The activities in this section are only introductory experiences to each of the "quality" sections in this fastback, and should not be an end point in your investigations about the environment and corn.

GENERAL(1) Creative Corn Patterns.This demonstrates how corn grows and how young seed plants seek to anchor themselves to their environment. Soak an old or worn bath towel with water and lay it out on a flat tray. The seed corn to be sprouted may be laid out in a simple yet interesting pattern (eg. initials, shapes, etc.). The main object here is to sprout corn, but the designs help to create a little more student interest. The seeds then need to be covered with plastic to help keep the moisture in and nurture the sprouting seeds. The seeds are then placed on a window sill or someplace that will provide adequate sunlight. By the end of about a week the seeds will have sent out primary roots, which will work their way through the holes in the towel and "hook to" the other side of the cloth. To see how well the seeds are rooted, the students may pick up their cloth and see that the seeds will firmly "hang on" by their roots. See how long the seedling can be sustained with food and water on the towel. As a possible addition, when the sprouts are about one inch tall, remove the seeds from the towel, dry them, crush them, and taste the resulting "malt".

(2) Corn Murals.
Working on a group project is always a challenging project for students and this one will test both their creative and scientific skills. Using a large roll of white butcher block paper, each student will be randomly assigned a strip in which to make a scale drawing of a different growth stage of the corn plant and paint that stage, in detail, on that section of the mural. The paintings may also include a brief description of the specific growth stage and should be painted in chronological order. The finished painting may then be displayed in the school or at a local business.

NOTE: Two excellent references for photos of the various stages of corn development are:

Cooperative Extension Service. How a Corn Plant Develops - Special Report No. 48 (pamphlet). Ames, IA; Iowa State University of Science and Technology.

Living History Farms Agricultural Museum. The Miracle of Corn. Des Moines, IA (videotape).

 

AIR QUALITY

(3) You may construct and use a black carbon air pollution sampler and analyzer to collect air samples and analyze combustion particulates. Aerosol carbon particles are ideal indicators of air pollution quantities. The apparatus can be used to sample air near a variety of pollution sources, including car exhaust or air near power plants. The sampling apparatus may be constructed using plastic cups, corrugated cardboard, and filter material (kleenex brand tissue). A gas meter (borrowed from local gas company) is used to measure air volume (or simply use a large plastic bag or leaf sack). The analyzer uses a 2 x 4 cm. silicon solar cell and a multimeter. The complete instructions for constructing the apparatus and using it are available at cost from the Illinois Corn Growers Association, P.O. Box 1623, Bloomington, Illinois 61702-1623.

SOIL QUALITY

(4) Construct a soil compaction gauge to measure relative soil compaction in cornfields and other areas. You will need a #5 juice can (preferably metal, with both ends removed), pencil and paper, a 30 cm. ruler, 1 liter of water, a watch or clock, 2 thumbtacks, 1 to 1.5 cm. wide rubber band, an empty wooden spool, and 20 cm. of dowel that will fit into the spool. Sharpen one end of the dowel, measure 2.5 cm. from the tip of the point and mark with a dark line. Next, measure along the dowel from the unsharpened end and make ten marks 1.5 cm. apart. Number these line (#1 nearest unsharpened end). Fasten the rubber band to the top of the spool with a thumbtack ¥ one tack on each side. To use the gauge, slip the dowel into the spool (unsharpened end against the rubber band). Place the sharpened end of the dowel against the soil, and pull down on the spool, forcing the point of the dowel into the soil. Read the number for the dark line at the top of the spool. This is the soil compaction reading. Determine the soil compaction for parts of fields that are well tilled, not tilled, where machinery tracks appear, etc. To determine water absorption of the soil, take the #5 juice can (with both ends removed) and force it into the soil around the point where the compaction measurement was made. Pour one liter of water into the can and keep a record of the time required for the water to soak into the soil. You may wish to use the ruler to record the depth of water in the can at specific time intervals as well. Try this for soils that are bare, for those with dense grasses, for those with corn or other plants, etc., and compare the results.

(5) Soil Permeability. Fill two jars with soil. In one, press the soil down firmly with your fingers, then pour equal amounts of water into each jar (60 ml. should suffice). Determine how long it takes the water to reach the bottom of each jar.

WATER QUALITY

Many experiments that compare the effect of road salt vs. CMA can be done in the classroom. Common salt is readily available, and CMA can be obtained from the Chevron Company (see bibliography):

(6) General Water Quality. Test the quality of water from various sources for nitrates, phosphates, dissolved oxygen, heavy metals, etc.). If possible, determine whether the water runoff for any collection point includes road salts or CMA. Compare the water quality for the two. (Numerous chemical test kits for nitrates, phosphates, dissolved oxygen, heavy metals,. etc., are available through science suppliers such as LaMotte Chemical ¥ see bibliography).

(7) General Stream Quality. By collecting, sorting, and tallying benthic macroinvertebrates, one can rank stream quality using the organisms as indicators. Random samples are taken using sieves and screens, scooping at or near the bottom. Egg cartons make fine sorting trays. The lEPA has information methodology, and latest stream quality available in their Water Quality Inventory Report (see bibliography). If possible, try to compare organism samplings from areas where water supplies include salt runoff, some that include CMA runoff, and some that include agrichemical runoff.

(8) Effects of Salt and CMA on Microorganisms. Obtain three jars, filled with water. Put a few spoonfuls of organic materials (orange, banana, and apple peels) and some dirt in small piece of cloth. Make two bundles, tie one of the bundles up with string, and suspend one in each of two jars. Add methylene blue to all three jars. Methylene blue will turn clear as the microorganisms in the soil decompose the organic matter and use oxygen in the process. The jar with no bundle serves as a control. Over time, compare the blue shade in each jar with the control. It should remain blue, indicating the presence of oxygen. Did equal amounts of salt and CMA have the same effect of the water quality and the soil microorganisms? Vary the concentrations of salt and CMA, and repeat the procedure. Check for a "lethal" concentration of each, when no compensation occurs.

(9) Salt. CMA. Agri-chemicals. and Diffusion. Observe Elodea leaves under a microscope. Place a 10% salt solution on the slide. Record the effects on the cell contents. Repeat the procedure using CMA. How does each substance affect diffusion through a cell membrane? Try various concentrations.

(10) Carbon Dioxide Use in Plants Put a sprig of Elodea in a test tube of water. Add 0.1% solution of bromthymol blue. Using a straw, exhale into the water. The blue color will turn yellow in the presence of carbon dioxide. Stopper the test tube. Set up other test tubes, each with an added amount of salt, CMA, and other agri-chemicals respectively. Also, set up appropriate controls. Observe over time if the solution turns blue again. If so, the plant has used carbon dioxide. Compare the results. Are there any other variables that might affect results?

(11) Chemicals and Seed Germination. Place radish seeds in a small dish, cover the seeds with paper toweling and moisten with water. Repeat the procedure, but moisten the towels with equal amounts of salt solution, CMA, and/or other agri-chemicals, respectively. Observe and record the percentage of germination. Compare the growth rates among the three groups of seeds.

(12) Effects on Macroinvertebrate

Behavior. Collect some aquatic sowbugs or sideswimmers. Observe swimming motion, reaction to light, touch, and obstacles in their path. Add a diluted concentration of salt. Observe effects. Repeat for CMA. Repeat with other agri-chemicals. Was there a difference in animal response?

(13) Effects on Metal. Place equal amounts of iron filings in narrowmouthed bottles, add enough water to one jar to make moist. Add equal amounts of salt solution, and CMA solution respectively. Leave one bottle with dry filings as a control. Cover the bottle with a balloon. As the iron rusts, oxygen is used, and the balloon pulls into the bottle. Compare the relative degrees of "pulling in"

(14) Corrosion Test. Use a carbon steel (such as building straps) and clean them well with a degreaser. Avoid handling with bare fingers as the oils from skin may affect results. Fill a beaker with distilled water (200 ml.) as a control. Then make 3.5% solutions of salt and CMA (7.25 g. salt in 200 ml. water, 7.25 g. CMA in 200 ml. water). Mark water levels so water can be added as it evaporates. Design a way to dunk the steel at the same time. Immerse for ten minutes. Then let the strips dry at least one hour. Repeat as time permits.

FIELD TRIPS

Learning about any topic can be greatly enhanced and reinforced by providing a field trip to sites related to the topic under study. Consider trips to not only those areas around your school (even your own schoolyard!), but the following:

Archer Daniels Midland, P.O. Box 1470, Decatur, IL 62525 (217) 424-5200 (Peoria facility: Foot of Edmund street, Peoria, IL 61606 (309 673-7828)
Corn Products Corp. International, Summit, IL 60501 (312)563-240
DeKalb-Pfizer Genetics, 3100 Sycamore Road, Dekalb, IL 60115 (815) 756-7333
Graun Mill, York Road, Oakbrook, IL 60521(312) 655-2090
Museum of Science and Industry, Chicago, IL (312)684-1414
U.S.D.A. Northern Research Laboratories, 1815 N. University, Peoria, IL (309) 685-4011
Any seed corn processing plant. For information about seed corn plants in your location, contact the Illinois Seed Dealers Association, 508 S. Broadway, Urbana, IL 61801(217) 367-4053.