A RESOURCE UNIT ON ANIMAL REGENERATION A THESIS SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION ATLANTA UNIVERSITY, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY BOBBIE L. JOHNSON SCHOOL OF EDUCATION ATLANTA UNIVERSITY ATLANTA, GEORGIA AUGUST 1962 3 k 9^ DEDICATION This thesis is affectionately dedicated to my wife, Mrs. Patricia Grace Johnson, for her under¬ standing and encouragement, and to my children - Michael, Michele and Kassondra, B.L.J# ii ACKNOWLEDGMENTS The author wishes to thank all persons who have made the success of this venture possible* Special words of appreciation, however, must go to Drs, E. K, Weaver and L* Boyd of the School of Education; Drs* G, E. Riley and M, L. Reddick of the Biology Department, Atlanta University; Dr, K, A, Huggins, Director of the National Science Foundation Academic Tear Institute; Drs* H, C. McBay and Roy Hunter, Jr, of Morehouse College, and Dr, Joe Hall, Superintendent of the Dade County (Florida) Public Schools, B,L,J, iii TABLE OF CONTENTS Page DEDICATION Ü ACKNOWLEDGMENTS iii Chapter I. INTRODUCTION ...... 1 Rationale • 1 Evolution of the Problem • •••...••.•• 3 Contribution to Educational Knowledge. 3 Statement of the Problem U Purpose of the Study . U Limitation of the Study. U Definition of Terms U Materials ..... .•••• 5 Operational Steps 6 Method of Research «•••• •••• 8 Survey of Related Literature. ••••••••• 8 H. THE RESOURCE UNIT 13 Outline . * 13 Introductory Comments. •••.••••••••. 13 Orientation for the Teacher* Animal Regeneration 18 Introduction ....... 18 Universality of Regeneration 20 Source of the Cells of the Regenerate. 23 Extrinsic Factors in Regeneration, 2k Stimulus for Regeneration .......... 2$ Organization of the Regenerate ... 26 Release of Block to Regeneration 28 Regenerative Differences in Closely Related Forms 29 Summary ................... 29 References ....... 31 Specific Treatises and Books with Chapters on Regeneration. ••••••••••••• 31 Articles 32 Protozoa ..... .•••• 32 Coelenterates (Hydra and Tubularia). , . 32 iv V TABLE OF CONTENTS (CONTINUED) Chapter Page Flatwonns (Planaria) • •••••••••. 33 Annelids (Earthworms)* •••••••••• 33 Crustaceans (Crayfish) * 34 Vertebrates ••••* . • 34 Statement on the Objectives. .......... 37 Introduction 37 Principles of Biology Associated with Regeneration Phenomenon. *••.•••••* 37 Suggested Activities for Securing the Objectives 39 Introduction . • 39 Questions on Regeneration 40 Experiments for Answering Question 1 42 Experiments for Answering Question 2 45 Experiments for Answering Question 3 . • * • 46 Experiments for Answering Question 4 • • * . • 47 Experiments for Answering Question 5 « • • • • 49 Experiments for Answering Question 6 , * * . * 50 Experiments for Answering Question 7 • • • • • 51 Experiments for Answering Question 8 £2 Experiments for Answering Question 9 • • • • « 53 Experiments for Answering Question 10. .... 54 Experiments for Answering Question 11. * . 55 Evaluation of the Experiences from the Activities of the Unit 56 Ability to Accurately Observe and Record Data. 56 Operation Skills Developed •••••..••• 56 Ability to Propose new Experiments for Testing Validity of Other Principles Not Included In This Unit 56 Examination 56 Appendix for the Unit. 56 Animals Required •«••• 56 Methods for Culturing and Caring for Animals in the laboratory 57 Equipment and Supplies Needed. 58 Non-Specific Items •••.•••. 58 III. SUMMARY AND CONCLUSIONS 59 Recapitulation of Experimental . 59 Summary of Literature. * 60 Resume of Findings 6l Conclusions. 63 Recommendations 63 BIBLIOGRAPHY 64 CHAPTER I INTRODUCTION Rationale.—The phenomenon of regeneration (the restoration of lost parts) has attracted the attention of man for many years. Much of this concern resulted from the "closeness" of the phenomenon. That is to say, man could not escape the recognition of regeneration because all around him, and even within himself, he could see its manifestations* such as the healing of wounds and the replacement of finger nails and hair. Too, he was most certainly led to wonder why some animals could replace a lost limb and he could not. How amazed were the oyster fishermen when they found they could not destroy the oyster's natural enemy, the starfish, by tearing off its limb. Each of these limbs, when broken in a certain manner, would form an entirely new starfish. After two centuries of work and thought, men of science, as well as the laity, are still puzzled by the regenerative powers of some animals. There is, however, one clear point: the ability to replace lost parts has decreased with advancing evolution of more complex animals. In other words, animals in the "lower phyla" (large categories for classifying living organisms) show more power of regeneration than those in the "higher phyla." It is also true that, with increasing age, the ability to repair and to replace is progressively lost, for repair is a measure of the growth- energies in an individual. These energies are greatest during the early 1 2 stages of the life span. As age accumulates growth-energies diminish.^" How are lost nails replaced? What causes a wound to heal such that it is often difficult to point out the original site of the injury? How can a fragment of an animal (like a planarian) give rise to a complete and well organized animal? How is it that man cannot restore a lost finger or leg when some other animals can? These questions are obvious to man because he sees the sources of the questions. Yet there are num¬ erous instances of the replacement of lost parts going on daily within his body about which he is unaware. The lining of the stomach is being re¬ placed almost constantly, and worn-out blood cells are being restored, as well as replaced. Beyond the "selfish” aspects of the phenomenon of regeneration is its tremendous biological importance. What is the source of the cells which will form the regenerated part? Why is it that animals so closely related as frogs and salamanders show such different regenerative abilities? Why does regeneration occur more readily only in the young of some species, and in both young and old of other species? What triggers the regenerative process itself — is it the marshaling of the necessary cells and synthetic processes with the ability to duplicate the organization already observed prior to injury? It would appear, therefore, that a unit of study on this topic will be most rewarding to a pupil in gaining some insight into a problem so basic and so close to himself. The teacher will be in a position to, in a single unit, touch upon several key biological principles - cell death, - L. J. Milne and M. J. Milne, The Biotic World and Man (2d. ed,; Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 19^8),p. 272. 3 cell renewal, tissue organization. Furthermore, it will be possible to observe the effects of environmental factors (temperatures, etc.) on the regenerative process. Evolution of the Problem.—This problem grew out of a series of ex¬ periments on animal regeneration conducted by the writer in a course in Experimental Biology at Atlanta University. The impact of the phenomenon of regeneration itself, as well as the numerous biological principles in¬ herent in the phenomenon, led the writer to feel that such studies would provide needed impetus to high school biology courses. The pupil would undoubtedly be fascinated by direct observations on regenerating systems to the extent of wanting to raise many important questions about the process. Several short-term experiments could then be set up to provide answers to many of the questions. The writer believes that as teacher of such a group, he could then lead them to a greater understanding of key issues in biology as well as to an appreciation of the tasks involved in adequately interpreting the results of the experiments. Contribution to Educational Knowledge.—The problem to be explored by the writer will contribute greatly to the pupils' knowledge about some of the mysterious phenomena happening around themj phenomena which they can see and marvel at. Too, the pupils will be made more cognizant of many of the unseen events going on constantly within their bodies. Such events which they take for granted pose baffling problems for biologists and would offer significant clues to problems of life itself if they could be solved. Hence, a practical contribution can be made: the pupils come to appreciate the tediousness and difficulty involved in the interpretation of scientific data as well as the setting up of suitable experiments to U answer important questions» Statement of the Problem»—The problem here is to identify certain phenomena associated with animal regeneration and then to utilize these as the bases for preparation of a resource unit on regeneration to be used in teaching high school biology. Such a resource unit will include data on the kinds of animals best suited for short-term experiments on regenera¬ tion and on specific experiments designed to answer key questions. Purpose of the Study»—The ultimate objective of this study is pre¬ paring a prospectus for teaching certain selected principles in a course in high school biology. The prospectus will be one that is "alive" and challenges the imagination and thinking of the student, while fascinating him. Furthermore, the student will become directly involved in what he is doing and, in all probability, will exhibit more intellectual curiosity about what is happening, especially since he will be able to design means of directing the course of his experiments. The teacher can, therefore, take advantage of this kind of pupil exuberance to get over many more basic principles of biology. Limitation of the Study,—The material presented in this study will touch directly upon the gross aspects of the regenerative process. In order to gain a deeper insight into the minute details of the phenomenon, inferences will have to be drawn from the gross observations. The study is further limited in that the entire animal kingdom cannot be dealt with, hence only certain phyla and/or classes will be studied.