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An Embryology and Incubation Institute for High School Science Teachers and Students
An Embryology and Incubation Institute for High School Science Teachers and Students D. W. TALMADGE, W. A. AHO AND J. E. BERRY Department of Poultry Science, University of Connecticut, Storrs, Connecticut (Received for publication August 28, 1961
PROCEDURE
A list of key high school science teachers was secured through the cooperation of the Professor of Science Education who is the Director of the National Science Foundation Summer Session for high school teachers. Invitations were sent to forty key high school science teachers allowing them to bring one of their students. A letter explaining the Institute was also sent to the principal of each school that received an invitation. Twenty-five high school science teachers accompanied by twenty-six students registered for this one day Institute. At registration each participant was assigned to a group and asked to assemble
in a classroom where the objectives of the Institute were explained and a film entitled, "Glimpses of Living Embryos," produced by the University of Michigan, was shown. This film, showing the development of the chick embryo, is excellent background material for the subjects covered in this Institute. After viewing the film, the participants separated into their respective groups and participated in the following sessions: A. The construction and operation of a classroom incubator. B. Candling eggs and staining live chick embryos. C. The opening of incubated eggs and observing the daily development of the chick embryo. D. A tour of the Poultry Science research facilities and observing some uses of research facilities. The following is an explanation of each of these sessions: A. The construction and operation of a small classroom incubator. The materials for this session included: a blueprint and set of materials for the construction of a 12" X 15" classroom incubator, and an assembled incubator. The construction of this incubator was discussed in detail and instructions concerning temperature, humidity, ventilation, and turning were given to the class. B. Candling eggs and staining live chick embryos. The materials for this session were: fertile eggs incubated one to twenty days, egg candlers, red, blue and green vegetable coloring dyes, and hypodermic syringes. The groups participated in can-
770
Downloaded from http://ps.oxfordjournals.org/ at Lahore University of Management Sciences on April 19, 2015
' H p H E CHICK embryo and the egg are -*- popular material for high school science projects, and during the school year, the Poultry Science Department receives many requests for information on the egg, the chick embryo, and incubation recommendations. In order to help take care of these requests for information and also to encourage high school science students to consider a career in Poultry Science, the department decided to hold a one day Institute for a selected group of high school science teachers and students. A one day Institute on avian embryology and incubation for high school science teachers and students was given February 2nd, 1961. The success of this first Institute has encouraged the authors to publish the general procedure followed in conducting this one day school so that other institutions interested in holding similar schools may have a guide.
INSTITUTE FOR HIGH SCHOOL SCIENCE TEACHERS AND STUDENTS
dish so they could be observed was demonstrated to the class. Working in pairs, each class opened incubated eggs and observed the formation and development of the embryos. The live embryos were compared to embryos on prepared slides, models and wall charts. D. Tour of research facilities to observe research demonstrations. This session was a tour of our research laboratories in nutrition, genetics and physiology and food processing. Demonstrations showing the use of the research facilities were held for each group. SUMMARY
A one day Institute on chick embryology and incubation was held for twenty-five invited high school science teachers and twenty-six students. There were two main objectives for this Institute: 1. Material on the incubation and embryology of the chick was presented to the high school science teachers and students to enable them to use this information in their own laboratories and science fair projects. 2. To show the opportunities for careers in Poultry Science for scientifically minded high school students.
Calcium and Phosphorus Requirements of Growing Turkeys and Chickens S. D. FORMICA, M. J. SMIDT, M. M. BACHARACH, W. F. DAVIN AND J. C. FRITZ Dawe's Laboratories, Inc., Chicago, III. (Received for publication August 28, 1961)
M
ANY published reports were considered by the Sub-Committee on Poultry Nutrition in the preparation of the National Research Council bulletin "Nutrient Requirements of Poultry" (1960). Since this bulletin was prepared, new data have appeared which suggest that under favorable conditions, the requirements for
calcium and phosphorus may be substantially lower than those given in the NRC publication. Davis (1959) has pointed out the adverse effects of excess calcium on the absorption of other nutrients. Several reports (Simco and Stephenson, 1960; Vanderpopuliere and Harms, 1960; Watts and Davis, 1960; White-Stevens,
Downloaded from http://ps.oxfordjournals.org/ at Lahore University of Management Sciences on April 19, 2015
dling eggs to observe the appearance of live embryos, dead embryos and infertile eggs. Eggs were broken out for positive identification of the development of the eggThe injection of 1 cc. of vegetable dye into nineteen day old embryos to obtain colored chicks on hatching was demonstrated. Colored chicks that had been previously injected and hatched were on display. All individuals participated in the candling of incubated eggs, and each student was encouraged to inject vegetable dye into nineteen day embryos. C. The opening of incubated eggs and observing the daily development of the chick embryo. The materials used for this session were: fertile eggs in twenty-one stages of development; Latex models of chick embryos at 18, 24, 36, 48, 72, and 96 hours of development; mounted slides of 24, 48, 72 and 96 hour chick embryos; individual chick embryos representing the twenty days of development exhibited in petri dishes; stereoscopic microscopes; lamps; and water pans. The procedure for removing the live embryos from the shell and onto a petri
771
PROCEDURE
A list of key high school science teachers was secured through the cooperation of the Professor of Science Education who is the Director of the National Science Foundation Summer Session for high school teachers. Invitations were sent to forty key high school science teachers allowing them to bring one of their students. A letter explaining the Institute was also sent to the principal of each school that received an invitation. Twenty-five high school science teachers accompanied by twenty-six students registered for this one day Institute. At registration each participant was assigned to a group and asked to assemble
in a classroom where the objectives of the Institute were explained and a film entitled, "Glimpses of Living Embryos," produced by the University of Michigan, was shown. This film, showing the development of the chick embryo, is excellent background material for the subjects covered in this Institute. After viewing the film, the participants separated into their respective groups and participated in the following sessions: A. The construction and operation of a classroom incubator. B. Candling eggs and staining live chick embryos. C. The opening of incubated eggs and observing the daily development of the chick embryo. D. A tour of the Poultry Science research facilities and observing some uses of research facilities. The following is an explanation of each of these sessions: A. The construction and operation of a small classroom incubator. The materials for this session included: a blueprint and set of materials for the construction of a 12" X 15" classroom incubator, and an assembled incubator. The construction of this incubator was discussed in detail and instructions concerning temperature, humidity, ventilation, and turning were given to the class. B. Candling eggs and staining live chick embryos. The materials for this session were: fertile eggs incubated one to twenty days, egg candlers, red, blue and green vegetable coloring dyes, and hypodermic syringes. The groups participated in can-
770
Downloaded from http://ps.oxfordjournals.org/ at Lahore University of Management Sciences on April 19, 2015
' H p H E CHICK embryo and the egg are -*- popular material for high school science projects, and during the school year, the Poultry Science Department receives many requests for information on the egg, the chick embryo, and incubation recommendations. In order to help take care of these requests for information and also to encourage high school science students to consider a career in Poultry Science, the department decided to hold a one day Institute for a selected group of high school science teachers and students. A one day Institute on avian embryology and incubation for high school science teachers and students was given February 2nd, 1961. The success of this first Institute has encouraged the authors to publish the general procedure followed in conducting this one day school so that other institutions interested in holding similar schools may have a guide.
INSTITUTE FOR HIGH SCHOOL SCIENCE TEACHERS AND STUDENTS
dish so they could be observed was demonstrated to the class. Working in pairs, each class opened incubated eggs and observed the formation and development of the embryos. The live embryos were compared to embryos on prepared slides, models and wall charts. D. Tour of research facilities to observe research demonstrations. This session was a tour of our research laboratories in nutrition, genetics and physiology and food processing. Demonstrations showing the use of the research facilities were held for each group. SUMMARY
A one day Institute on chick embryology and incubation was held for twenty-five invited high school science teachers and twenty-six students. There were two main objectives for this Institute: 1. Material on the incubation and embryology of the chick was presented to the high school science teachers and students to enable them to use this information in their own laboratories and science fair projects. 2. To show the opportunities for careers in Poultry Science for scientifically minded high school students.
Calcium and Phosphorus Requirements of Growing Turkeys and Chickens S. D. FORMICA, M. J. SMIDT, M. M. BACHARACH, W. F. DAVIN AND J. C. FRITZ Dawe's Laboratories, Inc., Chicago, III. (Received for publication August 28, 1961)
M
ANY published reports were considered by the Sub-Committee on Poultry Nutrition in the preparation of the National Research Council bulletin "Nutrient Requirements of Poultry" (1960). Since this bulletin was prepared, new data have appeared which suggest that under favorable conditions, the requirements for
calcium and phosphorus may be substantially lower than those given in the NRC publication. Davis (1959) has pointed out the adverse effects of excess calcium on the absorption of other nutrients. Several reports (Simco and Stephenson, 1960; Vanderpopuliere and Harms, 1960; Watts and Davis, 1960; White-Stevens,
Downloaded from http://ps.oxfordjournals.org/ at Lahore University of Management Sciences on April 19, 2015
dling eggs to observe the appearance of live embryos, dead embryos and infertile eggs. Eggs were broken out for positive identification of the development of the eggThe injection of 1 cc. of vegetable dye into nineteen day old embryos to obtain colored chicks on hatching was demonstrated. Colored chicks that had been previously injected and hatched were on display. All individuals participated in the candling of incubated eggs, and each student was encouraged to inject vegetable dye into nineteen day embryos. C. The opening of incubated eggs and observing the daily development of the chick embryo. The materials used for this session were: fertile eggs in twenty-one stages of development; Latex models of chick embryos at 18, 24, 36, 48, 72, and 96 hours of development; mounted slides of 24, 48, 72 and 96 hour chick embryos; individual chick embryos representing the twenty days of development exhibited in petri dishes; stereoscopic microscopes; lamps; and water pans. The procedure for removing the live embryos from the shell and onto a petri
771