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THE U S E OF T H E OVERHEAD P R O J E C T O R AS A MEAT T E A C H I N G TOOL

CHARLES H. ADAWS

The overhead projector has become a popular audio v isua l aid i n t he last f i v e years. Some have found it t o be a very sui table teaching de- vice while other instructors do not care t o make use of t h i s machine. It has become quite popular with those who present the same material term after term. t i m e i n the preparation of classroom material and secondly a better qual i ty of material can be presented.

This i s probably due t o two primary reasons. F i r s t of all it saves

The projector was not developed as a teacher labor saving device but more importantly it w a s designed t o help t h e student better understand the subject material presented. The student, by a l l means, should be given f irst consideration. I f it i s not the intention of t h e instructor t o a s s i s t the student i n gaining a b e t t e r knowledge of the course when using the overhead projector then it i s best the instructor return t o the use of t he chalk board, w a l l charts, maps, e t c .

There are many advantages f o r the use of the overhead projector. F i r s t of a l l the teacher faces the c lass i n presenting the material which i n itself i s a d i s t inc t advantage over the chalk board method. The material presented can be seen by the en t i r e c lass and revealed item by i t e m without the use of large cover screens o r other cover sheets. also be used i n a l ighted room enabling the students t o take notes from the information presented. ings, used during the c lass and then f i l e d f o r future use.

The projector m a y

Material can be prepared i n advance of c lass meet-

The projecturals may be prepared by a number of methods. The use of material d i rec t ly from texts , periodicals o r news papers can be prepared within a short t i m e . As an example a chart from a text book can be xeroxed and then run through a thermofax machine t o make the projectural using about t en minutes t i m e at a cost of about t h i r t y cents f o r materials. This w i l l provide a suitable aid f o r many terms t o come yet can be f i l ed i n a minimum of space and i s readi ly available f o r future use.

Many teachers use the projector f o r outl ining the lecture they are presenting. t o roll back the lecture notes t o specific items presented e a r l i e r i n the period o r even i n previous periods. It i s also possible f o r students who miss a c lass t o turn the r o l l back and f ind out what has been presented i n lecture on the day they were absent.

If cellophane rolls are provided f o r the projector it i s possible

Another advantage of most projecturals i s tha t they can be al tered and changed t o keep up with new information. i n such a w a y t h a t subject matter can be presented i t e m by item u n t i l t h e f i n a l r e su l t i s presented. As an example one may start with glycerol, add three f a t t y acids and complete the tryglyceride. There are many other such molecules that can be constructed without spending considerable time at the chalk board writing chemical structures.

Likewise they can be constructed

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Several of the members of t h i s conference have discussed the use of projecturals i n teaching meat courses. It was suggested that we survey the ins t i tu t ions involved t o see how much in te res t there w a s i n the use of the overhead projector. with 34 replying. t i m e only 14 teachers now use an overhead projector. who indicated they were not interested i n using o r learningto use t h i s visual aid.

A questionnaire was submitted t o 45 individuals The completed questionnairs indicated tha t at the present

There w e r e only seven

O f t h e fourteen that use the overhead projector eight indicated they used prepared projecturals, seven made t h e i r own transparencies and nine were willing t o have projecturals t ha t they now use reproduced f o r other me& instructors. There were thirty-one that indicated they would be willing t o purchase prepared projecturals i f they were made available.

In response t o the question of what projecturals the instructors now use, t he most frequently l isted were tabulated experimental data and bone structure charts. Other projecturals l isted frequently were muscle structure, grade legends, inspection legends and wholesale cuts. only two indicated the use of color photo transparencies. be using color projecturals so t h a t reproductions could be made f o r t h e rest t o use.

We were hoping mre would

The l i s t of projecturals that instructors were interested i n pur- chasing turned out t o be quite lengthy. transparencies related t o marbling and degrees of marbling, m e a t grade ideals, meat color by specie and also grade quality and conformation characterist ics. Projecturals that could be used i n meat ident i f icat ion and meat judging were also i n demand as w e l l as muscle location and nomenclature, the chemistry of color and color changes i n meat, carcass outlines, wholesale and retail cutt ing procedures, curing reactions, sausage emulsification and formulation, muscle structure showing primary bundles and other fiber inf'ormation as w e l l as histological material i n color.

The most popular items were color

Others suggested projecturals such as factors influencing dressing percent, in t rans i t shrink, cooler shrink, factors influencing tenderness, reasons f o r carcass condemnations, bruise losses, l i ve r losses, hide losses, carcass contest forms, the G. I. t r a c t of ruminants and non-nuninants, anatomy, schematic break down of meat proteins, t h e general biochemical nature of meat proteins, meat industry s t a t i s t i c s , meat composition, meat spoilage, by-products, meat inspection and location of inspection stamps on the carcass, location of grade stamps on the carcass, bone nomenclature, portion control, cost of edible portion, nu t r i t ive value charts, microbial charts and an outline of lecture notes f o r "The Meat We Eat" .

Evidently there i s quite a demand f o r a number of different projecturals. visual industry and request projecturals which could be used i n the teaching of meat courses. The chief problem will be i n the s m a l l number that would purchase such material. It i s ti= we made our desires known and f ind out i f the development of these visual aids are economical t o produce i n s m a l l quantit ies. be through the cooperation of the director of literature and educational services of the National Live Stock and Meat Board.

This should give us enough reason t o approach the audio

If such material i s t o be requested t h e best way would probably

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MR. FFtANKLLN: Thank you indeed, Charlie. We hope t h a t Charlie's demonstration has given you some idea of the f l e x i b i l i t y of t h i s equipment as a teaching t o o l and perhaps some ideas by which you might use it i n your own c l a s s rooms. i s almost limited only by your own imagination as far as a teaching t o o l i s concerned.

I think t h a t it

Before I ask f o r questions f o r Dr. Adams o r M a x Judge, I would l i ke t o comment on behalf of our Committee on t h e splendid audio-visual arrangements a t t h i s Conference throughout. most of you w i l l have an opportunity t o check on the closed-circuit TV which we have had. We have had a l o t of comments about it, but t h i s i s a "first" for t h i s conference. We had in t e re s t expressed before t h e Conference i n showing closed-circuit TV and we do have a chance t o see how it actually works. be exploring t h i s as a teaching t o o l even fur ther .

I hope that

We hope i n future years t o

Now, i f I may enter ta in any questions or discussion directed t o D r . Adams. Again, as others have said, I know there i s a mike i n Room 109. but we cer ta inly would l i k e t o encourage questions f romtha t room as w e l l as t h i s room. Are there any questions t o d i rec t t o D r . Adams? M r . Bratzler?

We can't see you i f you s tep up t o the mike

MR. BRAT-: Lyman Bratzler, Michigan State. Charlie, do you use dark glasses? I found the l i gh t to bother my eyes.

DR. ADAMS: Lyman, t h i s i s i n reference t o you as an in - s t ruc tor . Eo you use dark glasses, or the student?

MR. BRATZLER: No, I ' m thinking about myself. It bothers my eyes.

DR. ADAMS: When you are the instructor?

MR. BRATZLER: Right.

DR. ADAMS: No, it doesn't bother me, but of course you probably don't know I do have a blue t i n t i n my glasses. t ha t ' s t he reason it doesn't. Some people do object t o it. What brand of projector do ~ O U use? Is it 3-M o r Viewcraft, or do you know?

Maybe

MR. BRATZLER: Furnished by the Provost.

DR. ADAMS: Oh, well, as long as i t ' s furnished and you don't have t o buy it, use it. T h i s one was a l i t t l e b i t t a l l f o r me, I think it came from the Athletic Department basketball t r a in - ing room because it i s a l i t t l e b i t t a l l . But 500-watt bulbs usually don't bother, a thousand w i l l .

MR. BRATZLER: Another question -- don't you lose your I f ind out students when you have these prepared lecture notes?

if I write my notes on the projector t ha t even then a f t e r c lass

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t h e y ' l l come up and w a n t me t o run it back. I can write f a s t e r than they can, and i f you have it a l l prepared aren' t you going t o discourage them?

DR. ADAMS: Well, I 'm too easy on the students. The question was, did we discourage the student i n writing notes i f a l l of t h i s was presented t o them on an overhead projector? My students are real lazy i n tha t they get t h e i r lecture outlines already mimeographed f o r them, because i f they would happen t o drop t h e i r pencil i n my c lass they would be about f i f t e e n minutes behind, so f o r that reason they get a dmeographed copy of the lecture notes.

MR. FRANKLIN: Any more questions?

DR. KASTELIC: May I ask one? CO you use the slide projector? focus and change pictures, forward, backward, and the l i gh t i s strong enough t h a t you need not darken the room. Students m a y take notes. put as many as 80 s l ides and use as many as you l i k e . You don't have all the fuss and bother t ha t we once had when we used s l ide projectors .

You know w e have devices now tha t will allow you t o

Fur themre , they have racks on them where you can

DR. ADAMS: I use the 2x2 also as supplementary infor- mation. I f ind t h a t I can ' t write on a 2x2 screen. When I want t o change something on a projectural I j u s t scratch it out and change it r ight then, and so t h i s i s t h e only l imitation t o a 2x2. got a chalk board t o one side. By the way, I hope t h a t those of you who use t h e overhead projector, will put your screen over i n the corner and shoot a t a diagonal so everyone can see the screen without ducking around the projector d l t he t i m e . easier t o use tha t way. you're actual ly looking out at the students instead of th i s . You notice t h a t I could only watch about a t h i r d of you very w e l l , t o see how many went t o sleep. Any other questions?

You would have t o use what i s being projected unless you've

I t ' s much Since i t ' s slanted across t h i s way,

MR. FRANKLIN: Thank you, Charlie, and may I conclude w i t h a note t h a t i f any of you are interested i n obtaining pro- jec tura ls such as Charlie has indicated, i f you w i l l l e t us know what the subject matter i s w e hope t o t r y t o get into some s o r t of quantity production on t h i s kind of material, so we will welcome your suggestions o r your requests. Back t o Con f(ropf.

DR. KROPF': Thank you, Ken. I rea l ly have nothing t o say. I hope our Conference chairman Ernie Briskey is on h i s w a y back up here, and he i s . I thought of something t h i s m r i n g when George Sledge w a s talking, a com- ment I heard was, "A person can become so w e l l rounded that he i s n ' t point- ing i n any direction." I think once i n a while i n our teaching work some

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of our administrators o r higher-ups, maybe the people over on the h i l l at our campus, need t o keep th i s i n mind. So t h i s i s a b i t of nry philosophy. And Ernie, I'll turn it back t o you. t h e i r very f i n e reports.

My thanks t o these two committees f o r

CHAIRMAN BFUSKEY: A t t h i s t i m e I 'd l i k e t o c a l l on L a r r y Kunkle, the chairman of t he Personnel Committee, a committee which we are most gra te fu l f o r throughout t he year i n t h e i r many ac t iv i t i e s . no person i n t h i s group who i s more able t o chair t h i s committee than Professor Kunkle .

I know of

PROF. KUNKLE: Good afternoon. The speaker f o r t h i s section and I are two th i rds of the Personnel Committee. the specified time.

We promise t o report within

Since Dr. Briskey and the Executive Committee have assigned us under a new section, Business Affairs and Public Information, may I ident i fy the Personnel Committee's history? haven't had any contact with our function. the employer and the employee - the poten t ia l employee - together. If w e can operate as a clearing house, we're proud. W e do not have any place- ment fees, and t o date w e haven't worried about t rying t o assess one. We operate when we axe cal led upon and report t o you each year. Today we're going t o go farther and t r y t o share some of the r e su l t s of meat t ra ining as may be ident i f ied i n placement opportunities. My fellow committeeman, the head of the Food Science Department at Michigan State University has consented t o t e l l you something about what meat t ra ined graduates are now doing. Since a l l of you know Dr. Schweigert, know h i s his tory and heard his biography a year ago when he received the Distinguished Service Award from t h i s organization, may I present my associate on the Personnel Com- mittee, D r . B. S. Schweigert.

This i s directed t o those of you who Our purpose i s t o t r y t o bring

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