OUTLINES

Grain Grading

Demonstrations

GIM«REOWœi»ENTSF0RDUIW*l«*l»»"B>tl»««»«

''A''MstáÍé(:k{!tx¡.-i:;t¡,kJi0R

Agriculture Handbook No. 77

U. S. DEPARTMENT OF AGRICULTURE

December 1954
CONTENTS

Page

Introduction 1

Demonstrations:

No. 1—Grain sampling and dockage determination 2

No. 2—Weight per bushel 6

No. 3—Rye admixtures in wheat 7

No. 4—Moisture in stored grain 9

4a Salt test 9

4b Moisture in stored wheat 12

4c Moisture in stored wheat 14

4d Moisture in stored corn 16

No. 5—Damaged wheat demonstration 20

No. 6—Insect control demonstration 22

No. 7—Soybean grading 24

No. 8—Rice grading demonstration 26

No. 9—Factors (other than moisture) affecting (|uality and grade of

corn 29

No. 10—Structure of oat standards 32

No. 11—Barley inspection demonstration 34

Assistance to 4-H Clul) leaders 37

Score card for 4-H Club team demonstrations Back Cover

Illustration on front cover—Analysis of rye.

This publication supersedes Miscellaneous Extension Publication Xo. 62, "4-H Grain Grading Demonstrations" and was prepared especially for extension specialists and county extension agents working witli

4-H Club members.
OUTLINES

for 4-H Club

m^^ ^ Grain Grading

Demonstrations

By WILLIS B. COMBS, Marketing Specialist, Federal Extension

Service, in collaboration with A. W. JACOB, Extension Economist in Marketing, Oklahoma, and other State extension marketing specialists

INTRODUCTION

It is suggested that the grain-grading demonstrations be kept as

simple as possi])le and that 3^011 do not attempt to make complete

grade demonstrations for every factor in the standards. This follows

closely the commercial ])ractice of inspectors who consi(U'r all factors,

but limit their analysis to only the grade-detei-nuning factor. Your

local grain elevator can assist in determining important grade factors.

There may be a grain inspection laboratory nearl)y that the team

members can visit to get illustrative samples. The local dealer may

also have samples of grain and copi<'S of inspection certificates from

terminal markets covering grain which he has shi])ped.

Tie the demonstrations to local pro])lems in order to get the maximum interest. Some of the demonstrations in this publication outline in detail the part the team mendjcrs take l)ecause the subject is

relatively new to 4-H Club Members. Oth(>r demonstrations in the

bulletin are outlined briefly, as suggestions only, with the idea that the

club members will fill in the details.

In most cases it will l;e necessary to revise or rewrite the demonstration to applv to your local conditions, as in demonstration 4c.

A good general procedure is to start with the end product, such as

loaves of bread or samples of cornmeal of different qualities. Then

working back through the marketing system, try to find the cause

and discover the remedy for the apparent differences in the quality of

the finished product.
4-H Club mein])crs leai-n by doing, and by watching and listening

to others. The demonstrators will receive valuable experience in

organizing inipoj-tant nni.i'keting infoj-mation. Team demonstrations

help to develo]) poise, originality, accuracy, and the ability to think

and act in the presence of others. The time required to put on these

demonstrations is relatively short (3 to 5 minutes). Considerable

time, however, will be required for the study and preparation by team

members who are unfamiliar with the subject matter.

The two pu])lications listed below should be obtained, as page references used in these demonstrations refer to the subject matter in them:

Handbook of Official Grain Standards of the United States, July

1953. For sale by Superintendent of Documents, Government

Pi'inting Office, Washington 25, D. C, price 25 cents.

Grain Grading Primer, Agricultural Handbook No. 59,^ U. S,

Department of Agricidture, issued July 1953. For sale by Superintendent of Documents, Government Printing Office, Washington

25, D. C, price 20 cents.

Two filmstrips in color, with lecture notes, are also available:

C-9 Grain inspection methods (28 frames: Double).

C-10 Kernel damages and other conditions (33 frames: Double).

These filmstrips are available for purchase. Information as to

price and contractor can be obtained from your State extension service

or the Ofifice of Information, U. S. Department of Agriculture, Washington 25, D. C.

DEMONSTRATIONS

No. 1—Grain Samplins and Dockase Demonstration

Topic: How to obtain a representative sample of grain and test

it for percentage of dockage.

Equipment: Grain trier or probe.

Sample bag.

Sampling canvas.

Set of dockage sieves.

Scal(^ for weighing 1,000 grams.

Boerner divider.

Sample of wheat containing representative local dockage,

such as fine weed seeds, corn, and oats. Also may

contain rye.

Tall 2-])ushel sack of grain.

1 FofiiicMiy Miscellaneous Publication No. 325
"!Jî

f,i

^^^^^^^^r^lN SPADING

''^i.*;» Vî* '»^L.

,.?«Sfc- »»- "*** '

Fior ÍE 1.—-Saiiipliiig with probe

"A"

Makes introductory remarks on

use of grades in commei'ec.

Describes probe and cloth, and

method of sampling at market

point. (Fig. 1.)

If possible, shows samples of

grain in paper sacks obtained

from a terminal cash mai'ket.

(Agr. Handbook No. 59, pp. 5-7,

52.)

"B"

Describes (1) tests for odors including musty and smutty, (2)

weevil.

(Agr. Handbook No. 59, pp. 38,

45, 49.)

'B'

Arranges sampling cloth on lojig

tal)i('.

Di-aws 5-pi'ol)e sample from 2-

bushel suck i-ejM-esenting grain

bin.

Examines

weevil.

"A"

irain for odor and
"A" "B"

Describes how sam]jle is placed in Places sample in sample bag.

l)ag and taken from car to inspection office.

(Agr. Handbook No. 59, ])p. 0-7.)

"B" "A"

])escril)es how samph' is divided. Divides sample on Boerner divider

(F\ir. 2.) or cone and i|iiarters.

Sliows ])Iioto of Boerner (Hvider if (I'ile grain fi'om bag sample in a

a])pai-atus is not available. cone on table and m¡.\ thoroughDescribes what "A" is doint;. ly. Take one-half of the pile

(Agr. Handbook No. 59, pp. S-9, l:>y dividing with sti-aightedge

52.) or cardboard.)

(Official Grain Standai'ds, pp. 92- Places one portion on scala and

93.) weighs.

FIGURE 2.—Divider and weight per bushel.
FIGURE 3.—Dockage with hand sieves.

"A- "B"

Describes sieves and dockage Records weighl of sample in

method. grams on blackboard.

(Agr. Handbook No. 59, pp. Makes dockage determination vAth

20-30.) sieves. (Fig. 3.)

Weighs dockage removed and computes percentage of dockage.

"B"

Describes dockage as first in

series of steps in grading grain.

Dockage is subtract eel from

weight of grain when sold.

However, freight is paid on

dockage if shipped to market.

Points out economic loss to farmer:

1. Deductions in price.

2. Labor in cleaning.

3. Production loss in wheat

yields.

Displays dockage separation.

{Note: In many of these demonstrations the anah^sis is made

before the audience. It is recommended that a separate analysis

be made in advance and reviewed by a competent grader

and this previously analyzed

portion be passed around for

e-\amination in place of the one

made by the demonstrators.
. Grain g'oes out of condition

more quickly when it contains (lockage such as damp

weed seeds.

. Loss in test weight if sample

is not cleaned before weighing.

''This completes our demonstration. Are there any questions?"

This will save time and insure

that correct determinations

are exliibited.)

No. 2—Weight-Per-Bushel Demonstration

Topic: The correct method for making a wcight-per-bushel

determination.

Equipment: Weight-per-bushel apparatus.

Samples of heavy and light test weight grain (dockage

free).

''A" agn

Discusses importance of test as xAiTanges apparatus for test.

a measure of value and its place

in grading, using blackboard.

i. e. No. 1—60 lb., No. 2—

58 lb., and so forth.

Displays samples of grain. (Agr.

Handbook No. 59, p. 25, grade

table.)

-B" ''A"

Describes how test is made by Makes determination by official

official method. method.

(Official Grain Standards, pp. Uses both heavy and light grain.

97-99.) (See front cover illustration.)
Announces result by official

method.

Discusses other methods used.

Announces result ])y nonslandtird

method.

Discusses effect of moisture (dew,

showers, and other sources of

moisture) on test weight.

"A"

Announces result as compared to

previous test by same method.

''Tliis completes our demonstration. Ai'e there any questions?"

^B'

Varies method of filling kettle by

changing height of funnel, and

poiH'ing from bag in small

stream. Can luive one-halJ'

bushel in shallow box re])r('-

senting wagonload and dip

kettle into this for test. Then

sti'ikes off kettle with w^ooden

stroker and follows with metal

l)eam.

Makes weight <letciniination in

official manner.

No. 3—Demonstration of Rye Admixtures in Wheat

Topic: The extent of losses due to rye admixtures in wheat.

Equipment: One set even balances (50 gram capacity).

One set weights.

One pair tweezers.

Sample of dockage-free wheat containing rye.

u^n uj^n

Points out economic importance Passes out samples of wheat conof growing wheat free from taining:

rye in State and in county: 3 percent rye.

Alarket losses. C percent rye.

Reasons for losses. 12 percent rye.

(Agr. Handbook No. 59, pp.

36-37.)
'B" :cj^,,

Using blackboard, explains how | Passes out samples containing

total foreign material (not dockage) affects the numerical grade

(mixed grain if over 10 percent

ryej.

(Official Grain Standards, grade

chai-t, p. 7.)

"A"

Explains ''matter except othei'

grains."

Discusses weed seeds.

Adds "mattei- except other grains"

column to material already on

blackboard.

(Official Grain Standards, ])p. 7,

18.)

hess, wild sunflower seed, or

•ockle.

Gets scales and samples ready.

Weiglis out 25-gram portion.

'B'

Tells how inspectors make rye

analysis.

Describes samples passed to audience.

(Agr. Handbook No. 59, p. 37.)

Announces weight of rye.

Tells how samples grade on rye.

'B'

Summarizes local application,

price per bushel on market.

(Remedies: Summer-fallowing, rotation, and piu-e seed.)

''A"

"This completes our demonstration. Are there any questions?"

Picks rye out of sample and

weighs it. (See front cover.)

Writes on blackboard, computing

percentage of rye.

Puts summary on blackboard.
No. 4—Moisture ¡n Stored Groin

The proper storag-e of ii'rain, in order to conserve food and feed

resources, is of prime importance. AMiile moisture is a major necessity

for growing a grain crop, drvness is the important re(|uisite for stoi-ing

the crop. Keeping the moisture content of storcnl grain h)w wiU

reduce many storage kisses.

Tlie upper hmits of moisture for the safe keeping or storage of tlie

different kinds of grain (recommended for Minnesota) are: For hard

red spring and durum wlieat and corn 14.5 percent; hard red wint(^]',

14 percent; oats and harley, 13.5 percent; soy})eans, 13 percent; and

flaxseed, 10.5 percent. In warmer climates these limits should l)c

lower. We must also remember that tlie moisture content may shift

in bulk-stored grain. Cluinges in outside temperatures are responsible^

for changes in moisture.-

The demonstrations which follow have been used by 4-11 Clu])

members to show the im])ortance of knowing the moisture content

of the grain which is harvestetl. Most country elevators are now

equipped with ofhcial moisture testers, and the cooperation of the

owners of this equipment in testing sam])les should ])e sought.

No. 4a—Salt Test (Ammonium Chloride)

Topic: Moisture in wheat and oats.

Purpose : To determine if grain is dry enough to combine.

Equipment: Sample of dry and wet grain.

A few ounces of chemically pure ammonium chloride.

Two clean, dry pint fruit jars with airtight covers.

This demonstration has been used by 4-iI Club mend^ers and is

commonly known as the salt test. However, connnon table salt is

not suitable, and only chemically pure ammonium chloride should

be used. This chemical is available at any drug store at nominal cost.

The salt test method was developed by Professor S. T. Dexter of

Michigan State College.

To tell if grain is ready to combine, a handful of grain is shelled

out of the head, or a sample of threshed grain may be used. The

grain is put in a small dry bottle, fruit jar, or other airtight eontaincr,

and a spoonful of ammonium chloride is added.

If, after shaking the bottle of grain and salt about fifty times, the

salt does not become damp, lump, or cling to the side of the ])ottle,

it indicates that the grain is dry enough to store or combine. If the

salt sticks to the side of the bottle, the grain is likely to mold within

a few days in warm weather.

To run a test requires from a few seconds up to perhaps one miiuitc

The team might divide the demonstration as follows :

Minnesota Extension Folder Xo. 173, "It Pays To Protect Stored Grain."

9
SZ«"»"=»

FIGURE 4.—Salt Test.

Discusses the importance of moisture in stored jirain.

"We will demonstrate a 5-cent

moisture test that any farm

boy can nm.

"Go to tlie drug store and get

5-cents' worth of ammonium

clJoride in a well corked bottle;

the bottle may cost another

nickel. The druggist uses this

ammonium cliloride when he

compounds that dark brown

congh syrup. Tlie salt has some

meilicinal value and, in addition, gives the syrup that wonderfid taste.

"Next, get a clean diy l)ottle that

has an aii-tight lid. Ptit a

teasi)oon of tlie salt in the container and you are ready. Then

add a handful of wlieat, coik

the bottle and shake it fifty

times, as 'B' is doing."

"B"

Gets the e.xlúbits in order; makes

the moisture test on dry grain

as "A" describes it.

10
Describes the appearance of the

salt in the bottle.

"Since this salt still runs frcel.y it

indicates that the wheat is below

14-percent moisture and should

be ready for combining-. However, we must remember that

wheat does not dr}^ in the combine. It will increase in moisture a little even ^^'ith a clean

crop. But if the crop is weedy,

the wheat might pick up as

much as 3 percent moistiu'c

from the green weeds. Therefore, it would seem logical to

make this moisture test after the

wheat had gone through the

combine. You do not need to

run the combine very far to get

enough wheat to filfthis bottle.

''My partner is now making a test

on another sample to see if it is

dry enough to combine."

Makes the salt test on a sample of

damj) grain (over 14-pei-cent

moistui'e).

.J^r.

Describes the appearance of the

salt in the bottle after shaking

mth the damp grain.

'Tou mh note that the salt has

taken up the moisture from tlu>

grain and is sticking to the side

of the bottle. This indicates

that the wheat is over 14-percent moisture and is a dangerous

product to handle in storage.

vSometimes, with real wet wheat,

the salt will disappear in the

bottle and all that you will see

is salt water clinging to the side

of the bottle. Then you are

in trouble, because the moisture

content is somewhere around 16

or 17 percent. However, it has

been found that many farmers

combine wheat at this point."

n
'A'

Discusses the dang-er of spoilage

in storage, tlie susceptibility of

^\T't grain to insect infestation

and the official moisture test

apparatus used by country

elevators. (Fig. 5, p. 19.)

"This completes our demonstration. Ai-e there any questions?"

No. 4b—Demonstration of Moisture in Stored Wheat

Topic: To show the relation of moisture to wheat grading and

to farm storage.

Equipment: One 4,000 cubic centimeter cylindrical graduate or other

glass container.

One gallon glass jug.

Two pint bottles.

(Fig. 4, p. 10.)

The following chemicals are also needed, but slioidd not be in evidence

during the demonstration:

Phenolphthalein U. S. P.—1 percent in 95 percent alcohol.

50 cubic centimeters 30-percent solution sodium hydroxide (NaOH)

in 150 cubic centimeters of water.

Hvdrochloric acid .6N (indicates .6 normal strength).

Starch solution—1 gram soluble starch plus 10 milligrams mercury

iodide red (preservative).

Mix to paste with cold water; add

water; boil until clear.

1 ounce potassium iodide crystals.

1 ounce potassium iodate crystals.

In advance of the demonstration, prepare the

follows:

Using a medicine dropper, add six dropperfuls of phenolphthalein

solution to the gallon jug of water.

To the first bottle containing a little water add four crystals of

potassium iodide and two dropperfuls of NaOH solution.

To the second bottle containing a little water add potassium iodate

in double the quantity of potassium iodide placed in the other bottle.

Add four dropperfuls of the acid solution and 30 cubic centimeters of

the starch solution.

All of these solutions will then appear colorless, but when mixed

together the color changes appear. Use separate droppers for each

solution.

500 cubic centimeters boiling

o-lass containers as

12
Points out:

Importance of water to growing

crop.

Importance of dryncss to harvested grain.

Tough wheat grades, 14- to 15.5-

percent moisture in winter

wheat.

Amount of water in bushel of

grain containing 14-percenl

moisture.

Pounds converted to liquid

measure a little over 1 gallon.

(Agr. Handbook No. 59, pp.

27-29, 47, table 4.)

Pours 1 gallon of water containing

phenolphthalein into 4,000 cubic

centimeter container to indicate

amount in 1 bushel of wheat at

14-percent moisture.

Figures on l)hu'-kl)oard

.14

60 11).

8,

(Fig. 4.)

Gets glassware

40 lb.

ready.

uj^r.

Pours water from pitcher into

first bottle, which already contains chemicals in solution.

"A" nßn

Pours contents of first bottle into

4,000 cubic centimeter container.

Discusses tough grade.

(Red a danger sio-nal.)

(Agr. Handbook No. 59, p. 33.)

Pours water from pitcher into

second bottle, which already

contains chemicals in solution.

Pom's contents of second l^ottle

into 4,000 cubic centimeter container and discusses sample

grade.

Summarizes results and gives remedies:

Combining when dry.

Effect of showers on test

weight per bushel.

Gets pictures of a moisture tester

readv.

13
Dcscrilxs liow iiis])(M'to]'s test for

nioistui-c. (Fio'. 5, p. 19.)

(A-T. J hijulbook No. 59, pp. 27-2S.)

Cleans up glassware and removes

same.

''Tliis completes our demonstration. Are there any questions?"

No. 4c—Moisture in Stored Wheat

The following demonstration writeup, based on the preceding

material, was prepared by a 4-H Club team.

Equipment:

Samph'S of dry, tough, and heated wheat.

Solutions of p'henolphthalein.

One pint of water containing solution of 4 crystals of potassium

iodide and 2 droppers of sodium hydroxide solution.

One-half pint of water containing solution of 8 crystals of potassium iodate, 4 droppers of hydrochloric acid solution .6N (indicates .6 normal strength), and 30-cubic centimeters starch solution.

One 4,000-cubic centimeter graduate.

One gaUon ghiss jug.

CAPTAIN—''Mr. Chairman: We are the crops demonstration team

of 4-H ChdD. This is my teammate

, and I am , the

Captain. \Ye are going to give a demonstration on moisture in

stored grain in an attem]3t to show the importance of the amount of

moisture in the grain when it is stored and the importance of controlling this moisture at a normal or natural amount. Moisture in

luitural or normal amounts is found in practically everything

with which wc come in contact, but additional, or even smaller,

quantities have a definite eft'ect on these materials. Under some

conditions, as silage for example, we want added moisture, first for

succulence, and second to produce a heat of sufficient degree to obtain

sterility and, hence, preservation. Hay stored under even a smaller

percentage of this moisture condition would heat, cake, and spoil,

not to mention the danger of combustion in the loft.

''My teammate will show you the difference between forcing a pin

through a dry cloth and the same cloth when wet. Notice the"difference l)c'tween the ease of shearing dry straw and the same kind of

14
straw when wet—how much tougher the moist substances ar(\ Now,

we not only find the same dili'erence in wheat, hut have the athU'd

factor of heat causing spoilage. Grain with a normal amount of

moisture behaves when being processed, but toughens when carrying

additional moisture, and furthermore, heats and spoils."

TEAMMATE—"It would be well for us to get down to actual figures

and the lines of demarcation between them. Our '(hy' wheat in

reality contains, under normal conditions, 14 percent moisture. This

moisture then, on the basis of GO pounds to the bush(>l, would be

actually 8.4 pounds, or a whole gallon of water per bushel—water

that is harmless. Here is our gallon of water—clear, pure, and

wholesome.

"Now let us see what happens when we increase this moisture even

slightly. To make our wheat tough, we need only an additional 1.5

percent. Let us see^that would be only .9 of a pound, a little less

than a pint. Here is this water as clear, just as wholesome, just as

harmless in itself but, which when added to the 8.4 pounds we already

have, produces this tough grain that is as difficult to mill as the

straw was to cut. If milled, it will produce a poor quality of flour.

To be milled properly it must be aerated and dried to reduce the moisture content down to the desired 14 percent. This is called the (hingiMzone. Notice its eft'ect on the original quantity of water we have—

the 14 percent of one gallon.

"Now, should this quantity go up to 16 percent, which it could

easily do, we would have an additional 1.2 pounds of water over the

dry wheat and 0.3 pound over 'dangerous' or tough wheat. This condition would mean a total loss were this grain stored. Heating would

result and, since we can cook wheat only once, it would be ruined.

Notice the efi'ect when this quantitv of water is added to the already

dangerous content of 15.5 percent—a total loss."

CAPTAIN—"Now, for two outstanding facts relating to moist grain:

1. It is lighter in test than the same quality when dry.

2. Weevü and storage insects attack tough and dangerous grain

much more readily.

"This further increases the grower's loss on such grain. Little

could be accomplished, however, without some recommendations toward remedying the evil of too much moisture. They are, as you see

on the chart:

1. Cut wheat only when ripe.

2. Do not plant inixed wheat which ripens unevenly.

3. Do not cut when wheat is wet from dew or rain.

4. Store only thoroughly dry grain.

"Are there any questions? If not, let us say we have tried to point

out the dangers of miproper storage conditions of wheat in connection with moisture. We thank you."

319339°—55 3 15
No. 4d—Demonstration of Moisture in Stored Corn

'l'o])i(': The relation of moisture to corn grading and to farm

storage.

Er(iiipment: One 1-gallon glass jug.

One 2,000 cubic centimeter graduate (or ^-gallon glass

jug).

Five 1-quart glass jai's numbered 2, 3, 4, 5, and S.

One large glass pitcher.

One 8-quart pail of water and dipper.

Three medicine droppers.

The following chemicals are also needed, but should not be in evi-

(h^nce during the demonstration:

Phenolphthalein U. S. P.— 1 percent in 95 percent alcohol.

Fifty cubic centimeters of 30-percent solution sodium hydroxide

(NaOH) m 150 cubic centimeters of water.

Hydrochloric acid .6N (indicates .6 normal strength).

Starch solution—1 gram soluble starch plus 10 milligrams mercury

iodide red (preservative); mix to paste with cold water; add 500

cubic centimeters boihng water, boil until clear.

1 ounce potassnim iodide crystals.

1 ounce potassium iodate crystals.

In advance of the demonstration, prepare the glass containers as

follows:

LTsing a medich)e dropper, place six dropperfuls of phenolphthalein

solution in the gallon glass jug.

Place nothing in the 2,000-cubic centimeter graduate. It is to be

used as a receptacle in the demonstration.

Mark the quart glass jars on the outside so that they may be filled

again with the following amounts from a pitcher:

Jar No. 2—0.8 pint or 381 cubic centimeters.

Jar No. 3—1.1 pints or 508 cubic centimeters.

Jar No. 4—1.3 pints or 635 cubic centimeters.

Jar No. 5—1.6 pints or 762 cubic centimeters.

Jar No. S- K pint.

Gallon glass jug—7.4 phits or 3,560 cubic centimeters.

Empty the quart jars and dry.

Place one dropperful of phenolphthalein in jar No. 2.

Place one dropperful of NaOH solution in jar No. 3.

Place about four small crystals (what can be carried on point of penknife blade) of potassium iotlide in jar No. 4.

Place potassium iodate in jar No. 5 in double the quantity of potassium iodide placed m jar No. 4. Add a little water and three dropperfuls of the acid solution. (Warning—do not spill acid on clothing.)

Place 25 cubic centimeters of the starch solution in jar No. 5, and

add one dropperful of NaOH solution.

Note: The foregoing preparations should be made in advance and

out of sight of the audience. If the water is alkahne when tested

with phenolphthalehi, it must be neutralized with one or two drops

of acid solution.)

16
Explains the importance of diyness to stored corn and the

limits for moistinx^ in shelled

and ear corn to bp eligible for

a farm storage loan.

perccn/fUH

20. 5

17. 5

15. 5

Ear corn:

Dec. 1-Mar. 31

Apr. 1-Apr. 30

May 1-Sept. 30

Shelled corn:

After July 1 13. r

(Agr. Handbook No. 59, p. 27.)

Explains limits for moisture in

commercial grades and use of

moisture testers, using photograph of commercial testers or

demonstrating electric tester if

one is available.

(Agr. Handbook No. 59, pp. 27-

28.)

(Official Gram Standards, p. 21.)

"B'

Place limits for moistui-e in corn

grades on Idackl oard:

Moishin

arndc pcrcenldiji

No. 1_. _ 14.0

No. 2 _ 15.5

No. 3 _ 17.5

No. 4. 20. 0

No. 5_. , _. 23.0

Sample grac e ovci 23.0 (fig. 5).

^'A '

Arranges glassware for d mionstration, lining up g allon ug, quart

glass jars. water pail, imd pitcher which have been prepared

beforehand as directiH1 above.

Fills pitchei• with water

Discusses amount of water ahowed

in one bushel No. 1 corn; i. e.,

14 percent.

Pours water from pitcher into gallon jug until fihed to mark at

7.4 pints.

{Note: This is K percent more

moisture than loan requirements for shelled corn stored

on farm.)

On bh

of ^\

1 pint=

ickboard computes pounds

ater in one bushel of corn.

56 lb.

. 14

224

5()

7. 84 lb. or 7.4 pt.

=1.0419 pound.

Discusses amount of additional

water allowed in No. 2 corn;

i. e., 1.5 percent more or 15.5

percent total allowance.

"A"

Fills pitcher with water.

Pours into jar No. 2 to 0.8 pint

mark.

17
B'

Poui's solution from jar No. 2

into second gallon jug or into

2,000-cul)ic centinietcT graduate

if available. This should fill

graduate to 381-cubic centimeter mark.

Discusses water allowed in No. 3;

i. e., 17.5 percent—2 percent or

1.1 pints moj'e than in grade

No. 2. Pours solution from

jar No. 3 into second jug or

2,000-cubic centimeter gi-aduate with solution already prepa]-ed from jar No. 2. This

should fill graduate to the 8S9-

cubic centimeter mai'k, and the

solution should change to bright

red color.

Discusses water allowed in No. 4

grade; i. e., 20 percent—2.5 percent or 1.3 pints more than in

No. 3.

Pours solution from jar No. 4 into

second gallon jug or 2,000-cubic

centimeter graduate, if used.

This should fill the graduate to

l,524-cul)ic centimeter mark.

(No color change occurs.)

Discusses water allowed in No. 5

grade ; i.e., 23 percent—3 pei'cent

or 1.6 pints more than in No. 4.

Pours solution from jar No. 5 into

second glass jug or 2,000 cul)ic

centimeter graduate, if used.

It may not hold ah of the solution, but do not fill graduate to

the rim. (Color changes to

yellow.)

Over 23 percent is sample grade

corn.

Adds part of solution from jar S

to second glass jug or 2,000-

cubic centimeter graduate.

(Color changes to deep black.)

Adds remainder of solution from

jar S to first glass jug containing 7.4 pints placed there to

show water in No. 1 corn.

(Bright red color appears.)

Pours water from pitcher into jar

No. 3 to 1.1 pints mark.

Pours water from pitcher into jar

No. 4 to 1.3 pints mark.

Pours water from pitcher into jar

No. 5 to 1.6 pints mark.

Pours about K pint water into

jar vS.

Hands jar S to ''B.'^

18
FIGURE 5.—Moisture tester.

"A"

Discusses effect of moisture content on keeping quality and

dry matter values. Gives available local and state data on how

current corn crop is grading on

moisture.

(Agr. Handbook No. 59, pp. 27-28.)

"This completes our demonstration. Are there any questions?"

Removes and packs glassware and

pours solutions into paU.

19
No. 5—Damaged Wheat Demonstration

'ro])ic: To show the effect of damaged wheat in merchandising

wheat and in bread baking.

Equii)ment: One set of bahinces, 50-gram capacity.

One pair tweezers.

A sample of badly damaged wheat, sample of flour made

from this wheat, and a loaf of bread baked from the

flour.

A sample of sound wheat.

A sample of sound flour, and a sample of bread made

from this flonr.

(Optional) Film strip C-10 USDA ''Damaged Kernels

and Other Conditions".)

One loaf of bread is to be baked at home using flour the family

ordinarily uses. A second loaf is to be baked using the same formula

but substituting the damaged flour. Special arrangements must be

made mth some milling laboratory to grind the damaged sample and

produce the low quality floiu*.

"A"

Discusses the two loaves of bread

which "B" displa^^s, mentioning the flour quality, baking

recipe, odors, taste, etc.

(Agr. Handbook No. 59, p. 32.)

-B"

Holds up the loaves of bread, and

passes them around for examination (fig. 6).

'B'

Discusses the sample of low quality wheat from which the flour

was made, and also the sample

of sound wheat; announces the

grade factors and writes down

the grade limitations foi- damage

on the blackboard.

Tells what ''A" is doing.

(Handbook of Official Gi-ain

Standards, p. 7.)

(Agr. Handbook No. 59, p. 34.)

''A"

Makes a damage analysis for the

low grade sample and determines the percentage of damage

by weight.

{Note: In this demonstration the

analysis is made before the

audience. It is recommended

that a separate analysis be made

in advance and reviewed by a

competent grader and this previously analyzed portion be

passed around for examination

in place of the one picked by the

demonstrators. This wifl'save

time and insure that correct

determinations are exhibited.)

20
FIGURE 6.—Bread of various qualilii

"A"

Discusses type of damage and heat

damage using film strips or

leaflet No. 19, Kansas State

College, entitled "Principal

Wlieat Kernel Damage."

(Agr. Handbook No. 59, pp.

29-32.)

"B"

Runs projector for "A" or displays

charts or kernel models illustrating damage.

"B'

Discusses the causes of damage,

both field and storage. Discusses remedies: cutting when

dry, frequent examination and

fumigation.

"A"

Passes samples of wheat around for

examination.

"A"

"This completes our demonstration. Are there any questions?"

21
No. 6—insect Control Demonstration

Topic: Weevil in stored grain.

Extent of losses in wheat due to insects.

Equipment: Set of slides on insect damage—projector and screen.

A large wheat kernel model (18 inch )with a hollow center

and a handhole entrance. The model can be made of

asbestos plaster, using an oatmeal box for a foundation

and strengthened with a wire mesh frame. After

drying, the plaster can be painted and finished to

resemble a wheat kernel; or "Rural Residence of

Mr. Weevil" poster can be drawn on blackboard.

(Fig. 7.)

''A"

Describes losses due to insects in

the county and State.

Describes the life cycle of the

weevil, pointing out that the

insect spends part of its life

cycle (30 days) within the kernel

as a worm. Food is no problem

there. The problem is sanitation. The emergence hole

(handhole) indicates that the

insect has gone; however, he was

a poor housekeeper while within

the kernel.

Tells what ''B" is doing.

'B'

Gets the wheat kernel model ready

and displays it when ''A" talks

about the life cycle of the insect.

At the close of ''A's" talk removes

from within the kernel several

articles to simulate insect filth,

(fig. 7.)

1. Stove and pump represent

basic needs of heat and moisture.

2. Skin casts (underwear).

3. Excreta (string of black

beads and bottle of colored

water) or draws "Rural Residence of MI. Weevil" poster

on blackboard.

"B"

Describes control measures, bin

cleaning and bin spraying before

the grain is placed in the bin.

Shows a second spraying ^vith

an approved insecticide two

weeks after the grain is placed

in the bin.

"A"

Gets control apparatus ready for

display.

1. Shovel for leveling the grain.

2. A 3-gallon garden spray.

3. An insecticide containing DDT

for bin spraying.

4. An approved insecticide to be

used on the stored gram.

"A"

Tells about the relationship of

moisture content and temperature to weevil infestation.

"B"

Gets the projection machine and

slides or posters ready to display.

22
FiGL'RK 7.—Model wheat kernel i^howin^ insect.

"B"

Di'sci'iljcs the slides or jioslcjs on

insect eoiiCiuniiialion und control.

"A"

Runs the jii-ojcctoi- or disiilays the

¡jostei's iis "B" talks.

:<ß,

"This completes our demonstration.

Are there any questions?"

23
No. 7—Soybean Gradins Demonstration

To])i(' : How quality in soybeans is measured by grain standards.

Equipment: Sam])les of soybean meal and soybean oil.

Sam])le of soylxnins with heavy mixture of weed seeds.

Grain trier.

Divider.

Moisture tester.

Grain scale.

Sieves.

Grain pans.

Chai'ts of soyl)ean gi-ach's.

References: The Story of Soy])eans, Chicago Board of Trade.

Eight Steps in Grading Soybeans, USDA, AIS-84. June

1949.

Points out that:

Last year the farmers of

county produced

bushels of soybeans.

\Vlien these soybeans are

processed 80 percent of the

product is soybean meal and

less than 20 percent is soybean oil.

Discusses uses of oil and meal

and the industrial products

made from both.

Gets samples of meal and oil

ready and hands them to '*A".

Other industrial products may

be shown, such as upholstery

cloth, soybean glue, and others.

Points out that:

Before all of these products can

be made, the soybeans must

l)e planted, grown, harvested,

and sold through commercial

channels. The sale at terminal markets and at manv

countr}^ points is made on a

grade analysis.

'Tt is our purpose to show you

if your soybeans \^áll grade

high or low.

'The first step, and perhaps tho

most important, is to start

with a fair sample of the

beans. This trier is recommended equipment for sampling soybeans. (Holds up

the grain trier.)

''Let us assume that we have

a good sample here in this

bao-.

Gets moisture machine ready to

run.

24
"The next step is to smell the

sample to see if the grain is

sweet and not must}^, sour, or

heating; these conditions

would cause the beans to be

classified as sample grade,

the lowest one. This is a

good time to examine the

grain to see if it is infested

with moths or other insects

that injure the grain.

''Using this divider or splitter,

I will cut out a small portion

of the grain for a moisture

test, place it in this air-tight

can closed with a rubber

stopper, through which a

thermometer has been inserted, and give it to my

partner for moisture testing." 3

uj^,:

Runs moisture test and explains

what he is doing, announces the

results and grade on moistin-e.

'B'

Displays chart of soybean grades

and gets weight-per-bushel tester

ready.

'B'

Makes the weight-per-bushel test

and explains how it is made;

anounces the result and the

grade of the soybeans on the

test weight factor.

(Agr. Handbook No. 59, p. 25.)

Describes what ''A" has been

doing in removing the foreign

material, and gives some of the

cultural and harvesting practices recommended for weed

control in soybeans.

Using the blackboard, figures the

percent of foreign material from

the weights ''A" has found and

determines grade of the sample

on the basis of foreign material.

Cuts sample through divider to

work sample (125 grams).

Weighs and screens over )^inch

round hole sieve. Picks out the

coarse foreign materuil remaining on the sieve and weighs the

material removed.

Clears the table of samples and

apparatus and packs equipment.

3 Agricultural Information Series Ko. 84, "8 Steps in Grading Soybeans."

25
"Tliero aw other grade factors,

sucli as splits, damaged beans

and mixtures of other colors,

that are important in some

areas, but \\'e have demonstrated here the most common

factors which grade soybeans in

this country.

'This sample would grade No.

accoun t of

and on

today's mai'ket would be worth

approximately cents per

bushel on the local market."

"This compl{>tes our demonstration. Are there any questions?"

No. 8—Rice Grading Demonstration

Ofiicial U. vS. Standards for rough rice, thrown rice, and milled rice,

effective July 1, 1951, were published in the Federal Register on Mav

3,1951.

Rough or paddy rice is rice in which 50 percent or more of the kernels

have the hulls on them. Brown rice is rice in which 50 percent or

more of the kernels have the hulls off'. Milled rice is the milled product

for which four classifications are provided; they are Milled Rice,

Second Head Milled Rice, Screenings Milled Rice, and Brewers

Milled Rice. These classifications are based on the percentage of

whole kernels and the percentage of broken kernels of various sizes.

The rice producer is interested primarily in the standards for rough

rice.

26
FIGURE 8.—Rice grading equipment.

Grading Rough Rice

The rough rice grades classif}' the grain by variety types, such as

Rexoro, Blue Bonnet, Zenith, and others. Each class is divided into

six numerical grades, U. S. sample grade, and special grades for damp

and weevily rice. .

The rough rice is examined for odors, temperature, wecvd mfestation, and is tested for moisture content, weight per bushel, and

removable foreign materials (dockag:e).

The sample is then hulled and milled by special laboratory equipment. (Fig. S.) The whole kernels of milled rice are designated

"Head Rice." This head rice is examined for contrasting classes,

color and general appearance, chalky kernels, red rice, damaged

kernels and seeds. If the moisture content does not exceed 18 percent,

a test for milling yield is made and becomes part of the grade designation. Milling yield is an estimate of the quantity of head rice and of

the total milled rice that can be produced from a unit of rough rice.

The foUo-sving grade chart is used in the grading of rough rice.

27
«Çv GRADE REQUIREMENTS FOR ROUGH RICE

1 GRADE

us

COLOR AND

GENERAL

APPEARANCE

SEEDS AND

HEAT-DAMAGED

KERNELS _^

RED RICE

ANO

DAMAGED

KERNELS

CHALKY

KERNELS

Cloíí Olhír

Ptarl Clai»<

RICE OF

CONTRASTING CLASSES

EXCEPT IN

MIXED ROUGH RICE

•y NO.I

Shall be white

or creamy 2 i 0.5 2.0 1.0 10

N0.2 Moy be slightly

gray 4 2 1.5 4.0 2.0 2.0

N03 May be light

gray 7 5 2.0 6.0 4.0 3.0

N0.4 May be grayer

slightly rosy 15 10 3.0 8.0 6.0 5.0

N0.5 May be dark

groy or rosy 30 30 6.0 10.0 10.0 10.0

N0.6 May be dark

gray or rosy 75 75 15.0' 15.0 15.0 10.0

MJiB SAMPLE Í3RADE- Shall be rougti SAMPLE GRADE-Sh all be roug riceic which does not meet Tieet 1

the regoi ements for an of the umer col grodesi con ains

more Iba la it of m 31 si re. is «T usfy, sour, or healing has

nme eiaWy obje lie lable ft eiqr odor¡ or is otherwiss

of d slinctly low qua "y

FIGURE 9.—Gracie requirements for rough rice.

Because rice inspection equipment is not generally available for

use in educational work, rice grading might well begin with a tour of

one of the rice laboratories in the production area. During this visit

illustrative materials and samples could be collected that might be

used in the demonstration after the team returns home. This material might include samples of heat damage, objectionable seed, red

rice, chalky kernels, rice of contrasting classes, a sample of rough rice,

and a portion of the same sample after it has been milled.

Order of Examination

The following outline is given to show the various steps in rice

grading.

Odor and temperature:

The rice is sample grade if heating, musty, sour, or has any commercially objectionable foreign odor, or is contaminated by rats,

mice, or birds. If infested with live insects injurious to stored

rice, the weevily grade is applied.

Moisture content:

From 14 to 18 percent rice is damp. Over 18 percent is sample

grade.

Weight per bushel (optional) :

Used to compute quantity of rice in bins, but is not a grading factor.

Removable foreign material (dockage):

All matter other than rough ri<;e that can be removed readily from

the rough rice by the use of appropriate sieves and cleaning

devices; underdeveloped, shriveled, and small pieces of kernels

of rough rice which are removed in properly separating the foreign

28
material and cannot be recovered by proper rescreenlng or

recleaning:. See Grain Grading Primer, Agricidtiirai Handbook

No. 59, pages 20 to 24. The dockage machine used in rice inspection makes use of tluTC riddles and ten sieves in the grading of

rough rice. It might be that approximate residts coidd be

obtained by using a set of wheat> screens to demonstrate what is

meant by removable foreign material.

Milling yield:

Tliis is an estimate of the quantity of head rice and of the total

milled rice that can be produced from a unit of rough rice. This

test approximates tlie milling process, and the laboratory sheller

and miller are needed to make this determination.

Examination of the Head Rice

If present, and likely to be a grade factor, tests are made of the

head rice for the following:

1. Contrasting classes.

2. Color requirements. No. 1, white or creamy; No. 6, dark gray

or rosy. See grade chai't for other color requirements.

3. Chalky kernels. A chalky kernel is a kernel that is one-half or

more chalky.

4. Red rice. Red rice has one full length streak of color on the

milled kernel or two streaks of less than full length.

5. Damaged kernels. Damage includes the kcu-nels which are

materially discolored l)y heat, insect bored, so-called "pecky"

kernels (fungus damage), and slightly heat damaged.

6. Seeds. Seeds include barnyard grass, water grass, and elapanese

millet, which are not considered as objectionable seeds. All

other seeds are designated as ol)jectionable.

7. Distinctly low quality. This term is incorporated in the standards to provide for the grading of occasional lots of rice which

are obviously of distinctly low quality, but for which no other

provision has been made in the standards.

No. 9—Demonstration of Factors (other than moisture) ^ Affectins

Quality and Grade of Corn

Topic: How several grading factors affect the quality of the corn

raised in the county.

Equipment: Sample of shelled corn containing foreign material and

damaged kernels.

Weiglit-per-bushel tester.

12/64-inch round-hole sieve.

Small scale or balance.

Boerner divider if available^

* "7 Questions to Ask When You Buy or Sell Shelled Corn by Grades." USDA

Extension Service Leaflet No. 318, February 1952

29
Important steps in grading a sample of corn:

Obtain sample and examine for odor.

Thoroughly mix the sample.

Weigh out\ahout 1,000 grams.

Determine weight per bushel.

Sieve for foreign materials. i • i

Cut out small portion (about 250 grams), weigh, and pick out

damaged kernels.

Pick out other chisses (colors).

Run moisture test,

y. Apply the correct grade. .i. 1.1 i T. 1

A diagram such as the following ma}^ be placed on the blackboard

or on a large sheet of capping paper for use during the demonstration.

As the team proceeds, the different results may be placed m the outline and at the end of the demonstration the grade of the gram ma}^

])e shown.

1.

4.

5.

6.

7.

8.

9.

Grade Xo.

Minimum

test weight

per bushel

Maximum Hmits ofMoisture

Cracked

corn and

foreign

material

Damaged kernels

Total

Pounds Percent

1

2

3

4

5

vSample gradePercent Percent

Heat

Percent

(For steps 1 and 2, use Demonstration Xo. 1 up to description of sieves and

dockage method.)

UJ^^, -B"

Describes weight-per-bushel appa- Weighs out about 1,000 grams of

ratus and also ^^4-inch sieve for corn and makes weight-perremoving foreign material. bushel test, and enters on chart

(Agr. Handbook No. 59, pp. 25- on blackboard.

35.)

(Official Grain Slandards, pp. 97-

99.)

-B" ''A"

Describes test for foreio-n material Fio'ures percentao'e of foi eign niain corn and makes test terial and enters result on chart.

(Agr Handbook No. 59, p. 35.)

30
Describes test for damage in corn.

(Agr. Handbook No. 59, p. 32.)

Describees test for class.

(Agr. Handbook No. 59, p. 17.)

(Official Grain Standards, p. 20.)

'B"

Announces weiglit of se])araiions.

Selects arbitrary moisture percentage in lieu of making test.

Amiounces final grade of sami)le.

(Extent of lower grades in county.

Factors affecting grades at local

points.)

''This completes our demonstration. Are thcu'ce any questions?''

Cuts out 250-graiu portion ¡uid

])icks for damaged k(UTiels and

othei- colors.

Weighs up se])arali()ns.

(A''o/r; lis(^ 100 grams if pressed

h)i- time, a,l(hough 250 grams is

r(K:onnne]i(l(Ml jimount for commercial grading.)

"A"

(\)m])utes pei-ecntagc of damaginl

kei'ncls aiid other colors on

blackboard.

Enters ])er('(']itage of moisture

sch'cted on blackboard.

Passes s(>.parations around in audi-

(^nc(\

{Note: In this demonstration th(>

aiudysis is madc^ before th(>

audience. H is recommended

that a se])arate aiudysis be made

in advance' and revicnN^ed by a

compcti^nt grader and this previously analyzed portion be

])assed around for examination

in place of the one ])ic,ked by the

demonstratoî's. This will save

lime and insuiT that corrcet

deteriuinations are exhilñted.)

31
No. 10—Dcmonsfration of Structure of Oat Standards

Topic: Common quality factors that determine oat grades in

the county.

Equipment: Sample of oats containing barley and mustard seed.

Weight-per-bushel tester.

Small scale or balance.

Boerner divider if availal)le.

Important steps in grading a sample of oats:

1. Obtain sample. Examine for odor.

2. Thoroughly mix the sample.

3. Test for moisture. (May be omitted in this demonstration.)

4. Make weight-per-l)ushel test.

5. Determine sound cultivated oats, foreign material, and other

grains.

(). Determine general appearance.

7. Apply the correct grade.

A diagram such as the following may be placed on the blackboard

or on aïarge sheet of wraj^ping paper for use during the demonstration. As the team proceeds the different results may be placed in the

outline, and at the end of the demonstration the grade of the grain

may be shown.

Oats

Grade number

Minimum limits ofTest

weight

per

bushel

1

Pounds

2

3

4

Sample grade._.

Sound

cultivated

oats

Maximum limits of—

Heatdamaged

kernels

Percent Percent

Foreign

material

Percent

Wild

oats

Percent

Other

grains

Percent

(For steps 1 and 2 see Demonstration No. 1 up to description of sieves.)

"A"

Discusses produetion and uses of

oats in the county and market

grading of cash oats sold.

Secures sample.

Examines for odor and cuts to

about l^s quarts.
Discusses chart on blackboard and

tells how he obtained sample.

Discusses moisture testino-.

"A"

Discusses and makes weight-perbushel test. Cuts sample to

about 30 2;rams.

^B'

Discusses sound cultivated oats,

foreign material and otheigrains, and figures percentage

of eacn on blackboard, entering

in proper place.

Discusses general appearance.

(Agr. Handbook No. 59, p. 37.)

Discusses bright oats.

(Agr. Handbook No. 59, p. 42.)

''A"

Gets test weight apparatus ready.

Records weight in proper place on

chart.

''A"

Picks sample for sound cultivated

oats, foreign material, wild oats

and other grains, and weighs.

^B' =

Passes around samples of bright

and slightly weathered oats

(No. 3) or badly stained oats

(No. 4).

Announces appearance of sample

being graded.

"A"

"This completes our demonstration. Are there íxnj questions?"

"A"

Writes complete grade designation

of sample on blackl)oard.

33
No. 11—Barley Inspection Demonstration

Topic: Some of the quality factors in the malting barley

standards.

Equipment: Samples of barley containing- oats, mustard seed, corn,

and other material.

Weight-per-l)ushel apparatus.

Scalper sieve (a sieve that will let barley pass through but

retain corn and soybeans.)

Small buckwheat sieve.

Barley pearler.

Small scale or balance.

Tweezers.

A diagram such as the following may be placed on the blackl)oard

or on a large sheet of wrapping paper for use during the demonstration.

As the team proceeds, the different results may be placed in the

outline. At the end of the (lemonstra.lic)n the grade of the grain may

be shown.

Barley Requirements

Ci rade number

Minimum limits of- Maximum limits of—

Test I Heat-damaged

weight j ¡Sound kernel?^ (barley,

per ' barley ' other grains,

bushel I AA'ild oats)

Foreign Broken

material ' kernels

Black

barley

1

2

3

4

5

Sample grade

Pounds

43

Percent

90

Percent

0. 5

Percent

3

Percent

12

Percent

2.0

Explains briefly requirements for

malting barley subclass.

(Agr. Hand])ook No. 59, pp. 18-20.

Table p. 63.)

Lists on blackboard malting barley

specifications:

Percentage

Two-row, etc Not over 5

l^ndersized Not over 15

Skinned and broken _ _ Not over 5

Damaged Not over 4

Mellow At least 75

Grade—No. 3 or better.

34
"B" "A"

Explains how dockage is determined in barley.

(Agr. Handbook' No. 59, p. 23.)

Explains tough barley.

(Agr. Handbook No. 59, p. 47.)

Makes dockage test with sieyes.

Figures percentage on blackboard.

Runs moisture test, if tester is

ayailal)le, and announces results.

"A" "B"

Explains in detail determination

for malting barley that is imflakes determination while "A"

describes it.

portant in county; i. e., tworow, thin, mello«-, etc.

Explains why pearler is used.

(Agr. Handbook No. 59, pp. 18-20,

47, 58, 62.)

Pearls a sample on the barley

pearler. (Fig. 10.)

FIGURE 10.—Barley pearler.

35
Explains grade requirements using

chart and places test-weight result in proper place on blackboard.

Makes weight-per-bushel determination and announces result.

Cuts sample to 30 grams.

Tells Avhat ^'B" is doing and figures

percentage on blackboard and

enters on chart in proper place.

Announces complete grade.

u^,

Determines foreign material, and

damaged and sound barle3^

Weiofhs and announces result

Tells how barley in county is graded and what the important

grading factors are. Points out

possibility of farm practices to

eliminate grade losses.

Writes complete grade on blackboard.

'This completes our demonstration. Are there any questions?"

36
ASSISTANCE TO 4-H CLUB LEADERS

4-H Club leaders and teachers will find a number of agencies willing

and ready to assist with 4-H Club team demonstrations in grain

grading. The local grain elevator nmy be the first place to ask for

assistance. They may have equipment that can be borrowed for

demonstration purposes.

The county extension agent can give information on training 4-H

Club demonstration teams, and can offer suggestions for presenting

grain-grading demonstrations l)efore interested groups of farmers.

Publications on 4-H Club demonstrations may be obtained from

the State 4-H Club leader at the State college of agriculture. The

county agricultural Stabilization and Conservation offices of the U. S.

Department of Agriculture are equipped with at least a part of the

grain-grading apparatus. Assistance on technical details of grading

any grain can be obtained from licensed grain inspectors or from any

offices of the grain inspection supervisors listed inside the back cover

of the U. S. Department of Agriculture Handbook No. 59, Grain Grading Primer. The extension services and the agronomy departments of

the various State agricultural colle2,-es carrv on work in grain grading.

Planning a Demonstration

Write down the topic of the demonstration.

Make a list of the important steps and processes the demonstration

will include. Have these as complete as possible.

Arrange these steps and processes in logical order. This has

much to do with the clearness of the demonstration.

Divide these steps equally between the two demonstrators.

Decide which demonstrator will give the introduction and which

the summary.

Presenting a Demonstration Effectively

A demonstration should be presented in a pleasant, courteous, and

natural manner.

Smile, be natural. Call your teammate b}^ name.

Speak distinctly and at a moderate speed.

Use good English. Avoid use of words you and /.

Emphasize the verb by placing it at the beginning of the sentence. Example: Measure, the grain in this manner.

Do not mention commercial names.

Ask for questions at the close of the demonstration.

Answer them clearly. Repeat them for the benefit of the whole

audience. Vary words in so doing. Example: In answering the

question; in replying to the question.

Have good posture. Do not lean on the table.

37
Score Card for 4-H Club Team Demonstrations

The followino- scor(> card for 4-H Club team demonstrations has

l)een approved by the U. S. Department of Agriculture and the State

chil) leaders:

Subject Matter (30):

1. Importance of subject matter presented as related to

fundamental problems of home or farm 12

2. Accurac}^ and clearness of statements made 8

o. Completeness of information given 5

4. Replies to practical questions asked by judges 5

Presentation (40):

1. Preparation, arrangement, and use of materials in

demonstration

2. Teamwork, ease, skill, and smoothness of procedure

8. All steps and processes made clear

4. Personality and manner pleasant and businesslike

5. Appearance—suitably dressed. Demonstrators should

wear nothing that detracts from demonstration

6. Voices clear, distinct, and reasonal)ly strong. Facility

of expression

Results (30):

1. Effect on the audience—did the demonstration sell the

point? 10

2. Finished product or principles well taught? 10

3. Practicability. Actual club practices demonstrated

and enfoi-ced 10

30,

Total 100

Explanation:

1. A methods demonstration involves—

a. Working with materials.

1). Actually demonstrating a ])rocess.

c. Showing a result.

2. A lecture demonstration does not demonstrate a process.

Materials niay he handled; processes may be explained by

talking, pictures, or charts; and a definite completed result

may or may not l)e shown, excepting pictures or charts.

If there is a finished product, it should be considered; but

the (U^monstration may not require one and should have

no ])enalty.

For sale l.y tlir Superintendent of Docum.'nts. U. S. (îoveinment Trinting Office

\\:isliin-tnn lîT). ]). ('. - i'licc •_>() c.nis