Thursday, July 5, 2012

The Crew: Mark McGinley

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!


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

Interesting Recent Article About the Bumphead Parrotfish from the Indo-Pacific



Bluehead

Bluehead Supermale


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.
Retrieving comments, please wait...
Loading curation controls, please wait...
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

Retrieving comments, please wait...
Loading curation controls, please wait...
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!!!!

  •        SF: 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

  • http://www.reef.org/db/reports/geo/twa/55010002 accessed 6-19-12