I just finished my 20th year as a professor in the Honors College and Department of Biological Sciences at Texas Tech University. My training is in ecology, but recently my interests have focused on science education and environmental education. I work as an author and editor at the Encyclopedia of Earth and I have written a number of articles about the common reef fish in the Caribbean.
I have taught Tropical Marine Biology in Jamaica, Belize, the British Islands, and the windward Islands of the Caribbean (this will by my fourth trip to TREC). I am excited to be leading a group of students from the MS Squared program on this research trip!
Thursday, July 5, 2012
The Crew: Jose Olivencia
"Hi there! I'm Jose, and I am a 5th grade science teacher in Duncanville, TX. I am proud to be a graduate student in the MS2 (Multidisciplinary Science for Middle School) program at Texas Tech University in Lubbock, Texas. I was born and raised in Puerto Rico, a small island in the Caribbean, and I enjoy visiting my family whenever time (and money) permits! Most of my family lives there, about a 5 minute drive from the beach. I love the beach and learned to bodyboard surf a few years back. I still try to catch a wave or two when I visit. I am blessed to be a part of the Belize research team this summer, lead by our cool professor Mark McGinley, and engage in real environmental research along with my Tech friends! I hope to bring my experiences to class, adding relevance to instruction and allowing students to feel they are part of it. I wish to bring the scientific method to life through our efforts and through the Malaysian bat research also sponsored by TTU. Finally, in my friend George's words, I would like to "raise awareness of conservation" in my students."
The Crew: Catherine Wright
I am originally from Lafayette, Louisiana, and I graduated from the University of
Southwestern Louisiana. I am currently working on a Master’s of Science degree
from Texas Tech University. I teach 6th grade math at Webb Middle School in
Garland, TX. I am looking forward to exploring and researching the marine life in
Belize to share with my students in the future.
The Crew: Ryan Timmons
I am a 7th grade math teacher and high school swimming coach for Prosper ISD. I have three children (two boys and one little girl ages 4, 2 and 2 months). This opportunity is the realization of a lifelong dream. As a student in my younger days I studied aquatics and marine life at the various pet stores and aquariums in Texas and Indiana. I had previously maintained over 200 gallons of fish tanks in my classroom but had to part with most of them due to district policy change. I am so very excited to experience this much larger fish tank. I am an avid swimmer and swam in high school as well as college at Indiana University. I know I’m going to be the first one in the water and they will probably going to have to drag me out at the end of the day. Look out fishies here I come.
The Crew: George Rodriguez
My name is George Rodriguez. I teach 8th grade Pre AP science and science at Eisenhower Middle School in San Antonio, Texas, where I currently reside as the science department chair. I'm originally from El Paso, Texas, where I graduated from Socorro High School. After graduation, I moved to Austin where I attended the University of Texas at Austin. I received my bachelors from UT in Biology. I’m currently seeking my Masters of Science at Texas Tech University. In my spare time, I like to read and doing anything outdoors. I’m excited to travel to Ambergris Caye with Dr. Mark McGinley for this research project, so I can use this experience as a teaching tool to bring about awareness for conservation.
The Crew: Keely Tippett
I am a 6-8 Science teacher at Childress Jr High. I have taught science for 6 years and love middle school kids. I am currently working on my masters at Texas Tech University and excited to conduct research. Living in a small town many of my students have never see the ocean, this opportunity allows me chance to bring the ocean back to my students.
The Crew: Joshua Nielsen
I am a biology teacher at Rider H.S. in Wichita Falls ISD. I previously taught 7th grade science/robotics/chaos theory for 11 years at Kirby World Academy, WFISD. I received a Bachelors of Science in Biology from Midwestern State University and currently working on my Masters of Science in Middle School Math and Science. We referred to it as (MS) ^2. I am a techie (computer nerd, amateur roboticist) but also enjoy the outdoors and LEGOs. I am excited about traveling to Belize with Dr. McGinley and my friends to do research. I look forward to incorporating the research into my curriculum.
Tuesday, July 3, 2012
The Crew: Trina Hardin
I teach seventh grade math at Childress Junior High. I am a wife, a mother, and
a grandmother. My husband teaches sixth grade social studies so it is my intention to
use this trip to enhance not only my classroom but also his. I have never had a passport
before this so I am very excited to travel out of the country. My husband and I both
coach Junior High girls so there is not much time for hobbies, but I do enjoy spending as
much time as possible with my family.
Monday, July 2, 2012
The Crew: Amy Hansen
I am Amy Hansen and I teach 8th
grade Algebra in Rockwall ISD. I have
taught for 13 years and I am currently working on a Master’s of Science from
Texas Tech University. Most of my summers
in the past have been spent traveling around the world with students. However,
this summer I am spending my time with adults, well at least people who are
over the age of 21. I am excited that is
summer I have the opportunity to do research with Dr. McGiney. I recently became scuba certified so
hopefully I can plan on doing a couple of dives while in Belize.
The Crew: Lynn Seman
Education has been my lifelong career – teaching as well as
learning new concepts. Having taught 27
years in math and/or science, I am currently teaching 7th grade
science at Kirby World Academy in Wichita Falls, TX. In my spare time, I enjoy hiking, bicycling, studying
nature, and volunteering as a Texas Master Naturalist with the Rolling Plains
Chapter. I am excited to be a part of
this research project and plan to use this experience to continue to educate
others about this diverse and exceptional planet in which we live – Earth.
The Crew: Cari Quillen
I am a 7-12th grade science teacher at Harrold ISD in Harrold, TX. I am also a graduate student in the MS2 program at Texas Tech University. I am earning a masters of science in multidisciplinary science. I enjoy spending much of my time outdoors fishing, hunting, and enjoying nature. I am excited to be going to Belize and researching the effects of the Hol Chan Marine Reserve on the reef fish communities.
The Crew: Katie Duncan
Hi, I’m Katie Duncan.
I currently teach 7th grade science in Amarillo, Texas at Sam
Houston Middle School. This will be my 9th
year of teaching, anything from science, math, special education, middle school
and high school. I am currently working
on my Master’s of Science degree from Texas Tech University. Go Red Raiders!! I am so excited that getting my Masters has
allowed me the opportunity for this research trip to Belize. I am a military brat, so I got to see tons of
places growing up, but my students who live in the panhandle of West Texas have
never seen the ocean, and some never will, most will never leave the neighborhood
they are growing up in, so to be able to bring back a Marine environment to
them, pictures, experiences, research data, is going to be amazing. My kids are wonderful and to be able to
expand their world and knowledge even a little my taking this trip is so worth
it. I am looking forward to having my
kids work with the fish identification and some of the data that I bring back
to the classroom. This trip is about
what I will be able to bring back for them!
Tuesday, June 26, 2012
Literature: Effectiveness of Marine Parks
Here is a very cursory examination of some of the literature related to marine parks.
Most Useful Reference- please take a look
How is your MPA doing? IUCN
http://www.iucn.org/about/work/programmes/marine/marine_resources/marine_publications/?1256/How-is-Your-MPA-Doing-A-Guidebook-of-Natural-and-Social-Indicators-for-Evaluating-Marine-Prot
I think we are planning to use a modification of REEF's Roving Diver Survey.
http://www.reef.org/data/surveyproject.htm
Other References
Marine Protected Areas: Evaluating MPA effectiveness in an uncertain world.
http://www.youtube.com/watch?v=RQbOKi5bHrY
More Than Fish Business: A Literature Review of Marine Parks
http://adelaide.academia.edu/MelissaNurseyBray/Papers/393942/More_than_Fishy_Business_A_Literature_Review_of_marine_parks
Rapid Evaluation of Management Effectiveness in Marine Protected Areas of MesoAmerica
http://www.wdpa.org/me/PDF/MesoAmerica.pdf
Marine Protected Areas
http://www.wri.org/publication/content/7849
Evaluating the Effectivness of Marine Protected Areas
http://www.wwf.org.uk/filelibrary/pdf/mpa_mgmteff0705.pdf
The need and practice of monitoring, evaluating, and adapting marine planning and management- lessons from the Great Barrier Reef
http://www.unesco-ioc-marinesp.be/uploads/documentenbank/7210a8c9fb506667d642a09b846ad805.pdf
Status and Management of Marine Protected Areas in Madagascar
http://www.icran.org/pdf/MADFINAL%20REPORTMadagascar(Eng).pdf
Marine Protected Areas: Tools for Sustaining Ocean Ecosystems
http://www.nap.edu/openbook.php?isbn=0309072867
Advances in Marine Conservation: The Role of Marine Protected Areas
http://www.coastman.net.co/publicaciones/amp/(0012).pdf
Do Marine Protected Areas Really Work?
http://www.whoi.edu/oceanus/viewArticle.do?id=3782
Developing a National System of Marine Protected Areas
http://www.mpa.gov/pdf/helpful-resources/dev_ns_0908.pdf
Toward Pristine Biomass: Reef Fish Recovery in Coral Reef Marine Protected Areas in Kenya
http://eprints.jcu.edu.au/8853/1/8853_McClanahan_et_al_2007.pdf
Effects of marine reserve characteristics on the protection of fish populations: a meta analysis
http://onlinelibrary.wiley.com/doi/10.1111/j.1095-8649.2001.tb01385.x/abstract
Report on Evaluating the Effectiveness at Tobago Caye Marine Park, St Vincent and the Grenadines
http://cermes.cavehill.uwi.edu/mpa/TCMP_evaluation_report_30_Jan_2007.pdf
Long-term and spillover effects of a marine protected area on an exploited fish community
http://www.int-res.com/abstracts/meps/v384/p47-60/
Impacts of marine protected areas on fishing communities
http://www.ncbi.nlm.nih.gov/pubmed/20507354
The ecology of marine protected areas
http://www.sillimanlab.com/pdf/Bertness_Chapter19.pdf
Lesson Plans: Marine Protected Areas
http://www.nationalgeographic.com/xpeditions/lessons/16/g68/index.html
Marine Protected Areas- IUCN
http://www.iucn.org/about/work/programmes/marine/marine_our_work/marine_mpas/
Marine Protected Areas- WWF
http://wwf.panda.org/what_we_do/how_we_work/conservation/marine/protected_areas/
Protocol for Monitoring Marine Protected Areas XXX
http://www.picrc.org/images/stories/PICRCdoc/Publications/Monitoring_Protocol.pdf
Coral Reefs: Monitoring Protocols XXX
http://www.reefresilience.org/Toolkit_Coral/C6c3_Protocols.html
Reef Check Eco-monitoring Program
http://reefcheck.org/ecoaction/ecomonitoring_program.php
Hol Chan Marine Reserve
Websites
http://www.holchanbelize.org/
http://en.wikipedia.org/wiki/Hol_Chan_Marine_Reserve
http://ambergriscaye.com/holchan/
You Tube
http://www.youtube.com/watch?v=RQbOKi5bHrY
Hol Chan Marine Reserve (HCMR)
Location
Belize: HCMR is located approximately 4 miles south east of San Pedro Town, Ambergris Caye. It
incorporates a total of seven square miles of coral reef, seagrass beds, and mangrove forest. The
Marine Reserve has a multi-use scheme and is divided into four zones to allow sustainable use of
its resources.
Management authority
Hol Chan Marine Reserve Trust Fund
Demographic Statistics
Two communities neighbor HCMR. To the north is the town of San Pedro (~10,000 inhabitants),
and to the south is the village of Caye Caulker (~2,500). In recent years both communities have
experience major growth in the tourism industry. San Pedro Town is the fastest growing and one
of the most important tourist destinations in Belize. Of the 36,887 visitors to the HCMR in 2001,
70% came from San Pedro.
Objective/Purpose of site
To conserve marine ecosystems (i.e. mangrove, turtle grass beds and coral reefs), which are
representative of the reef complex and that function as an ecological entity.
Ecological features and assets
HCMR is located at the northern end of the Belize Barrier reef. The main feature of interest is the
Hol Chan 'cut', a natural break on the reef.
Socioeconomic features and assets
Tourism is the main income earning industry on Ambergris Caye.
Major Threats
• Tremendous increase in visitation to Hol Chan since it was established as a MPA.
• The clearing of mangrove and habitat alteration adjacent to the Reserve
• Inadequate waste management for a growing community
• Coral bleaching (1998), recent major hurricanes (1998 and 2000) and coral diseases
• This area was severally affected by uncontrolled fishing in the 1960's and years of over
fishing have drastically reduced fish stocks along the reef off Ambergris Cay.
Background legislation and policy support
In July of 1987 the Hol Chan Marine Reserve was legally established by order of the minister
responsible for fisheries. In 1994 these regulations were amended to allow the formation of a
Board of Trustees which is responsible to direct and manage the affairs of the Reserve.
Management structure
The Fisheries Department is the principal governmental agency responsible for management of
marine resources. The Marine Reserve is managed by a Board of Trustees, which is made up of
members from both the public and private sector. The Manager of the Reserve is directly
accountable to the Board of Trustees. The Marine Reserve employs three Park Rangers, an
administrative assistant, and a Manager. A Peace Corps volunteer assists in the monitoring and
education program. The Board of Trustees owns the building which houses the office and visitor's
center of the Reserve.
Activities
• Enforcement: Daily patrols are carried out by the Park Rangers to monitor activities and
enforce regulations. The Marine Reserve employs a Patrol vessel specifically for
enforcement.
• Mooring buoys: HCMR has installed and maintains over twenty mooring buoys in the
Marine Reserve. This year the Reserve will increase the number of mooring buoys. The
Reserve has also installed marker buoys to clearly demarcate the boundaries.
• Public awareness program: With financial assistance from IUCN, Hol Chan has published
an information booklet that will be distributed to tour guides and tour operators. A
brochure has also been published. HCMR in collaboration with Smith College run a
summer program with local schools.
• Coral Reef Monitoring Program: Currently, HCMR runs a monitoring program. However,
due to lack of finance this program has not been successful.
Stakeholder Involvement and participation
HCMR works closely with local tour guide and fishermen associations. Tour guides have played an
important part in the success of the no take zone through voluntary compliance and assisting
staff in minimizing illegal activities in the area. The San Pedro Tour Guide Association facilitated
the process in annexing Shark and Ray Alley as designated reserve Zone. Presently, the San
Pedro Tour Guide Association and the local fishermen support a proposed extension of the
HCMR.
Financing Mechanism
The bulk of the revenue generated by the Reserve comes from a $2:50 USD user fee paid by
each visitor to the Marine Reserve. There is a $3.50 user fee for Zone D. However, HCMR does
not have the capacity to collect this fee. Revenue is also generated from a yearly boat
registration fee. Funding agencies have also provided financial support to HCMR through grants.
Major successes and failures
The Marine Reserve has achieved some degree of success and has been used as example for the
development of other MPAs in Belize and Mexico (Xcalak).
Major Needs
• Monitoring the increased visitation since the Reserve was established: There is a need for
an impact assessment to quantify the effects on divers and snorkelers on the reef. Also,
there is need for a carrying capacity survey in order to establish standards and regulate
the number of visitor to the Reserve.
• Need for financial sustainability plan: At the moment the Marine Reserve is highly
dependent on the revenue generated by visitor's fee. Nevertheless, this is not enough to
for our yearly budget and expenditures.
• Implement an adequate monitoring program: HCMR is currently running a monitoring
program but has not been effective due to the lack of funds.
• Provide adequate environmental education to local communities: HCMR has run several
environmental education programs however there is no continuity due to lack of funding.
Preliminary Research Proposal
The
Effects of Hol Chan Marine Marine Reserve, Belize on Reef Fish Communities
Background: Coral reef ecosystems are at risk world-wide from a variety of
anthropogenic and natural factors. Many countries have established
marine protected areas where human activities such as fishing, tourisms, and
harvesting of marine resources are limited. The effectiveness of marine
protected areas varies widely, depending on the level of enforcement and
protection.
The
Hol Chan Marine Reserve (http://www.holchanbelize.org/) off Ambergris Caye,
Belize, was established in 1987. The 7.8 km sq reserve includes coral
reef, sea grass, and mangrove habitats.
The park is divided into four zones.
No fishing is allowed in Zone A which includes the coral reef. Both commercial and sport fishing are allowed
in Zone B which covers the sea grass beds.
Sport fishing is allowed in Zone C which includes the mangrove swamps,
but commercial fishing is not allowed.
The
goal of this research project is to investigate the influence of the Hol Chan
Marine Reserve on the fish community.
Research: To determine the effect of the Hol Chan Marine Reserve on the
reef fish community we will sample fish abundance of two distinct communities,
the coral reef and sea grass bed inside and outside of the marine park
boundaries. We will sample the fish
communities using the Roving Snorkeler Technique in which pairs of observers keep track of which species they observe
during a snorkel of a given time period.
Because fish are so mobile and it is virtually impossible to keep track
of individuals, we will estimate the abundance of each species using the
following categories- single (1), few (2 – 10), many (11 – 100), and abundant
(> 100).
We will train participants to
identify fish species in a three part process led by Dr. Mark McGinley and Dr.
Kenneth Mattes. (1) Prior to arriving
for classes in Lubbock, we will introduce participants to the common fishes of
the Caribbean using online resources such as REEF website and articles from the
Encyclopedia of Earth. (2) Students will
participate in face to face Fish ID class while they are in Lubbock. (3)
Finally, students will become familiar with identifying fishes in the field
during orientation snorkeling trips in Belize. We will assess each participant’s ability
to identify fishes during all three stages of training and no participant will
be allowed to conduct surveys until they shown a satisfactory level of
expertise.
We will examine the data to look for
differences inside and outside the marine park at both the community (e.g.,
species richness and species diversity) and population (e.g., presence/absence
and density of individual species) levels.
We will present a report of our findings to the Hol Chan Marine Reserve Trust Fund Committee who administers the reserve.
Monday, June 25, 2012
Reef Fish Reproduction
Fish differ in where they spawn and when they spawn
Pelagic spawners
-
get eggs away from the danger of the reefs where there are lots of
planktonivores
-
Eggs often have characteristics that cause them to
float near the surface where there are fewer predators
Spawning rush
-
females swim up in the water column followed by
male/males
-
eggs and
milt (sperm) released at highest point
Often spawn at the down current edge of the reef because the currents get the
eggs away from the reef quickly. Most spawning occurs at dusk or at night when there are fewer active planktonivores.
They spawn in locations that will eventually return the larvae to
the reef.
Bottom spawners
build eggs and lay eggs on bottom (demersal spawners)
triggerfishes
gobies
blennies
pufferfishes
others
may care for their eggs
place in
protected areas or defend the nest
larvae hatch at night and quicky move up away from the reef
-
tend to be more mature at hatching than pelagic larvae
-
tend to remain near area they were hatched
Migratory spawners
Move to the
downstream edge of the reef to spawn
May
travel long distances
Alone
or in groups
Groupers
Usually
live solitarily
Breeding
aggregations of 30,00 – 100,000 have been observed
Fish Reproduction
Most bony fish live benthically as adults, but they have a
two part life cycle that involves a pelagic stage for the eggs and/or
larvae. Sawning involves the release of
eggs and sperem. All sperm are released
into the water column. Eggs can be laid in
the water column (pelagic or broadcast spawning) or on the bottom (benthic or
demersal spawning). Pelagic spawners
risk predation while swimming into the water column and although their eggs are
not well-cared for, they are at least released where they are at lower risk of
predation. Benthic spawners invest in
caring for their young by building nests and defending the eggs.
Benthic
spawning, including damselfish, cardinalfishes, blennies, and gobies, is a
relatively rare strategy involving only from 20 – 30% of species. Females lay eggs, attached to the substrate,
in nests that are tended by the males.
The eggs hatch after a period of 6-7 days and the larvae become
pelagic. Larvae often hatch at night and
they tend to remain relatively near where they are hatched.
Some
benthic spawnwers brood their young.
Pelagic
spawners release both eggs and sperm into the water column where fertilization
occurs. Surprisingly, the rates of
fertilization can be quite high (80 – 90%).
Spawning often occurs on the down current edge of the reef or in
channels in the reef. One important
consideration when deciding where to spawn is choosing a location where the
eggs are quickly removed from the danger of the reef. However, eventually the larvae need to return
to the reef so some preferred spawning sites are found at locations where
currents tend to eventually return to the reef.
Diurnal
spawners typically spawn when the current is outflowing which removes the eggs
away from the predators on the reef.
Other species spawn at dusk and they don’t seem as concerned about what
the current is doing, but instead are focused on the time of day. In general, most spawning occurs at dusk. Interestingly, many common species spawn in
the afternoon while rare species tend to spawn at dusk.
Because
there are less planktonivores near the surface, pelagic eggs often have
characteristics that cause them to float near the surface. Pelagic eggs tend to hatch verily rapidly,
sometimes hatching after 24 hours. Not surprisingly,
pelagic larvae are not well developed upon hatching, and may still be attached
to a yolk sac. Pelagic larvae look very
different than they will as adults.
Larvae often have long spines which aid in floatation and inhibit
predation and by be translucent in coloration with black internal linings that
make them harder for predators to see.
It is tough
to be a pelagic larva (and not surprisingly it is also difficult to study
pelagic larvae). Feeding is difficult because there is not a
lot of food floating in the water column. Pelagic larvae feed on zooplankton. Not surprisingly, up to 99% of larvae die
before settlement. In addition, larvae
are constantly at risk of predation. The
pelagic larval stage can last from 15 – 45 days before larvae return to the
reef to settle and switch from a pelagic to benthic lifestyle. Larvae are able to swim surprisingly
well. Studies have shown that tiny
larvae have the potential to swim large distances (45-150 km). Pelagic larvae appear to be able to locate
the reef by hearing (wave breaking and reef noises) or olfaction. Studies have shown that larvae have a well
developed sense of smell. The settling
larvae move into little nooks and crannies in the reef and it appears that
there are high rates of predation on larvae during settlement. Most larvae enter the reef on the night of
the full moon so that they can settle when it is darkest making it harder for
predators to see them. After
settlement, the larvae metamorphose from their pelagic to benthic stage. Once they settle on the reef, survival rates
may be as high as 50%.
Pelagic larvae are by far the most common
regardless of spawning strategy. Of 100 families found on coral reefs, only 4
families lacked pelagic breeders. Out of
96 families of coral reef fishes with pelagic larvae 57 were pelagic spawners
(i.e., wrasses, parrotfishes, surgeonfishes, snappers, goatfishes,
butterflyfishes, moray eels, among others), 14 were demersal spawners (i.e.,
damselfishes, triggerfishes, gobies, blennies, pufferfishes, among others), two
were live-bearers, six were brooders (e.g., seahorses in body pouches and
mouthbrooding cardinalfishes, jawfishes, basslets, and star gazers).
Mating Systems
Polygamy (many males mating with the same female) is the
most common mating system for pelagic spawners.
Many
species undergo sex change (sequential hermaphroditism). Sometimes size determines sex reversal. For example, in Grasbys all individuals are
born females and after they reach a particular size, about 8 inches, females
switch to males and begin to defend territories.
Sex reveral
is much more complicated in parotfishes and wrasses.
Sex Change in Nature- Coral Reef Fish
http://www.evolutionfaq.com/articles/sex-change-nature-coral-reef-fish
Sequential Hermaphroditism in Reef Fish
http://academic.reed.edu/biology/professors/srenn/pages/teaching/web_2010/FIshEZ/index.html
Sex Change: Taking it to the Fishes
http://www.science20.com/variety_tap/sex_change_taking_it_fishes_progress
Sequential Hermaphroditism in Reef Fish
http://academic.reed.edu/biology/professors/srenn/pages/teaching/web_2010/FIshEZ/index.html
Sex Change: Taking it to the Fishes
http://www.science20.com/variety_tap/sex_change_taking_it_fishes_progress
Interesting Recent Article About the Bumphead Parrotfish from the Indo-Pacific
Bluehead
Bluehead Supermale
Bluehead Supermale and Initial Phase
Further Reading
http://www.flmnh.ufl.edu/fish/gallery/Descript/Bluehead/Bluehead.html
http://oceana.org/en/explore/marine-wildlife/bluehead-wrasse
http://en.wikipedia.org/wiki/Thalassoma_bifasciatum
Some Readings from the Scientific Literature
Social Control of Sex Change in Bluehead Wrasse by Robert Warner and Steven Swearer
http://www.biolbull.org/content/181/2/199.full.pdf+html
Bluehead Supermale and Initial Phase
External Fertilization in Bluheads
Further Reading
http://www.flmnh.ufl.edu/fish/gallery/Descript/Bluehead/Bluehead.html
http://oceana.org/en/explore/marine-wildlife/bluehead-wrasse
http://en.wikipedia.org/wiki/Thalassoma_bifasciatum
Some Readings from the Scientific Literature
Social Control of Sex Change in Bluehead Wrasse by Robert Warner and Steven Swearer
http://www.biolbull.org/content/181/2/199.full.pdf+html
A model for social control of sex change: interactions of behavior, neuropeptides, glucocorticoids, and sex steroids. 2003. by Perry and Grober
Parrotfishes
This is a (very) rough draft of an article on parrotfish I have been working on for the EoE.
Introduction
Parrotfishes (Family
Scaridae), who get their name from of
their beak-like jaws, include approximately nine genera and 83 species. They
are abundant in tropical reefs around the world and well known to divers for
their striking coloration and noisy feeding as they crunch on dead coral.
Parrotfishes exhibit several types of complex mating systems that vary more by
geographic location than by species. They also have considerable ecological
impacts on coral reefs through herbivory and bioerosion .
Morphology
Parrotfishes are characterized by their distinctive beak-like jaws, in which the teeth are fused together in most species, and a pharyngeal apparatus , which acts as a second set of jaws in the throat. In the pharyngeal apparatus, the teeth are arranged in rows and are highly specialized to grind, crop, and crush food as it is processed. Parrotfishes have large scales , usually with 22-24 scales along the lateral line.Some parrotfishes have a complex socio-sexual (socially influenced sexual change) system punctuated by three phases, and each phase change results in a different color pattern . For instance, juveniles tend to have a drab mixture of browns, grays and blacks, but as they mature a distinct coloration emerges with the addition of red tones. A third set of colors is donned by males and by females that have recently undergone sex change into males. As these males mature, they exhibit bright, intricate patterns of reds, greens, and blues. This type of color change has been documented in Scarus, Sparisoma, Nicholsina, Bolbometapon, and Cryptotomus, but there are some monochromic (fishes that do not exhibit sexual color change) species that exhibit different types of sexual dimorphism.
Scarus coelestinus and Scarus coeruleus in the eastern Pacific and Scarus niger in the Indo-West Pacific exhibit no color differences. However, mature males of Scarus coelestinus and Scarus coeruleus develop more squared-off and prominent foreheads than smaller fish, while Scarus niger exhibits no physical differences other than size. Finally, fleshy tips on the upper and lower lobes of the caudal fin can be observed in mature males of Scarus rubroviolaceus, but are poorly developed on small males and females.
Distribution
Parrotfishes are found primarily in tropical waters
throughout the Atlantic, Indian, and Pacific Oceans. However, some species
inhabit subtropical waters, and some, such as Scarus
ghobban, may venture far from reef environments.
Habitat
Most parrotfishes exclusively inhabit offshore coral reefs
in tropical regions. However, a few species feed primarily on sea grasses and
are most common in the Caribbean. Two other species, Nicholsina denticulate and Sparisoma cretensis, are common
over rocky reefs of the Gulf of California and Mediterranean Sea, respectively.
Feeding Behavior
Parrotfishes are primarily herbivorous, grazing intensively
on dead, algae-coated coral, vegetable material, and in some species sea
grasses. Bolbometlopon muricatum, which
consume significant amounts of live coral, are one exception.
Key to the success of parrotfishes is their ability to take
up plant material, detritus and calcareous sediment and process it through the
action of the pharyngeal jaw. This chewing mechanism grinds ingested material
into a fine paste and breaks down algal cells, releasing the cellular material
for digestion.
Like Acanthuridae, parrotfishes
form large feeding groups, sometimes with multiple species, to overwhelm
territorial fishes and deter predators.
Behavior
Parrotfishes are most well known for their complex social
structures. Most are organized into male-dominated harems but others breed
cooperatively or in pairs. Some parrotfishes
are highly territorial while others are mainly nomadic, with the home range
increasing as the size of the fish increases. Large foraging groups of up to
500 individuals form for spawning and to deter predators while feeding.
Parrotfishes feed continuously throughout the day and seek shelter in reefs at
night
Most known forms of communication in parrotfishes are
related to reproduction and are discussed in Reproduction: Mating Systems.
However, in some species male coloration intensifies when defending its
territory, which suggests that visual cues are used to deter invaders.
A unique feature of some parrotfishes
is the production of a mucous envelope at night before resting. The envelope
takes about 30 minutes to construct and is open at both ends to allow water
flow. The secreted envelope is foul smelling and tasting, which may serve to
deter nighttime predators that hunt by scent. Most parrotfishes seek out caves
and ledges in the reef for protection at night, but parrotfishes in the genus
Cryptotomus bury themselves in the sand like Labridae. After creating a hole in
the sand Cryptotomus then produces its mucous nightgown.
Reproduction
Parrotfishes utilize some of the most
complex and unusual reproduction systems known to fishes. Males can be either
primary, i.e. born male, or secondary, i.e. females that have undergone sex
change. In some species there are no secondary males while in others all
individuals are born female (monandric) and change sex when necessary. In the
most complex systems, species are diandric – both primary and secondary males
exist in the population. In these species, individuals proceed through three
distinct phases, marked by color differences.
In fact, the color differences are so
pronounced that for over 200 years researchers regarded some phases as distinct
species. Sexually immature and drab colored juveniles represent the first
phase. The second, known as the initial, phase (IP) can include sexually mature
males or females, which are impossible to tell apart without internal
examination or observation during spawning. The terminal phase (TP) includes
only mature males, which display brilliant colors. TP males usually dominate
reproductive activity through a harem-based social system. The death of a TP
male serves as a social cue for an IP female to change sex and behavior. The
morphology and behavior of IP males may also change in response to the death of
a TP male. In some cases IP males attempt to infiltrate a TP male’s harem by
masquerading as a female. In the so called “sneak spawning” attempt IP males
follow spawning pairs into the water column and release a large cloud of
gametes at peak spawning in an attempt to overwhelm fertilization by the TP
male. IP males are well equipped to perform “sneak spawning” as they have
larger testes and so are able to produce more gametes, while TP males have
smaller testes and rely on aggression to deter other males.
The type of reproductive behavior
described above and whether it involves paired, foraging group or mass spawning
depends on a complex set of behavioral and geographic factors. For instance,
some species, such as Scarus croicensis, exhibit a wide range of
reproductive behaviors depending on the area in which they are found. In
Panama, Scarus croicensis employs a system involving three classes of
individuals: territorials, stationeries and foragers. Territorials are organized
into groups that consist of a dominant female, several subordinate females and
usually, but not always, a terminal (TP) male. Paired spawning occurs within
the territory, which both males and females defend. Stationaries consistently
use the same area for spawning but do not defend it, and foragers include
groups of up to 500 individuals, mostly females. In Puerto Rico, initial phase
(IP) and terminal phase (TP) individuals migrate to temporary spawning areas in
deep water, usually in pairs. Finally, in Jamaica Scarus croicensis
emphasizes aspects of the foraging group system and spawning only takes place
in groups.
The three previous examples illustrate the flexibility of the
socio-sexual mating systems found in parrotfishes. The reasons that different
aspects of the basic spawning system manifest in different areas range from
population density to competition for spawning sites and other resources to
geographic factors like seasons and water temperature.
In general, parrotfishes spawn
year-round, usually at dusk. However, peak spawning occurs in summer for many
species and there is evidence that some species have defined non-spawning
periods. As discussed above, many species migrate to the outer edges of the
reef to spawn but some spawn within defined territories. There is evidence that
some scarids respond to the lunar cycle during spawning, but in others,
spawning correlates closely with high tide, regardless of the time of the lunar
month. In species that spawn several times during the day, the tidal cycle is
followed closely since this is the optimal time for egg dispersal. There is no evidence of parental behavior in
parrotfishes.
The maximum age of most parrotfishes is
less than 20 years and most live less than five years. There is a general trend
in the scarids for larger species to live longer. Subsequently, the largest
scarid, Bolbometopon muricatum, is the one exception to the 20 year
maximum age.
Associations
Location
Source URL
Citation
Jonna, R. 2003.
"Scaridae" (On-line), Animal Diversity Web. Accessed May 31, 2009 at
http://animaldiversity.ummz.umich.edu/site/accounts/information/Scaridae.html.
Parrotfishes have a major impact on
coral reefs through intensive grazing and associated bioerosion. The grazing
patterns of large schools of parrotfish have the effect of selecting for
certain species of corals and algae, and preventing algae from choking out
corals. Many parrotfishes feed on calcareous algae (algae that are high in
mineral calcium) growing on dead, exposed coral by biting off chunks and
turning them into a fine paste. This type of grazing contributes significantly
to the process of bioerosion and the creation of sediment on reefs. For
instance, it has been calculated that a single large parrotfish, Bolbometapon
muricatum (bump-head parrotfish), consumes approximately one cubic meter of
coral skeletons per year, and turns it into fine sediment. In this way large
schools of Bolbometapon muricatum determine the fine-scale topography of
coral reefs.
A separate ecological consequence of
intense herbivory in parrotfishes is the conversion of plant material into fish
flesh. The success of parrotfishes in consuming plant material unavailable to
most other fishes and the large size of parrotfish populations makes them an
important part of the predatory food chain.
Conservation Status
One scarid, Scarus guacamaia
(rainbow parrotfish), is listed as vulnerable to extinction. (The World
Conservation Union, 2002)
Powerpoint Presentation (ID)
Fish Behavior- Symbiosis and Ectoparasites
Expected Learning
Outcomes
By the end of this
lesson students should be able to:
1) discuss whether or not the
cleaner symbiosis represents a mutualistic or parasitic interaction
2) discuss the difficulties that
parasitic isopods face carrying out their life history attached to fish hosts
Cleaning Symbiosis
Many
species of fishes are attacked by a variety of small external parasites,
including isopods and copepods, which burrow into the tissues around the eyes
and nostrils, under scales, and in the gills and mouths. Fishes are commonly observed to spend time at
sites known as “cleaning stations” where they assume a stationary, trancelike
pose while parasite-eating fish and shrimp feed on the parasites. Thus, the cleaning symbiosis has been
identified as a prime example of a mutualistic interaction where both species
benefit. In this relationship, the
client fishes are thought to benefit from the removal of parasites and the
cleaners are thought to benefit from eating the parasites.
In the
early 60s, Limbaugh conducted
experiments in the Bahamas
in which he removed cleaning species from some isolated reefs. When he observed that the number of fish
decreased dramatically on reefs where cleaners were removed he concluded that
the cleaner symbiosis was indeed an example of mutualism.
Later on,
other scientists in Hawaii
conducted similar studies but observed very different results. In Hawaii ,
there was no change in fish abundance and no change in parasite load. These results suggested that in Hawaii cleaners have a
limited ability to control the level of parasites. Moreover, the cleaners may be acting as
parasites themselves by removing bits of flesh and mucous from the client
fishes.
In 1987,
George Losey, proposed that cleaners were nothing more than clever behavioral
parasites who take advantage of the rewarding aspects of tactile
stimulation. Studies conducted in
aquaria had shown that whether they were infested by parasites or not that fish
responded to objects brushing against their bodies in the same manner that they
respond to cleaners. In these cases,
fish appear to pose for cleaning even when free of parasites. Moreover, Losey pointed to a weird behavior
observed in some species of parrot fish known as “pseudo-cleaning” in which
parrotfish assume a trance-like state inside of soft corrals. These trances, which may take place for
minutes at a time several times per day, may be stimulated by the caressing of
branches of the soft corals. Thus, have
cleaners evolved to take advantage of being able to get an easy meal by being
able to induce client fishes into a trance?
Obviously, there is room for a lot more research on this topic.
In the Caribbean the four most common cleaners are gobies, the
initial phase of the Bluehead wrasse, Pederson’s cleaner shrimp, and jeuvenile
Spanish Hogfish. You can see lots of
cleaner behavior is you pay attention during your dives.
Ectoparasites.
Large
isopods from the family Cymothoidea attach to the heads or internal gill
structure of common reef fishes.
Cymothoids attach to the skin of a fish using 7 pairs of hook-like
legs. They generally remain attached to
their host for life. Although they look
menacing attached to their host, it appears that they do not attack their
hosts, but that instead they scavenge pieces of food that float by.
Living your
life attached to a host presents particular challenges. For example, like all other arthropods,
isopods must molt in order to grow. If
they shed their skin all at once, like most other arthropods, then they would
lose their grip on their hosts. Thus,
Cymothoid isopods molt in states; first the front half of the animal molts
followed by the back half.
Obviously,
finding mates is difficult for isopods living on swimming hosts. Usually, a host contains only a single
female, but you can occasionally observe a mated pair. If a male settles on a host with a female he
will mate with her. The females brood
their offspring and release them into the water column. The juvenile isopods must find a new host and
avoid being removed by cleaners.
Eventually,
when the female dies the male changes sex to become a female and waits for a
new male to arrive so that reproduction can occur again.
Isopods are
not found on all species. Interestingly,
isopods appear to be choosy about on which species they settle and where on the
fish they become attached. The isopod Anilocra chromis attaches to both Blue
Chromis and Brown Chromis. But in Florida and the Dominican Republic it attaches to
Blue Chromis and in the U.S. Virgin Islands it attaches only to Brown Chromis
even though both species are common at both locations. Scientists conducted transfer experiments in
aquaria in which isopods from the US Virgin islands were attached to Brown
Chromis from the same site and to previously uninfected Blue Chromis. They observed that the Blue Chromis reacted
violently against the host and that most had lost the isopod by the end of one
day. On the other hand, the Brown
Chromis appeared undisturbed by the attachment of the isopods and most of them
retained the isopod for a week. Thus,
the host species appear to be predisposed to accept isopods. How interesting is this??
Tuesday, June 19, 2012
Fish of Ambergris Caye
The Reef Environmental Education Foundation (REEF) Volunteer Survey Project allows scuba divers, with a good knowledge of fish ID, to collect data about the presence/absence and abundance of fishes as they dive. This data is entered online and is available for use by anyone.
To learn more about the REEF Volunteer Survey Project check out-http://www.reef.org/programs/volunteersurvey
Fishes of Ambergris Caye
Only 7 surveys have been done in the area from Ambergris Caye to Caye Caulker (basically the area we will be interested in studying). Although this is a relatively small data set, it will give us some idea of the most common fishes in the region. Remember that most of the divers will be diving outside of the barrier reef whereas we will be sampling inside of the barrier reef so there might be some differences in the fish community for that reason.
SF: indicates the percentage of the surveys in which each species was observed and DEN indicates the mean abundance category. It might be a good idea to make sure that we can all identify the 50 or 60 most common species. Happy Learning!!!!
Yellowtail SnapperSF: 68.4% | DEN: 2.9
SF: 68.4% | DEN: 2.8
SF: 65.8% | DEN: 2.2
SF: 65.8% | DEN: 2
SF: 65.8% | DEN: 2.1
SF: 63.2% | DEN: 2.8
SF: 63.2% | DEN: 2.9
SF: 60.5% | DEN: 3
SF: 60.5% | DEN: 1.8
SF: 57.9% | DEN: 2.6
SF: 57.9% | DEN: 2.9
SF: 57.9% | DEN: 1.8
SF: 55.3% | DEN: 1.8
SF: 55.3% | DEN: 1.6
SF: 55.3% | DEN: 1.5
SF: 55.3% | DEN: 2.4
SF: 52.6% | DEN: 1.6
SF: 50% | DEN: 3
SF: 50% | DEN: 2.1
SF: 50% | DEN: 2.7
SF: 50% | DEN: 2.1
SF: 47.4% | DEN: 2.7
SF: 47.4% | DEN: 2.3
SF: 47.4% | DEN: 2.1
SF: 47.4% | DEN: 2.4
SF: 44.7% | DEN: 2.2
SF: 44.7% | DEN: 2.4
SF: 44.7% | DEN: 2.6
SF: 44.7% | DEN: 2.5
SF: 42.1% | DEN: 2.4
SF: 42.1% | DEN: 2.1
SF: 42.1% | DEN: 2.2
SF: 42.1% | DEN: 2
SF: 42.1% | DEN: 2.3
SF: 39.5% | DEN: 2
SF: 39.5% | DEN: 1.6
SF: 39.5% | DEN: 2.7
SF: 39.5% | DEN: 2.9
SF: 39.5% | DEN: 2.1
SF: 34.2% | DEN: 2.2
SF: 34.2% | DEN: 2.5
SF: 34.2% | DEN: 1.8
SF: 34.2% | DEN: 2.6
SF: 34.2% | DEN: 2.8
SF: 31.6% | DEN: 1.5
SF: 31.6% | DEN: 1.8
SF: 31.6% | DEN: 1.7
SF: 28.9% | DEN: 2.5
SF: 28.9% | DEN: 1.5
SF: 28.9% | DEN: 1.2
SF: 28.9% | DEN: 2.5
SF: 28.9% | DEN: 2.2
SF: 28.9% | DEN: 2.5
SF: 28.9% | DEN: 1.7
SF: 28.9% | DEN: 2.9
SF: 28.9% | DEN: 1.5
SF: 26.3% | DEN: 2.2
SF: 26.3% | DEN: 2.4
SF: 26.3% | DEN: 2
SF: 26.3% | DEN: 1.4
SF: 23.7% | DEN: 1.8
SF: 23.7% | DEN: 2.7
SF: 23.7% | DEN: 2.4
SF: 23.7% | DEN: 1.1
SF: 23.7% | DEN: 1.7
SF: 23.7% | DEN: 2
SF: 23.7% | DEN: 2.6
SF: 23.7% | DEN: 1.4
SF: 21.1% | DEN: 2
SF: 21.1% | DEN: 2.3
SF: 21.1% | DEN: 2.1
SF: 21.1% | DEN: 2.1
SF: 21.1% | DEN: 2
SF: 21.1% | DEN: 2.5
SF: 21.1% | DEN: 2
SF: 18.4% | DEN: 1.4
SF: 18.4% | DEN: 1.6
SF: 15.8% | DEN: 2.8
SF: 15.8% | DEN: 1.7
SF: 13.2% | DEN: 2.4
SF: 13.2% | DEN: 2.2
SF: 13.2% | DEN: 2.6
SF: 13.2% | DEN: 4
SF: 13.2% | DEN: 1.6
SF: 13.2% | DEN: 1.8
SF: 13.2% | DEN: 2.8
SF: 13.2% | DEN: 2.2
SF: 13.2% | DEN: 1.4
SF: 13.2% | DEN: 2.8
SF: 10.5% | DEN: 1.8
SF: 10.5% | DEN: 2.5
SF: 10.5% | DEN: 1.8
SF: 10.5% | DEN: 1.8
SF: 10.5% | DEN: 2.5
SF: 10.5% | DEN: 1.5
SF: 7.9% | DEN: 2
SF: 7.9% | DEN: 1.7
SF: 7.9% | DEN: 1.7
SF: 7.9% | DEN: 1.3
SF: 7.9% | DEN: 2.3
SF: 7.9% | DEN: 1.3
SF: 7.9% | DEN: 2.3
SF: 7.9% | DEN: 2
SF: 7.9% | DEN: 1
SF: 7.9% | DEN: 1.3
SF: 5.3% | DEN: 1.5
SF: 5.3% | DEN: 3
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1.5
SF: 5.3% | DEN: 4
SF: 5.3% | DEN: 2.5
SF: 5.3% | DEN: 2
SF: 5.3% | DEN: 3
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 1.5
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 2
SF: 5.3% | DEN: 2
SF: 5.3% | DEN: 2
SF: 5.3% | DEN: 3.5
SF: 5.3% | DEN: 1
SF: 5.3% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 4
SF: 2.6% | DEN: 4
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 3
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 2
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
SF: 2.6% | DEN: 1
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