bottles over a wooden board. 9. If you want to over sugar.
keep the jam for a long time, pour a layer of melted 5. Amla murraba is
paraffin wax over it and cover the bottles tightly. ready for use after
This wax can be removed at the time of use. 15 days.

(iv) Bottling of squashes

A glass of cold lemon squash is always welcome in summers. Lemon squash
or any other squash can be easily prepared at home. For preparing squash,
fruit juice is mixed with sugar syrup. The quantity of sugar depends on the
quantity of fruit juice. Squashes should be stored in bottles with a narrow
mouth and tight fitting lid. You can prepare squashes with lemon, orange,
mango, grapes, pineapple, etc. .
Let us now learn how squashes are made.
General procedure for making squash
1. Extract the fruit juice and filter it through a sieve.
2. Make a syrup with sugar and water.
3. Add citric acid to the syrup and remove from flame when a white layer
forms at the top.

150 HOME SCIENCE

 Food Preservation MODULE - 2
Foods and Nutrition
4. Cool the syrup and filter it.
5. Mix with the juice extracted, add colour and essence.
6. Add potassium metabisulphite (KMS) or sodium benzoate. Mix and
put in sterilized bottles immediately leaving some head space. (space
between top of the liquid and the bottle cap). Notes

Note :
(1) To extract juice from grapes cook for 5-10 min and pass through the
strainer.
(2) To extract juice from pineapple, cut into pieces (without removing the
skin) grate and squeeze with muslin cloth.

Ingredients Fruit Juice

Lemon Orange Lichi Mango Pineapple
Fruit juice (kg) 1 1 1 1 1
Sugar (kg) 1½ 1½ 1½ 1 1½
Water (kg) ¾ ¾ ¾ 1 ¾
Citric acid (gm) — 25 25 30 25
Colour — 1 tsp — — 1 tsp
Essence — 1 tsp — — 1 tsp
KMS ½ tsp ½ tsp ½ tsp ½ tsp ½ tsp
(tsp - tea spoon)
(KMS - Potassium metabisulphite.)

Sterilization of bottles: For preserving any product, it is essential that

bottles should be properly sterilized. For this, fill a big vessel with water
in which bottles can be dipped. Bottles should be left in boiling water for
20 minutes. Put a layer of cloth at the bottom. Place bottles over it. After
sterilization, keep the bottles well covered so that they do not get con-
taminated again.

(v) Freezing
Freezing fruits and vegetables in season can be of great benefit as they can
be available when they are not in season. For example, freezing of peas in
winter when they are cheap and of good quality, can be of great use in sum-
mer when they are very expensive. Let us learn how freezing of peas is
done.

HOME SCIENCE 151

 MODULE - 2 Food Preservation
Foods and Nutrition
FREEZING OF PEAS
Select fresh, tender peas and shell them. Take sufficient water to completely
immerse the peas. Add 10 gms of salt for every 1 litre of water and boil. Add
peas to the boiling water and leave for 2 minutes. Drain and cool immedi-
ately. Pack in small polythene bags, remove air by pressing and seal the
Notes bags. This is done so that no micro-organisms remain in the packet. Place
the packets in the freezer.
You can also freeze cauliflower, beans, carrots, capsicum, ladies finger, green
chana, corn, spinach, methi, etc. in the same way. A temperature of 180C is
recommended for storage of frozen foods. The period during which the food
can be stored successfully varies with food and storage temperature.

Activity 9.2 : Visit a market, find out the preservatives used in the
following products:

S.No Product Preservative used

1. Orange squash
2. Mango pickle
3. Guava jelly
4. Tomato sauce
5. Apple Jam

INTEXT QUESTIONS 9.2

1. The common preservative used in making squashes is:
(a) KS
(b) KSM
(c) KMS
2. Oil in pickles
(a) delays the action of micro-organisms.
(b) kills the micro-organisms.
(c) stops the action of micro-organisms.
(d) stops the action of enzymes.
3. Freezing preserves food because it
(a) delays the action of micro-organisms.
(b) kills the micro-organisms.
(c) stops the action of micro-organisms.
(d) stops the action of enzymes.
4. Write the steps for preparation of mango pickle.
5. Write the steps of freezing methi leaves.
152 HOME SCIENCE
 Food Preservation MODULE - 2
Foods and Nutrition

WHAT HAVE YOU LEARNT

Need and importance of Food preservation

Notes

Based on
Delaying action of
micro-organisms

Principles of Killing micro

food preservation organisms

Stopping action of
Done through enzymes

Household methods of
food preservation

Drying Pickling Making Bottling Freezing

jams, jellies squashes
murabbas

TERMINAL EXERCI1SE
l. What is food preservation?
2. Give four reasons why we should preserve food.
3. Suggest the best method to preserve the following foods and give one
reason for each selection:
(a) Orange juice
(b) Raw mango
(c) Apple
(d) Potato
(e) Carrots

HOME SCIENCE 153

 MODULE - 2 Food Preservation
Foods and Nutrition

ANSWERS TO INTEXT QUESTIONS

9.1 1. (c)
2. (a) Do not remove the peel
Notes
(b) Pack apples in polythene/aluminium foil.
(c) Keep in the refrigerator
(d) Make jam
3. Refer to text
9.2 1. (c) 2.(c) 3. (c)
4. Wash mangoes; wipe with clean cloth; cut into pieces; mix in
salt and spices; place in clean bottles; cover with oil; close with
tight fitting lid.
5. Wash methi well; pluck the leaves and tender stems; pack in small
polythene packets and seal; place in the freezer.
ANSWERS TO TERMINAL EXERCISE
1. Refer text
2. (a) To increase their shelf life
(b) To prepare new products
(c) To reduce the bulk of fruits and vegetables
(d) To prevent spoilage and wastage of food
3. (a) as squash
(b) as pickle
(c) as jam or jelly
(d) as wafers
(e) as pickle

For more information log on to

http://www.recipedelight.com/indianchutneypickles.htm
http://www.bawarchi.com/hom.html

154 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management

Notes
10
FAMILY RESOURCE
MANAGEMENT

All of us want to lead a peaceful and fulfilling life. We want to get good food,
clothing, education and a house for comfortable living. Do you think that all fami-
lies get all these things? How will you know that all families enjoy a comfortable
and happy life? Observe the families living around you. Despite living in the same
locality, same kind of house with almost the same amount of income and family
size, you will find that some of them are happy and well settled, while some others
are dissatisfied.
Do you know the reason for this difference? What can be done to ensure that all
families are happy and satisfied? Let us find out how we can help the families to
achieve this.

OBJECTIVES
After reading this lesson, you will be able to do the following:

explain the terms ‘resources’ and ‘management’;

identify and classify resources;

describe the characteristics of resources;

describe ways of maximizing satisfaction from the use of resources;

explain the significance of management in day-to-day life;

enumerate the steps involved in the management process;

identify the motivating factors in management;

discuss the role of decision - making in the management process.

HOME SCIENCE 155

 MODULE - 3 Family Resource Management
Resource Management
10.1 RESOURCES

When you want to buy a dress, you need money. Similarly, when you want to go
to your friend’s house, you will walk or use a vehicle. You will need land and
money when your family wants to build a house. In the same way, we need other
Notes resources like knowledge, material things, skills etc. to perform all our activities.
Thus, we find that we need a lot of things to do our day-to-day chores. These can
be called our resources. Therefore, we can say that the means used to meet our
needs are called resources.
Resources are the means for satisfying our needs and reaching our goals.

10.1.1 Types of Resources

You have earlier seen that we have many resources like money, time, land, knowl-
edge etc. Take a sheet of paper and note some more of them. Did your list include
the following?
– Money, salary, rent, interests from savings bank account etc.
– Your house for living and working.
– Time, like an hour a day, month etc.
– Energy to do work.
– Knowledge, skills and abilities for doing our work, like sewing, driving,
swimming, etc.
– Material goods like household equipments, car etc.
– Community facilities like park, hospitals, roads, bus etc.

When you look at this list carefully, you will realize that there is a difference be-
tween resources like money, house, equipments, etc., and resources like knowl-
edge, time, skills and abilities. A house or an equipment would have a fixed cost
for everyone, i.e., anyone can buy these things at the same price. However, your
knowledge or skill can be very valuable for you and your family while it may not
be of the same utility to others.

Your energy is a resource for you and can be used to do any work that you want
to do. But your energy can not be used by others to perform what they want to
do.

Similarly, if your mother has the skill of being a good doctor, it is something which
belongs to her and only she can use it.

156 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
Thus, some resources become a part of an individual and can be used only by that
person. Such resources are called ‘human resources’. Examples of human re-
sources are time, energy, knowledge, skills and abilities.
The resources possessed and utilized by persons are called human resources.
The amount of human resources available will vary from one person to another. Notes
Therefore, they can be acquired and cultivated.
At the same time, there are some other resources which are available for everyone
to use. They are more easily recognized than human resources. Some of these
resources like park, and community facilities are available to all of us. However, it
is for us to make use of them properly and take advantage of their uses. Such
resources are known as ‘non-human resources’. Some examples of non-human
resources are money, house, land, material goods and community facilities.
Non-human resources are external to individuals, but they can be possessed
and utilized by them.

Resources

Human Non-human

Time
Money

Energy
House

Skills
Material goods

Abilities etc.
Community facilities.

Activity 10.1: List all your own and your family member’s human re-
sources. Also suggest two possible goals each that you and your family
can achieve using these resources.

INTEXT QUESTIONS 10.1

1. Your friend wants to become a doctor. She is living with her parents and a
brother, who wants to become an engineer. Both of them, your friend and
her brother, are studying in classes VIII and XII respectively ? Now state:
a) resources they will need to reach their goals.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................

HOME SCIENCE 157

 MODULE - 3 Family Resource Management
Resource Management
b) Categories to which these resources belong.
.............................................................................................................
.............................................................................................................
.............................................................................................................
Notes
.............................................................................................................
2. Separate and prepare a list of the following resources as individual and fam-
ily resources:
a. House. .............................
b. Baking skill of your mother. .............................
c. Your ability to ride a bicycle. .............................
d. Your father’s capability of driving a car. .............................
e. Car. .............................
f. Inherited land in your village. .............................
g. Equipments in your house. .............................
h. Monthly salary of your father. .............................
3. List the kind of resources you will need for the following:
a. Reaching your office on time everyday
......................................................................................................
......................................................................................................
b. Giving a party to your friends after passing your NIOS examination.
......................................................................................................
......................................................................................................

10.1.2 Characteristics of Resources

Both human and non-human resources have some common characteristics. These
are listed below.

Resources are useful: Resources can be used to fulfill our needs and
wants. That is why they are called resources!
For example:
- A house provides shelter.
- A bus helps to reach our office and school.
- Your mother’s ability to sew clothes helps the family to get clothes
stitched on time and to save money.

158 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management

Resources are limited in supply: Every resource is limited in supply. You
have only 24 hours in a day. Similarly, the salary obtained in cash is also
fixed. You have only limited supply of energy. In the same manner, resources
like water, electricity, fuel, etc, are all limited in supply. To get maximum
benefit, we must make efforts to conserve them.
Notes

Resources are inter-related: When you work, you need resources like
time, energy, skill, equipments etc. Without adequate supply of time and
skill, you will not be able to use your energy to operate the equipment. Thus
you will realize that all these resources are used at the same time, because
their uses are inter-related.

Resources have alternate uses: Most resources have alternate uses. For
example you can use the same time for a number of activities like cooking,
studying or watching television. Similarly, you can use your family savings for
the purchase of a house, equipment or for higher studies. Thus resources
have alternate uses.

Resources can be substituted: To achieve the same goal, we can use one
resource or the other. To reach your school or office, you may use your
energy and time resource by walking or use money resource by traveling in
a bus. Other examples are the use of ready-made or convenience foods
instead of preparing them at home. Therefore, one resource can be substi-
tuted for of the use of another resource.
Thus we can see that all resources have similar characteristics. Therefore we should

Create and cultivate them to enhance their availability.

Conserve them as they are limited in supply.
For example, to obtain the above two things, try to improve your knowledge and
skill in sewing to stitch your clothes; earn money and satisfy your creative urge.
10.1.3 Ways of Maximizing Satisfaction
While using resources, we have to ensure that we utilize them in such a way that
we get maximum benefit from their use. This way we will be able to get maximum
satisfaction. The different ways by which we can achieve this are listed below.
- Identify all the available resources.
- Make use of only the right amount of resources.
- Substitute the less expensive resources for the more expensive ones.
- Develop the habits that can enhance the use of resources.
- Cultivate practices to increase the availability of resources.
- Learn to share resources so that you do not deprive others of their use.

HOME SCIENCE 159

 MODULE - 3 Family Resource Management
Resource Management
- Do not waste resources.
Adopt the 3-R’s - Reduce, Reuse, and Re-cycle the resources to
maximize satisfaction from their use.

Notes

Fig. 10.1: Ways of maximizing satisfaction from resources

Activity 10.2: Identify at least five human and five non-human resources
available to your family and compare this list with that of your
friend’s list. Suggest at least 2 ways by which you can enhance or
maximize their utility.

INTEXT QUESTIONS 10.2

1. List any four ways of maximizing satisfaction from resources.
(i) ________________________________
(ii) ________________________________
(iii) ________________________________
(iv) ________________________________
2. Give an example of a resource that you can create or cultivate in yourself.
..............................................................................................................
..............................................................................................................
..............................................................................................................
...............................................................................................................

160 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
3. What are the three ‘Rs’ that you should adopt to get maximum satisfaction
from the use of resources?
..............................................................................................................
..............................................................................................................
Notes
..............................................................................................................
...............................................................................................................

10.2 MANAGEMENT PROCESS

Let us take the following example:
You want to visit your grandparents living in a different place. What all will you do
to arrange your visit?
In this context, you need to do the following:
- list the things to be done for the journey;
- buy the ticket for the date as planned earlier.
- collect all things for making the trip comfortable.
- buy the things that are not available with you
- check whether you have everything you planned and pack your baggage like
clothes, food, shoes, water bottle, towel, soap, etc.
- inform your grandparents
- take the train and leave for your grandparents house.
Now, can you say how you have planned this trip successfully and how you col-
lected all the things you wanted for a comfortable journey? Yes, the process you
have used in this case is called management, and the things you have used are your
resources. Yes, you have managed a number of things to see that you are able to
visit your grandparents as planned by you.
Therefore, we can say that
Management is a process of using what you have to achieve what you want.

10.2.1 Significance of Management

Let us now imagine what could have happened if you had not done or managed
what you had planned to do, as listed earlier? Yes, you could have faced some of
the following problems–
- You could have reached the station late.
- Without a proper ticket, you may have had to cancel your journey.

HOME SCIENCE 161

 MODULE - 3 Family Resource Management
Resource Management
- You could have missed packing your food or drinking water.
- You may have found your grandparent’s house locked when you reached
there.
You will now agree that management is an important tool even to make a simple
Notes job like making your trip a success. Similarly, many other situations in our life also
need management. We can therefore say that management plays a significant role
in our day-to-day life. Management helps you to:
- reach your goals,
- achieve what you want,
- utilize your resources properly,
- make your life more systematic,
- avoid wastage of resources,
- increase efficiency in work situations,
- achieve a better standard of life.
10.2.2 Steps in the Management Process
You have now learnt that management is an important aspect of our lives. We
have to achieve a large number of goals and satisfy our wants. Whether your goal
is more important or less important, you need resources to achieve it. You are also
aware that resources are limited. To achieve our goals with limited resources, we
have to follow a systematic method. Management involves the following steps:

Planning

Organising

Controlling

Evaluating
You will see that everyone follows a particular procedure when they work to-
wards their goal.
First you have to think about what to do and how it is to be done, that is, you do
the planning.
Then you assemble the resources and assign the responsibilities. In other words,
you are organizing.
After that you perform the actual task, i.e., you put your plans to action or you are
controlling your activities so that it is according to your plans.
Once the task is over, you check to see whether everything went according to
your plan or not. In other words, you are evaluating.

162 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
Following is a detailed description of each step of management. These are called
the steps in Management.
Thus, there are four steps of management.
Step 1: Planning
Notes
The first step in management consists of thinking in advance of what needs to be
done i.e., planning. A simple way to plan is to make a list of all the things that need
to be done. Since certain things have to be done first and others later, arrange
them in a proper order or in a sequence. If you take the example of your trip to
your grandparent's house, you planned all the things that needed to be done. After
that, you collected the things and shopped for the others. For example, you first
took money from the bank and then went to the station to buy tickets for the
journey. You collected your ticket and the other things like bedding, soap, clothes,
towels etc; you packed them in a suit case.
While doing this you had arranged each activity in sequence in which it was to be
done.
Besides following a sequence, you also need to make the plan flexible so that you
can make changes at the last minute, if needed. For example, suppose you find
that tickets are not available for the 15th of July, you then get tickets for another
train on the same day or in the same train for the next day. Thus, planning involves-

Listing activities

Sequencing activities, and

Providing flexibility for any adjustments.
Now, can you say, why is planning important? Yes, it is important so that you do
not forget any important aspect once you start carrying out the task. You also have
something in your hand so that you can start organizing your work.
In short, during planning think about the following:
- What is to be done?
- Who will do the work?
- How will it be done?
- When will it be done?
- What resources will be used?
Step 2: Organising
After planning, you have to organize your resources and your work so that the
plan is carried out properly. Organizing involves assembling resources and fixing
responsibilities.

HOME SCIENCE 163

 MODULE - 3 Family Resource Management
Resource Management
Organizing means assembling
resources and fixing responsibilities to carry out a plan.
Let us now go back and once again examine the example given earlier.
When your were planning for your trip to your grandparent's house, you decided
Notes to go to the station to purchase tickets, that is, you fixed the responsibility on
yourself. But a plan may not always involve you only. For example, if you decide
to buy the ticket for your trip, you may decide to do it yourself, or you may take
the help of your brother or your mother.
Thus, after deciding who does what, you set about collecting or assembling every-
thing that you needed to prepare for the trip. All these activities of fixing responsi-
bilities and collecting resources make up the second step of management, that is,
organizing. While assigning tasks to other people, we must make sure that -
They have the time and ability to do that work and are willing to do the same.

For example, if you could not go and get the ticket yourself, you could have asked
your brother to buy the ticket, because his office is close to the railway station.
Thus he will be in a position to buy the ticket.

Can you say what would happen if you did not organize your work? Can you
think of what would happen if you assigned tasks to people who were not willing
or able to do them? What would happen if you asked a very busy person to do
something for you?

Yes, you are right, the work would either not be done properly, or not done at all.
Therefore, your plan would not be successful.

Can you now say why organizing your activities is important?

Organizing ensures that:

all the planned work gets done,

there is proper distribution of work,

work gets finished on time,

time, energy, and other important resources are saved, and

your planning is successful.

This means that since the work gets distributed among two or more persons, it
saves time and energy. Since more than one person is doing the work, all the work
gets done and no one is overburdened, that is, there is a fair distribution of work.
By doing so, there is no wastage of the resources and they are also conserved.

164 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
Activity 10.3 : Prepare a plan of a picnic for your family and list the
activities to be performed. Distribute work among family members ac-
cording to their ability and time available to them.
Step 3 : Controlling
Once the plan is ready and the resources are organized, actual work starts. Con- Notes
trolling is necessary at this stage, because activities must move according to the
plan. Can you look at the earlier example? We have discussed there that if you
cannot get tickets, you have to think of an alternative arrangement. So, if you
really have to do what you have planned, you need controlling your activities to
see that the original plan is implemented.
Controlling is also known as putting a plan into action. As the plan is being carried
out, you also have to check the progress of your plan. When you do this, you may
sometimes find a changed situation which calls for a fresh decision. For example,
suppose you had planned to go on 15th, but find that no ticket is available, what
will you do? You may have to decide on one of the following:

Change the train; or

Change the date of departure; or

Cancel the trip.
Since you may not like to cancel the trip, you decide either to take a different train
or decide on a different date for the same train. This arrangement is called control-
ling.

You make adjustments as the plan is being carried out or implemented. You change
or control your activities so that your plan is not a failure. This is also called flex-
ibility.
Controlling means carrying out the activities as planned and organized earlier.
Step 4: Evaluating

Evaluating, means checking the progress of your plan and taking correc-
tive measures if needed.
For example when you cook a meal for your family, you want to taste whether it is
done properly or not. You also see whether everything is made in adequate amounts.
Evaluation helps you to check your mistakes and improve your work and
product.
Thus evaluation helps you to understand your weaknesses and mistakes so that it
is checked and will not be repeated in future. This is also called looking back or
“feedback”.

HOME SCIENCE 165

 MODULE - 3 Family Resource Management
Resource Management
Though you may find that evaluation is listed as the last step, it is done at each
stage of management i.e. planning, organizing, and controlling. You have to evalu-
ate at every stage so that you do not regret in the end. Since you are constantly
evaluating your work, you come to know the defects of your planning, organizing
and controlling. Sometimes, you are in a position to bring a change in your plan-
Notes ning and/or organizing and controlling. If you can, you tend to improve end results
and complete the process smoothly and successfully. If not, you learn to do a
better job in future.
Activity 10.4: Observe your father’s management of repair and mainte-
nance activity at home. Suggest some management tips to help him with
this activity.

INTEXT QUESTIONS 10.3

1. Define management.
...............................................................................................................
...............................................................................................................
2. List two advantages of management. Explain with an example each.
...............................................................................................................
...............................................................................................................
3. List three important things involved in planning.
...............................................................................................................
...............................................................................................................
4. Re-arrange the following stages of the management process in the correct
order.
(i) Organising ...................................................
(ii) Evaluating ...................................................
(iii) Planning ...................................................
(iv) Controlling ...................................................
5. State whether the following statements are true (T) or false (F). Justify your
answer.
(i) Planning does not need controlling.
.....................................................................................................
.....................................................................................................
(ii) Evaluation is often not required while controlling.
.....................................................................................................
166 HOME SCIENCE
 Family Resource Management MODULE - 3
Resource Management
.....................................................................................................
(iii) Plans are fixed in nature.
......................................................................................................
......................................................................................................
Notes
(iv) Everyone in the family should consult others while preparing their own
plans.
......................................................................................................
......................................................................................................
(v) While organizing, you need to fix responsibilities to carry out the plan.
......................................................................................................
......................................................................................................
(vi) Anyone can do any activity to accomplish a plan.
......................................................................................................
......................................................................................................
6. List with an example the activities involved in :
(i) Organising
......................................................................................................
......................................................................................................
(ii) Controlling
......................................................................................................
......................................................................................................

10.3MOTIVATING FACTORS IN MANAGEMENT

Fig. 10.2: Motivating factors

HOME SCIENCE 167

 MODULE - 3 Family Resource Management
Resource Management
There are three motivating factors. These are:

Values

Standards

Goals
Notes

Value

A value is a moral principle and/or belief that a person holds about some aspect of
life. You value honesty, punctuality, kindness, sincerity, health, good habits, happi-
ness, etc. It motivates you to behave in a particular way. For example, you value
good health that is why you tend to eat right food and also do regular exercise.
You join yoga classes or aerobics or go for a morning walk. You value time that is
why you try to be punctual for your appointments.
Different people may give importance to different values. You may not necessarily
have the same values as your friend.
Your values may remain same or change in life. For example, you value honesty
and hence do not tell a lie ever. But you may fall in bad company and then start
telling lies. Your value for honesty thus disappears.
You may also aquire new values from time to time eg., you may start valuing food
and do things to save it from wasting. You may start valuing independence and
therefore get encouraged to do things yourself. This may help you not only in
independence but also in developing your skills and raising your self esteem. So
do you see how the values you hold help you to go into action? Can you list some
more values and the related actions?

Standards

Standard is an accepted level of quality. Hence it is a measure of values that

compel individuals to perform actions that will give the desired satisfaction.

Whenever we do any work, we measure our performance against a standard.

When we clean a room we see that everything is back in its place, it is dusted and
polished, floor is swept and mopped and so on. The room is not clean till any of
the jobs remains undone.
Some standards are self dictated, others are demanded or dictated to us by our
family and community. Therefore, some standards are flexible and some are rigid.
You may have also observed that for the same task, you have a particular stan-
dard at a given point of time under certain conditions and another standard at a
different time under different conditions. Let us take an example. Your mother
may prefer to go to the market to select and buy fresh vegetables herself every-
day. However, if she is unable to go to the market on a particular day, she may
instead ask your father or you to go and buy the vegetables. Here, she is prepared

168 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
to accept the type and quality of vegetables that your father buys. The selection
may not be as per her standard of quality, size and freshness of the vegetables, but
still she is prepared to accept them.
The standards you hold are a reflection of the values you have and the aim you
have for the future.
Notes
Some standards affect you alone, others may affect your family and your commu-
nity. Hence, we should be very careful in selecting our standards. For example,
when we hold "cleanliness" as our standard, we should not only keep our house
clean, but also the places around our house. We should apply the same standard
of cleanliness for our house as well as for our community. Throwing garbage from
the house on to the street is not your standard of cleanliness.

Goals
A goal is your aim or objective in life. You have joined this course at NIOS be-
cause your aim is to get a class XII certificate, is not it? You achieve them within
the limits set by your values, standards, and the resources available. To define the
term goals we can state that:

Goals are the aims or objectives that we want to achieve and work for.
Thus goals grow out of our values, needs and desires.
We expect that by accomplishing these goals, we get a sense of achievement,
happiness and satisfaction.
Just as our values and standards change with time, our goals also keep changing.
Some goals are achieved sooner than the others. Some goals are achieved more
easily than the others. Some goals are reached within the span of a few minutes
(eg cooking food), few hours (eg sewing a shirt) or few years (eg completing a
degree course, owning a house, building a bank balance, etc). Sometimes, certain
goals are dropped because they have already been achieved. For example, if you
have finished your schooling your goal of schooling is dropped, instead a new goal
of joining a college for a degree course is added to take its place. Can you think of
some goals of this type?
To understand goals better, let us consider the example of Reema, Mahesh and
Sanya who value health, hence, work for it by joining a class for jogging, aerobics
and yoga respectively. The main goal that all of them are trying to reach is good
health. However, Reema is jogging for half an hour everyday as her goal may be to
lose a particular amount of weight by a certain time. Mahesh may be doing yoga
exercises to improve his chronic back pain and asthma. Sanya may be doing
aerobic exercises to increase her stamina, keep trim and maintain her body weight.
Besides exercising, these three friends may also be aiming at taking a balanced
diet, nutritional supplements, vitamins and tonics, etc. to improve their health. Thus,
they may have a number of smaller goals to reach the larger goal of health.

HOME SCIENCE 169

 MODULE - 3 Family Resource Management
Resource Management
Thus, you have learnt that your values and goals along with the stipulated stan-
dards are the main reasons for you to learn and use management process in day-
to-day life.

Notes INTEXT EXERCISE 10.4

1. List four values considered important by
(a) you
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(b) your family
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(c) your friend
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

Q. Would you change your values and standards because your friend wishes
you to do so? What factors should you consider while fixing your values,
standards and goals?

2. Define values, standards and goals.

...............................................................................................................
...............................................................................................................
...............................................................................................................

170 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
3. Categorize the following in the categories of
a) a few hours b) a few days
c) a few months d) a few years
1. Cooking food...............................
Notes
2. Cleaning cupboard
3. Finishing an assignment for NIOS. .......................................
4. Receiving a certificate from NIOS........................................
5. Knitting a pullover for yourself........................................
6. Higher education for children........................................
7. Marriage of a daughter.......................................

10.4 DECISION - MAKING

If you are to use the process of management as a tool to help you lead a harmoni-
ous, successful and satisfying life then you have to make correct decisions about
the goals you wish to achieve, the standards that you want to maintain and the
lifestyle you desire. You will observe that decision making is a continuous process.
While making decisions, you have to make a choice among many alternatives.
Considering different alternatives is important because then you are sure that you
are following the right course of action and have not left out an option which could
save you money, time, energy, or social/emotional problems. Hence, it is vital to
learn how to make correct decisions while solving a problem or reaching a target
or tackling a situation. What is the meaning of decision making? You can define a
decision as:
A decision is selection of a course of action among alternative choices.
What does it mean? On a rainy day you want to reach your office on time but do
not want to use your bicycle. What are your options? You can take a bus, go
walking, take a taxi or ask your friend for a lift in her car. You have to decide
which option to use so that you reach office on time.
Making a decision involves a number of steps. These are:
1. Identify the problem.
2. Find out all the information you need about the problem and formulate pos-
sible courses of action, ie., solutions, to overcome the problem.
3. Consider and evaluate the consequences of each alternative course of ac-
tion.
4. Select the best possible course of action.
Let us understand how to apply these steps of decision making by taking an ex-
ample.
HOME SCIENCE 171
 MODULE - 3 Family Resource Management
Resource Management
Step 1: Identifying the problem.
Your friend, Rahul and his family are not happy with their present rented house.
They try to find out the reasons for it. They find the house too small for their needs
because they are seven members and there are only two rooms to live in. There is
Notes very little open space for drying clothes. The kitchen is also very small. Above all,
the neighbourhood is not very clean. Hence, Rahul’s family wishes to change their
house and preferably buy a house of their own. The underlying problem is that of
their present house and selection of a new one.
While identifying the problem, it is important to be clear and unemotional. Rahul’s
family should not overlook the benefits of the present house. Their present house
is close to Rahul’s father’s office and Rahul and his sisters’ school. The market
place is nearby and frequent trips can be easily made to buy things of day-to-day
use. Yet, they are not happy with their present house. In the light of the above
situation, keeping in mind the needs, desires and values of Rahul’s family, we
should now help them to move to the next step of decision-making.
Step 2: Find out information and possible courses of action.
Rahul’s family should try and find out everything about the alternate houses avail-
able to them. The different localities and types of house (ie., flat or bungalow),
number of rooms, feasibility and affordability of rent for a larger house versus
owning a house, etc. To find out all the information, the family can take the assis-
tance of a property dealer and consult their friends and neighbours for advice and
experience. Ideally, Rahul’s family should explore all possible alternatives within
the constraints of their resources, especially time, energy and money. This will also
help them to set certain limits within which alternatives can be thought of.
Step 3: Evaluation of alternate courses of action.
To make it easy, Rahul’s family should consider two to three alternatives at a time
and as one is rejected a new one should be added for consideration and evalua-
tion.
Each alternative should be clearly analyzed for its consequences and ability to
meet family goals and values. The desirable and undesirable consequences of an
alternative should be considered to select the best choice. At the end, Rahul’s
family may decide to defer the purchase of their own house for the moment, as
they do not have enough savings. Rahul’s father may already be paying the install-
ments for their car. So, he cannot afford to buy the house on installments until the
car payments are taken care of. Thus, the family may decide to continue to live in
a new rented accommodation despite knowing that owning a house would be the
best solution to frequent changing of houses and paying a monthly rent. They now
have to consider all alternatives for rented accommodation, ie., their list of alterna-
tive course of action has narrowed down to selecting a house on rent.

172 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
Step 4: Selecting the best course of action.
After looking at a number of houses Rahul’s family decides to select a three bed-
room flat on the ground floor in a near by new locality which is very clean and well
planned. It has big houses, broad roads, a good market and is not very far from
Rahul’s father’s office and the children’s school. This house has a lot of open Notes
space in front and back, so that their children can play freely, there is adequate
space for drying clothes, and Rahul’s mother can also have a small kitchen garden.
The rent is affordable and Rahul’s father hopes that after paying off the car loan he
can soon plan to save enough for making a down payment for a new house and
pay off the remaining amount in easy installments. Thus, Rahul’s family is very
happy in their new house.

INTEXT EXERCISE 10.5

1. Your father wants to take the family for a picnic. Present the steps he should
consider to decide about a suitable place and time for it.
2. State whether the following statements are True (T) or False (F). Give
reasons for you answer.
a) A decision is the selection of a number of courses of action among
alternate choices.
.....................................................................................................
.....................................................................................................
b) The first step of decision-making is to identify the problem correctly.
......................................................................................................
......................................................................................................
c) A family’s resources and goals are the major factors to be kept in
mind while choosing among various courses of action.
......................................................................................................
......................................................................................................
d) The course of action selected after analyzing all the alternatives should
ideally satisfy all family members.
......................................................................................................
......................................................................................................
e) Decision-making is a one time process to set up major family goals.
......................................................................................................
......................................................................................................

HOME SCIENCE 173

 MODULE - 3 Family Resource Management
Resource Management

WHAT YOU HAVE LEARNT

Management
Notes

Is the process of

Planning Organising Controlling Evaluating

Values The use of Resources Standards

To achieve goals.

TERMINAL EXERCISE
1. Define the term resources and classify them.
2. What is management? Describe the steps of management by using an ex-
ample.
3. What are the three major motivations in the process of management?
4. Identify a major goal in your life. State the value (s) from which it originates
and the standards (s) you have set to achieve it.
5. Write briefly the importance of decision making. List the steps of decision
making.
6. Rearrange the jumbled letters to identify the correct term describing the state-
ments written below:
(i) Means for reaching our needs and goals – CESURROSE
(ii) Using what you have to achieve what you want – MGEATMENNA
(iii) First step of management – INLAGPNN
(iv) Fixing responsibilities and assembling resources in management –
NNSROGGEAII
(v) Carrying out the activities as planned and organized earlier –
GIOONNTCRLL

174 HOME SCIENCE

 Family Resource Management MODULE - 3
Resource Management
(vi) Checking the progress of your plan and taking corrective measures –
TVAALUENIO
(vii) Measures of worth that help you to make choices among alternate
courses of action – SULEVA
(viii) Measures of values that compel individuals to perform actions that Notes
give the desired satisfaction – DTAASRNSD
(ix) Purpose that we want to achieve – OSALG
(x) Selection of a course of action among alternative choices
– NECII DOS

ANSWERS TO INTEXT QUESTIONS

10.1 1. a) Resources needed to become doctor and engineer.
(i) Ability and skills
(ii) Secure good marks in class XII examinations.
(iii) Clear entrance examination.
(iv) Good health
(v) Reference books.
(vi) Furniture and place to sit and study
(vii) Money
b) Human resources : (i), (ii), (iii), (iv).
Non-Human resources : (v), (vi), (vii).
2. (a) Individual resources : b, c, d
(b) Family resources: a, f, g.
3. (a) Reaching office:
i) Time, money, energy, vehicle
ii) Money, ingredients needed for dishes, crockery, cutlery,
furniture, space, table linen.
10.2 1. Refer Text.
2. Refer Text
3. Reduce, Re-use, Re-cycle.

HOME SCIENCE 175

 MODULE - 3 Family Resource Management
Resource Management
10.3 1. Refer Text.
2. Refer Text.
3. Listing activities, sequencing activities and flexibility
4. Planning, organizing, controlling, evaluating
Notes
5. (i) F (ii) F (iii) F (iv) T (v) T (vi) F.
6. Refer Text.
10.4 1. Refer to text.
2. Refer to text.
3. 1. (a) 2. (a) 3. (b) 4. (d) 5. (c) 6. (d) 7. (d)
10.5 1. Refer to text.
2. (a) F, (b) T, (c) T (d) T (e) F
ANSWERS TO TERMINAL EXERCISE
1. Refer to text.
2. Refer to text.
3. (i) Values (ii) Standards (iii) Goals
4. Refer to text.
5. Refer to text.
6. (i) RESOURCES
(ii) MANAGEMENT
(i) PLANNING
(ii) ORGANISING
(iii) CONTROLLING
(iv) EVALUATION
(v) VALUES
(vi) STANDARDS
(vii) GOALS
(viii) DECISION

176 HOME SCIENCE

 ~MODULE - 3
IResource Management

!I
m I
~

TIME & ENERGY

MANAGEMENT

Radha and Sita are both friends. Sita stays at home the whole day and looks
after the house. Whereas Radha, besides looking after the house has also taken
up ajob outside the house. Still, Radha seems to have time for every thing and all
her activities get attended to. Sita on the other hand, always feels short oftime and
her various household activities keep pending. Also, there is more confusion in her
house especially during moming when her children and husband have to leave for
school and work respectively. By the time they leave she is totally exhausted.
Have you come across women like Radha and Sita? What could be the reason for
having more or less time to perform daily routines? You will study about this in the
following lesson.

OBJECTIVES
After studying this lesson you will be able to:-

• define the term time plan and describe its significance;

• prepare a time plan;

• define the terms work and work organisation;

• classify work as heavy, moderate and light;

• state importance of energy management;

• define fatigue and list various types of fatigue;

• suggest ways to avoid and / or remove fatigue.

• enumerate various ways of work simplification.

~ HOME SCIENCE
 MODULE-3~
Resource Management I 11.1 MEANING OF TIME AND ENERGY MANAGEMENT
.
.
I If you are able to complete every task you are supposed to do within the time

,
.~ limit, and also spend least amount of energy, you' are in fact managing your time
and energy well. In other words you can say that:.

Notes
II
(1\ Making the best use of time and energy available to us to perform
our tasks is known as time and energy management.

..I'.,
,I
11.2 TIME PLAN

To manage time and energy efficiently, one needs to develop the habit of making a
time plan. What is a time plan?

A time plan is an advance plan of all the activities (0 be per-

formed within the allotted time.
I..
I~

I A time plan can be made for a part of the day, the full day, a week, a fortnight, a
, month or even a year. The plan for short periods of time may be just mental, not
. written. When a plan is made for a long period, it is usually in the written form.

11.2.1 Steps involved in making a time plan

How can you go about making a time plan? The various steps involved are:

List all the activities to be performed in the allotted time. For example, in the
morning a working lady has to prepare breakfast tiffin and lunch, get the
children ready for school, get ready herself and go to work.
Underline all the activities which need to be done at a definite time, as in the
above case, dropping a child at the bus stop or reaching office on time, etc.
Make an estimate of the time required for the activities listed, for example,
cooking 45 minutes, getting ready 20 minutes, etc.
Arrange the activities in the sequence in which they are to be done. For
instance, getting the children ready before the mother gets ready herself or
cooking and packing oflunch/tiffin to be done before the children get ready.
Keep in mind the schedule of other family members and make necessary
adjustments if required. For example, if the mother is preparing the break-
fast, the father can get the children ready for school. But if the father also
has to leave at the same time, then the mother will have to get the children
ready and not wait for her husband's help. Similarly, if on some days the
mother has to leave early then the other members will also have to adjust to
her schedule.
While sequencing, the activities which require similar equipment or work
area, should be listed together. For example, in the morning, cooking of
breakfast and lunch can be performed together in the same time and place.

HOME SCIENCE
 MODULE - 3
Resource Management
7. Once you have followed these steps, write down the final plan.
- The plan thus written, should be practical, flexible and realistic

It is always better to be realistic. It is always better to alot 35 minutes for an

activity which you think will get completed in 30 minutes. Keeping less time could
-+--::-::----/
leave you frustrated for not completing the activity on time.

These were the steps involved when you were making a time plan for a small unit
of time i.e., morning or afternoon, or evening' When you make a plan for the
I
whole day or a week you will follow the same steps of making a time plan for that
period. However, for a plan involving longer periods of time, make provisions for
rest and entertainment.

Similarly, if you thought that you would be able to tidy your house before leaving
for work in the morning but realise that you do not have time left to do it, leave it
for the afternoon. Do not feel guilty about it. When you come back from work you
can do it then.

Period of Peak Load

I
:~
There are certain times in each family when the members have to complete a .'
number of activities in a small time. This is known as the peak load time. Let us
consider the earlier example. A lady who has to go to office, has a very busy
morning. She has to prepare breakfast, pack tiffins, make arrangements for lunch
and get dressed and go to work. This becomes a period of peak load because all
these activities are to be performed within a limited time. The same activities or
even more when performed on a holiday do not cause much stress or tension
because the time constraint is not there.

While making a time-plan peak loads must be given special attention. To reduce
the demands of peak load periods the following steps can be adopted:

• All family members can assist in reducing the stress of peak load periods.
Outside help can also be taken to meet the demands.

• Apply all the principles of work simplication. The details of work simplifica-
tion are gi ven in section 1~.11 of this chapter.

Fig 12.1 MANAGING PEAK LOAD PERIODS

A Sample Time Plan
(A plan for morning activities for a working woman)

Time Activity
5.30 - 5.45 a.m. Wake up, go to toilet, brush teeth
5.45 - 6.00 a.m. Have tea
6.00 - 7.00 a.m. Prepare breakfast, tiffins and lunch.

HOME SCIENCE
 MODULE - 3~ ,~
Resource Management I.-----------------t"-------------------,
~ 7.00 - 7.30 a.m. Get the children ready for school.
~
g;
,~: 7.30 - 8.00 a.m, Get ready to go to office

Ig 8.00 - 8.15 a.m. Have breakfast

~ 8.15 - 8.30 a.m. Lock the-'- house and leave for work
;;1 '-- ---L --'
~
Notes ~ Be flexible and have breakfast first and then get the children and yourself ready
~ later.
~
[1 Now you can make a time. plan for yourself for the whole day.
¥;
~
~
tj
~
~
~~:
INTEXT QUESTIONS 11.1
ti
s
~ I. Indicate whether the following statements are true or false by writing 'T' or
~
'F' against each statement:
(i) To finish all our work on time, it is necessary to keep working through-
out the day.
(ii) Knowledge about all the types of work helps in preparing a time-
plan.
(iii) A time-plan is made for the present.
(iv) A time-plan has to be practical and not realistic.
(v) A time plan is prepared to squeeze time for all work, rest and enter-
tainment.

~.II~f!;II'ACtiVity 11.1 : Prepare a typical day's time plan for yourself. Assume
i .,you are gainfully employed at home.
~ . J

f
jll
st; 11.3 WORK ORGANISATION
~ In the example stated in the begining of this lesson, Radha was able to complete all
~ her work on time. Can you guess why she or women like her are able to do this?
#~
~ Yes, you are right. Such women create a system of working which is efficient. If
I you observe the system of working followed by such women you will realise that
m they plan and organise their work properly. They place things in their specific
I places and plan their activities beforehand in accordance with the time at their
i,f~ disposal.
I On the other hand, women like Sita do not plan and organise their work. They
M spend much time searching for misplaced things which lead to wastage of time and
~ fatigue. To complete morning activities more smoothly, if only Sita had packed her
B chi ldr~n 's .school ba~s and ~f(~nedtheir u~i:~rms at night, she would have had
I
~
more time 111 the morning to finish other activities.

~ In addition to this if she would have collected the uniform, shoes, socks, bag,
'.
1IEDI~----------------------------------------------~H~O~k~1E~~~S~C~IE~<N~C~E
 !MODULE - 3
~l
Resource Management
water bottle and placed them at one place at night, her children would not have I
had any problem in getting ready. Even ifher husband had to get the children ~
ready he would have found everything at one place.
I
I
~
Can you now define 'Work Organisation'?

Work organisation is planning, arranging ~nd performing one's activities Notes

in such a way that they are completed in the allotted time with minimum
energy expenditure. ~
'@
III
How do you do this'? To understand this let us know more about work, its se- ~
quencing and simplification. ~
~
11.3.1 Types of Work i¥.
All activities require time and energy. Some activities require very little energy ~
whereas others may require a lot of it. You get tired after performing the activities ,
which require a lot of energy. Depending upon the amount of energy required to ~
complete the activity, these have been classified into light, moderate and heavy ~
activities or work. Light work requires minimum amount of energy and heavy ~
work the maximum. ~

Type of Work
I
~.

~
I I I~
I
Light Work Moderate Work Heavy Work
(uses minimum energy) (uses medium energy) (uses maximum Energy)
cutting vegetables - sweepmg - mopping the floor
%
dusting - cooking - manually washing :~
writing - cleaning utensils heavy clothes ~
(~

. . ~
ii
reading - uSll1ga seml- - runmng ~
knitting automatic washing - climbing stairs ~
machine
r~
ill
~
I
~
~~
<]
*;:~
~
:®

Fig. n.l : Light work Fig. 11.2 : Moderate work Fig. 11.3 : Heavy work

You can enlarge this list by carefully examining each activity that you perform.

~H~O~lW~E~S~C~I~E~N~(~T~ 1IEDI
 MODULE - 3
Resource Management
While planning your daily activities you must understand the naturf of each activity
and take care that you alternate heavy work with light or moderate work. This will
help in preventing tiredness and improve your efficiency. Remember, efficiency
means completing the work within the time limit and spending the least amount of
energy.
Notes

INTEXT QUESTIONS 11.2

I. Fill in the blanks:

(i) When you save time you can also save .

(ii) By work organisation you are not only able to save time and energy but
also reduce , .
(iii) Light work requires energy as compared to moderate work.
(iv) work requires the maximum amount of energy to be com-
pleted.

2. Classify the following into light, moderate and heavy work:

(i) Gardening (v) Mopping the tloor (ix) Studying
(ii) Blisk walking (vi) Making a rangoli (x) Playing hockey
(iii) Playing chess (vii) Painting a door
(iv) Digging (viii) Sewing a dress

11.3.2 Work Simplification

You have learnt that doing work requires energy and di fferent types of work re-
quire different amount of energy. You should also know that time spent in corn-
pleting a job is also related to the amount of energy. For example, you spend more
energy if time spent on the task is more. If time spent to complete the task is less.
energy spent is also less. It is just like if the task is light you spend less energy and
if the task is heavy, you spend more energy. Hence, if the task is heavy but you
finish it fast then you spend less energy than when the same task is completed in a
longer time. Fig. 12.2 shows this relationship between type of work, time and
energy required to complete it.

Task

Light
.J,-I
------------- ..--'- Heavy
1
Completed in Completed in
less time ~~ more time
t 1
Needs less energy Needs more energy

•••• HOME SCIENCE

~..I-------------------------------~~~=
 MODULE - 3
Resource Management
Thus you can reduce the energy spent to complete ajob by:

(i) reducing the time, spent or

(ii) making the task simpler.

In fact, if you make the task simpler, you will automatically be spending less time
Notes
on it. For example, you can use a grater to grate vegetables or you can use a food
processor to save your energy and the job is done faster. Similarly, if you collect
everything you require for washing clothes before you actually sit down to wash
them, you will definitely save both time and energy. Thus, in both these examples,
you are simplifying your work to save energy and time. Can you now define work
simplification in your own words?

Work simplification is a method of saving time and energy by using

a simple procedure and/or a labour saving device to complete a task.

Work organisation is a much wider concept than work simplification. Here, you
plan your activities in advance. You know that if planning is done beforehand you
will save time while actually performing those activities. While planning and organising
you also think of tools and procedures which could simplify your work.

For example, if you decide to give a party on your birthday, you will first plan
. about all your requirements and how they are to be achieved. This is work
organisation. While actually doing the work for the party you adopt ways which
will save your time and energy. For example, you use a mixie to grind the masalas, '
you use paper plates and disposable glasses which do not require any cleaning
and washing before and after the party. This is work simplification. Can you think
of some more ways of simplifying your work while working for your party?

11.3.3 Methods of Work Simplification

Let us now study about the various ways or methods of work simplification.

(i) Keeping your work place organised : You are now aware that while work-
ing if all the required things are kept within reach and at an appropriate height you
are able to finish your work by spending less of your time and energy. For ex-
ample if you are cooking you would like that all the food stuffs, utensils and source
of water are near the place where you are cooking. Also the height at which these
things are kept or stored is appropriate. This means that while working you do not
have to move often or stretch yourself every time you need a something. Besides
this, the storage containers can also be transparent and labelled so that you do not
have to hunt for the things you require.

(ii) Using labour saving devices - Using washing machines, mixie, or a food
processor for doing your work saves a lot of time and energy. You know now that
if you were not using a washing machine to wash clothes you would have to do it
manually. This would definitely require more energy and time. Use of a pressure

=H=O~M=E~S~C=I=EN==CE=- -----JIIII
 MODULE - 31
~1
Resource Management ili
I cooker, peeler, chapati maker, spray gun, vaccum cleaner.etc., are some of the
i other examples of work simplification through use oflabour having devices.

~. If you have to CatTY many things from one place to another you can save
~.'.\ your time and energy by using either a tray or a trolly. Compare the number
N otes ~ of trips required to lay a table when using both your hands and when using
I a tray or a trolley. Decide for yourself which is better.
!
t~

~~
~
~
~
~
I
~

I
~
I
~

I
I Fig. 11.4: Trolley for carrying things

~.·.
~
~ (iii) Using appropriate work movements - While doing your work if you use

II
rhythmic movement and cutdown all extra movements, you feel less tired at the
: end and you also save time. Some ofthe ways by which you can do this are:

~. While mopping the floor, use long continuous movements instead of short,
jerky and zigzag movements.

I·
~
~
You can save time by doing all the things that can be done in the same room
in one go. For example, if you are making your bed, tuck in the sheets in
long strides, i.e., spread the bed sheet and bed cover and then tuck them in
I together instead of tucking them one after the other.
I
I• Keep utensils directly for drying on the plate rack after cleaning.

~ (iv) Changing the work sequence -Work can be simplified if it is performed in

I a proper order.

J For example, when you have to iron clothes it would be much quicker and easier
~ if you sprinkled water on all the clothes before you start ironing. If you sprinkle
tJ water on one cloth and iron it, and then on the next and so on it takes much longer.
f£
iSimilarly, while cooking vegetables it would be better if you put the masala on the
I stove and while the masala is being cooked you cut the vegetables instead of first
I
(I
cutting all the vegetables and then starting to cook.
~
I
III
(v) Using appropriate postures - When you use the correct posture to do a

IIEII ~H~O~M~E~;~S~C~IE~N~C~E
 IMODULE - 3
I Resource Management
work you save both on time and energy. For example if you stand and cook, you
get less tired than when you sit and cook on the tloor. Getting up from a sitting
posture is much more tiresome than standing. Similarly pushing is always easier
I .
than pulling. ii
• If you can work with a straight back then why work with a bent back?
,~

iI
Notes
Keeping your back straight while working saves your time and energy. For
example, use a long handled broom instead of the regular broom to sweep
the floor.
~

I
i
i
I
'm'
iii
~
Fig. 11.5 I
While drying clothes, keep the bucket containing clothes on a stool. You will realise
that you do not have to bend every time to pick up the clothes. This will keep your
back straight and relieve you of the stress of frequent bending.
I
~

(vii) Working at appropriate height - Have you noticed that you feel more
~
I
tired if you have to work in a kitchen where the work surface and storage is not in
accordance with your height? Why? This is because you have to bend or raise i,;
yourself whi Ie working. Which of the following methods of ironing clothes is the ~
least tiresome for you? Sitting on the floor, bending to iron the garment placed on I
bed or using an ironing board? Naturally the third one, as it is the most appropriate j~
~
height. f

Fig. 11.6

~H~O~M~E~S~C=IE~'N~C=E~' ~ ~
 MODULE - 31
Resource Management ~
t (vi) Dovetailing - Dovetailing is the process of combining two or more activities
at the same time. This, way you can save both time and energy, e.g. after putting
'

, water to boil for making tea, you can knead the dough, heat the milk or cut veg-
I,

~ etables till the time the water boils.

i~
~ Can you suggest some more activities which can be dovetailed?
Notes *~

i(vii) Using ready - to - consume items - Have you used ginger and garlic paste
I or onion
'~I
powder to prepare masala instead of using fresh garl ic, ginger and onion
'It each time you cook? What is the advantage? Yes, you save time and energy. You
can buy those from market or prepare these and keep it in your refrigerator. Pre-
ii, preparations save your time and energy when actually performing the activity. You
~ can save still more time and energy by consuming ready-to-eat foods! You would
~ also realise that using paper plates instead of normal crockery saves time and
energy. Can you say how?

(viii) Attractive working place -If the work area is attractive and well organised,
". you tend to finish your work fast and spend less energy. This is because you enjoy
~ working in such an environment. This increase in efficiency is mainly because of
the mental satisfaction. You can make your work place attractive by:

I, • keeping it clean and tidy

• using bright coloured containers and patterned crockery
• organising and storing things in their respective places
• providing ample light and ventilation.

(i) Work simplification leads to

(a) spending more money
(b) reducing work heights
(c) saving time and energy
(d) use of gadgets.

_------------------------~H~O:...:..:M.:..:E:;::..'.:;;.S.:::.CI:..:E~N~C=E

--------------- - -- - ----------------------
 MODULE - 3
, Resource Management
(ii) Dovetailingis
(a) finishing ajob before starting the next.
(b) doing two or more activities at the same time.
(c) working at correct height.
(d) using a labour saving device.
(iii) Correct posture helps us to
(a) do work on time
(b) get enough rest
(c) do two activities at the same time
(d) save energy while working.

___ ---<'"Activity 11.2: Observe cooking and washing activities in your house.
Suggest work simplification measures wherever necessary.

11.4 FATIGUE

What happens when you work for a length of time continuously? You feel like
resting. This is because the capacity of your body to work has reduced and there-

fore. n~~~;:lings of tiredness causing desire to stop working is I

This fee~:lge:~yti::~ not only because you have worked very hard hut also
because you have not worked at all or are unable to complete a task. Thus fatigue
II'.,.
can be of various types.

11.4.1 Types of Fatigue

Fatigue
I

Physiological
Fatigue
Psychological
Fatigue I
(When you work
and spend energy)
_____
(When you do not work but still
spend all your energy)
1 --,
I
Boredom Frustration
Fatigue Fa~gue

HOME SCIENCE
 MODULE·3~ .. !' .
Resource Management I.
(i) Physiological Fatigue - It occurs after you perform any physical activity, such
II\'

: as, sweeping, mopping, running or walking. After pefroming these activities you
./f

, feel pysically tired because you hav.e consumed all the available energy and s?me
11 waste products have accumulated In the muscles. When you rest for some time,
~ these waste products are removed from the muscles.
Notes fi
I Physiological fatigue occurs when a lot of energy is utilized for physical
I activities and you feel exhausted.

I (ii) Psychological Fatigue - You must have noticed that sometimes fatigue may
I occur even when you have not worked at all or after doing a little bit of work. This
~ type of fatigue may be the result of the feeling of boredom or frustration. You feel
~ dissatisfied and restless, experience bodily discomfort and have a desire to stop
I
I work. This type of fatigue is called psychological fatigue because you feel fired
psychologically although there is no physit:al reason to feel tired.

I Psychological fatigue occurs due the unsatisfactory work and work con-
~ ditions and not due to physical exertion.
~
Iln boredom fatigue, there is dicontentment, yawning, restlessness and ~ desire to
r~ stop working. This happens because the work is monotonous and uniiiteresting.
~ The working conditions are unsatisfactory or dull and the tools used are trouble-
!
:~ some.
I
t~
InfrustrationfaJigue there is bodily discomfort, general feeling of tension, unsat-

II
~ isfactory results and a desire to escape from the situation.
This happens because the worker is inexperienced,
overworked and not appreciated.
disturbed too often, worried,

~ 11.4.2 Ways to Remove Fatigue

'.
~i
~ It is very easy to remove physiological fatigue. All you need to do is :
rr.
~ take rest briefly
~
alternate light and heavy task
~
I use labour saving devices
~ delegate some work to others
Iii
;::~
make the work more interesting
M'
'" work in groups instead of alone
I have a proper work place
~ have proper equipment

_
develop skill at work

••
.~------------------------------------.---------------=~==~==~~ HOME SCIENCE
 make the atmosphere pleasant
I
!MODULE - 3
Resource Management

reduce mental tension

I
~
appreciate the worker, and
give rewards for good work.
I
Ii:

I
~
INTEXT QUESTIONS 11.4

Q. R(\.)ean.angethe letters in the following words to denortEe GAUT

feeling tired
:
p
Ii
(ii) boredom fatigue COHCYSPISLOGLA I
(f:
(iii) accumulation of waste material in muscles LCIOOSPYHILGA ~
(iv) desire to quit work SUPERTARTNOIT ~

I
I
I
WHAl'YOU HAVE LEARNT

Planning to complete work with

minimum expenditure of time and . ~
energy >(\

rw--O-R-K--------~I_--~.'-~----~~------~--~I~!.'.·
SIMPLIFICATION
Process adopted to save time and
~e='n=e_r_gy ---J I
• keeping things handy ~
.'..

Prev~nts Needs Through

• using labour saving devices

• using appropriate work move- ~

.~
I
~

I TIMEPLAN I ments
I
•
•
changing work sequence
developing skill
i
:l!
~i

Physiological
fatigue
Psychological
fatigue
•

•
•
appropriate postures

appropriate height
dovetaining
I
~
I
• using ready-to-consume items
~ ~
• attractive working place. fii
Boredom Frustration
fatigue fatigue IX

i
~;::

~H~O~M~E~S~C~I~E~N~C~E~ ~~
 I
R"m~?2.~~::n~ let.]]
TERMINAL EXERCISE

1. Your neighbour always complains that she cannot finish her work in time.
What are your suggestions to her?
~
~~2. List the steps involved in making a time plan.
~'!
l.
j
State the various measures one can take to simplify work.

r Identify the different types of fatigue. Suggest some measures to overcome

them.

ANSWERS TO IN TEXT QUESTIONS

111.1 (i) F, (ii)T, (iii) F, (iv) F and (v) T.

111.2 1. (i) energy
~:
~ (ii) stress/tension
l\\
I (iii) less
II C·)
IV Heavy

I 2. (i) moderate (ii) moderate (ix) light

6 (iii) light (iv) heavy (x) heavy
i
I (v) heavy (vi) moderate
~
I (vii) moderate (viii) light
I
i 11.3 1. (i) (c)
~
(ii) (b)
(iii) (d)

111.4 (i) FATIGUE

(ii) PSYCHOLOGICAL
.~

:i\,;
(iii) PHYSIOLOGICAL
(iv) FRUSTRATION

For more information

hupr/twww.myorganizedlife.com

IIEDI ~H~O~M~E~S~C~IE~N~C~E

--------_._---- -
 Space Management MODULE - 3
Resource Management

12
Notes

SPACE MANAGEMENT

Sita and Annie are both living in two bedroom apartments with their respective
families. Not only is their family structure the same but their furniture and furnish-
ings are also quite similar. Yet when you walk into their houses one looks more
spacious than the other. Have you ever experienced this kind of feeling in some
houses? Do you think: it is only a feeling? Or do you consider this to be real? Well!
you are right. The same type of houses can appear to have more space or less
space depending on how a person has organised it. In this lesson we will discuss
what space organisation means and how we can achieve it.

OBJECTIVES
After studying this lesson you will be able to:

state the meaning and importance of space management;

define the term ‘work centre’ and explain its significance;

list various activity areas in a home and specify their role in space manage-
ment;

use multipurpose furniture for effective space management in the home;

arrange things aesthetically to create a pleasant atmosphere.

12.1 MEANING AND IMPORTANCE OF

SPACE MANAGEMENT
You have already learnt in the previous lesson that space organisation is neces-
sary to save time and energy. Space organisation means assigning space to an
activity and systematically arranging all the materials required for it.
Thus, the important aspects of space organisation are-

allotting space for the activity

making available on the spot all that is required for the activity

HOME SCIENCE 191

 MODULE - 3 Space Management
Resource Management

arranging systematically all the materials and equipment required for the
activity.
It is desirable that all the materials required for performing a specific task are
stored nearby so that you do not waste your time and energy in collecting the
Notes materials and storing it back. Such an arrangement for storage is termed as func-
tional storage.
Also, if two or more activities need to be performed nearby then their working
areas can also be organised in such a way that they can be performed simulta-
neously. For example, if you want to wash utensils while the food is being cooked
and the water arrangement is in the kitchen, then both the tasks can be completed
simultaneously and effectively. But if water source is at a distance then unneces-
sary movements have to be made while doing the two jobs together, or one will
have to be performed after the other.
Moreover, when space in the house is limited it should be effectively utilised. For
instance, a bedroom is usually used only at night for sleeping. Therefore, it is
vacant during the day when it can be used for studying purposes. Similarly, the
living room can be used for sleeping at night. For this purpose some specific
arrangements need to be made to perform these additional activities effectively.
You will study about this later in the lesson.
12.2 ACTIVITY AREAS IN A HOME
Observe various activities that are performed in your house and make a list of all
these activities. Compare it with the following list.

Cooking

Washing: clothes and utensils

Sleeping

Studying

Playing and watching TV, listening to radio

Entertaining
Most of the above activities can be broken down into sub-activities. For example,
cooking comprises of:

storing of food stuffs

pre-preparation, e.g., washing and cutting vegetables, kneading flour

cooking and giving finishing touches

washing utensils

serving of food and storage of leftovers.

192 HOME SCIENCE

 Space Management MODULE - 3
Resource Management
Therefore, the provisions required for cooking would be:

raw materials like groceries, vegetables etc.

utensils

source of water

preparation area Notes

cooking range, stove and fuel

storage area

holding area for cooked and leftover food.
Similarly, consider the activity area for washing clothes. We would need:

provision for water

provision of materials required for washing, such as soaps, detergents, blue-
ing agent, starch, etc.

bucket, mug and brush

if washing machine is being used then provision of an electric point near it.

arrangement to collect soiled clothes

provision for clothesline and pegs or a clothes rack for drying.
In fact all the household activities can be divided into a number of smaller sub-
activities. Doing this exercise of analysing each activity is important because it
helps us to know the nature of the activity and work out the necessary require-
ments for these activities.

INTEXT QUESTIONS 12.1

1. List two important aspects of space organisation.
2. Give any two examples other than discussed in the lesson, where two ac-
tivities can be dovetailed.
3. List the provisions needed for a study area.

12.3 WORK CENTRES

Now you are well aware of the fact that each activity performed at home has
specific requirements and it would be best performed if it has a working area
specified for it. The area specified for an activity is known as the work area or
work centre. From our earlier discussion you must have understood that by work
centre it is not implied to provide a separate room for every activity. With the
space constraints in most modern houses, it is not possible to have so many rooms,
so it is desirable to link two or more similar activities which can be performed in a

HOME SCIENCE 193

 MODULE - 3 Space Management
Resource Management
particular room. All that you need to do is to allocate space for each of the activi-
ties in that room.
12.4 SPACE MANAGEMENT FOR FAMILY ACTIVITIES
We will now discuss the specific requirements of some of these work centres for
Notes various household activities.
i) Cooking Area
The cooking area is usually called a kitchen where all the cooking related activities
are performed. Study the kitchen in your house and judge for yourself whether the
arrangements made are satisfactory or do they need some change.
In the kitchen you need to store equipment and things which are required daily and
those which are required less frequently. But there is a need to store everything in
the kitchen. Therefore, you tend to store them at different heights depending on
the need. The things that are required most often should be stored at a height most
conveniently accessible to you so that you do not have to unnecessarily bend or
reach high to pick up what you need. The heavier and frequently used things like
atta and rice containers are usually stored at floor level to avoid lifting these con-
tainers from a height. Things used occasionally may be stored at a height above
normal reach. This is called dead storage. You can observe all these storage
arrangements in the Cooking Area.
This arrangement of work space will depend upon whether it is a sitting or stand-
ing kitchen. You can observe this difference in Fig. 12.1and Fig. 12.2.

Fig. 12.1: Elevation plan of a standing kitchen showing various storage arrangements

194 HOME SCIENCE

 Space Management MODULE - 3
Resource Management

Notes

Fig. 12.2: Elevation plan of a sitting kitchen with various storage arrangements

The pre-preparation area can either be inside the kitchen or some of this work can
be done outside. For example, in the dining area or in the living room, while watching
television, one tends to cut vegetables or pick pulses. However, proper care should
be taken that after finishing the work the place is properly cleaned.
After cooking, the food is served. The food can either be served in the kitchen if
there is enough space or there can be a separate dining area outside the kitchen. If
there is not enough space in the kitchen to keep the dining table, a folding dining
table fixed in the wall can be used. Whenever required, the table can be opened
and used. Further, the place in the wall behind the table can be used for storing
crockery, cutlery, etc.

Fig. 12.3: Folding Dining Table

Utensil washing area should also be near the cooking area as far as possible be-
cause water is required at each stage of cooking - pre-preparation, preparation,
serving and cleaning. If there is no regular water supply then a provision can be
made for storing water in or near the kitchen.

HOME SCIENCE 195

 MODULE - 3 Space Management
Resource Management
Depending on the space available all the above provisions need to be made there.
There are various layouts for kitchens in which these arrangements can be made.
In these layouts, the work centres are arranged in the following ways:
One-walled Kitchen: In small
Notes houses, such a kitchen is pro-
vided where all the arrangements
for preparation, cooking, storing
and washing are made on one
wall only.

Figure: 12.4: One Walled Kitchen

Two-walled Kitchen: Here two

walls facing each other are used for
the kitchen arrangements.

Fig. 12.5: Two walled Kitchen

L-shaped Kitchen: Here two

adjascent walls are used for
kitchen arrangements.

Fig. 12.6: L-Shaped Kitchen

U-shaped Kitchen: Here

three adjoining walls are used
for kitchen arrangements.

Fig. 12.7: U-Shaped kitchen

196 HOME SCIENCE
 Space Management MODULE - 3
Resource Management
ii) Bathing Area

Notes

Fig. 12.8: The Bathroom

Washing of clothes and bathing are usually done in the bathroom. Therefore, a
bathroom needs storage area for soaps, washing powders, oils, other toiletries
and bath linen. In addition, it needs to have proper water supply and drainage
facility. The floor of the bathroom must have a slope leading to the main drainage
point. The floor should also be non-slippery.
Care should be taken to locate all electrical points in a manner that they are away
from water source to prevent any accident.
If a washing machine is used for washing clothes then there should be provision for
keeping it in the bathroom or in an area specially assigned for washing clothes.
Adequate arrangement must be made there to store soiled clothes so that you do
not have to collect them from every nook and corner of your house.
The area for drying the clothes, i.e., the clothesline should be near the washing
area so that unnecessary movement between washing and drying area is avoided.

INTEXT QUESTIONS 12.2

1. Make a critical analysis of the following statements.
(i) One area should be alloted for performing one activity only.
(ii) Materials and equipment required frequently should be stored at a con-
venient height.
(iii) A folding dining table fixed in the wall is recommended for meeting space
constraints.
(iv) Arrangement of areas for pre-preparation cooking and washing should
be as near each other as possible.

HOME SCIENCE 197

 MODULE - 3 Space Management
Resource Management
(v) The bathroom floor should be highly polished to look clean.
(vi) Electric points can be placed anywhere in the bathroom.
2. (a) Draw a diagram of your kitchen to indicate storage of various items.
Suggest two changes to have more efficient storing.
Notes (b) Draw any two kitchen layouts.

Activity 12.1 : Observe your kitchen. Suggest four changes in the

organisation of work centres to improve efficiency.

(iii) Sleeping Area

Sleeping area is usually allocated in the bedroom. The bedroom is meant for rest-
ing, sleeping and dressing. In addition, it can also be used for study purposes.
Proper arrangement of a study table, light and space for storing books will have to
be made for it.
If the bedroom is small, then the beds can be so made that the childrens’ beds can
be under the big bed and pulled out whenever required.
Also, bunk beds and folding beds can be used. Or an ordinary charpoy can be
used which can be moved out when it is not required.
In the bedroom, the beds can have boxes or drawers which can be used for
storage in place of cupboards or shelves. For easier cleaning under such beds,
these can be provided with wheels. Enough space on both sides of the bed should
be left in order to facilitate the making of the beds.

Fig. 12.9: Pull-out Beds

198 HOME SCIENCE

 Space Management MODULE - 3
Resource Management
The side tables can be used on either side of the bed for keeping small items
required regularly, like table lamp, watch, books, water, etc. Instead of a dressing
table, a mirror can be fixed on the wall to save space.
Provision for a study table can also be made in the bedroom. It can be in the form
of a proper study table or a folding table which can be opened when required. Notes
This study table can also be like the dining table fixed in the wall about which you
had studied earlier. Here the wall space can be used for storing books and other
stationery items.
The almirah or wardrobe can be built in the wall and up to the ceiling level. It will
cover less floor space and provide the needed storage space.
If the sleeping area is to be provided in the living room itself, as in the case of one
room apartments, then a diwan and folding beds can be provided for sleeping.

(iv) Study Area

The study table should be placed where there is a provision for good natural and
artificial lighting with least disturbance.
It can be in the bedroom as discussed earlier or it can be clubbed with the dining
room using the dining table for writing. A bookshelf or cabinet can be accommo-
dated on or along the wall to keep books and stationery.
(v) Entertainment and Recreation Area
Entertainment area is where all members of the family get together, chat, watch
TV, or do any similar work. This can either be in the drawing room or there can be
a separate living room or a living cum bedroom.
Formal entertainment should be in the drawing room. If this room is large enough,
it can be divided into two parts - one for sitting purpose where sofa sets, chairs,
tables, etc. can be arranged and the other for dining. The divider between the two
areas can have shelves which can be used for displaying or storing various things.
If the divider has the arrangements of a folding
dining table in it, then the space of the room can
be used as living room or children’s play room.
As mentioned earlier, the living room can also be
converted into a guest room at night where fold-
ing beds can be spread out as per requirement.
Further, the furniture can be so provided that the
living room, can be used for sleeping at night. A
sofa-cum-bed can be used as a sofa during the
day and converted into a bed at night.
Fig. 12.10: Sofa-cum-Bed

HOME SCIENCE 199

 MODULE - 3 Space Management
Resource Management
12.5 CONCEPT OF A ONE-ROOM HOUSE
You have learnt that different rooms are used to perform various household ac-
tivities. But if the house consists of just one room then all the work centres have to
be adjusted in that room. Can you make a sketch to show the possible arrange-
Notes ment of various work centres in one room?
Well, one such arrangement could be as follows.

Fig. 12.11: Possible mangement of work centres in a one-room house

12.6 GUIDELINES FOR MAKING WORK CENTRES MORE

EFFECTIVE
Certain common guidelines can be followed for making the work centre more
effective. They are:

Arrange work centres in a sequential order to assist in smooth flow of
work. For example, in a kitchen, the order of work centres could be
prepreparation, washing, cooking, and serving.

Have transparent storage containers or keep them properly labled.

Provide adequate lighting and ventilation in all work centres.

Make all work centres easy to clean and maintain.

As far as possible, prefer built-in storage to storage cabinets and cupboards
that occupy floor space.

200 HOME SCIENCE

 Space Management MODULE - 3
Resource Management

Create additional storage space under the staircase, below the window slabs,
and as lofts.

INTEXT QUESTIONS 12.3

1. Suggest four space saving furniture items for sleeping purposes. Notes
2. Give suitable ideas for managing the following activity areas:
(i) studying
(ii) entertainment
(iii) bathing
3. Save work area can be used to perform different kind of activities. Explain
giving two examples.

Activity 12.2 : Collect at least ten pictures of multipurpose furniture for

different rooms in a house. Prepare a scrap book using these pictures.
Also mention special features of the furniture.

12.7 RELATIONSHIP BETWEEN SPACE ORGANISATION

AND AESTHETICS
Whenever we are organising space for performing various activities, our aim should
not only be that the center is functional but it should be attractive too. This is true
for all the rooms in a house, including kitchen and bathroom. All rooms should be
aesthetically appealing. If a place is appealing, you want to sit and work there. It
also helps in better performance of the activity. Some of the points which can be
considered for making the work centres attractive are:

The size of the furniture – in accordance with the size of the work centre.
Small and light furniture is desirable in a small room.

Organised look – the place looks tidy and attractive if things are stored
away when not in use.

The arrangement of equipment, furniture, fixtures and other things – must
not hinder the movement of the people.

The arrangement of furniture and equipment in a room – in accordance with
the activities performed there.

Lighting – a well lit small room will appear bright and spacious as compared
to a large poorly lit room.

In a one-room apartment, all the work areas should be so arranged that
they can be distinguished from each other.

Colours – can also help to improve the work centre aesthetically. For ex-
ample, dark and small rooms will appear bright and big if light colours are
used, and the ceiling is painted white.

Placement of suitable decorative items and indoor plants – will add appeal
to the room.
HOME SCIENCE 201
 MODULE - 3 Space Management
Resource Management

INTEXT QUESTIONS 12.4

1. List the things that add to the efficiency of the worker.

Notes 2. Size of the rooms has no bearing on the size of the furniture things Comment.
3. Why should all the equipments and fixtures required for a job be placed in
the work centre?
4. What is the role of colour in decorating a room?

Activity 12.3: Visit your neighbour’s house and make a note of the
features in the drawing / living room and kitchen that make them aestheti-
cally appealing.

WHAT YOU HAVE LEARNT

Cooking
Washing
Family Sleeping
Activities Studying
Playing and Recreation
Entertainment

need

specific space

called

WORK CENTRES

Should have

Adequate Materials Effective space Aesthetic arrangement

space required utilisation of space and things

202 HOME SCIENCE

 Space Management MODULE - 3
Resource Management

TERMINAL EXERCISE
1. What do you understand by space organisation? Explain its significance.
2. Differentiate between functional and dead storage.
Notes
3. ‘All major family activities can be divided into sub-activities.’ Explain with
the help of an example.
4. What do you understand by the term ‘work centre’?
5. Mention the specific requirements of the sub-centres for the following
- cooking area - play area for children.
- bathing area
6. List the guidelines for making a work centre more effective.
7. What can be the other uses of the bedroom besides sleeping and what
provisions need to be made for these activities?
8. What are the various changes in furnitures and fixtures that can be made in
a one room house to make provision for all the work areas of the house?
9. Enumerate the benefits of aesthetics in work area. Suggest various ways in
which the work area can be made attractive.

ANSWERS TO INTEXT QUESTIONS

12.1 1. See text
2. - Washing clothes + baking cake
- Knitting + watching T. V.
- Cutting vegetables + watching T.V.
- Cooking vegetables + washing utensils
12.2 1. (i) No, more than one activity can also be performed one area for
effective utilization of space eg – living room can be used for
sleeping at night.
(ii) Yes, this reduces work thus saving time and energy.
(iii) Yes, when not in use it can be folded away giving ample space
for movement.
(iv) Yes, these are related activities and can be easily dovetailed.
This will save both time and energy.
(v) No, that might result in a slippery floor, which can cause accidents.
(vi) Electric points in the bathroom should be kept away from water
sources.

HOME SCIENCE 203

 MODULE - 3 Space Management
Resource Management
12.3 1. Folding bed, trunk beds, diwan, sofa-cum-bed, pull-out beds.
2. Refer text.

12.4 1. (i) False

(ii) False
Notes
(iii) True
(iv) True
(v) False

For more information log on to:

www.1kea.com/nk/planning/planning

204 HOME SCIENCE

 Income Management MODULE - 3
Resource Management

13
Notes

INCOME MANAGEMENT

For the first time, when Meena got her pocket money, her mind started thinking
of all that she wanted. She at once began to think of her requirements for the
month. She wanted to enjoy an ice-cream also with her money. Soon Meena
realized that her money was not enough to meet her requirements, as well as
provide her with an ice-cream. The problem that Meena was facing now was to
decide upon how to use the money, so that she could satisfy her needs and her
desire for an ice-cream.
You may have also faced a similar situation in your life. Money that you have may
be your pocket money or your monthly income. You must have also wished that
your money could ‘stretch’ to satisfy all that you needed and desired. Wishing is
not the solution to such a problem. The solution lies in the planned utilization of
money.
In this lesson, you will learn how to plan the use of your money.

OBJECTIVES
After reading this lesson, you will be able to:

define the term ‘family income’ and discuss its components;

enumerate the guidelines for preparing an expenditure plan;

explain the term ‘income management’ and discuss the process;

maintain a record of family income and expenditure;

discuss the need and methods of supplementing family income;

explain the concept of ‘saving’ and ‘investment’;

discuss the role of financial institutions in money management;

select a suitable investment scheme on the basis of certain characteristics.

HOME SCIENCE 205

 MODULE - 3 Income Management
Resource Management
13.1 FAMILY INCOME
As the name suggests, income means anything
which comes into the family and which is used to
satisfy the needs of its members. What comes
Notes into the family? You may just say "money". But,
besides money, there are also goods and ser-
vices, which may flow into the family and may be
used for the same purposes like money. Thus you
can now define income as:

Fig. 13.1

Income for a family comprises of money, goods and services that

are available to the family to fulfill its needs and desires.
Let us learn more about these.
Money
Money is the hard cash you get in hand. It is generally called money income. It
may be obtained from various sources such as :

from your place of work, e.g. service, business

from rent, if you have given whole or part of your house on rent

from the interest that you get by putting your money in a bank account

from household production e.g. making pickles, toys and garments, which
you sell.

Goods and Services

Your family may also enjoy various goods and services such as:

the house you stay in, may have been provided free of cost by your em-
ployer or Government.

your car may have been provided by your company

your kitchen garden may give you a good produce of vegetables

you utilize your energy to do household chores, instead of employing paid
help

you stitch clothes for your family, instead of getting them tailored

you take regular care of your equipment. As a result, not only will it provide
you better service, it will also save on repairs.

206 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
These goods and services enjoyed by your family are collectively known as real
income.
Family income = money income + real income
Needs
Notes
Needs are deficiencies which must be fulfilled. You need food to live and keep
healthy. You need clothing and shelter to protect your body.
Food, clothing and housing are therefore, your basic needs. They are the needs
which help you survive. There are other needs which make your life easy. For
example, to move from one place to another easily, you will require a bus, a cycle,
a scooter or a car. But if you have none of these you will walk. Bus, cycle, scooter
or car make it easy for you to commute.
Make a list of some other needs which help make your living easier.
Desires
When all your needs are fulfilled you begin to think of meeting your desires. What
you desire is not really needed to carry on life, but still you wish to have it. For
example, you may desire to have some wall hangings for your house or you may
like to have a three bedroom house in a particular locality.
You may say, needs are those requirements which are needed to make life easy
while desires are things which you feel happy to possess. With money, you can
buy all that is required to satisfy your needs and desires. Your need of a fan and
your desire to have a carpet - both can be bought with money. Your needs and
desires can also be fulfilled by the goods and services available to your family.
Your need of a house may be fulfilled by the company in which you work. Your
desire to have a well-tailored dress may be fulfilled by the use of your own or your
mother’s skill.
Activity 13.1: Find out the sources of income for your family and any
two other families known to you. Record and compare them with the list
given in your text.

INTEXT QUESTIONS 13.1

1. Analyse and state whether the following are sources of money income (MI)or
real income(RI).
(a) Making pickles for your family (..............................)
(b) Growing vegetables and selling them (..............................)
(c) Baking cakes on order (..............................)

HOME SCIENCE 207

 MODULE - 3 Income Management
Resource Management
(d) Stitching your own clothes (..............................)
(e) Students coming to you for tuition (..............................)
(f) Cleaning your car everyday (..............................)
(g) Getting interest from the money (..............................)
Notes deposited in bank
(h) Attending to electrical repairs of
your house yourself (..............................)
(i) Being provided with a scooter by your
company (..............................)
2. Read the following paragraph and then answer questions (a) and (b)
Mr. Lal and Mr. Anand both get a salary of Rs. 5000 each. Mr. Lal’s office
provides him with free lunch as well as petrol expenses for his scooter.
Mr. Anand’s office has provided him a free living quarter, near the office.
(a) Which of the two men are enjoying a higher income?
(b) Give the reason for your answer.

13.2 EXPENDITURE

Expenditure is the money spent on buying different goods and

services, required by the family.
Goods
You need various things for your daily living. For example, you need food items,
pots and pans to cook the food in, soap to wash dirty clothes and an iron to iron
your clothes. If you look around in your house, you will see various goods, each
one of which is useful to you.
Make a list of goods you have in your bathroom.
Services
Services are utilities, which make your living easy. For example, you want to talk
to a friend living in a different city. You need not visit her. You can telephone her,
sitting at home. Besides telephone services, what are the other services you enjoy
in your house? Yes, electricity and water service. If you want to go out to work
you have the service of public transport available to you. If you ever fall sick you
can go to a government hospital. Some other services that all are availing of are
the police protection, fire services and sewage disposal.
Look around your locality and see what services it offers you.

208 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
All these goods and services have to be paid for. The money which you spend on
them is known as expenditure.

13.2.1 GUIDELINES FOR PREPARING AN EXPENDITURE PLAN

Notes
If you want to get good returns from the money you spend then you need to make
a spending or an expenditure plan. A spending plan tells you how to spend your
money judiciously. You need to consider the following while making such a plan.

The money income which you get in hand, has to be divided into various
areas of expenditure such as food, clothing, housing, education, transporta-
tion, household services entertainment and savings.

– As you have learnt earlier, food, clothing and housing are your basic or
primary needs. The rest of the above mentioned needs are your second-
ary needs. Obviously, while spending money, you will first consider your
primary needs.

– The way you divide your money for spending will depend upon the im-
portance you give to the various areas of expenditure. For example, if
you give more importance to clothes than food, you will keep aside
more money for it. You may spend less money on education, if you feel
it is not very important for your family.

– Make sure that the amount of money you keep for each area is sufficient
to cover the expenses of that area for the full month. For example, if you
have kept aside Rs. 1000 for food it should suffice you till the end of the
month.

If you have money left over after your primary and secondary needs are met,
you can think of fulfilling some desires. Desires will first include some com-
forts for your life. If money is still left over, it may include some luxuries.
Comforts are more easily affordable than luxuries. The following example will
help you to understand this.

Once your need for a house is fulfilled, you will want to buy things which will
make your house comfortable. You may buy a desert cooler or a fan. When
most of your comforts are met you may think of luxuries for yourself. You
may now buy an air-conditioner.

HOME SCIENCE 209

 MODULE - 3 Income Management
Resource Management
Thus you can summarise the order of satisfying needs and desires as follows:

Notes

Fig. 13.2 Fig. 13.3 Fig. 13.4

Primary needs Secondary needs Luxuries

While your present needs and desires

are being fulfilled, you also need to
think of your future needs. There may OM
E
INC
be some needs in the future, the fulfill-
ment of which, requires a large sum of ITU
RE
XPEND
money. For example, a marriage. Your E

regular income at that time may not be

enough to fulfil that need. What would Fig. 13.5
you do to help yourself in a situation like that? Yes, you can keep aside, some
part of your money income for such future needs. This is known as saving. To
be able to save ensure that at all times your total expenditure is less than your
total income. .2

INTEXT QUESTION 13.2

1) Mark a tick (√) on the item on which you should spend first. Give a reason
for your choice.
(a) Going out for a holiday or buying a refrigerator.
(b) Buying ice cream or buying nutritious food for your children.

210 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
(c) Buying a mixer grinder or replacing ordinary curtains with fancy ones.
(d) Buying enough warm clothes for winter or buying a vacuum cleaner.
(e) Buying a house or arranging for a holiday abroad.

Notes
13.3 INCOME MANAGEMENT

Income management is the planned and controlled use of the fam-

ily income.

You have read about the various areas of expenditure in a family which have to be
met with your money income. The income needs to be spent in such a way that
money is available for expenditure throughout the month. This process of distrib-
uting money over various items of expenditure is called income management.

13.3.1 PROCESS OF INCOME MANAGEMENT

In lesson 10 you have learnt about the steps and process of management. Let us
see now how we can apply those steps for income management.

Planning the use of the family income: You have already learnt about this
while learning to make the spending plan of your income. Make sure you keep
away a part of your income as savings, while you plan your expenditure.
Controlling the use of the family income: You can control and keep a check
on your expenditure in two ways:
(i) Make sure that money is not wasted. For example, buy just the right quan-
tity that is required by the family and avoid wastage. Buy from co-operative
stores or wholesale markets, where things are cheaper, to save money.
(ii) Make use of your time, energy, skill and knowledge to cut your expenses.
Do you remember what is this known as? Yes, you are right, it is real in-
come. If the use of your income is well planned and controlled, your needs,
as well as your desires, will be fulfilled.

There is no readymade plan for using money. Families with identical incomes will
not necessarily have identical needs and desires. For example, two families, each
earning Rs.5000 per month will not be having the same needs and desires because
one may be staying in a village and the other in a city. Their management of income
will, therefore, be different, i.e. based on their own needs and desires.

HOME SCIENCE 211

 MODULE - 3 Income Management
Resource Management
13.4 MAINTAINING A RECORD OF INCOME
AND EXPENDITURE
Now that you have made a spending plan for your family, it is important to ensure
that the plan is carried out carefully. In order to do this, it is necessary for you to
Notes have some control over the spending of money.

Fig. 13.6

One simple way to have control could be to maintain a record of the income and
daily expenditure of your family.
A sample of the daily record is given below:
Table 13.1 Income and Expenditure Record
Date Income Item Purchased Quantity Rate Amount Balance
in Rs. Spent
in Rs.
1.2.07 5000 Rice 15 kg Rs 10/kg 150
Atta 20 kg Rs 10/kg 200
Sugar 5 kg Rs 15/kg 75
Butter 1/2 kg Rs 106/kg 53
478 4522
2.2.07 Rajmah 3 kg Rs 30/kg 90
Oil 5 Litres Rs 52/lt. 260
Soap powder 1/2 kg. Rs 110/kg 55
Dress piece 2m. Rs 60/m 120
525 3997

3.2.07 Ghee 2kg Rs 60/kg 120

You can use a notebook or a register to write this day-to-day account. Details like
quantity, rate and the amount spent on the items purchased can be recorded in
separate columns. This income column is important in a family where income flow

212 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
is irregular or where there may be 2-3 sources of income. The balance column, if
filled in daily, will tell you how much money is left at the end of each day. To get
your balance for the day, add all the expenses of the day and subtract the total
from the balance of the previous day. For example, in Table 13.1 the total amount
spent on 1.2.04 is Rs. 478.
Notes
Therefore, income minus total expenditure of the first day, is Rs 5000 - 478
= Rs 4522
The total amount spent on the second day is Rs 525. Your balance at the end of
the second day would be the previous balance minus total expenditure on the
second day, or Rs 4522 - 525 = Rs 3997
You will observe that the figure in the balance column will decrease day by day.
How do you feel, when the money in your pocket keeps decreasing? Yes, you are
reminded to put a check on any unnecessary expenses, or any other item not listed
in your spending plan.
13.4.1 ADVANTAGES OF MAINTAINING A RECORD OF
INCOME AND EXPENDITURE
Maintaining a record of expenditure helps you in the following ways:

Understand your expenses to know exactly how much is being spent and
on what.

Check unnecessary spending - A look at the balance figure will remind you
to spend only on what is really needed by your family.

Compare the expenditures of different months - if your expenses for this
month are higher than last month you will know exactly where and why you
have spent more.

Plan for the future - regular maintenance of accounts makes it easier for you
to know how much money would be required for the various items in the
future.

Be well informed of market trends - the rate column shows you when and
how prices rise in the market.

INTEXT QUESTION 13.3

1. State whether the following are true (T) or false (F). Justify your answer.
a. Management of income is important only when you have a large income.
b. When you have a small income it is managed by itself.
c. When needs are too many income management is out of question.

HOME SCIENCE 213

 MODULE - 3 Income Management
Resource Management
d. When desires are too many income management is useful.
e. First step in income management is to make an assessment of your in-
come.
2. Mr. Singh’s salary is Rs 10,000. If his total expenditures for the first 9 days of
Notes are Rs 2156, Rs 1099, Rs 756, Rs 644, Rs 500, Rs 300, Rs 402, Rs 650.and
Rs 806 respectively, calculate the balance of his salary on the 10th day.

Activity 13.2: Keep a record of income and expenditure of your family

for two months and compare the expenditure on various items.

13.5 WAYS OF SUPPLEMENTING INCOME

If you belong to a family where the regular income is not enough to cover all the
expenses of a family, what would you do? Obviously, you would try to add to
your regular income in some way or the other.
Adding to the income means supplementing family income.
How do you do it?
Some of the ways of supplementing income are as follows:

Adopt any income generating activity: Women sometimes make pickles and
jams at home and then sell these. Using their skill, time and energy while at
home, they earn money to provide some income. Some women stitch clothes
on order, some knit, make stuffed toys or give tuition. Any activity which
helps in bringing in some extra money is called an income generating activ-
ity.

Take up a part time job: in your neighbourhood, you may have seen some
boys, girls or women taking up jobs in homes or shops for two hours/day
or half a day only. They may be babysitting or maintaining accounts or
doing any other work. Such jobs for a limited period of time are called part
time jobs and bring lesser amount of money as compared to the regular full
time jobs. But such jobs are spare time jobs and are good for supplement-
ing family income.

Invest savings to earn interest: If you have money, invest it. By investing,
you not only keep your money safe and away from the temptation of spend-
ing, but also earn interest on it which can be added to your monthly income.

Make wise use of available resources: If you have a big house, a part of it
can be given out on rent. Your tractor may not be needed by you all the
time. You could let another farmer use it, on payment.
Supplementing family income does not merely mean bringing in more money. Cut-
ting some expenditure on items like enterainment, going on holidays; doing your

214 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
cleaning, washing and ironing yourself are some of the ways of saving expenditure.
You know that "money saved is money earned"!
Activity 13.3: If you are talented in cooking you can use your skill to
earn some extra money. Suggest at least three ways in which you can use
your talent for supplementing your family income. Notes

INTEXT QUESTIONS 13.4

1. Comment on the following statements. Justify your answers (at least two
points).
(a) Using a part of your house for commercial storage is a way of earning
money.
........................................................................................................
........................................................................................................
(b) Engaging a servant for doing household chores in order to take up a
part time job is a good choice to earn extra money.
........................................................................................................
........................................................................................................
(c) Getting a full time job is always better than getting involved in income
generating activity at home.
........................................................................................................
........................................................................................................
(d) An income generating activity is the only good answer for supplement-
ing family income.
........................................................................................................
........................................................................................................

13.6 WHAT ARE SAVINGS AND INVESTMENTS?

As you have learnt earlier, saving for any month is the part of family income that is
deliberately put away for future use in. The soaring prices and the increasing needs
and desires of the family members make it difficult for the homemaker to save. But
it is the duty of every household to plan their expenditure and thus put aside some
money from the present income for future use. This money, accumulated over the
months, accounts for the family’s savings.
Money from the present income that is put aside for emergency or
future use is known as savings.

HOME SCIENCE 215

 MODULE - 3 Income Management
Resource Management
13.6.1 NEED FOR SAVING
Irrespective of the income group you belong to, you must save. There are several
reasons for you to save. Some of them are preditable while others are not. Some
of the reasons for saving are:
Notes
For a secure future : After retirement there may be no source of income
or pension which is anyway much less than one’s regular monthly salary.
The expenditure of the household remains more or less the same. Savings
can help bridge the gap. One feels comfortable if one has some income
from savings. This comfortable feeling will be felt even more by people in
non-pensionable jobs, where the income becomes nil.

For meeting emergencies: Someone in your family may suddenly be-
come seriously ill or may meet with an accident. In either case, the person
may require immediate medical attention at home or in hospital. You need
to save for such unforeseen situations.

Fulfilment of family’s goals: Savings are
also required for fulfilling a family’s long term
goals. For example, some of the goals of your
family may be to buy curtains, to provide fancy
clothes for the family, to buy a house, a car or
a tractor. The former two goals can be
achieved fast, as not much expenditure would
be required for them. To buy a house, car or
tractor, you would need a large sum of money. Fig. 13.7 Fulfilling
You will have to gradually save for a number family goals
of years, to be able to buy any of these.

To raise the family’s standard of living: All of us always want to have
more and better things for our house. Most of the articles which raise our
standard of living, like washing machine or television, are expensive. Buying
these articles from our monthly income may be difficult. You can start sav-
ing for them and buy them only when you have saved enough. If you wish to
have these gadgets quickly, you can purchase them on instalment basis.
You may ultimately pay more this way, but you also enjoy their benefits
earlier.

For starting a small business or for self-employment: You or any of
your family members may want to start a small business. You need some
capital or a lumpsum money to start with. Your accumulated savings will
provide you the money needed.
13.6.2 GUIDELINES FOR SAVING
To accumulate savings, you need to plan carefully–

Have a realistic saving plan - if you are earning Rs 5000, can you save Rs

216 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
2000? No. Your family’s expenses cannot be met with just Rs. 3000. The
amount you need can be saved gradually over a number of months in small
amounts.

Have a regular saving plan – if you want a large saving to accumulate, you
will need to save every month for a few years.
Notes

Be clear about the purpose for saving - if you know your goal for which you
are saving, it becomes easier for you to save.

INTEXT QUESTIONS 13.5

1. Write two reasons for which each of the following families will save.
(a) Mr. Lal, a middle-income man is working in a private firm. He has
two college going daughters. Mrs. Lal is a heart patient.
....................................................................................................
....................................................................................................
(b) Mr. and Mrs. Swamy are in their early forties. They have a school-
going son, who wants to become a doctor. This middle-income fam-
ily lives in a rented house. They wish to have a high standard of living.
....................................................................................................
....................................................................................................

(c) Mr and Mrs Bose are a middle-aged couple having no children. Mr.
Bose, a chartered account works in a private firm. They live in a
rented house.
....................................................................................................
....................................................................................................

13.6.3 INVESTMENTS
You have learnt that your savings are not for present use. They are collected to be
used at a future date.
If you keep your savings at home

if does not grow

there is a chance of if getting stolen

there is a temptation to use the same to fulfill some present desire.
In order to avoid the above, put your savings in a bank or any other saving institu-
tion. Here, your savings are not only kept safe, but they also grow.

HOME SCIENCE 217

 MODULE - 3 Income Management
Resource Management
When savings are made to grow, it is called investment.
For example, you have saved Rs 10,000. If you keep this money at home, it will
remain the same even after many years. But if you keep this money in a bank, it
will earn interest and grow. The longer you keep it, the more it will grow.
Notes There are a number of other ways in which you can invest your money. You will
read more about them later in this lesson. But first you must understand how to
choose an investment scheme out of the many available.

13.7 ROLE OF FINANCIAL INSTITUTIONS

There are a number of benefits of keeping your money in financial institutions:
i. They keep your money safe.
ii. They make your saved money grow by paying interest.
iii. You can withdraw your savings as and when you need them.
iv. They give you loans against your investments.

13.7.1 COMMON INVESTMENT AVENUES

You may invest your savings in any of the following institutions
(i) Bank
(ii) Post-office
(iii) Provident Fund
(iv) Life Insurance Company
(v) Unit Trust of India
(vi) Stock Exchange
(vii) Private Company
(viii) Property or jewellery

i) Banks
Money not required immediately and can be saved in a bank. The advantages of
keeping money in a bank are :

Your money is safe.

Your money grows since you get interest on your deposits.

You can withdraw money from the bank whenever you need it.

218 HOME SCIENCE

 Income Management MODULE - 3
Resource Management

You can take a loan against your money kept in the fixed deposit of your
bank account.

How to open a saving accounts in a bank?

Your request for opening a saving account will have to be made on the prescribed Notes
form of the bank. Besides giving the relevant particulars, you will need to furnish
the specimen of your signature and copies of two passport size photographs. You
will need to be introduced to the bank by a respectable party, i.e. a customer, an
employee of the bank or some other well known person. This way, the bank
satisfies itself about your integrity, honesty and financial standing. After this, the
bank will accept your initial deposit and give you the following:

A pass book - it serves as a copy of your account in the books of the bank.

Cheque book - it is to be used for withdrawing money from the bank.

The account may be opened by a single person or jointly by two or more persons.
Either of the persons can operate the account. A nominee’s name has to be men-
tioned. You can start a savings account with Rs. 1000 but this may be changed by
banks at any time.

Nominee is a person who would get the saved money in case the
account holder dies.
ii) Post-office
Similar to a bank account, you can also save money in the post-office. Saving in a
post-office has the following advantages:

they are conveniently located

you can start a savings account even with a very small amount, i.e. Rs 20.

you do not have to pay income-tax on the interest earned in many of its
schemes, like National Saving Certificates (NSC), Indira Vikas Patra, etc.

you can also get rebate in income-tax by investing in many of its schemes.
The method of opening an account is the same as that in a bank.

Activity 13.4: Visit a bank and a post office to find out the various
savings schemes offered by them and the income tax rebate on the
schemes.

iii) Provident Fund

To protect the salaried people in old age after retiring from service, the Govern-
ment has introduced ‘a retirement benefit scheme’ called the Provident Fund
Scheme. The main purpose of the scheme is to provide for compulsory saving out

HOME SCIENCE 219

 MODULE - 3 Income Management
Resource Management
of the current income of the employee. The employer gives the employee the
saved amount together with the interest at the time of retirement.
While the money accumulates in the fund, the Government uses it for the develop-
ment projects in the country. So, by investing in Provident Fund, you serve two
Notes purposes.

you provide for yourself in old age, and

you help in the development projects of the country.

The main features of Provident Fund are :

Every month, a certain percentage of the basic salary is compulsorily de-

ducted from the employee’s salary. This deduction is the contribution to-
wards the fund.

An interest is worked on the contribution. A record of the contributed money
and the interest earned on it is maintained by the employer. A copy of the
same is also given to the employee.

The money deposited and the interest on it are both exempt from income-
tax.

You can take a loan against the money deposited.

There are two types of Provident Fund Schemes:

General Provident Fund (G.P.F.) - This is suitable for all salaried people. If
desired, the employee can increase the contribution towards the fund. At the
time of retirement, the employee gets both, the contribution and the interest,
in a lumpsum.
If the employee needs money before retirement, say, for the marriage of children
or for the construction of a house, a loan can be taken from the Provident Fund.
The money withdrawn can be returned to the fund in easy instalments every month.

Public Provident Fund (P.P.F.) - Any self employed person can open this
account with the State Bank of India or the post office. The money may be
deposited either regularly in instalments or in lumpsum. After five years, the
investor can take back certain percentage of this money. The investor also
enjoys income-tax relief. Loan can be taken against the money invested in
the fund.
iv) Insurance Policy
Insurance is a means of providing security against loss caused by natural or man-
made factors. When one takes an insurance policy, one has to enter into a con-
tract with the insurance company. Under the contract, the insured has to pay a

220 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
sum of money known as the premium periodically to the insurance company. In
return, the insurance company makes good the loss suffered by the insured person
or agrees to make a compensation for the loss incurred.
Insurance is of two types:

General Insurance-This covers risks such as theft, fire, flood, drought or Notes
any other contingency. The contract is generally made for a year. The in-
sured has to pay the premiums periodically. The amount of the premiums to
be paid will depend on the amount for which the contract is drawn up. In
case of a loss suffered by the injured, he or she can recover from the insur-
ance company the actual amount of the loss or the amount of policy, which-
ever is less. The advantages of this policy are:
— it is an easy and forced form of savings and
— it provides security against loss or risk.

Life Insurance - It is a contract under which the insured pays premium
periodically. How much the premium will be, will depend upon the total
amount of the policy and the number of years for which the policy is drawn
up. At the end of the period, the money along with the interest, is returned to
the insured. In case the insured dies, the full amount for which the policy is
taken, is payable to the person whose name has been nominated by the
insured. This person is called the beneficiary. The advantages are:

it is a safe investment

it provides financial protection to the dependents in the event of death
or disability

it is an easy and forced form of saving

it provides income-tax relief on the paid-up premiums, and

loans can be taken against money deposited for the policy.

Activity 13.5: Find out the names of some policies offered by the Life
Insurance Corporation of India and explain how they can help you.

v) Unit Trust of India

You can buy units in your name or in joint names from the Unit Trust of India
(UTI). Each unit has a face value of Rs. 10. A minimum of 100 units has to be
bought. Every year in June, the Unit Trust of India declares dividends out of its
projects. The advantages of investing in units are:

HOME SCIENCE 221

 MODULE - 3 Income Management
Resource Management

you get regular interest

you get income-tax relief on the amount invested

the divident you get is completely exempt from income-tax

whenever you are in need of money, you can encash the units by
Notes selling them back to the UTI at the repurchase price fixed by it from
time to time.

you can transfer the units to another person, and

it is a safe investment.
Note : The income tax benefits may vary from time to time according to Govern-
ment policies.

vi) Shares
When private companies want to develop, they float shares to the public. When
you buy a share, you become a part owner of the company. You will now share
both the profit and loss of the company. When buying shares, you must buy from
companies which you expect will do well, so that you enjoy profit and not suffer
from losses as in the cases of less reputed companies.
The main advantage of this type of investment is that it may quickly give you a very
high profit. But this is not always so. Do you watch the news on TV? The news
will tell you that the Sensex has either risen or fallen. When the Sensex remains at
a low level, you may lose money on your shares.

vii) Debentures
Debentures are also known as bonds. When you purchase a debenture from a
company, it means that you have loaned the money to the company. In return, the
company promises to pay back the investor not only the amount invested but also
a fixed rate of interest on it at regular intervals.
When compared to investing in shares, this is a safer method of investment. You
get your interest irrespective of the company’s profit or loss.

viii) Property or jewellery

If you have a large saving you can buy any one of these and keep it with you. You
can sell it at a later date when its price goes up.
The disadvantage here is that when you wish to sell off your property, it may take
long time to get a suitable buyer. When you sell off your jewellery, a certain amount
of loss may be faced in the weight of the jewellery. You can pledge gold or prop-
erty for obtaining loans in cases of emergencies.
Depending upon various characteristics like safety, liquidity, return on-money in-
vested, exemption from tax and availability of loan facility, most of the investment
schemes can be plotted in a simple chart.

222 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
Table 13.2 Characeristics of Selected Investment Schemes
Institution Safety Liquidity Return Tax Loan
exemption facility
Saving Bank Account √ √ √ — only against
Fixed Deposits
Notes
Post-Office Savings
Account √ √ √ √ —
National Saving
Certificate (NSC) √ — √ √ —

General
Provident Fund (GPF) √ — √ √ √
Public
Provident Fund (PPF) √ — √ √ √
General
Insurance √ — √ — —
Life
Insurance √ — √ √ √

Units √ √ √ √ —

Shares — — √ — —
Debentures √ — √ — —
Gold/
Property — √ √ — —

Activity 13.6 : Find out the above mentioned characteristics of some

other investment schemes in your area and add them to the chart given
here.

13.7.2 FACTORS INFLUENCING SELECTION OF AN

INVESTMENT SCHEME

Banks and saving institutions offer various investment schemes, suitable to various
categories of people. Before you invest your money in any scheme, you must
study the following points carefully.

Your capacity to save: If you are a small saver, invest in a scheme which
does not require a large amount as the minimum specification to invest.

Safety of the investment: To save, you have to often sacrifice some present
requirement. You would therefore, definitely want your saving to be safe.
Your investment documents should be kept very safely. Moreover, there

HOME SCIENCE 223

 MODULE - 3 Income Management
Resource Management
are certain schemes which are not likely to pay you a good return owing to
the fluctuating market prices. You must try to avoid such schemes.

Higher rate of interest: The longer you keep your money in an institution,
the higher is the rate of interest it offers you. Also different institutions offer
different rates of interest for the same period. Institutions which require
Notes your money urgently, may offer you a very high rate of interest. You have to
be cautions to see that the institution is a reliable one.

Easy liquidity: There may be times when you suddenly need your money.
Easy liquidity enables you to get back your invested saving. There are some
schemes where you cannot withdraw your money before a stated period.
Investing all your saving in such schemes will make it difficult for you to get
your money when you need it.

Other benefits: Besides a high rate of interest, there are some other ben-
efits like dividends and income-tax relief which are offered by a few schemes.

The purchasing power: At the end of the investment period, the increased
value of the saving should be equal to or more than the inflation during that
period.

Convenient place of investment: Most investments require paperwork.
If the institution in which you invest is at a convenient place, visits can be
made easily.
13.7.3 OTHER FACILITIES OFFERED BY FINANCIAL
INSTITUTIONS
Besides savings, various financial instititions offer the following facilities to us.
i) Credit Card
ii) Debit Card
iii) ATM Card
iv) Loan
v) e-banking
Let us learn more about these.
i) Credit Cards
Most banks provide credit card facility to their
customers. This card can be used for purchase
of goods and services from selected outlets
authorised by the bank. Since this card is made
of plastic, it is also known as plastic money. The Fig. 13.8 Credit/
Debit card
amount of credit a customer can avail of is lim-
ited as agreed upon at the time of issue of the credit card. You can also withdraw
money using a credit card through an automated teller machine (ATM). At the

224 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
end of every month you receive a statement of the total credit availed by you. You
have to repay the whole amount or part of it as mentioned in the statement.
A high rate of interest is charged on the outstanding balance, therefore, you should
be careful in using a credit card.
ii) Debit Card Notes

This card is similar to a credit card except in the following terms:

This card is issued against your savings bank account.

As you make a payment using this card, the money is automatically debited
from your account.

In this manner you use your money instead of taking credit from the bank.
iii) ATM Card
Using a credit or a debit card, you can withdraw money from an ATM at any time
of the day or at night (24 Hours services). These are located in various places like
a bank building, shopping complex, a residential area or railway/bus terminals etc.
Thus cash is available even beyond the bank hours. Using a credit card at an ATM
attracts a high interest rate. In the case of a debit card, you withdraw your own
money for which no interest is charged.
iv) Loans
Today financial institutions provide loans for many purposes like personal use,
education, purchase of a house, vehicle, household durables, maintenance and
repairs of household purchase; setting up your own business, etc. The interest
charged by these institutions varies according to the purpose, amount, repayment
period and type of institution (government or private). These loans can be re-
turned easily in monthly installments. To avail of these loans you need to provide
either a guarantee and/or a bond and/or a security in the form of a fixed deposit,
NSCs, property or jewellery etc.

v) e-banking
These days the internet provides you the following services at the press of a
button:
– to know your bank balance, amount of credit available, apply for a
chequebook or draft, credit card payments, etc.
– to utilise tele marketing facility to purchase goods or to avail services.
– to purchase railway and air tickets, and
– pay your telephone, water and electricity bills.
This saves you time while making trips to the banks and other places.

HOME SCIENCE 225

 MODULE - 3 Income Management
Resource Management

INTEXT QUESTIONS 13.6

Fill in the cross word puzzle using the hints given below. The number of letters in
brackets indicate the number of letters in the word.
Notes

Fig. 13.9

Hints
ACROSS:
2 Facility offered by financial institutions (4)
5 A form of plastic money (10)
10 Another word for buying (8)
11 24 hr facility to withdraw money (3)

DOWN
1 Worldwide network of computers (8)
3 Charged when credit card bill is partly paid (8)
4 Use of internet for financial services (9)
6 Money deducted from bank account when used (9)
7 Bought on loan from a bank (5)
8 Can use credit card to buy this for travelling (6)
9 Safe place to keep your money (4)

226 HOME SCIENCE

Income Management MODULE - 3
Resource Management

WHAT YOU HAVE LEARNT

Needs
spent (Primary and secondary) Notes
Family Income
on
Desires
(Comfort and luxury)
Partly kept as By following a

SPENDING PLAN

Saving
Must result in

Needed for RECORD OF

EXPENDITURE

Secure Family Meeting Raise standard

future goals emergencies of living

Can be invested in

Banks Post PF UTI Shares LIC Property

offices and &
deban- Jewellery
tures
Other facilities available are

Credit card Debit card ATM Loans e-banking

HOME SCIENCE 227

 MODULE - 3 Income Management
Resource Management

TERMINAL EXERCISE

Notes 1. Re-arrange the letters to denote the correct term for the following:
(a) Maintaining day to day accounts DOERRC
(b) You wish to fulfil these after your needs are met REDSSIE
(c) Money spent on acquiring goods and services TEENTPREXIU
(d) Money available to fulfil the family needs and desries EIOMNC
(e) Money kept aside for future use GNVSAIS
(f) Growth of savings by keeping in special schemes MIVNETTEN
(g) Easily accessible institution for saving TOPS EFIFCO
(h) Security against death or accident ECASUINRN
(i) Saving in NSCs gives you this advantage. XTA NTOMIEEXP
(j) Monthly deduction from the salary as
compulsory saving NETIROVPD DUFN
(k) A fixed form of saving YERROTPP
2. What is investment?
3. What are the ways in which a small saver can invest?
4. What are the factors you would consider before selecting a scheme of in-
vestment?
5. If you are the only earning member at home, which scheme would you
invest in? Give reasons.

ANSWERS TO INTEXT QUESTIONS

13.1 1. (a) RI (b) NI (c) MI (d) RI
(e) MI (f) RI (g) MI (h) RI
(i) RI
2. (a) Mr. Anand.
(b) House rent expenses are more than the expenses for lunch and
petrol charges. Thus Mr. Anand is saving on rent and on trans-
port expenses, which is more than Mr. Lal's savings.

228 HOME SCIENCE

 Income Management MODULE - 3
Resource Management
13.2 1. (a) buying a refrigerator
(b) buying nutritious food
(c) buying a mixer grinder
(d) buying warm clothes
(e) buying their own house Notes

13.3 1. (a) F- all kinds of income must be managed to get maximum ben-
efit.
(b) F- A smaller income also needs management for greater satis-
faction.
(c) F- to fulfill all the needs, better management of income is re-
quired.
(d) T- A clear statement of your income helps you to manage it
better.
(e) F- Complete control over both income and expenditure is called
managing income.
2. Rupees 2687 is the balance on the 10th day.
13.4 a) No - storing dangerous items can cause fire/health hazards. It may
not be allowed legally.
b) No - you will have to pay salary to servant. You will compromise on
the safety of your house.
c) No - full time job is not always available. You may not be qualified to
hold a full time job.
d) No - expenditure on entertainment can be curtailed. You can do some
work yourself.

Fig. 13.10 Solution to crossword

HOME SCIENCE 229
 MODULE - 3 Income Management
Resource Management
13.5 (a) daughters' education and marriage and medical expenses, fulfilling
post-retirement needs (any two)
(b) education, buying a house and household durables (any two)
(c) buying a house and post-retirement needs.
Notes ANSWERS TO TERMINAL EXERCISE
(a) Records (b) Desires (c) Expenditure, (d) Income
(e) Savings (f) Investment (g) Post Office (h) Insurance
(i) Tax Exemption (j) Provident Fund (k) Property.

2.5 Refer Text.

AUDIO - Instructions on how to fill a moneyorder form.

VIDEO - Banking Dak Ghar Bhachat Yojna

For more information log on to

www.personalbudget planning saving-money.com

230 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management

14
Notes

ENERGY CONSERVATION

If you were asked, "where does your ‘energy’ to work come from"? You would
probably reply, from the food that you eat. Similarly, the energy used for cooking
food comes from burning wood, coal, cowdung cakes, kerosene, gas and elec-
tricity. The energy to run your fan or T.V. comes from electricity. In this way, you
are all aware of using energy in its different forms. But have you ever stopped to
think what the world would be like if there was no light or heat from the sun or if
there was no electricity to light up your home? You are also aware the electricity
can be in short supply and as a result there are power cuts for short/long
durations.

In this lesson, we will try and learn more about the sources of energy and the need
to make wise use of all sources of energy available to us. We shall also try and find
new and innovative sources of energy to fulfill our daily energy
requirements.

OBJECTIVES
After reading this lesson, you will be able to-:

explain the meaning of the term 'energy';

classify the various sources of energy as renewable and non renewable;

discuss the importance of energy conservation;

suggest methods of conserving energy;

identify energy options for the future.

HOME SCIENCE 231

 MODULE - 3 Energy Conservation
Resource Management
14.1 WHAT IS ENERGY?
Energy may be defined as
The capacity for doing work.

Notes You must have seen that use of energy always brings about some change -a fan
moves, a stove burns to give heat, a torch gives light, a solar calculator works
when light falls on it or a pump brings up water. You can perhaps quote many
more examples. In all cases, some work is being done and the factor which pro-
vides the capacity for doing this work is known as ‘energy’.
The question now is, where does energy come from? .
Sun is the source of most natural energy in this world.
You may disagree and say that you get your energy from, say, fire, electricity, light,
etc. You are right, of course. Let us examine this in a little detail.
The energy that you get from ‘fire’ comes from burning wood, coal, oil or
natural gas. All these substances are known as ‘fuels’. Apart from wood, the
other fuels are also known as ‘fossil fuels’ because they are obtained from
beneath the earth’s surface. Over millions of years, the sun’s energy trans-
formed dead plant material into coal/oil/natural gas. So we can say that most
fuels derive their energy from the sun.
‘Electricity’ is produced with the help of moving water, steam, coal or oil. You
already know that coal and oil derive their energy from the sun. Moving water,
too, derives its energy from the sun as it is a part of the water cycle caused by the
sun.

Fig. 14.1: The Water Cycle.

There are some other sources of energy like wind, nuclear fuel, geothermal en-
ergy, etc. Have you heard of windmills? When the sun causes a change in the air
temperature, a wind is caused and we use the energy of this moving wind for
various purposes. The energy released during nuclear reactions in nuclear fuels
like plutonium and uranium is also used to produce electricity. Geothermal energy

232 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management
is the solar heat energy which is trapped by rocks deep within the earth. Scientists
today have devised a way of utilising this energy for producing electricity and the
other forms of energy.
Can you now list the sources of energy?
14.2 SOURCES OF ENERGY Notes

Following are the various souces of energy:

1. Sun
2, Wind (wind mill)
3. Moving water (hydro electric projects)
4. Fuels (Wood/coal/oil/natural gas)
5. Nuclear fuels
6. Electricity
7. Geothermal energy.

INTEXT QUESTIONS 14.1

1. Tick mark the sources of energy from the list given below:
(i) Petrol (vi) Pond water
(ii) LPG (vii) Tap water
(iii) Turpentine oil (viii) River water
(iv) Kerosene oil (ix) Sunlight
(v) Engine oil (x) Charcoal
2. State whether the following statements are true or false and correct the false
statements:
(i) Electricity can be produced with the help of pond water.
(ii) Wind is caused due to change in air pressure.
(iii) Geothermal energy was initially solar energy.
(iv) Wood, coal and oil are natural fuels.
(v) Electricity can only be produced from water, steam, coal and oil.

14.3 CLASSIFICATION OF SOURCES OF ENERGY

Sources of energy can be of two types – those which are limited and will be
exhausted after using for a certain number of years; and the second type which
have a nearly endless supply.

HOME SCIENCE 233

 MODULE - 3 Energy Conservation
Resource Management
Renewable means anything which that can be replaced endlessly, i.e. there is an
endless supply. Non-renewable means something which can be repelaced up to
a limited period after which its supply runs out. On the basis of the above explana-
tion, can you now separate the sources of energy as renewable and non-renew-
able? We can say:
Notes
Energy
is

Renewable Non-renewable

1. Sun 1. Fossil fuels

2. Wind 2. Wood
3. Water 3. Nuclear fuels
4. Geothermal 4. Electricity
Renewable Sources
You know that there will be an endless supply of solar energy. We will have the
energy of moving wind and water so long as the sun is there. Rocks deep inside
the earth have trapped the sun’s energy but if we use this geothermal energy at a
faster rate than it is being trapped, it may also prove to be a non-renewable source
of energy. But there is no immediate danger of this happening as estimates predict
that energy will last for a long, long time to come.
Non-renewable Sources
Fuels like coal, oil and natural gas have taken millions of years to be formed. But
the rate at which coal is being mined and oil drilled for meeting our energy require-
ments, is much faster than the rate at which they are being formed. Hence, existing
supplies are fast running out.
Electricity is produced by burning fuels like coal or oil, by using the energy of
flowing water or of steam or by using nuclear fuels. You may argue that since fuels
are limited in supply, we can always switch to producing electricity by using flow-
ing water. In that case, electricity would then be a renewable source of energy. But
this is not actually so because hydroelectric projects have already been set up at
most of the possible sites on major rivers in the country. These power projects are
already producing electricity to their maximum capacity and there are no pros-
pects of increasing the supply of electricity to meet increased demand. Hence,
electricity, too, becomes a non-renewable source of energy.
Today. nuclear fuels are also being used to produce electricity but we have to
remember that supply of all nuclear fuels are limited and if they are used unwisely
they will soon run out.

234 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management

INTEXT QUESTIONS 14.2

1. From the list given below, separate the renewable sources of energy from
non-renewable sources by marking R and NR respectively.
Notes
(i) Sunlight (vii) Wood
(ii) Petroleum (viii) Kerosene
(iii) Steam (ix) Nuclear fuel
(iv) Charcoal (x) Electricity
(v) Water (xi) LPG
(vi) Diesel (xii) Wind

Activity 14.1: Observe the use of various sources of energy in your

home and neighbourhood. Classify them as renewable and non-
renewable.
14.4 ENERGY CONSERVATION: WHY?
Energy conservation involves use of lesser energy for the same level of activity.
Let us try to understand this with the help of an example. Supposing you want to
make ‘dal’ for lunch. There are two ways of doing this : you could cook the dal in
an ordinary pan with a lid on it or you could use a pressure cooker. Needless to
say, the resultant ‘dal’ would be the same in both cases. By using a pressure
cooker, you would save both time and energy used for cooking. Supposing we go
a step further and say that you wish to cook not only ‘dal’ but also rice and
potatoes. Again, one way would be to cook the three separately, resulting in the
use of stove at least three times, and another way could be to use separators of a
pressure cooker and cook all the three together. What is the benefit of using a
pressure cooker or of cooking things together? You are ‘conserving energy’, i.e.
you are using less energy to achieve the same results.
The question that now arises is, WHY do we need to conserve energy? After all,
all forms of energy are easily available to us at the moment.
We must conserve energy because of a number of reasons. These are explained
below:
1. Demand exceeds supply
There is an increasing demand for energy due to increasing population,
industrialisation, traffic on roads and automation in home,office and farms.

HOME SCIENCE 235

 MODULE - 3 Energy Conservation
Resource Management

Notes

Fig. 14.2: Demands on energy

You yourself must have observed that the ever increasing population is creating an
increasing demand for energy. Increasing number of people need more houses to
live in and this leads to increased felling of trees to provide timber and furnishing.
At the same time, more coal, kerosene and gas are needed to cook the food for
more people. More people today need more electricity to light their home, to run
their coolers and geysers, to run washing machines, computers, etc., which results
in increased use of power leading to power cuts. What steps do you think should
be taken to reduce or close this gap between demand and supply of energy? We
have two options before us:
(i) increase the supply
(ii) reduce the demand
Since supply of energy is limited, we are left with the second option, i.e. to reduce
demand of energy. How can we do this?
By conservation and wise use of energy available.
2. Energy saved is energy generated
You must all be familiar with a bank. Whatever money you manage to save, you
put in a bank and after some time you can see your savings grow, if you are careful
to take out less money than you put in. If at any point of time, you start using the
money faster than you put in it you will soon run out of money and will have to face
a shortage.
Now, imagine that there is an energy bank. Whatever energy you save in your
daily activities gets accumulated in this energy bank so that you can use it in future.
As your ‘energy savings’ grow, there will be less pressure to produce more en-
ergy. Similarly, the energy that you save could be used elsewhere. For example, if
you decide to have a daytime wedding in the family, with no decorative lights, the
electricity you save could perhaps prevent a couple of power cuts in the city.
Every person’s motto today should be:
Save on Something (S.O.S.)
236 HOME SCIENCE
 Energy Conservation MODULE - 3
Resource Management
3. Fuels are limited
Fuels are the most common sources of energy and you have already learnt that the
deposits of coal, gas and oil are limited. A look at the chart given below will tell
you where we stand today in terms of their availability to us in the years to come.
Fuel Known supplies (in years) When likely to run out Notes
1. Natural Gas about 30 AD. 2035
2. Oil about 50 AD. 2055
3. Coal about 280 AD. 2285

After this what?

You can see that oil and natural gas are likely to run out during your own lifetime.
The choice is before us! Either we carry on as we are or we must plan the use of
fuels so that we conserve them for future use.

INTEXT QUESTIONS 14.3

Q 1. Match column A with column B
Column A Column B
(i) Cooking two dishes together 1. Renewable
leads to
(ii) Increased industrialization 2. Energy generated
results in
(iii) Energy saved is 3. Limited
(iii) Natural fuels are 4. Increased demand for energy
5. Conservation of energy
6. Population explosion
2. List four factors which contribute in creating a gap between the demand
and supply of energy today.
(i)
(ii)
(iii)
(iv)

14.5 CONSERVATION OF ENERGY: HOW?

By now you all have realised the fact that we are facing a very real possibility of
some of these energy resources drying up during our lifetime.

HOME SCIENCE 237

 MODULE - 3 Energy Conservation
Resource Management
Conservation of energy has to be the order of the day. Each and everyone of us
has to unite and collectively take action to preserve and conserve energy. Each
one of us has to think, "Is there anything which I can do?”
Yes, there are many small ways in which we can contribute our share of efforts in
energy conservation. Let us see how we can do so.
Notes
Energy can primarily be conserved:
1. At home
2. In the farm or work place
3. On the road
1. Energy Conservation at Home
(a) Power
Switch off a little ................... save a lot!
Take a look at your last power bill. It need not have been as much as it is. Just a
little care, a little alertness on your part could have brought it down. How?

Switch off lights and fan while leaving a room.

Change over to energy efficient tube lights from power consuming bulbs.
– Remember! A 40 watt tubelight gives twice as much light as a 100 watt
incandescent bulb. This means a savings of 60% power in addition to
more light!

Replace traditional chokes of tube lights with electronic chokes. They con-
sume one third energy.

Keep lights and fixtures clean and dirt free.

Dust and dirt reduce lighting levels by as much as 30%.

Use dimmer switches to adjust the amount of lighting according to your
needs.

Use light colours for walls. This helps reduce lighting requirements by up to
40%.

Replace old fan regulators with electronic regulators.

Use a refrigerator of the size your family needs.

Oversized refrigerators mean more power consumed.

– Avoid opening the fridge door frequently.
– Defrost your fridge regularly.

Use your washing machine at proper loads.

238 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management

Mix hot water in a bucket for a bath rather than having a geyser shower.

Switch on the AC an hour later and switch it off an hour earlier.

An AC switched off for an hour can keep a

40 watt tubelight on for 50 hours
Notes

When ironing, ensure that you have collected all the clothes first.

Use your oven, hair dryer and vacuum cleaner sparingly to save on power.

Avoid non-ISI appliances - they may be good bargains but being sub-stan-
dard and their components inefficient, they consume more electricity.

ISI mark is your guarantee to energy savings.

(b) Fuel
As for power, you can adopt many simple ways in which to cut down on your fuel
bills. Those of you who use LPG or gas cylinders for cooking at home are already
aware of the way in which gas prices have been shooting up recently. Kerosene
prices are not far behind. So what can we do to reduce our fuel bills? Here are
some tips.

Use ISI marked cooking stoves only.

Replace traditional wood stoves with the ‘unnat chullah’ (smokeless chullah)
developed by the Government. These are 20-25 % more heat efficient.

Use solar cookers as far as possible.

Solar energy is free and abundantly available.

Fig. 14.3 Unnat Chullah

Avoid cooking in open pans. Use a pressure cooker and save your fuel.

Use separators of a pressure cooker to cook more than one dish at a time.

Use copper bottom or sandwich bottom pans which are more heat sensitive.

Switch on the gas after putting the pan on and switch off before removing the
pan.

HOME SCIENCE 239

 MODULE - 3 Energy Conservation
Resource Management

Keep the burner holes clean and free of dirt and grease.

Use small burner for small-sized vessels.

Switch off the regulator switch of the gas cylinder at night.

Try and serve the food soon after it in cooked in order to avoid reheating it.
Notes
The above are just some tips to avoid excessive power and fuel use at home.
These tips will lead to substantial savings on your energy bills without compromis-
ing on comfort and convenience in any way.
2. In the farm and workplace
(a) In the farm
Farmers are increasingly using farm machinery like tractors, threshers, water pumps,
etc. An effort must be made by farmers too, to conserve energy, which means
they must try to get maximum work done with the use of least possible energy. Let
us see how.

Maintain tractors well. Poor maintenance leads to 25% loss of diesel.

Prevent leakage of diesel.
Loss of one drop per second results in a loss of 2000 litres of diesel per year!

Switch off the engine when the tractor is not in use.

Drive in appropriate gear.
Use of wrong gear increases diesel consumption by 30% and
decreases work efficiency by 50%.

Keep the air filter clean to reduce wear and tear of the engine.

Replace old tyres.

Plan the use of tractor on the field. Digging in lengthwise direction rather than
widthwise, saves diesel in the field.

Fig. 14.4 Planned digging

(b) At the work place

The feeling people generally have is - “Who cares about energy conservation at
the office. After all, I’m not paying for it !” But this is where we go wrong. Ulti-
mately it is we who pay for all the energy that is wasted in the office - in the form
of energy shortages, higher price to be paid for energy, more taxes and so on. So,

240 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management
it becomes imperative that we not only adopt some energy saving measures at our
work place but also encourage our fellow workers to do the same. Here are some
suggestions for you:

Ask the cleaning staff not to switch on all lights and fans before people come
to the office. Notes

Switch off fans and lights when you leave the room.

Minimise the use of air-conditioners.

Switch off computers when not in use.

Avoid unnecessary photocopying of documents.

Encourage people to use the stairs instead of the lift, specially in places like
hospitals.
3. On the road
Many more people own vehicles today than they did ten years ago. Vehicles are
used to go to the office as well as for family outings. This has resulted in a tremen-
dous increase in the use of petrol, diesel and compressed natural gas (CNG).
What do you suggest to control the use of petrol, diesel and CNG? We could
consider the following:

Use a car pool instead of individual cars to travel to work

Fig. 14.5 : Car pool: An economical way of travelling

Adopt petrol saving measures such as

* Drive at a slow and constant speed
* Minimise the use of brake and clutch
* Maintain proper air pressure in the tyres
* Prevent leakage of fuel at all costs
* Keep the engine well tuned.

Encourage installation of light sensitive switches and solar panels for street
lights.

HOME SCIENCE 241

 MODULE - 3 Energy Conservation
Resource Management

Discourage the use of neon lights for advertising. These can easily be replaced
by using solar panels which convert solar energy to electrical energy which
lights up neon signs at night.

Notes
INTEXT QUESTIONS 14.4
1. Fill in the blanks:
(i) _________________are more energy-efficient than bulbs.
(ii) _________________chokes consume one third energy as compared
to traditional chokes.
(iii) ______________ coloured walls help in reducing the lighting re-
quirement of a room.
(iv) More power is consumed by __________________ refrig-
erators.
(v) Energy saving is guaranteed by using products bearing the
________________mark.
2. State whether the following statements are true or false and correct the false
statements:
(i) Wood stoves are very heat efficient.
(i) Cookers which work on solar energy save a lot of fuel.
(ii) Sandwich bottom pans take a long time to heat.
(iii) Small burners are suitable for small vessels.
(iv) Food should be eaten as soon as it is cooked to avoid reheating.
(v) Driving in the correct gear increases work efficiency by 50%.
(vi) Wear and tear of engines depends upon the state of the air filter.
(vii) Computers should not be switched off during the day.
(viii) Wastage of energy in the office does not affect you personally.
(ix) Street lights need light sensitive switches.

14.6 WHAT IS THE ALTERNATIVE?

We all agree that our prime concern today should be to utilise energy in such a
manner that it can be made to last for as long as possible. You can see from the
chart given earlier that natural gas and oil will soon run out. We may be able to
stretch their use by adopting stringent conservation methods. But what happens
after that? We would be back at square one, unless we can think of some alterna-
tives.

242 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management
Is there an alternative? Yes, there certainly is! You have already studied that
energy is renewable and non-renewable. If we want to stretch our non-renewable
sources of energy we have to supplement them with the renewable sources.
Do you remember which are the renewable sources of energy? Since the use of
these sources is not widely prevalent today, we also refer to them as non- Notes
conventional sources of energy. The non-renewable sources of energy are also
known as the conventional sources of energy.
14.7 ENERGY OPTIONS FOR THE FUTURE
1. Biogas
Biogas is a product of fermentation of animal manure in the absence of air. It
chiefly consists of methane gas which can safely be used as a fuel for cooking, as
well as lighting.

Fig. 14.6 Biogas : The cheap and healthy fuel.

Ordinarily, a small biogas plant fed by the manure of 2-3 animals can produce
enough gas for the daily cooking and lighting needs of a family of four persons. In
addition, biogas can be used to pump water or run small motors of less horse-
power.
Some other advantages are:

The sludge or digested waste is an excellent fertilizer and increases the yield of
crops and vegetables.

It keeps the environment around the house clean since all animal manure is fed
into the biogas plant.

It prevents eye and lung diseases caused due to smoke from firewood.

It conserves forests because wood is no longer used as fuel.

It generates employment to masons and labourers needed to set up more
biogas plants.
2. Solar Energy
Solar energy is available free of cost and is absolutely non-polluting. It has been

HOME SCIENCE 243

 MODULE - 3 Energy Conservation
Resource Management
available to mankind for centuries but it is only recently that technological ad-
vancements have been made to trap and effectively utilise this energy. Some of the
ways in which solar energy is being used today are:
(a) Solar cooker - This is a shallow, square box with black sides and bottom
Notes and a glass top. When the black bottom is hit by sunlight passing through the glass
top, it gets heated up. When food is kept inside the box, it gets cooked by this
heat.

Fig. 14.7: Solar cooker

Some advantages of using a solar cooker are:

Fuel cost is reduced. Regular use preserves an average of 2 kg of combus-
tible wood per day!

It is totally safe to use - there is no fire, no leaking gas and no electric shocks

It does not require constant attention.

It can cook up to four dishes at a time.

It is very easy to use.
Use a solar cooker to cook your family’s meal!
b) Solar lighting - Ordinary daylight is transformed to electrical energy with the
help of solar cells. These solar cells produce electricity according to the amount of
sunlight falling on them. When chemical storage batteries are used along with these
cells, the excess energy produced on sunny days is stored for use on cloudy days.

Fig. 14.8 Solar panels

Solar cells are used to produce lighting in

(i) Streets
(ii) Homes
(iii) Neon sign for advertising
244 HOME SCIENCE
 Energy Conservation MODULE - 3
Resource Management
(c) Solar heating - Heat energy from the sun is being used in various ways
today. It is used to:

Heat water for bathing purposes in home, hotels and hostels

Provide central heating in homes, hotels and hostels

Make salted water fit for drinking purpose Notes

Dry timber, crops and fish in solar furnaces

Provide refrigeration in small, specially designed refrigerators. These are spe-
cially useful in keeping life-saving drugs at a low temperature and in preserv-
ing perishable agricultural produce like fruits and vegetables and milk and its
products.

INTEXT QUESTIONS 14.5

1. List at least four advantages of using non-conventional sources of energy.
2. Name the chief constituent of biogas.
3. List two uses of biogas.
4. Name the device used to transform daylight to electrical energy.

3. Hydel Energy
‘Hydel’ refers to water. Surely, all of you must have heard of big hydroelectric
projects in our country like Bhakra-Nangal Project or the Damodar Valley Cor-
poration (DVC), etc. These are enormous projects set up at the cost of crores of
rupees and they generate lots of electricity. With the growing demand for electric-
ity, the need to set up more such projects is being felt. But since most of the major
sites on the big rivers have already been used for the purpose, there is very little
scope of setting up more big projects. Then, what is the alternative? We have to
now devise and set up microhydel projects.
It is realised that a small quantity of water falling from a great height can produce
as much power as a large quantity of water falling from a much shorter height.
Thus, the smaller rivers can be used to set up microhydel projects. The advan-
tages of installing such micro projects are:

They do not require heavy investment on installation.

They are comparatively easy to maintain.

They can be set up to supply electricity locally to geographically far flung
areas which are not covered by the national grid system.

Local supply of electricity reduces cost of distribution.

HOME SCIENCE 245

 MODULE - 3 Energy Conservation
Resource Management

Decentralization of power production and supply eases pressure on the larger
power projects.
4. Wind Energy
Man has been using wind energy since a long time now - to sail boats on water, to
Notes grind grain by setting up wind mills, etc. Now, growing technological advancement
has made it possible to generate electricity by using wind power. Let us see how
this is done. A very simple structure consisting of blades or propellers and a direc-
tion controller is mounted on a high tower. The wind machine is fixed in an open
area. When the wind blows, the propellers rotate and generate electricity in the
generator to which they are connected.
The amount of energy generated depends upon the wind speed. A two fold in-
crease in wind speed results in an eight fold increase in energy produced. It is
estimated that an average wind speed of 20km/hr is essential for economical elec-
tricity production whereas a windspeed of 10km/hr is sufficient to work windpumps.
Some of the advantages of using wind energy are:

it is absolutely free and non-polluting

it can be used to generate and supply electricity in geographically isolated or
hilly areas

wind machines are cheap to set up and maintain.
Be Non-conventional!
What are the advantages of using the non-conventional sources of energy?
1. There is a never-ending supply.
2. These are easily available.
3. Production and use of non-conventional energy is always pollution free and
leaves the environment clean.
4. These are locally produced. Hence there is low cost of distribution.
5. Energy production units can be started on a small scale. Hence, heavy invest-
ment is not required.
6. Job opportunities for the local people are opened up.

INTEXT QUESTIONS 14.6

1. What is the difference between a big hydro-electric project and micro hydel
project?
2. List five benefits of setting up a micro hydel project.
3. State the advantages of using non-conventional sources of energy.

246 HOME SCIENCE

 Energy Conservation MODULE - 3
Resource Management

WHAT YOU HAVE LEARNT

Sun
Wind Notes
Water
Sources of
What is ENERGY Fuel
Energy
Nuclear fuel
Electricity
Geothermal
Renewable Non-renewble
(Unlimitted) (limited)

Need to Conserve Energy

At home
At farms
How to conserve Energy
At the work place
On the road
Alternative Sources of Energy
(Non-conventional)

Biogas Solar Energy Hydel Energy Wind Energy

TERMINAL EXCERCISES
1. Explain with examples what you understand by the term ‘energy’.
2. Give two examples each of renewable and non-renewable sources of energy
in your locality.
3. List five suggestions you would give a housewife to conserve energy in her
home.

HOME SCIENCE 247

 MODULE - 3 Energy Conservation
Resource Management

ANSWERS TO INTEXT QUESTIONS

14.1 1. (i), (ii), (iv), (viii), (ix), (x)

Notes 2. (i) False. River water is needed.

(ii) False. Winds are caused due to change in air temperature.
(iii) True
(iv) True
(v) False. Nuclear fuels and hydrothermal energy can also be used.
14.2 R - (i), (xii), (v)
NR - (ii), (iii), (iv), (vi), (vii), (ix), (x), (xi), (viii)
14.3 1. (i)-5, (ii)-4, (iii)-2, (iv)-3
2. Refer to text.
14.4 1. (i) Tube lights (ii) Electronic (iii) Light (iv) Oversized (v) ISI
2. (i) False. Wood stoves are not heat efficient. (ii) True
(iii) False. They heat up very fast. (iv) True (v) True
(vi) True (vii) True should be switched off when not in use
(viii) False. It does affect you personally. (ix) True.
14.5 1. Refer to the text.
2. Methane
3. Cooking, lighting, pumping water, running motors
4. Solar cells
14.6 1. Refer to the text.
2. Refer to the text.
3. Refer to text.

For more information log on to

http:// www.pcra.org

248 HOME SCIENCE

249
250
251
252
253
254
255
256
257
258
259
260
261
260
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302