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OVERVIEW

George Washington Carver

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The Experimental Farm

Abstracts from students that have conducted research at the farm

 


To lmprove Corn Production Decreasing Downstream Effects through Modification of
Fertilizer

Jordan Dinwiddee
Vashon High School, St. Louis, MO
Missouri JSHS; Teacher/Mentor/Sponsor: Edward Haynie, Incubator Scientists Program

Corn production provides a food staple in many countries of the world. As top soils become more depleted of naturally occurring nutrients farmers are prone to use fertilizers to improve crop production, The over use of fertilizers provides excess nutrients for downstream effects that cause over nitrification of ecosystems resulting in eutrophic dead zones in coastal areas. Students working with the World Aquarium and it's Conservation for the Oceans Foundation have been doing nutrient research looking at the use of micronutrients as tools for decreasing nitrogen within coastal ecosystems.

The results of these experiments culminated in a greenhouse study done at St. Louis Public School Clyde C Miller CareerAcademy indicating that a field trial was necessary to test the null hypothesis. A field trial study was completed during the summer of 2014 at the Incubator Scientists Program, George Washington Carver Experimental Farm in Normandy Missouri. By reducing fertilizer used by 25% and adding iron and sulfur micronutrients corn production was significantly increased while also significantly decreasing downstream nitrogen wastes. Applications of this study can significantly reduce pollutive effects of fertilizer and may have additional coastal restorative effects based upon additional micronutrient availability.


Improving Corn Nutritional Quality Through Seed Pretreatment

Isiah Nelson
Vashon High School, St. Louis, MO
Missouri JSHS; Teacher/Mentor/Sponsor: Edward Haynie, Incubator Scientists Program

As crops are continuously leaching nutrients out of the soil the nutritional quality of the crops are also being decreased. Research done at the World Aquarium in its Conservation for the Oceans Foundation has lead to new understandings in cellular metabolism. It is been shown based on independently validated greenhouse
laboratory research that the plant cell can be entrained to increase nutritional quality by externally treating seeds

This study conducted at the Incubator s George Washington Carver Experimental Farm in Normandy Missouri during the summer of 2014 using hybrid peaches and cream sweet corn. Control crop seed was untreated using unfertilized soil, experimental crop seeds were pretreated with a vitamin solution prior to planting. Independent nutritional quality analysis was done by Nestle - Purina Analytical Laboratories in St. Louis Missouri. Using seed pretreatment in unfertilized soil to increased protein content of corn by over 40%. Niacin content was increased by
over 400% compared to untreated control crops.

This research has wide possible applications towards increasing the nutritional value of crops without additional fertilizer or other crop modifications.

 

Table of Content

  • Introduction
    • Vision
    • Mission
    • Purpose
    • Goals
    • Objectives
    • Relevance
  • History
  • Future Farmers of American (FFA)  
    • FFA Experimental Farm Project
    • FFA Structure
    • Motto
    • Mission
    • Creed

 

 

 


Introduction
The Department of Elementary and Secondary Education (DESE) developed a vision and mission statement in 2000 concerning agriculture science education for schools in the state through the “Reinventing Agricultural Education for the Year 2020 Task Force”.
           
Agricultural education is a systematic program of instruction available to students desiring to learn about the science, business, technology of plant and animal production and/or about the environmental and natural resources systems. Agricultural education first became a part of the public education system in 1917 when the U.S. Congress passed the Smith-Hughes Act. Today, over 800,000 students participate in formal agricultural education instructional programs offered in grades seven-adult throughout the 50 states and three U. S. territories. Agriculture and the food, fiber and natural resource system is the United States’ most creative, productive and basic industry. Much of this country’s success in agriculture can be attributed to a sound program of education. The following is a brief synopsis of Missouri’s statistics in the agricultural industry:

  • Agriculture employs one out of every 6.6 workers in Missouri
  • Agriculture/agribusiness provides 540,268 jobs which are more than 16.8% of Missouri’s employment.
  • Missouri ranks 13th in the U.S. in agriculture employment
  • The number of middle-size farms (as measured by sales) is diminishing, while small and large farms are growing in number.
  • Three out of four farms are operated by part-time farmers
  • Missouri has 107,000 farms which rank second in the nation.

 Agricultural science education prepares students for successful careers and a lifetime of informed choices in global agriculture, food, fiber and natural resources systems. Through agricultural science education, students are provided opportunities for leadership development, personal growth and career success. Agricultural science education instruction is delivered through three major components: classroom/laboratory instruction (contextual learning), supervised experience programs (work-based learning) and student leadership organizations.  One such organization is the National Future Farmers of America (FFA) that has served as a catalyst for implementation of these components in agricultural education. It has made classroom instruction agriculture education come to life through realistic, hands-on applications.
 
"Future Farmers of America" was founded by a group of young farmers in 1928. Their mission was to prepare future generations for the challenges of feeding a growing population. They taught us that agriculture is more than planting and harvesting-- it's a science, it's a business and it's an art. FFA is a dynamic youth leadership organization that strives to make a positive difference in the lives of young people by developing their potential for premier leadership, personal growth and career success through agriculture education. High school students compete in various events called Career Development Events (CDEs) and Leadership Development Events. Supervised Agricultural Experience (SAE) programs are designed to broaden the students’ abilities and experience in different fields of agriculture. Students are supervised by education teachers in cooperation with parents, employers and other adults who assist individuals in the development and achievement of educational and career goals.  Today, FFA has over 540,000 members if not more across the nation. These students strive for premier leadership, personal growth, and career success through agricultural education.

Enrollment in high school agriculture is at an all-time high in Missouri with 25, 180 students. Currently, 258 comprehensive high schools and 44 area vocational schools offer agriculture. Of the students enrolled, over 36% are female. There are 420 agriculture teachers in secondary schools. In the St. Louis Public School District there are two high schools that offer agriculture as part of their curriculum for students. Through agricultural education, students are provided opportunities for leadership development, personal growth and career success. 
Agricultural education instruction is delivered through three primary instructional strategies: 1) Classroom/laboratory instruction (contextual learning), 2) Supervised experience programs (work-based learning/problem-based learning) and 3) Implementation of student leadership organizations, i.e. the Future Farmers of America (FFA). The FFA organization is an integral part of agricultural education. It has made classroom instruction come to life through realistic, hands-on applications. The greenhouse is utilized as the major tool for students to build skills through inquiry (hand-on) and problem-based learning to prepare students to do agriculture research investigation.

The Department of Elementary and Secondary Education (DESE) developed a vision and mission statement in 2000 concerning agriculture education through the “Reinventing Agricultural Education for the Year 2020 Task Force”.

Vision:
All people value and understand the vital role of agriculture and natural resources in advancing personal and global well-being

Mission:
Prepare students for successful careers and a lifetime of informed choices in the global agriculture and natural resource systems

Purpose:
The ARCHS proposes to establish a George Washing Carver science competition normal for George Washington Carver in recognition of his humanitarians and professional contribution to science that will focus on middle and high school students to participate in science activities related to the contribution that Carver's made to improve the quality of life through his scientific research. In addition, the initiative would serve as a model to promote students to develop fundamental skills in scientific research experimentation and problem-solving activities. ARCHS final goal is to implement and develop agriculture science education as part of the curriculum that will focus on biotechnology.


 

Goals:
The goal of this program is:

  • To enhance and ensure cultural competency, sensitivity and intellectual tolerance for diversity of ideas
  • Create an increased awareness of George Washington Carven life work and scientific development
  • Support the attainment of state and national performance and process skill standards in science, mathematics, and language arts.
  • Promote research experimentation in the science, at the middle and high school level.
  • Recognize the significance of research in human affairs and emphasize the importance of ethical principles in the application of research results.
  • To enhance fundamental skills in science that will motivate students to participate in independent problem solving, activities and communicate their ideas effectively within and beyond the classroom.
  • To enable students to understand and comprehend scientific and technological issues, develop values and inclinations toward problem solving using scientific methods.

Objectives:

 

  • Establish an experimental farm that allows students to take ownership in a FFA project and enhance interest in biotechnology, agriculture, and food science.
  • Seek scholarships for students in the agriculture education program.
  • Engage students in scientific research projects related to biotechnology and agriculture while providing guidance on how to do scientific research.
  • Identify opportunities for leadership development, personal growth, and career success.
  • Collaborate agricultural companies, as well as colleges and universities, and informal science institutions in order to mobilize partnerships to strengthen student support, guidance
  • Implement an internship program with Monsanto Company and other agricultural and biotechnology companies, colleges, universities and informal science institutions. 
  • Establish a collaborative relationship with the Agriculture High School in Chicago, Ill to expand program vision and networking opportunities.
  • Write grants to Monsanto and other companies for funding to support agriculture education and advancement of the experimental farm.
  • Strengthen partnerships with the Monsanto Company, Missouri Botanical Gardens and other institutions to provide technical assistance with the program.
  • Implement and placement strategy for students for in job shadowing, research experiences, mentorship program, and summer work to enhance student exposure to role models in agricultures and biotechnology
  • Encourage participation in after-school and summer activities, workshops, seminars, field experiences, and internships, etc.
  • Promote community involvement through FFA activities to provide workshops and seminars related to community gardens.
  • Provide opportunities for school and community to participate in a collaborative effort.
  • Raise community awareness of the positive benefits of urban farming and increase agriculture literacy among students, school and community.
  • Motivate students to consider study and work in science as an interesting, challenging, and realistic option in the future

Relevance:

Future Farmers of America (FFA) represents a perfect example for building relationships between schools and communities as well as a strategy for character building among today’s urban youths. The intent is to promote agriculture education in high school and to formulate a partnership between the schools and their community. In addition, the development of an urban farm will serves as a vehicle for students to establish a George Washington Carver Experimental farm project. The impact of this project provides an opportunity for students to learn new skills, enhance problem solving skills increased knowledge of business, and to develop a sense of ownership for students in FFA and community stakeholders


History
When you do the uncommon things in life an uncommon way, you will command the attention of the world”……George Washington Carver
George Washington Carver an African American agricultural chemist; born a slave in 1864 in Diamond, Missouri. Later, as a free man he graduated from Iowa State College; now Iowa University, with a B.S. degree in 1894 and received a master arts (MA) degree in 1896. In 1896 he joined the staff of Tuskegee Institute as director of the department of agricultural research, where he maintained his position until his death in 1948.
Carver's work won him an international reputation for his efforts to improve the economy of the South. He dedicated himself to improving the position of African Americans, which included the teaching of soil improvement and diversification of crops. He discovered hundreds of uses for the peanut, the sweet potato, and the soybean. Thus, he stimulated the culture of these crops.
Carver devised many products from cotton waste and extracted blue, purple, and red pigments from local clay. Carver's most important accomplishments were in areas other than industrial products from peanuts, but also included agricultural extension education, improvement of racial relations, mentoring children, poetry, painting, religion, advocacy of sustainable agriculture and appreciation of plants and nature. He served as a valuable role model for African Americans and as an exemplified the importance of hard work, a positive attitude and a good education. His humility, humanitarianism, good nature, frugality and lack of economic materialism have also been widely admired.


Future Farms of America (FFA)
FFA Experimental Farm Project:

The name of the project will be named the George Washington Carver Experimental Farm. The purpose of the Project is to develop of an experimental farm model to serve as a vehicle to establish sustainable agriculture research projects to be showcased by students in a Future Farmers of America (FFA) chapter. This project will exemplify a sustainable model that allows high school students to take ownership in a FFA project, enhance student interest in biotechnology and agriculture, teach plant and food science while instilling a passion and commitment to learning, engage the school and community in a collaborative agriculture project, and emphasize the importance of nutrition education through an experimental plan.

FFA Structure:

Through agricultural education, students are provided opportunities for leadership development, personal growth and career success. Agricultural education instruction is delivered through three major components:
1) classroom/laboratory instruction (contextual learning)
2) supervised agricultural experience programs (work-based learning)
3) student leadership organizations (National FFA Organization, National Young Farmer Educational Association, and National Postsecondary Agricultural Student Organization).
FFA is represented at several different levels across the nation; FFA administration may change from state to state. The basic levels are the national level, serving all of the United States of America, Puerto Rico and the U.S. Virgin Islands; the state level, serving an individual state association; and the chapter level, serving a school or set of schools in an area. By definition, there can be three types of chapters at the secondary level, they are middle for middle school, junior for ninth grade and senior which can be either tenth through twelfth or ninth through twelfth depending on the school. Other levels include districts, subdistricts, sections, regions, areas, federations, etc.
Originally created to serve high school students, the FFA has recently moved into middle schools where membership may begin as early as age 12, allowing members to become active earlier and stay active for longer. Each chapter is chartered as part of the state association and national organization. Collegiate chapters now exist as well.
Many levels also meet throughout the year in preliminary or final CDE contests hosted at schools in the division the can be CDEs or just banquets, barbecues, conventions, etc. this can vary state to state.
Most states hold FFA conventions at least once annually, where members get together to be inspired, renew their faith in agriculture, compete in CDEs, and much more. The National FFA Convention is held once a year in October, and was originally held in [[Kansas City, Missouri]], from 1928–1998, but moved to Louisville, Kentucky (1999–2005), for seven years, and is currently held at the [Indiana Convention Center in Indianapolis, Indiana, from 2006 to present.

 

 

 

 

Motto:

 Learning to Do, Doing to Learn, Earning to Live, Living to Serve.

Mission:
The National FFA Organization is dedicated to making a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education.

Colors:
National Blue and Corn Gold (worn on the Official FFA jackets)

Creed:

''I believe in the future of agriculture, with a faith born not of words but of deeds - achievements won by the present and past generations of agriculturists; in the promise of better days through better ways, even as the better things we now enjoy have come to us from the struggles of former years.
''I believe that to live and work on a good farm or to be engaged in other agricultural pursuits, is pleasant as well as challenging; for I know the joys and discomforts of agricultural life and hold an inborn fondness for those associations which, even in hours of discouragement I cannot deny.''
''I believe in leadership from ourselves and respect from others. I believe in my own ability to work efficiently and think clearly, with such knowledge and skill as I can secure, and in the ability of progressive agriculturalists to serve our own and the public interest in producing and marketing the product of our toil.''
''I believe in less dependence on begging and more power in bargaining; in the life abundant and enough honest wealth to help make it so-for others as well as myself; in less need for charity and more of it when needed; in being happy myself and playing square with those whose happiness depends upon me.''
''I believe that American agriculture can and will hold true to the best traditions of our national life and that I can exert an influence in my home and community which will stand solid for my part in that inspiring task. For more information go to DESE web site: http://dese.mo.gov/divcareered/ag_mo_ffa.htm

 

 

INCUBATOR SCIENTIST PROGRAM
PUBLICATIONS' WEBSITE
AGRICULTURE
GEORGE WASHINGTON CARVER EXPERIMENTAL FARM PROJECT
AFRICAN AMERICANS in STEM (Science, Technology, Engineering, Mathematics)
STUDENT RESEARCH
MATHEMATICS & SCIENCE CONSULTANTS
CONTACT ME

ABOUT THE EXECUTIVE DIRECTOR

E-mail: haynieec@gmail.com

Blog: scienceprogram.blogspot.com

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