BIO 325 Marine Field Ecology & Conservation
3-12 January 2007
The Oceanic Society, Blackbird Caye, Turneffe Atoll, Belize
Professor: John A. Cigliano, Ph.D.
Office: SC 112
Phone: 610.606.4666, x3702
Email:
Prerequisites: BIO 234 (Ecology), or BIO 221 (Marine Biology)
Course Description: Marine Field Ecology and Conservation is an intensive, field-based course that is taught at the School for Field Studies Center for Marine Resource Studies (South Caicos, Turks & Caicos Islands, BWI). This course has several objectives: (1) teach students fundamental marine ecology and conservation concepts and principles, (2) teach basic marine field research methods, (3) conduct a comparative biodiversity study of tropical ecosystems, including coral reefs, sea grass beds, and mangrove forests, and (4) conduct a directed marine conservation research project on projects that have local, regional, global significance. Each student will keep a field notebook and field journal. These, along with a research paper based on the research project, will comprise the basis for the final grade. Snorkeling will be required.
Course Objectives: Through lectures, field studies, and a directed marine conservation research projected,students will be able, upon completion of this course, to:
- evaluate and use basic marine ecological research techniques.
- understand basic oceanographic and ecological principles and how they related to tropical marine ecosystems, including coral reefs, sea grass beds, and mangrove forests.
- identify fish, invertebrate and coral species common to the habitats of South Caicos.
- analyze and interpret ecological data.
- understand the ecological principles that underpin the principles of Marine Protected Areas and how MPAs can be used to protect and replenish overharvested stocks
- conduct directed marine conservation research projects that have local, regional, global significance.
- appreciate the culture and history of the Turks & Caicos Islands..
Learning Outcomes/Assessment: The following is a list of the learning outcomes for this course and how each will be assessed:
- Outcome: Students will develop critical thinking, scientific reasoning, and quantitative reasoning skills in the design, analysis, and interpretation of marine conservation research studies. Assessment: Students will report the findings of their research in a scientific paper.
- Outcome: Students will develop the ability to communicate clearly and effectively through the written word by reporting the results of their research. Assessment: Scientific research reports.
- Outcome: Students will develop the ability to understand and respond to issues of local, national, and global significance through group and class discussions of local (South Caicos), regional (Caribbean) and global marine conservation related issues. Assessment: Class participation and clarity and effectiveness of discussion of each student will be noted.
Required Text: None. Readings and field guides will be made available.
Other Required Equipment: Most of the course work will be done while snorkeling so you will needamask, fins (and booties), and snorkel. I recommend you bring a snorkeling vest if you are inexperienced in snorkeling. Other required equipment include underwater writing slate (large) and a field notebook and pencil or waterproof pen. A wetsuit or dive skin is highly recommended. See the handout from the Oceanic society for other items to bring. Additionally, we will be representing our College and country while in Belize so a respectful attitude and appropriate dress is required. Because of the need to dress appropriately and because we will be in the field, one-piece bathing suits are required.
Class Attendance: Because most classes will be held on coral reefs, sea grass beds, and in mangroves, this should not be a problem. However, you are expected to show up on time to all scheduled meetings and field trips.
Class participation/attitude: We will be at a small research station working in close quarters and as a research team. A good, respectful attitude is essential. Moreover, since we will be functioning as a research team, full and collaborative effort is required, every one must contribute. Remember. This is a field course and not a vacation. Believe me, you will completely enjoy this experience but do not lose sight of why we are going.
Readings/Assignments: It is expected that students will read the assigned material prior to attending class. The grades for assignments turned in late will be lowered by 10% of the original value for each day the assignments are late.
Extra-credit: There will be NO extra-credit assignments given. All students are expected to put maximum effort into scheduled assignments. If you are having difficulty, see me and we will schedule one-on-one sessions to help you better understand the material.
Assignments:
- Class attendance/attitude and participation in discussion, research and all assigned tasks (50 pts).
- Research Paper: 10-15 page (double-spaced, 2.5 cm margins) research paper on Directed Research project 3 (see attached). A minimum of 8 references from primary literature is required. The paper will be done in the format of the journal Conservation Biology and will be due on 15 April.
The paper is due as a MS Word document sent as an eamil attachment and sent through your Cedar Crest College email account. (100 pts).
- Field notebook: graded for format, clarity, and completeness. It is expected that lecture notes and notes from readings, as well as the usual entries for fieldwork, will be included. Due on 31 January (50 pts).
Final Grade: Final grades will be calculated as follows:
Points / 186 / 180 / 174 / 166 / 160 / 154 / 146 / 140 / 134 / 126 / <126Grade / A / A- / B+ / B / B- / C+ / C / C- / D+ / D- / F
The above are minimum points needed for each grade. Grades are calculated as a range, e.g., a B=166-173.9. Grades will not be curved or rounded up.
Class Schedule
TBA dates will be determined by the group. If you would like to meet more than these times, please schedule a meeting with me. We can meet as often as necessary.
Date / TopicJanuary TBA / Recap course, discuss data analysis and paper
February TBA / Students discuss findings; pizza and pictures
February TBA / Further discussions on study, data analysis, writing, etc.
March TBA / Further discussions on study, data analysis, writing, etc.
April 15 / Final paper due via email
Schedule
The schedule is tentative due to the need to take into account weather, but we will follow it as closely as possible.
Date
/ Morning / Afternoon / Evening3 /
Traveling
/Traveling
/ 17:30 Arrive at Blackbird Caye ~ settle into rooms1900 Dinner
2000 Introduction to lab & course / set schedules
2030 Readings(see lecture schedule)
4 / 0730 Breakfast(coffee / tea available 0630)
0900 Snorkelassessment: Dock
0930 Snorkel: Patch reefs / 1230 Lunch
1400 Seminar: Physical Oceanography & Coral Reef Ecology
Readings:
Kjerfve, B. (ed.) 1998. CARICOMP- Caribbean coral reef, seagrass, and mangrove sites. Coastal region and small island papers 3, UNESCO, Paris, pp 67-95.
Sumich, J. L. 1996. An introduction to the biology of marine life, 6th edition, Wm. C. Brown, Boton, Ch. 10
1530 Island exploration: intertidal zone & terrestrial habitats
/ 1900 Dinner1930 Recap of day/plan next day
2000 Lab: Identification of common reef Animals & corals (Slide show, flash cards, Humann books)
2100 Readings
5 / 0730 Breakfast(coffee / tea available 0630)
0900 Snorkel: Fringing reef / 1230 Lunch
1400 Seminar: Ecology of seagrass meadows & mangrove forests (mangals)
Readings:
Kjerfve, B. (ed.) 1998. CARICOMP- Caribbean coral reef, seagrass, and mangrove sites. Coastal region and small island papers 3, UNESCO, Paris, pp 67-95.
Nybakken, J.W., 2001. Marine Biology: An Ecological Approach, 5th edition, Benjamin Cummings. Chapters 5 & 9
1600 Snorkel: Seagrass meadow / 1900 Dinner
1930 Recap of day/plan next day
2000 Lab: Work on species ID/Read papers
2100 Night hike:intertidal zone & terrestrial habitats
6 / 0730 Breakfast(coffee / tea available 0630)
0900 Mangrove exploration. / 1230 Lunch
1400 Seminar: The Loss of Marine Biodiversity
Readings:
Hughes, T.P. 1994. Catastrophes, Phase Shifts, and Large-Scale Degradation of a Caribbean Coral Reef. Science 265:1547-1551
Jackson, J.B.C. (+19 others). 2001. Historical overfishing and the recent collapse of coastal ecosystems. Science. 293:629-637
Pauly, D., V. Christensen, R. Froese & M.L.D. Palomares. 2000. Fishing down aquatic food webs. American Scientist 88: 46-51
Reaser, J.K., R. Pomerance, & P.O. Thomas. 2000. Coral bleaching and Global climate change: scientific findings and policy recommendations. Conservation Biology 14(5):1500-1511.
1600 Free Time / 1900 Dinner
1930 Recap of day/plan next day
2000 Lab: Work on species ID/Read papers
7 / 0730 Breakfast
0900 Seminar: Sampling techniques: transect & quadrat, visual surveys / Practice sampling techniques on land
1000 Seminar: Queen conch biology & fishery / Introduction To Directed research Project (DR) 1: Do the queen conch harvesting regulations in Belize make biological sense?
Reading:
Witting, D. 2003 The current status of the queen conch. Bahamas Journal of Science 10(2):12-2o
1030 Conch Midden: Directed Research Project 1 / 1230 Lunch
1400 Seminar: Is there any hope?
Readings:
Acosta, C.A. 2001. Assessment of the functional effects of a harvest refuge on spiny lobster and queen conch populations at Glover’s Reef, Belize. GCFI 52:212-221
Edmunds, P.J. & R. C. 2001. Carpenter. Recovery of Diadema antillarum reduces macroalgal cover and increases abundance of juvenile corals on a Caribbean reef. PNAS. 98(9): 5067-5071
Lubchenco, J., S.R. Palumbi, S.D. Gaines, and S. Andelman. 2003. Plugging a hole in the ocean: the emerging science of marine reserves. Ecological Applications 13(1) Supplement. S3–S7
Mumby, P.J. +13 others. 2006. Fishing, trophic cascades, and the process of grazing on coral reefs. Science. 311:98-101.
1600 Seminar: Introduction to Directed Research Projects 2 and 3: DR2-Assessment ofthe current status ofqueen conch populations and habitat use at Blackbird Caye; DR3-Current status of coral reef community at Blackbird Caye. / 1900 Dinner
1930 Recap of day ~ tabulate data / plan next day
2000 Lab: Work on species ID
2100 Night snorkel: Patch reef
8 / 0730 Breakfast(coffee / tea available 0630)
0900 Fieldwork:DR 2 / 1200 Lunch: Picnic at Sandy Point
1400 Fieldwork: DR2 / 1900 Dinner
1930 Recap of day / plan next day
2000 Lab: tabulate data / Work on species ID
2100 Night snorkel: Fringing reef
9 / 0730 Breakfast(coffee / tea available 0630)
0900Fieldwork: DR2 / 1200 Lunch
1400 Fieldwork: DR2
1600 Plankton tow / 1900 Dinner
1930 Recap of day / plan next day
2000 Lab: tabulate data / Work on species ID
2100 Night hike:intertidal zone & terrestrial habitats
10 / 0730 Breakfast(coffee / tea available 0630)
0900Fieldwork: DR3 / 1200 Lunch
1330 Fieldwork: DR3 / 1900 Dinner
1930 Recap of day / plan next day
2000 Lab: tabulate data / Work on species ID
11 / 0730 Breakfast
0900Fieldwork: DR3 / 1200 Lunch
1330 Fieldwork: DR3 / 1900 Dinner
1930 Recap of day / tabulate data / Pack
2030Good-bye to Caye Party
12 /
Travel Day
/ Travel Day / Travel DayDirected research Project 1
Do the queen conch harvesting regulations in Belize make biological sense?
Background:
Just as fish are being overharvetsed, the queen conch (Strombus gigas), a large marine gastropod, has also been exploited to the point of collapse. In fact, the queen conch has been extirpated from some parts of the Caribbean. Many countires throughout the Caribbean, including Belize, have set up marine reserves to protect queen conch populations. Where queen conch are allowed to be harvested, the population are managed using size limits to protect future population growth by assuring that pre-reproductive individuals are not removed from the population is assured. In Belize, queen conch can be harvested if they are at least 7 inches in total length, whether they are lipped or not. This study has four objectives:
- To determine whether this size limit makes biological sense.
- Are fishermen following the size limit regulation?
- Is the queen conch fishery sustainable given 1 and 2?
- To develop recommendations on how best to manage the queen conch fishery if our conclusion is that the current regulation and practices will not preserve and sustain the fishery.
These objectives will allow us to answer our question of whether the size limit will this ensure future reproduction and, therefore, growth of queen conch populations. You will need to draw on information about population growth and queen conch biology to answer this question.
Methods
We will survey queen conch middens to collect information on the size distribution and age structure of harvested queen conch. Middens are large piles of discarded shells. Fisherman “knock” conch while out at sea and discard the shells before arriving at the dock. Only “knocked” shells will be harvested to insure that only conch harvested by fisherman are surveyed. Each knocked shell will be measured for total length and for shell lip thickness. Queen conch are considered reproductively mature when shell lip thickness is greater than 4 mm. However, mating might not occur until shell lips are 11 mm thick.
Data Entry
All Data will be entered into a common spreadsheet on my laptop.
Assignment:
None required.
Directed Research 2
Assessment of the current status of queen conch populations and habitat use at Blackbird Caye
Background:
Queen conch (Strombus gigas) populations have been in decline throughout the Caribbean due to overfishing. Several countries have established marine reserves to protect these populations. There is no reserve in the area of Blackbird Caye, even though queen conch are harvested there. Additionally, the status of queen conch populations in this area is unknown.
The objectives of this study are to determine:
- the status of queen conch populations off of Blackbird Caye.
- the habitat utilized by queen conch
Queen conch have been shown to prefer various habitat types, including seagrass beds, algal plains, and sand flats. It is hopes that the data we collect will be used as a baseline for future study that will hopefully support the establishment of a marine reserve in this area.
Methods:
Population Censuses We will place a 50 m baseline transect along the lagoon-ward edge of each conch aggregation. We will then place a 50m transect perpendicular to the baseline transect every10m. A team of three snorkelers will swim slowly along the transect to locate conch. A 2m PVC pole, centered over the transect, will be used to define the sample area. All queen conch found within the 2m sampling area will be counted, measured and aged by measuring lip width and lip thickness (at the point of greatest thickness) to the nearest 0.1 mm. Queen conch are considered adults if shell lip thickness is ≥4.0 mm. Juveniles will be further categorized as small, medium, large or subadult; adults will be categorized as young adult or old adult. Sampling will begin at the mid-point of the baseline transect. We will add additional 50X2m transects until no conch are found along two consecutive transects. Aggregations will be designated as nursery, adult feeding or spawning as determined by size, age and behavior.
Aggregation and Habitat Mapping We will determine habitat type by randomly placing 10 0.25 m2 quadrats along each randomly chosen 50 m transect in each aggregation. The percent cover of each substrate type (e.g. coral rubble, sand, seagrass, etc.) in each quadrat will be recorded.
Data Entry
All Data will be entered into a common spreadsheet on my laptop.
Assignment:
None required.
Directed Research 3
Current status of coral reef community at Blackbird Caye.
Background:
The objective of this project is to assess the populations of important fish species and the health of their coral reef off of Blackbird Caye. Reef fish are important to the integrity of the coral reef ecosystem. Many reefs around the Caribbean have undergone a ‘phase shift’ from a coral-dominated to an algal-dominated state in the matter of a few years. In our study we will examine coral and algae density in order to detect any signs of a phase shift. There are likely various causes of these phase shifts, including anthropogenic disturbances such as increased nutrients via sewage and fertilizer and overharvesting of herbivorous fish (i.e., fishing down the food chain). Herbivorous fish are important to reefs because they keep macroalgae in check. Unchecked, macroalgae will quickly overgrow a coral reef, causing the phase shift.
The project has three goals:
- Assess abundance of commercially (i.e., predators) and ecologically (i.e., herbivores) important fish species on reefs off of Blackbird Caye
- Assess coral and algal relative coverage
- Compare our data to data reported in the literature and to data collected by previous BIO325 students to determine the “health” of the reefs off of Blackbird Caye.
The ultimate goal of this project is to determine whether there is any evidence of a phase shift is occurring.
Methods:
We will use the following methods to survey the reefs:
Fish species richness: Richness will be measured using a point survey. Two snorkelers will stay in the same position for 15 minutes and record the presence of the fish species listed in Table I. The snorkelers will record the depth of the site and mark on their slate how many new species they have seen every five minutes.
Reef fish density:Density will be measured using a belt transect. Two snorkelers will lay out a 30m transect tape along the reef and after waiting two or three minutes they will swim either side of the tape, counting the total number of individuals of the herbivorous fish species from Table I observed within 1m of either side of the transect tape (30 x 2m transect). It may help if you prepare a data sheet with all the species on it before you census the transects, then record sightings next to the relevant species when seen on the transect. Try to keep transect time consistent, approximately 10 minutes.
Benthic cover: Hard coral cover and percent cover of algae will be assessed using the same transect used to estimate fish abundance. Once fish density has been estimated, the snorkelers will swim back down the transect and record percentage cover of algae, stoney coral, and “other” by placing a 25 X 25 cm quadrat along the transect line at 2m intervals.
Once you have completed the above, place a new transect 10m away from the original location and repeat the above procedures. For each transect it will take a minimum of 20 minutes to record both the coral and the algae.
Data Entry & Analysis:
All Data will be entered into a common spreadsheet on my laptop. Calculate species richness, total herbivore fish density (per m2) and percent cover of coral, algae, and other for each site. Statistical and graphical analyses are expected. Please consult with me to determine the most appropriate analyses.
Assignment:
Research paper in the format of the journal Conservation Biology. Refer to the journal for specific formatting. Please double-space and use 12-pt font. A minimum of 8 citations from the primary literature is required.