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Aquatic Field and Lab II

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1. 5555555 2 2 5 4 4 8 0 OD NOTES FOR INSTRUCTORS scccccsscccsccsccsccccccsccccccccccccccccccesccccccscscccssscsccsscccccescccscscsssssscsscssccess BEACH SEINING AND OTTER __ ______ _ 13 NOTES FOR 9 2 55 9 A APSTONES amp SEMINARS CAPSTONE I TEAM BUILDING S NOTES FOR TINSTRUGCTORS 9 CAPSTONE ECOSYSTEM STUDY 9 NOTES FOR 91 WEEKLY SEMINAR ASSIGNMENT 1 ccccssccsscccccscccscccscccscccscccccscccscccccccscccsccscccccscccscccscccscecece 103 WEEKLY SEMINAR ASSIGNMENT 2 104 EE 106 107 SAMPLE MID TERM EXAM 109 ORAL EXAM AND STUDY GUIDE sisssssssecsssssnesosssccesssacvevosssnsessenesessiassesssesssssceasnssssannassecsnaucssss 111 FISH 221 Course Outline Course Outline
2. wind and is expendable and non polluting NOTES Previously measured cross sectional area from midsection method used for flow meter calculations can be used to find discharge Q VA or if previous area data do not exist an average cross sectional area can be calculated by averaging 3 4 width and depth measurements at the beginning end and along the channel segment being used LAB PRODUCTS Students should switch roles as note taker and meter reader after the first measurements have been made move to a new station 10 feet or so downstream for the second sampling Each team of two students will turn in a one page report that describes these two methods for measuring dis charge Include your two field data sheets as enclosures to your report Be sure to discuss your results in your report Turn in a one page team report at the beginning of the next lab field period Be sure that the names of both the note taker and meter reader appear on these forms REFERENCE 10 5 Forest Service 1994 Stream channel reference sites An illustrated guide to field techniques pp 44 48 46 Dis charge Discharge Field Data Sheet Date amp Time Location Weather Observations Note Taker Meter Tape Reader Discharge Measurements Marsh eo Flow Meter Measurement Distance ft ft ft ft sec 5 _ _
3. 104 Weekly Seminar 2 a Indicators of potential trouble Which of these trouble indicators apply to your team Brainstorm around your circle of members having each team member offer one trouble indicator that applies to your team per round no criticizing or discussion for this exercise it is okay to pass Facilitator should keep this moving fairly quickly Recorder should write responses on flip chart Be sure however that everyone gets a chance to get all of their indicators out in the open and up on the chart Go around the circle as many times as needed to complete this about 20 minutes for this exercise Brainstorm again addressing the question What do to help my team progress to the performing stage If you are already at the performing stage address the question What can I do to make our team perform even better Each member should begin his her statement with T help our team be more successful by Again the facilitator should keep this moving and the recorder should use a flip chart allow about 20 minutes for this exercise Seminar Continues Second session 3 Teams get back together Reporters use flip charts to report to the entire class Allow 10 minutes maximum for each team report Time keepers remind facilitator two minutes before time is up 4 Class evaluation of this seminar exercise 10 minutes 105 Weekly Seminar 2 FISH 221 Quiz I Quiz
4. V LVd 65 SVD 67 saturatio NOTE FOR INSTRUCTORS NOTE Introductory information in this laboratory exercise has been used with permission from the Field Manual for the ES 2 and ES 3 Weiss Saturometers ECO Enterprises 2821 55th Seattle WA 98105 Be sure to check the sites where sampling is undertaken in this exercise to ensure you have access to similar facilities for your students The following is general information to share with your students Important protocols for conducting this lab are included A Principles of Operation The saturometer operates basically as an artificial fish gill Dimethyl silicone rubber tubing is used for the sensing membrane This small hollow tubing will allow the passage of dissolved gasses from the outside water to the interior pressure gauge referenced to local atmospheric pressure for readout Over 300 square inches 200 ft of this tubing is used in the ES 2 instrument The tubing 025 x 012 is wound on frames into acompact sensor A perforated outer shell protects the membrane tubing from damage and allows rapid water transfer A manually operated water jet pump emits high velocity streams of water across the tubing accelerating water transfer and removing air bubbles from the tubing that interfere with dissolved gas diffusion The water jet pump is not needed in undersaturated waters as no bubbles can form
5. ft sec cfs VIO 228 Say 2295 8 X 3 298 2441 PPIM ydoq 3 vasa PON Surs 2 WPM 24 1232 H LL NON 2232 013295 0 MOJA ADUVHOSIG 49 Discharge FISH 221 Macroinvertebrate Sampling Macroinvertebrate Sampling The Surber Sampler Ponar Dredge Grab and Multiple Plate Sampler NOTE This exercise will take 2 lab sessions to complete INTRODUCTION A Surber Sampler Quantitative samples of invertebrates from shallow streams have traditionally been taken by using a Surber sampler A Surber sampler is a fine mesh net with sides and a bag attached to a hinged metal frame that is placed over a 1 0 ft x 1 0 ft x 4 in deep stainless steel bottomless box frame that is buried to its rim in the stream substrate The opening of the net is placed upstream All substrate within the rim and down to the bottom of the box frame are agitated or removed to dislodge organisms which drift into the collectio
6. their individual courses together 1 Aquatic Field amp Lab Methods and Technical Writing Both will attempt to accomplish learning outcomes that jointly satisfy the requirements of each of the individual courses Students may be enrolled in just one or perhaps both all of the linked courses LEARNING COMMUNITIES MARKETING AND ADVERTISING Learning communities if they involve team teaching of multiple courses often require campus wide marketing and advertising A poster or advertisement included in the college s course catalog or in the local newspaper is an effective way of getting the message out about the course It is important to inform and educate all divisions of the college admissions councilors faculty staff administra tors etc about your learning community at least one quarter before it is taught Planning by the faculty co instructing a learning community should start at least two quarters in advance One year ahead of time is not too far ahead COURSE OBJECTIVES TIME LINES During the first week of the learning community faculty and students will gt Develop course objectives requirements gt Develop atypical weekly schedule gt Develop a corporate mission statement The mission statement will continue to be developed throughout the quarter Brainstorming is used extensively during the first two weeks to develop an affinity diagram a tree diagram and set of time lines for the research study These
7. B Make sure you have recorded your observations and measurements in your field notebook C Complete your drawings and data sheets for both your qualitative observations keying out plankton and your quantitative measurements plankton counting density calculations and graphic plot of plankton D Turn in your field notebooks your drawings data sheets and a 2 3 page individually prepared write up of this lab field exercise Plankton Data Sheet Names of Samplers Type of Sample Location 0 2 Subsurface tow ________ ft Length of Tow 0 00 m Tow 2 Tow 1 Surface Subsurface Phtoplankton Zooplankton Calculations Show work Tow 2 Subsurface 19 Plank ton Graphic Plot of Plankton Numbers Names of Samplers 10 105 Logarithm of 1019 Plankton Numbers 10 10 1 2 3 4 5 6 7 8 9 Start date End date Sample Weeks 20 Plank ton Specimens Collected Name __ Section Date Specimen No Genus if known 22 NOTES FOR INSTRUCTORS Be sure to read through this exercise and these notes fully before planning to implement this activity with students as some information needs to be researched and reviewed beforehand A General Considerations We typically use a sampling site used by previous students assuring the availability of historical data that will lead to a better understanding of our results and provide continuity to our current study
8. Video Changing Paradigms from the book by Joel A Baker Discovering the Future the Business of Paradigms 27 Ed Washington Society of Chartered Public Accountants Registration 72514 Videotape distributed by Chart House Learning Corporation 1 800 328 3789 Standard Methods for the Examination of Water and Wastewater 1985 17 Ed American Public Health Association APHA American Water Works Association AWWA and the Water Pollution Control Federation WPCF Statistix for Windows User s Manual 1996 Analytical Software P O B 12185 Tallahassee FL 32317 2185 333pp Fisheries Techniques 1995 Second Edition American Fisheries Society 732pp The Memory Jogger A Pocket Guide of Tools for Continuous Improvement and Effective Planning 1994 1 Edition GOAL QPC Methuen MA The Team Handbook How To Use Teams To Improve Quality 1992 18th Printing Joiner Associates Inc Madison WI 10 Course Outline FISH 221 Field Notebooks amp Journals Field Notebooks and Journals INTRODUCTION As natural resources fisheries and or GIS technicians one of the most important tools you will need to possess will be to observe and record what goes on around you in the natural world Field notes and journals are an important part of developing and improving your observation and data collection skills over time and you will be required to keep both a field notebook and journal this entire quarter Observatio
9. A specially calibrated low volume pressure gauge is used to measure the dissolved gas pressure This gauge measures from 100 to 400 mm of mercury with a full scale accuracy of better than 1 A pressure relief valve is located just behind the gauge to quickly vent internal pressure after a reading is taken for testing leak detection and calibration purposes B Saturometer Use in Rivers Lakes amp Streams Before industrial man started utilizing our waters for power generation irrigation and flood control the only source of supersaturation was waterfalls which trapped atmospheric gasses and carried them into deep pools where the gasses went into solution Nature s way of dissipating the resulting supersaturated condition was to take these waters over turbulent shallow sections of the river that agitated the water bringing the dissolved gasses in contact with the air water interface where they could dissipate and return to the atmosphere The advent of large dams on many fish bearing rivers and streams eliminated these turbulent sections by creating large deep reservoirs that prevented effective dissipation of excess dissolved gas pressures Dam spillways when in operation and not properly designed contributed more to the supersaturation levels Hot water from power generating facilities nuclear or other entering these waters further contributed to this problem Unlike the air we breathe the dissolved gas pressure and composition
10. Biometrics Problem Codfish Length Frequency Distribution Given the following data collected on lengths of codfish answer the questions ie quency gt nN 1 Plot the following data for length frequency distribution of North Pacific black cod as frequency polygons and as histograms first at 1 cm intervals then at coarser groupings of 5 cm 10cm and 20 cm intervals a Compare the effect of using different base points for grouping for the 5 cm group use 25 29 30 34 etc or 27 31 32 36 etc Use 5 cm grouping only on this b The plots should be made on the same effective scale e g when using 5 cm intervals the frequency in each interval will be about 5 times that when using 1 cm intervals so that the frequency should be reduced accordingly 1 for 1 cm intervals 1 fish equals 33 Bio metrics 1 unit on the graph paper for 5 cm intervals 1 fish equals 1 5 unit on graph paper for 10 cm intervals 1 fish equals1 10 unit on the graph paper and 1 20 unit for 20 cm intervals c The length along the x axis of your graph should not be altered Plotted this way the various polygons and histograms should be nearly identical in appearance This example will illustrate the problem of the correct choice of class interval What appears to be the best grouping to use Why 2 You will find
11. Electro shocking Electrofishing Data Sheet Stream Location Stream Reach Date Fork Specimens Time Length tally General Observations 41 Electro shocking NOTES FOR INSTRUCTORS Read the lab carefully follow all safety protocols and explain the following to students prior to doing this lab See APHA Standard Methods for the Examination of Water and Wastewater 1985 and Fisheries Techniques 2 Edition 1996 devotes an entire chapter pp 221 253 for more about the art and science of electroshocking Anyone interested in achieving mastery of this technique should spend considerable time reading and studying these references Electroshocking Theory of Operation An electric field in the water is produced by passing a current between two submersed electrodes between an electrode and the ground We use a newer style electroshocker that has only one electrode and a trailing cable that goes to ground the water Depending upon their design these electroshockers will produce either an alternating current AC direct current DC or in some cases both a current inverter is required to produce both AC stuns fish in its field allowing them to be dipped from the water whereas DC induces galvano taxis so that fish move toward one of the poles the wand that contains the positive electrode Once they swim into the electric field created by the anode wand and cathode ground wire they are
12. Fisheries Techniques 2 edition American Fisheries Society Bethesda Maryland Scott W B and E J Crossman 1973 Bulletin 184 Freshwater fishes of Canada Canadian Govern ment Publishing Centre Ottawa Canada ISBN 0 660 10239 0 44 Electro shocking FISH 221 Stream Analysis Discharge Stream Analysis Discharge INTRODUCTION Measuring discharge or water velocity passing a cross section per unit of time is a task per formed by natural resource technicians as part of establishing permanent reference sites for gathering data about streams and rivers The ability to accurately make and replicate stream channel measurements over a period of years and through changes in personnel is vital We will use the procedure described on pages 44 48 in the U S Forest Service s Stream Channel Reference Sites An Illustrated Guide to Field Techniques April 1994 as our guide to performing this field test Stream discharge Q is the volume of water passing a cross section of a stream per unit of time and is expressed as cubic feet per second cfs Discharge is simply velocity times cross sectional area VA Cross sectional area is determined by stretching a tape across the channel to measure the distance stream width at the cross section location Depth is measured with calibrated rod Area depth X width in small increments across the channel We will use a Marsh McBirney current meter for our velocity measure
13. If there are an odd number of observations n the median is x 1 2 where x nt D 2 represents the 1 2 value in the frequency distribution If there an even number of observations the median 15 x 72 0 2 1 6 100 100 2 Median 100 g L Mean Arithmetic average for all the values in the sample distribution denoted The formula for calculating the sample mean is 2 3 n 2 Xi i l where there are observations in the sample n n Mean x 100 25 1 12 5 27 metrics gt 98 2 99 4 100 3 101 2 102 n Measure of Dispersion Dispersion Range Average Deviation 1 98 2 99 4 100 3 101 2 102 x 1 98 2 99 4 100 3 101 2 102 2 28 Bio metrics Spread or variability of observations in a distribution The difference between the higher value and the lowest value Range 102 98 ug L 4ug L The sum of the deviation of the values from their mean without regard to the sign divided by the total number of values The formula for calculating the average deviation AD 15 AD where there are n observations x x 2 Note Using the absolute value 225 245 of the difference between each value 13 weri ofxand the mean Xwhen solving for 12 average deviation is one way o
14. NY ISBN 0 440 50324 8 Cox G W 1996 Laboratory Manual of General Ecology Seventh Edition W C Brown Publish ers 278 pp Herman S G 1994 The Naturalist s Journal The Grinnell System of Journel Writing The Evergreen State College 275 pp COURSE DESCRIPTION The primary goal of this field and laboratory course is for students to become skilled in the basic use of biological techniques and equipment that are used at the entry level of employment in fisheries and natural resources Along with learning the responsible ethical and safe use of these field and lab instruments and tools students will be able to maintain them troubleshoot and make minor repairs Data collection analysis and reporting of results in both oral and written formats are major objectives of this course Students will work both individually and in teams to complete a wide array of learning outcomes 2 Course Outline COURSE OBJECTIVES Upon successful completion of the course students should be able to 1 Demonstrate an understanding of the scientific method and experimental design in actual field research studies 2 Work individually and in teams to plan and execute a biological field survey Project planning will include mission goals objectives scope of work tasks and timelines 3 Perform the following biological sampling methods with a high degree of knowledge skill precision and accuracy plankton sampling beach seinin
15. Otter doors for bottom trawls are relatively heavy in order to keep the net on the bottom as well as to keep the wings of the net spread open APHA 1985 Most otter doors are rectangular and keep lateral pressure on the net by having the towing warps attached to front brackets while bridles are attached to the back brackets The bot toms of the doors typically have metal shoes to protect the doors from abrasion with the substrate Byrne and Nicolas 1989 One reason for the popularity of trawls is that they sample a discrete area of the bottom or volume of the water column over specified time While trawls are quite versatile in the variety of habitats they can sample they do have some limitations Trawls cannot be effectively fished on bottom substrates that can snag the net Coral reefs aquatic macrophyte kelp beds and rocky outcroppings are examples of habitats that can t be sampled with otter trawls Unless the trawl net is relatively small it generally requires a powerful vessel to pull the net along the bottom It also takes two or more people to handle an otter trawl safely both in the water and when the net is on board 82 Beach INSTRUCTORS Otter Beach Seines A beach seine is a type of encircling net Encircling nets are used to trap fish actively by surrounding them in a fence like wall of netting Surrounding nets provide several advantages over otter trawls because the gear is easy to deploy s
16. be noted Other information should be recorded preferably on a data sheet and should include date time location barometric pressure either measured or calculated from weather service data and altitude charts water and air temperature If nitrogen is needed a dissolved oxygen determination should be made with either a D O probe or the Winkler method If tests at difficult sites or from a boat are required it may be wise to use the wrist straps on the ES 2 or tie line around the handle to prevent loss of either type of instrument An alternative method of obtaining a saturometer reading is preferred some a pump or syringe is used to apply a positive pressure or by sucking on the valve opening to provide a vacuum then the valve is shut so a reading 50 to 100 mmHg above the expected reading is obtained The instrument immersed in the water to be tested is then allowed to bleed down to the equilibration point Agitation may still be needed in supersaturated waters Both methods can be employed and the average value computed for very accurate readings Either method takes generally 4 15 minutes to obtain a reading Factors that can alter the equilibration time and accuracy of the readings include Condition of the tubing periodic cleansing of the membrane tubing in a detergent solution is recommended 2 Temperature of the tubing hot water immersion just prior to taking a reading speeds up reading time 3 Water c
17. phylum class order and family date time of observation location habitat season of the year other plants and animals nearby ecological relationships interactions with other members of the observed ecosystem physical chemical and biological characteristics size color smell sex life stage texture etc sketch of what you observed With the second and subsequent sightings you only have to make general observations such as date time location place these entries directly below your previous entries for this species Draw additional sketches if the appearance is different than previous observations 1 perhaps this eagle is an adult compared the immature one you saw the first time or you now observe salmonberry Rubus spectabilis bush in winter without leaves as compared to the first observation in the spring of the year 3 Diary The Diary section of your journal is where you can be the most creative There are almost no restrictions on what you can write about in this section Many students like to express their emotions and feelings about what they saw in the field that day or how the class itself is going for them good or bad It provides a chance to vent some steam if necessary or go nuts over something that really turned you on that day Remember that your diary entries will be kept strictly confidential No one but your instructor and assistant will ever see what you write her
18. 1996 Setting and hauling beach seines can be done in several ways One method is for a single vessel or person wading in shallow water to fix a towline on shore and then to set a wing and the bunt offshore before turning in to shore and setting the second wing and towline It s common to set the net up current or up wind in some cases to give the net a chance to open to its greatest width However the lead line must be well anchored to prevent the seine from lifting off the bottom if this technique is used The net is hauled in by dragging in the towlines until the bunt reaches shore and the catch can be retrieved 74 Beach Otter PROCEDURE Many studies in which beach seines are used rely on a single haul to represent the fish community in the area being seined Allen et al 1992 These researchers showed that species richness species rank and size distribution of dominant taxa were well represented by the first haul During the next two field exercises we will gather data that will either support or refute the above research findings Equipment and Supplies 2 Boston Whaler boats 1 research otter trawl 1 straight beach seine field notebooks layered clothing raingear hip boots knee boots and or waders this lab exercise and data sheets 6 five gallon plastic buckets 6 plastic specimen tubs camera and binoculars optional species identification keys adults and juveniles 2 YSI dissolved oxygen meters 2 YSI salini
19. Forest Service pg 4 7 Differentiate between ecosystem health and ecosystem integrity pg 5 8 List several ecosystem heath goal objectives and indicators pg 6 9 What are the five 5 main ecosystem management goals listed by Edward Grumbine 10 What is biotic integrity according to James R Karr 103 Weekly Seminar 1 FISH 221 WEEKLY SEMINAR ASSIGNMENT 2 Weekly Seminar Assignment 2 Learning to Work Together Reference Material The Team Handbook How To Use Teams To Improve Quality 1992 18th Printing Joiner Associates Inc Madison WI You will be responsible for the contents of Chapter 6 of the Team Handbook No formal written questions will be required however during seminar time you are required to reflect upon and write your responses to Question 1 below in the Diary Section of your journal Seminar First Session 1 After reading and studying Chapter 6 of the Team Manual thoroughly a Where do you think your team is at this time regarding forming storming norming or performing If your team has progressed past the forming stage describe the behaviors that existed at earlier stages and those behaviors that exist now 15 minutes for this exercise Record behaviors at each stage on flip chart What behaviors describe your team at your current stage of team development 2 Discuss the ten 10 ingredients for a successful team pp 6 11 to 6 21 regarding
20. I 1 Define the following terms and list a living representative of each be as specific as possible a plankton b periphyton c macrophyton d macroinvertebrates e autotrophic f heterotrophic 2 Explain the significance of each of the following as indicators of polluted and or clean water a plankton b periphyton c macrophyton d macroinvertebrate 3 List the five 5 essential pieces of information to be included on sample labels that are inserted into sample containers immediately as plankton samples are collected 106 Quiz 1 FISH 221 Quiz Quiz II 1 Define the following biometrics terms a statistic b biometrics parameter d standard deviation e observation f mode g character of interest h universe 1 experimental unit j population k sample 1 frequency histogram 2 What is a normal distribution curve Why are comparisons between our frequency polygon and the normal distributions curve useful 3 List two 2 types of statistics that describe central tendency and two 2 that describe measure of dispersion Briefly explain what they are Quiz 2 4 Consider the following sample set of numbers 2 3 3 4 4 4 8 10 12 a Construct of frequency table using the above data b Find the range c Calculate the mean d What is the median e What is the mode f Average deviation g Variance h Standard deviation i Draw frequency polygon using the
21. Meeting 5 Week 11 Finals Week Instructor s Choice of Assessment is conducted here 8 Course Outline INSTRUCTION TECHNIQUES Lectures are supplemented with whiteboard illustrations overhead projections and seminars about special reading assignments discussions and handout materials Laboratories include keeping an accurate field notebook and journal use of active and passive fish sampling devices 1 electroshocker plankton gill and trawl nets beach seines collecting preserving identifying and classifying biological specimens and small boat handling maintenance and repair Students work individually and in teams to carry out ecological research studies They are required to write and speak about their results OTHER MATERIALS EQUIPMENT SOFTWARE AND REFERENCES I Sampling Equipment Two 2 Boston Whalers beach seines and otter trawls electroshocker and a wide array of biological sampling equipment and supplies AV Equipment available to students A Overhead projector and mylar projections 35 mm cameras film or digital cameras C LCD projectors D Slide projectors Video cameras and blank video tapes Hardware Software Video IBM PC s located in the classroom Word processing presentation and spreadsheet software Project planning software PERT and Gantt 9 Course Outline REFERENCES Robert W 1990 Leadership Secrets of Atilla The Hun Warner Books New York NY
22. Plankton Sampling amp Analysis Plankton Sampling and Analysis INTRODUCTION Plankton are defined as organisms suspended in a body of water which because of their physical characteristics or size are incapable of sustained mobility in directions counter to water currents Most plankton are microscopic and of essentially neutral buoyancy All of them drift with the currents APHA 1985 Plankton consist of both plants phytoplankton and animals zooplankton and complex interrelationships exist among the various components of these groups Chlorophyll bearing plants such as algae usually constitute the greatest portion of the biomass of the plankton Phytoplank ton use the energy of sunlight to metabolize inorganic nutrients and convert them to complex organic materials they are autotrophic Zooplankton and other herbivores graze upon the phytoplankton they are heterotrophic and in turn are preyed upon by other organisms 1 fish and shellfish and amphibians thus passing the stored energy along to larger and usually more complex animals among trophic levels The heterotrophic animals in these food chains or more commonly food webs release organic materials to the aquatic ecosystem through waste products and when they die These in turn are broken down into inorganic chemicals by bacteria also heterotrophs These inorganic nutrients are released into the water and become useable again by the primary producers the ph
23. WEEKLY SEMINAR ASSIGNMENT 1 Weekly Seminar Assignment 1 Definitions of Ecosystem Management and Related Terms Available on the Web at classes aces uiuc edu NRES325 defin html Pages 1 8 Answer the following questions regarding our seminar reading for this week Write your answers on separate sheets of paper You may also find it useful to jot down comments questions and page numbers a separate sheet to bring to seminar 1 What did Aldo Leopold and Eugene Odum say about ecosystem management pg 1 Roughly what year s did each of these visionaries make these statements 2 Write down sentence by sentence the entire definition of ecosystem management authored by the Federal Interageney Ecosystem Management Task Force June 1995 After each sentence write in your own words what you think the Task Force meant by each statement Continue until you have completed the definition pg 1 3 What else does the Task Force s approach emphasize pg 1 4 List and discuss the seven 7 elements that make up ecosystem management pg 2 according to the Ecological Society of America s ESA s The Scientific Basis for Ecosystem Management 1995 5 Summarize in one paragraph what the ESA says about ecological science as a basis for ecosystem management pp 2 3 6 What are some basic differences between the positions taken on ecosystem management between the US Fish and Wildlife Service and the U S
24. are all continuous quality improvement tools that allow student to practice management leadership teamwork organizational facilitation listening and following skills Other quality management tools used are flow diagrams fish bone diagrams and multivoting nominal group technique for gaining consensus The Memory Jogger Plus is an inexpensive pocket guide for students to learn these management and leadership tools SEMINARS Seminaring is a key ingredient of a learning community One of the major goals of our learning communities is to explore ecological and technological issues from various 1 organizational historical economic social and political perspectives 96 FOR INSTRUCTORS Capstone II ASSESSMENT Assessment is considerably different and usually more comprehensive in a capstone learning community than a traditional class Some of the assessment tools used include a written self evaluation by each student an instructor written evaluation of the student comprehensive peer and instructor evaluations and a portfolio which includes all of the end products learning outcomes including a final research report This portfolio has proven very useful to the student graduate for 1 application to a 4 year college or university and 2 applying for a job It tends to provide much more comprehensive assessment of the student than just a grade on transcript ORAL PRESENTATIONS Students will make pre
25. give the net a chance to open to its greatest width However the lead line must be well anchored to prevent the seine from lifting off the bottom if this technique is used The net is hauled in by dragging in the towlines until the bunt reaches shore and the catch can be retrieved second method requires two vessels or two people wading in shallow water In this case the two vessels or people start together at the farthest point from the beach and set the bag They open the seine parallel to the beach each setting a wing and towline Then the seine is pulled toward the shore and the wings are brought together The bag with the catch is held between the vessels or hauled ashore where the catch can be collected Another common method of seining is for two fishers to set the net perpendicular to shore and then drag the net parallel to shore At the end of the tow the person farthest out turns in to shore and both wings are pulled ashore Murphy and Willis 1996 83 INSTRUCTORS Beach Otter FISH 221 Nekton Sampling Nekton Sampling INTRODUCTION Nekton are all the larger aquatic free swimming animals in lakes seas and ponds whose move ments are largely independent of currents and waves Some species considered to be nekton include fishes squids and whales PROCEDURE Today we will perform nekton sampling in Lake We will be using hook and line to catch and tag resident cutthroat trout We will use the method
26. membrane tubing wall and condense inside the tubing causing a blockage condition If this condition is expected the instrument can be dried out in an electric oven at 180 F for one hour CAUTION Do not dry the instrument or expose to open flame or fire as the tubing may be destroyed Care should be taken to keep the gauge dry and free from corrosion In taking field readings do not allow foreign objects such as sticks sand etc to enter the sensor area C Saturometer Use In Hatcheries Research Facilities An active saturometer monitoring program in government or private hatcheries can prove of great value in preventing fish kills due to supersaturation or oxygen depletion and in regulating the aquatic atmosphere through dynamic control of aerators and source water selection metering and composition control Many hatcheries now employ almost totally artificial man made control of the amount and type of dissolved gases present in their fish bearing waters The advent of inten sive fish farming programs and modern research facilities intensifies the necessity to accurately measure the composition and amount of dissolved gasses present It has been proven that fish kills due to dissolved gas supersaturation are not necessarily due to nitrogen alone but the sum total of all dissolved gas partial pressures the exact condition that the Weiss Saturometers measure REMINDER It is still a necessity to maintain a proper nitrogen oxygen balance
27. tell them what you going to tell them b the body of your talk tell them asummary tell them what you just told them NOTE Theformat and organization of your presentation 15 just as important as its content AV equipment and supplies will be available for your presentation Ask the instructor or assistant to help you with these They include a white board diagrams drawings etc b handouts c overheads the instructor will provide 4 slides e posters f Power Point software Useful tips gt Remember to practice using AV equipment before your presentation gt Practice your presentation in front ofa mirror your family your roommate your dog fellow student gt Time your presentation so that you finish in 16 17 minutes allowing 3 4 minutes for questions from your audience gt Note cards are acceptable but practice enough so you only have to rely on them ina pinch Do not read from them gt Always face your audience even when talking from a slide an overhead or the white board Relax and smile at your audience Keep an eye on your audience to see if they are in tune with your presentation gt Don tlean on the podium Don t confine yourself to the podium gt Walk around it will help you to relax 93 INSTRUCTORS Capstone STUDENT DEVELOPED PROGRAM OBJECTIVES 1 10 94 Capstone II To learn about and practice effective leaders
28. the normal distribution in terms of the mean and the standard deviation and gives the percent of area under the curve between certain points 68 95 99 45 20 lo u the 420 30 Figure 4 Normal Distribution Curve Figure 5 shows the frequency polygon obtained from the chloride determinations in terms of the mean x and the standard deviation s and gives the percent of area under the curve between certain points 4 4 53 5 21 1 25 8 15 25 98 99 100 25 101 102 Figure 5 Comparison of Normal Curve and Frequency Polygon Comparison of Figures 4 and 5 shows that we justified in saying that the frequency distribution approximates the normal distribution Specifically then assuming a normal distribution we would expect 68 of the observations to lie within 16 from the population mean when in fact 75 of the observations were within 1s from the sample mean Likewise assuming a normal distribution we would expect 95 of the observations to lie within 26 from the population mean when in fact 100 of the observations were within 2s from the sample mean In both cases the observed percentages are reasonably close to the expected percentages Tests exist for determining whether or not a frequency distribution might reasonably be assumed to approximate the normal 32 distribution Bio metrics
29. time for all speakers to practice with A V equipment d Assign someone to turn lights off and on Make a good photographic record of the program Keep the program on schedule Give credits to the planners and host hostesses After the Event Personalized thank you letters to speakers and assistants Return all borrowed equipment and or supplies Pay all bills promptly SUMMARY Since each capstone learning community is student driven there is no single outline to use as an example Students are allowed many choices during the quarter Faculty must relinquish the control or authority normally held in traditional course This does not mean however that the students will not be productive The opposite is most often true Once the synergy of the community kicks in this often happens in the third to fifth week of the quarter when students finally accept the fact that they are 100 responsible for their own learning near miraculous learning occurs and learning outcomes are accomplished within the prescribed time lines All of this requires much risk taking on the parts of both the faculty and students making up the community INSTRUCTORS Capstone II TEMPLATE FOR END PRODUCTS The following is a template with examples for constructing list of end product requirements to be completed by each student NOTES Instructors can insert categories here of their own design based up
30. to assure the fish have enough oxygen present to survive Many hatcheries fish farm facilities and research institutes are now altering this nitrogen oxygen balance to obtain optimum growth rates of fingerlings and fry often with great success The necessity of maintaining these de aerated and then oxygen enriched waters at the optimal saturation pressure dictates an active monitor and control program due to the complexity of these systems One failure or mistake gone unnoticed for a given length of time may cause the loss of millions of young fish 70 INSTRUCTORS Gas Super saturation A sudden change source water composition saturation occasionally occurs The first warning signs of trouble without a saturometer monitoring program are usually a lot of belly up fish With a monitoring program such conditions can be detected and corrected before fatalities occur The same is true if the aerator and circulations pump systems should a leak usually at a fitting in a high pressure or high velocity section of piping or in a suction section on the inlet side of a pump occur where atmospheric air can be injected into that point via venturi action causing supersaturation to be present past that point If the condition persists fatalities can occur With spot check saturometer monitoring program the leak can be located and fixed before fatal condi tions occur Stagnant conditions can produce algae blooms often in
31. you got and how they compared with data for the entire class REFERENCES Eschmeyer W N and E S Herald 1983 A field guide to Pacific coast fishes of North America Houghton Mifflin Co Boston Mass 85 Nekton 232 posnfur posn 4 lt pue 4 lt lt P S 5 4 Nekton POEN 3224 LWA 55610 46 pue snuay 87 Nekton FISH 221 Capstone I Team Building Capstone I Team Building INTRODUCTION As we begin our capstone field project we will focus on developing teamwork project planning self esteem and self confidence We will also get a chance to practice our leadership supervisory and following and listening skills One excellent way to begin enhancing all of the above behav iors attitudes and skills is to participate in the ROPES Challenge course NOTE ROPES is an incredibly effective process to develop teamwork PROCEDURE W
32. 1 10 that of the phytoplankton We will sample and analyze both the phytoplankton and zooplankton on a weekly basis throughout this quarter to see if these trophic relationships hold true 15 Plank ton 16 PROCEDURE A General Considerations Before plankton samples are collected a study design must be formulated The objectives must be clearly defined and the scope of the study must remain within the limitations of available personnel time and money Historical biological chemical and physical especially hydrological data should be examined when planning a study Of particular importance are data concerning volume of the lake flow currents prevailing wind direction temperature turbidity depth light penetration anda complete chemical analysis of the inorganic nutrients at all depths in the lake NOTE These observations were made in a previous class During the next two lab field exercises we will do some preliminary sampling and analysis to ensure we have the methodology mastered We will then apply these techniques in later labs e g lake studies We will locate our plankton sampling stations as near as possible to those selected for chemical physical and bacteriological Biological Oxygen Demand and fecal coliform sampling stations to ensure maximum correlation of findings We will establish a 100 meter surface transect by anchoring buoys at the beginning and end of the transect NOTE Our sampling site was used by pre
33. ANand GPS 2 Radar and side scanning sonar Gear and bait used to catch rockfish 1 Poles and reels 2 Bait and lures D The tagging process 1 Tags photos and or drawings 2 Tagging techniques describe protocol include data sheet as a figure Results and discussion Compare past and present populations use tables and graphs here Describe the current management plan for black rockfish in Washington State Results of interviews regarding the effectiveness of this research with 1 1 The captain and crew 2 State fisheries biologists 3 A volunteer fishermen 4 Personal opinion as observer Summary and or conclusions A Discuss how the tagging results will influence future management of black rockfish Summarize how important it is to include the public in a state research project IX Bibliography or references cited A Journal reprints B Personal communications interviews Articles from sport fishing magazines 92 Capstone INSTRUCTORS II Appendices A Tagging protocol used by state agencies B Actual data sheets taken from tagging trip State management plans for black rockfish D Recreational fishing regulations for black rockfish B ORAL PRESENTATIONS OF RESEARCH REPORTS Preparation Your presentation should last no longer than 20 minutes You should allow 3 5 minutes for questions and answers Your report should include an introduction
34. E Team supervisors must ensure all team members have read and understand these proce dures C Field Sampling Scenario Prior to beginning work all students will be required to read and sign the attached Acknowledg ment of Electrofishing Orientation Teams of 2 3 students will sample a 50 100 meter stretch of Creek Proceed as follows Perform a conductivity measurement and take a stream temperature Record data in your field notebooks b The person with the backpack shocker and the net person will be dressed in hip boots or waders elbow length rubber gloves and raingear if raining Polarized sunglasses are extremely helpful The netter should carry a fiberglass handled shallow bag net The person on shore should carry a partially full 5 gallon bucket of stream water or water with MS 222 if fish are to be narcotized before examina tion A second partially full 5 gallon bucket can be used as a recovery tank NOTE Fish should be fully recovered before release back to the stream The stream bank person will key out each fish to common name genus and species determine life stage length and sex and its general health and condition Record all data on the field data sheet This data sheet has been designed to allow a tally of each species to be kept next sampling team will continue its 50 100 meter survey upstream of the first beginning where the first team ended and so on with the third and fourth te
35. INTRODUCTION This course has been adapted for use by the Northwest Center for Sustainable Resources It is suitable for undergraduate and community college programs as well as secondary school programs Aquatic Field and Lab Methods II was designed to be a capstone learning community course for final quarter sophomores majoring in natural resources and fisheries technology Asa follow on to Aquatic Field and Lab Methods I 6 credit capstone course taught the previous quarter this course continues to build on mastery of water quality data collection analysis and presentation skills This course also addresses the learning of biological sampling analysis and presentation The first 5 weeks of the quarter are spent learning biological sampling techniques 1 plankton analysis electroshocking macroinvertebrate sampling beach seining and otter trawling Each student is assigned approximately 2 3 different methods so they can become expert in these methods Once they master these they are responsible for teaching them to the other students in the class Mastery of the methods is then demonstrated to the instructor Also during the first half of the quarter the class reads and seminars on a wide range of topics including ecosystem management understanding ecosystems stream channels large woody debris in forested streams stream temperature and aquatic habitats The class begins learning and using some project plann
36. NCSR EDUCATION FOR A SUSTAINABLE FUTURE www ncsr org 2 Aduatic FIELD AND II NORTHWEST CENTER FOR SUSTAINABLE Resources NCSR CHEMEKETA COMMUNITY COLLEGE SALEM OREGON DUE 0101498 FUNDING PROVIDED BY THE NATIONAL SCIENCE FOUNDATION OPINIONS EXPRESSED ARE THOSE OF THE AUTHORS AND NOT amp NECESSARILY THOSE OF THE FOUNDATION Aquatic Field and Lab Methods The Northwest Center for Sustainable Resources is an Advanced Technological Education project funded by the National Science Foundation Aquatic Field and Lab Methods was developed at Grays Harbor Col lege Aberdeen Washington and was tested and revised at Mount Hood Community College Gresham Oregon Materials were prepared by Don Samuelson Lead Program Developer for NCSR Samuelson holds a M S in General Science Fisheries from Oregon State University B A in Chemistry Biology from Pacific Lutheran University and an A S in Marine Biology from Grays Harbor College Technology education programs in which this course is incorporated are described fully in the Center s report entitled Visions for Natural Resource Education and Ecosystem Science for the 21st Century Copies are available free of charge The authors and the Center grant permission for the unrestricted use of these materials for educational purposes Use them freely Course materials are also posted on our website www ncsr org Please feel fre
37. Plate Sampler Mark Recapture Method Lincoln Index Gas Supersaturation Beach Seining and Otter Trawling Nekton Sampling Additional activities Capstone I Team Building The ROPES Challenge Capstone II Ecosystem Study Learning Communities Seminars Special Topics and Internet Research 6 Course Outline DETAILED SCHEDULE Week 1 Lecture Introduction to Biological Field and Laboratory Methods Reading Preface Notes to Students Chapter 1 pp 1 8 lab text Lecture Designing An Ecological Study Ecosystem Management Week 2 Lecture Literature Research In Ecology Reading Chapter 3 pp 21 25 lab text Lecture Experimental Design in Ecological Studies Reading Chapter 4 pp 26 32 lab text Understanding Ecosystems Seminar Topic Understanding Ecosystems Part I Assignment Biometrics problem Week 3 Lecture Sampling Design in Ecological Studies Reading Chapter 5 pp 33 39 lab text Lecture Writing An Ecological Research Paper Reading Chapter 6 pp 39 42 lab text Seminar Topic Understanding Ecosystems Part II Week 4 Lecture Quantitative Description of Ecological Samples Reading Chapter 7 pp 43 51 lab text Lecture Testing Basic Ecological Hypothesis About Samples Reading Chapter 8 pp 53 59 lab text Seminar Topic Stream Channels The Link Between Forests and Fishes Week 5 Lecture Regression Correlation and Analysis of Variance Handout Topic Time Management Lecture Per
38. S THE CAPSTONE RESEARCH PROJECT learning community approach in this project including some notes on learning com munities in this section Included are guidelines for student project planning and development and presentation requirements A SAMPLE RESEARCH REPORT OUTLINE This is sample of a research report structure that could be provided to students TITLE Management Implications of Rockfish Tagging Research off the Southwest Washington Coast 1 Introduction Begin with a general discussion of black rockfish why tagging is necessary past tagging efforts and end with the purpose or focus of this research report NOTE In critical essay this is your thesis statement Life history and habitat of black rockfish A Life history B Habitat Importance of black rockfish A To humans commercial and recreational fishing B To other animals the food web IV Description of the study area A Use a section of a coastal navigation chart B Photographs taken of coastline Describe the coastal features and bottom characteristics of the area from USCG s Coast Pilot V Description of research vessel and gear A Interview a captain of a research vessel Photos taken during interview 91 INSTRUCTORS Capstone VI Methods and materials A Personnel 1 WDF amp W captain crew and biologists 2 Volunteer fishermen Equipment used to locate rockfish 1 LOR
39. When you design the comprehensive lake study you may want to use grid network established by Global Positioning Systems GPS and Geographic Information Systems GIS Also you may want to establish two parallel transects replicates if your statistical design calls for them B Sampling For sampling phytoplankton and zooplankton in the lake use the protocol described in American Public Health Association s APHA Standard Methods for the Examination of Water and Wastewater 1985 pp 1043 1083 Once the sampling locations depths and frequency have been determined students should prepare for sampling by labelling sample containers glass vials with sufficient information to avoid confusion or error Cut 34 X 2 strips of Rite In The Rain paper 20 strips per team for labels On the label in pencil indicate date sampling station study area lake name type of sample plankton net and depth surface or subsurface If subsurface sampling describe how to estimate the depth of the tow If the samples are to be preserved list the type of preservative and the concentration on the label Also if replicate samples are taken put the tow on the label In their field notebook students should record the sample location depth type date time meteorological conditions turbidity secchi disk reading water temperature and other significant observations These field data may be invaluable when analytical results are interpreted and of
40. ____ 04 __ pom __ _ _ _ E o _ T S T _ o 1 T _ __ _ gt F ST __ T pom _ ___ T T add all Q s from sub sections to get total discharge Total Discharge 47 Discharge 48 Discharge Measurement Calculations Float Method Average Depth Average of 3 4 measurements Average Channel Width Average of 3 4 measurements A Area Average depth X Average width V Velocity Distance ft Avg Time sec Distance ft Time sec sec sec sec sec sec Average Time sec V Distance ft Distance ft Avg Time sec Adjusted V X Coefficient for stream bottom resistance Q AV adjusted cfs 1 Coefficients for stream bottom resistance a loose gravel rocks 0 8 b smooth mud sand hardpan 0 9 c culvert 1 0 2 Rate of flow Q X Correction factor for small streams 1 3 Show your calculations below Dis charge ft ft ft
41. all members of an EF crew When multiple anodes are used in a portable EF operation the buddy system must be used Above all NEVER OPERATE ALONE 10 Stunned fish should be removed from the FF field as soon as possible and not subjected to continuous electroshock by being held in the dip net Using the anode as a dip net is unhealthy for fish and people and should be avoided 11 An EF operation should proceed slowly and carefully avoid chasing fish and other sudden maneuvers Night activities require bright bow mounted headlights Operations should cease during lightning or thunderstorms use discretion during rain Avoid EF too close to by standers pets or livestock 39 Electro shocking 12 All EF crew members must know who their leader is and recognize his or her authority as final in operational decisions However every crew member has the right to ask questions and to express concern about any safety aspect of an EF operation A crew member has the right to decline participation in an EF operation without fear of employer recrimination if he or she feels unsafe in such participation Student Signature Date I have discussed the above named conditions with the employee and am satisfied that he or she understands them Teacher Signature Date Adapted from a form used for employers and employees Reynolds 1995 with permission 17 Murphy B R and D W Willis 1996 Fisheries Techniques American Fisheries Society 40
42. ampling is rapid a large area can be sampled the limits of the sampling area are well defined and fish are captured live with minimal trauma Murphy and Willis 1996 These nets also allow for live release Pierce et al 1990 Beach seines unlike otter trawls can be fished without a boat and can be operated by a single person The beach seine is made of mesh of uniform size and consists of two wings and a bunt section that holds the catch In some seines the bunt is enlarged to form a bag in the netting The wings forma long vertical wall that funnels fish to the bunt The beach seine also features a cork line at the top and lead line at the bottom of the net A 5 6 foot tall pole is also attached to each wing Towing warps or bridles can be attached to these poles Beach or haul seines are typically used in shallow waters where the net wall can extend from the surface to the bottom Seines with a bagged bunt work better in lakes bagless seines are used in rivers Beach seines are often fished in a semicircle around the targeted fish and dragged to shore herding the fish into the net Murphy and Willis 1996 Setting and hauling beach seines can be done in several ways One method is for single vessel or person wading in shallow water to fix a towline shore and then to set a wing and the bunt offshore before turning in to shore and setting the second wing and towline It s common to set the net up current or up wind in some cases to
43. ams 37 Electro shocking LAB PRODUCTS 38 Electro shocking Following this field exercise all equipment materials and supplies will be packed away and stored where directed Be sure to put all batteries on the battery charger Ensure that all routine data weather observations etc and fish data have been recorded in your field notebooks and field data sheets Submit a 3 5 page team prepared word processed or typewritten summary of this lab field exercise Your summary should have a title page table of contents 2 3 pages of text including methods and materials results including tables and or graphs a discussion and references cited An appendix can be included if you choose to include your raw data operating instructions safety precautions etc ACKNOWLEDGMENT OF ELECTROFISHING ORIENTATION I have received instruction and orientation about electrofishing from my teacher result I understand and accept the following conditions 1 Electrofishing EF is an inherently hazardous activity in which safety is the primary concern The electrical energy used in EF is sufficient to cause death by electrocution 2 During operation it is critical to avoid contact with the electrodes and surrounding water The EF field is most intense near the electrodes and can extend 5 10 m outward 3 The electrodes are energized the power source a generator or battery and controlled by safety switches these switch
44. bon Society Field Guide to North American birds Western Region Alfred A Knopf New York 64 Mark ecapture FISH 221 Gas Supersaturation Gas Supersaturation INTRODUCTION A What Is Supersaturation Dissolved gasses are present in all fish bearing waters usually entering the water directly from the air Normally the dissolved gas pressure is equal to the atmospheric barometric pressure just above the air water interface 14 7 PSI or 760 MM of mercury at sea level NOTE 100 saturation is considered normal and ideal Occasionally natural or man made conditions occur that upset this balance Supersaturation can be caused by dam spillways waterfalls power plant outflows algae blooms and other sources If the saturation goes higher than 110 aquatic life is threatened and fish kills can occur If the saturation goes below 80 not enough dissolved oxygen is present to support aquatic life Undersaturation de aerated waters below 100 saturation can occur in some well or spring waters and in still or stagnant ponds Supersaturation causes a disease in fish called the gas bubble disease Air bubbles come out of solution in the blood vessels of fish causing blockage rupture and death This disease is similar to the bends experienced by human divers coming to the surface too quickly from a deep dive B How was the Saturometer invented Large fish kills in the early 1970 s on the Columbia and Snake river syste
45. cter of interest 6 Explain how you would determine the standing plankton crop or biomass both qualitatively and quantitatively in a lake Be specific about equipment and techniques used in sample collection and analysis 109 Sample Midterm 7 Your assignment is to research the change in the periphyton communities related to the installation of a secondary treatment plant on the River List all of the major and incidental observations that should be included in your field notes You collect several periphyton samples to analyze in the laboratory What information should be included in your field notes What information should be included on the sample label you insert in the collection container 8 List at least five 5 major types of observations to be included in field notes when collecting plankton or fish lake Also list at least five 5 pieces of information to be included on labels to be inserted into sample container 9 What is ecosystem management What is adaptive management In your discussion compare the way we have managed natural resources in the past with these new management philoso phies strategies and practices 110 Sample Midterm FISH 221 Oral Exam and Study Guide Oral Exam and Study Guide 1 You will be asked to verbally define and discuss five 5 of the terms from the attached list of watershed related terms The instructor will randomly select terms so you ll have to know the
46. dard deviation for this data 4 Are your data normally distributed How do you know 5 Construct a distribution curve that shows the distribution of your sample data This outline was prepared by L A Lederer Statistician Analytical Reference Service Training Program NCUIH SEC The original document and date where published is unknown 22 io metrics FISH 221 Stream Analysis Electroshocking Stream Analysis Electroshocking INTRODUCTION General Information Electrofishing or electroshocking is the use of electricity to capture fish Electroshockers are particularly useful in areas where uneven bottoms fast flowing water or obstructions 1 large amounts of wood debris are present and make conventional collecting techniques difficult or impossible APHA Standard Methods for the Examination of Water and Wastewater 1985 Electroshockers are non selective in terms of size and type of fish caught however in the streams or ponds we will sample we will be interested in all fish species living in these waters PROCEDURE A Operating Instructions We will follow the operating instructions specified for the backpack electroshocker built by Smith Root Inc Vancouver WA commonly used for electrofishing in streams This battery powered unit delivers 150 minutes of continuous power before recharging is required This unit delivers both D C and pulsed D C at 15 120 HZ and weighs 66 kg The operating instruct
47. data sample set of numbers provided 108 Quiz 2 FISH 221 Sample Mid Term Exam Sample Mid Term Exam 100 points Answer any five 5 of the following use a spearate sheet of paper 1 Explain how you would use the backpack electroshocker to sample fish populations creek Be specific about start up and shut down procedures voltage and wattage settings type of current used and why and what water quality measurements must be made prior to use of electroshocker Why What precautions should be taken to avoid undue stress to fish 2 Describe in detail the use of seines trawls chemicals and hook and line fishing as active fishing methods Give advantages and disadvantages of each method and tell when each might be the preferable method over the others 3 Describe two 2 types of entanglement devices and two 2 entrapment devices used in passive fish sampling Be specific about how when and where used Compare advantages and disadvantages 4 Define plankton periphyton macrophyton and macroinvertebrates Be specific about the types of plants or animals that make up these major groups and where they might be found in the aquatic or marine environment How do they serve as an indicator of pollution Again cite specific examples 5 Define five 5 of the following biometric terms a experiment f universe b observation g experimental unit c population h parameter d sample i statistic e chara
48. e We often make comments in this section that either compliment or disagree with your comments and or thoughts Please keep our comments confidential too NOTE Try to write equally in all three 3 sections every day you write in your journal 13 Field Note books PROCEDURE For this first exercise you will have a chance to use all of your senses to observe a bit of nature around you A Field Scenario You will choose a small portion a few square meters of the natural environment around you to observe for this exercise This involves sitting quietly in your chosen spot and recording in your field notebooks all the required information see the checklist you ve put inside the front cover of your notebook plus everything else you see hear smell touch or taste within your private space Pay special attention to the living things you observe Where are they what are they doing what sounds do they make what do they look like provide a sketch how big are they measure them what color are they NOTE You should be equipped with a metric ruler and a hand lens Also note the physical and chemical environment air temperature weather clouds soil type water conditions elevation etc Be sure to observe both close in and far away from your chosen location for at least 90 minutes Record as much as you can during this time NOTE This field notebook scenario was the brainchild of Ms Judy Moore Biol
49. e based upon our original micrometer calculation for the Whipple disc Then multiply or divide number of cells per milliliter by a correction factor to adjust for sample dilution or concentration Standard Methods outlines the calculations to find of plankton per ml of sample for fields and strips on pp 1062 63 FOR INSTRUCTORS 23 Plank ton 24 REFERENCES American Public Health Association 1985 Standard Methods for the Examination of Water and Wastewater 16 edition WA D C 1268 pp Cupp E E 1943 Marine plankton diatoms of the west coast of North America Bull Script Inst Oceanogr 5 1 Davis C C 1955 The marine and fresh water plankton Michigan State University Press East Lansing MI Hof and T W Snell 1997 Plankton culture manual 4 edition Florida Aqua Farms Inc Dade City Florida Needham and Needham 1962 guide to the study of fresh water biology 5 edition Holden Day Inc San Francisco CA Prescott G W 1978 How to know the fresh water algae 34 Ed Wm Brown Co Dubuque Iowa Reid G K 1967 Pond life a guide to common plants and animals of North American ponds and lakes Golden Press New York New York Whipple G C Fair and Whipple 1927 The microscopy of drinking water John Wiley and Sons New York INSTRUCTORS Plank ton FISH 221 Biometrics is an important tool used to study natural resou
50. e in the distribution thus simplifying our calculations considerably Relative Standard Deviation 30 Bio metrics 3 5 n 1 2 7 0 82 12 s 148 1 22ug L n The standard deviation expressed as a fraction of the mean The relative standard deviation is often expressed as a percent and referred to as the coefficient of variation s c 100 The relative standard deviation is particularly helpful when ing the precision of a number of determinations a given sub stance at different levels of concentrations Statisticians often represent data with theoretical curves which smoother than frequency polygons obtained from experiments in real life However frequency distribution or frequency polygons of experimental data often approximate a mathematical function called the normal distribution curve Normal Distribution Curve Frequency Quantity Measured Figure 2 Normal Distribution Curve In figure 3 the frequency polygon for chloride in water is a fairly good approximation of the normal curve Frequency p i 100 101 102 103 Figure 3 Normal Distribution Frequency Polygon 31 Bio metrics If a frequency distribution is a good approximation of the normal curve we use some facts about the normal curve to give us information about the frequency distribution Figure 4 shows us
51. e to comment or provide input Wynn W Cudmore Ph D Principal Investigator Northwest Center for Sustainable Resources Chemeketa Community College P O Box 14007 Salem OR 97309 Phone 503 399 6514 E mail wynn cudmore chemeketa edu Table of Contents 221 COURSE 50 ABS amp ACTIVITIE FIELD NOTEBOOKS AND JOURNALS PLANKTON SAMPLING AND ANALYSIS ccccsccsscccscccccccccccccccccccccscccscccccscccccccccccscccssscssssscsscscccsscscees 15 NOTES FOR STREAM ANALYSIS ELECTROSHOCKING ccccsccccscccscccsccccscccsscccccccscccscccsceccscccoccccscccsscessssscsssseses 36 NOTES FOR INSTRUCTORS 2 STREAM ANALYSIS DISCHARGE 45 MACROINVERTEBRATE 9 eissoes NOTES FOR 6 2 2 0 MARK RECAPTURE DO 5
52. earing a sturdy pair of shoes with good arch and ankle support is essential Bring layered clothing and raingear NOTE we won t cancel if it rains or 50701657 You don t have to be afraid of some of the more difficult challenges 1 the pamper pole and hole in space You can ask your team s permission to excuse you from certain events You ll be amazed just how much you will be able to accomplish both individually and as a team LAB PRODUCTS Following each event teams will reflect on the significance of that event either to us as individuals orasateam These periods of reflection are definitely as important as the physical challenges themselves There will be no write ups due from this field exercise however you should reflect on this ence in the diary portion of your journal NOTES FOR INSTRUCTORS This activity is one of the first capstone activities we do starting about midway through the quarter It provides opportunities for students to put into practive what they ve learned thus far in this course This type of activity is recommended to help students pull together their collective knowledge and apply what they ve learned The ROPES Challenge Course is an example of an innovative team building exercise We ve used it with adult instructor groups as well as students and responses are almost always positive These courses are available mainly through outdoor adventure centers thro
53. ecies For example adult salmon require a much lower voltage setting about one tenth than juvenile salmon This may also be influenced by the territorial behavior of the adult salmon 43 FOR INSTRUCTORS Electro shocking REFERENCES American Public Health Association 1985 Standard methods for the examination of water and wastewater 16 Edition Washington D C 1268 pp Hart J L 1973 Pacific fishes of Canada Bulletin 180 Canadian Government Publishing Centre Ottawa Canada ISBN 0 660 10459 8 Lamarque P 1990 Electrofishing of fish in electric fields Pages 4 33 in Cowx and Lamargue 1990 Lee D S Gilbert Hocutt Jenkins D E McCallister J K Stauffer Fr 1980 Atlas of North American freshwater fishes Publ No 1980 12 North Carolina Biological Survey McClane A J 1974 Freshwater fishes of North America Holt Reibart and Winston New York New York Mesa and Schreck 1989 Electrofishing mark capture and depletion mythologies evoke behavioral and physiological changes on cutthroat trout Transactions of American Fisheries Society 118 644 658 Marrow J E 1980 The freshwater fishes of Alaska Alaska Northwest Publishing Co Anchorage AK Murphy and D W Willis editors 1996 Fisheries techniques 2 edition American Fisheries Society Bethesda Maryland Reynolds J B 1996 Electrofishing pp 21 2253 In B R Murphy D W Willis editors
54. ectangles having bases on a horizontal axis with centers at the given Histogram scores and heights equal to the corresponding frequencies see figure 1 below Frequency A line graph of frequencies plotted against scores can be obtained by connecting Polygon midpoints of tops of rectangles in the frequency histogram To illustrate the definitions above consider a study in which chloride levels in a lake are to be determined Twelve water samples are taken and chloride levels measured in ug L These measurements are given below 100 101 99 101 100 100 99 102 100 98 101 102 These measurements may be arranged in a frequency table that represents how often each measurement occurred Frequency Table Cae 08 __ __ ef 26 Bio metrics This table then be used to generate a frequency histogram and frequency polygon as follows 44 3 U 5 25 14 T T 98 99 100 101 102 Chloride ug L ppb Figure 1 Frequency histogram for chloride concentrations ug L or parts per billion A Measures of Central Tendency Central Tendency The tendency of values to cluster about a particular value in a distribution of data Mode The value which occurs most frequently In the example aboveMode 100 L Median Midpoint of a distribution of scores It is most commonly used when the distribution is skewed or asymmetric
55. ers Plates 11 and 12 are separated by three spacers and Plates 13 and 14 by four spacers The sampler is approximately 14 long and7 6cm 50 diameter and has an exposed surface area of approximately 1160 and weighs about 0 45 kg Macro inverte brate Because it is cylindrical the sampler fits a wide mouth container for shipping and storage 1985 This sampler can be hung by a line into a lake or stream It can be examined in total for colonization by macroinvertebrates or the plates can be removed and examined both qualitatively and quantitatively one more at a time over period of days or weeks PROCEDURE Equipment and supplies 1 Surber Sampling Surber sampler 6 glass vials with caps 3 white porcelain cake pans with grids 9 strips of Rite in the Rain labels 3 artist paint brushes 1 liter of 10 formalin solution field keys to macroinvertebrates field notebooks and field data sheets 3 clip boards w rain cover hip boots or waders polarized sun glasses optional raingear if needed 2 Ponar Sampling Ponar grab sampler and 50 ft line Stainless steel sieve tray 3 glass vials and caps 1 five gallon bucket 3 white porcelain cake pans with grids 3 strips of Rite in the Rain labels 3 artist paint brushes 1 liter of 10 formalin solution field keys to macroinvertebrates field notebooks and data sheets 3 Multiple Plate Sampling 3 Hester Dendy multiple plate samplers 1 c
56. es must remain off until the signal is given to begin EF 4 The power source has main switch that must be turned off immediately if an emergency occurs 5 The electrodes are usually metal probes suspended in the water If direct current is used from a boat the anodes are in front of the boat to catch fish and the cathodes may be suspended from the sides both can produce electroshock When a metal boat is the cathode the boat is safe as long as all metal surfaces inside it are connected to the hull 6 Moveable anodes on a boat are dangerous especially on metal boats All electrodes conventional EF boat should be in the fixed position during operation 7 Dry skin and clothing are good protection against electroshock The body should be fully clothed during Rubber knee boots are minimal foot protection as are rubber gloves for the hands A personal flotation device must be worn when the water is considered swift cold or deep Ear protection 15 necessary for those working near the generator 8 Atleast two members of the EF crew must have knowledge of CPR and first aid A first aid kit and in an EF boat a fire extinguisher must be within immediate reach during an operation Electroshock can cause heart fibrillation or respiratory arrest CPR can cure only the latter The EF crew must know the location of the nearest defibrillation unit 9 A communication system particularly hand signals must be available to
57. eshwater ecosystems Ident Manual No 9 U S Environmental Protection Agency U S Government Printing Off Washington D C Holsinger J R 1972 The freshwater amphipod crustaceans Gammanidae of North America Biota of fresh water ecosystems Ident Manual No 5 U S Environmental Protection Agency U S Government Printing Off Washington D C McCafferty W P 1981 Aquatic entomology The fisherman s and ecologist s illustrated guide to insects and their relatives Science Books International Boston Mass Merritt R W and K W Cummings eds 1983 An introduction to the aquatic insects of North America 2 ed Kendall Hunt Publishing Co Dubuque Iowa Murphy D W Willis editors 1996 Fisheries Techniques 2 edition American Fisheries Society Bethesda Maryland Rabeni C F B R Murphy and D W Willis editors 1996 Fisheries Techniques 2 edition American Fisheries Society Pages 335 352 57 INSTRUCTORS Macro inverte brate FISH 221 Mark Recapture Method Mark Recapture Method Lincoln Index INTRODUCTION The mark recapture method of estimating animal density is used frequently in fisheries and wildlife studies Pollack et al 1990 This method was introduced in the late nineteenth century by C G Peterson and later re introduced for studying bird populations by F C Lincoln in late 1930 Begon 1980 The method is based upon the fact that if we capture a
58. everal problem sets biometrics participating in eight 8 seminars and facilitating at least one 1 of them completing a team prepared written research report of ecosystem study results writing an article for a local newspaper preparing a video of the learning community experience attending one 1 natural resource meeting in the community making two 2 oral presentations to the general public and a professional audience and turning in a portfolio with work samples In addition students are required to write self evaluations at the end of the quarter and students will evaluate their peers This is 6 credit course which meets for 3 lecture hours and 6 lab hours per week Aquatic Field and Lab Methods II allows students to learn the basic concepts techniques and skills used in ecological surveys and research The scientific method experimental design data collection recording analysis and presentations are emphasized Basic statistical analyses using computers are routinely used in this course and field training includes small boat handling and the skilled use and care of biological sampling equipment Students work individually and in teams to safely carry out real world lake and stream surveys Written research reports and students oral presentations are major components of the course TEXT AND REFERENCES DePree M 1992 Leadership Is An Art Del Publishing a division of Bantam Doubleday Del Publishing Group Inc New York
59. f disregarding the or signs 1 75 3 50 11 50 The sum of the squares of the deviation of the values from their mean divided by the total number of observations minus 1 2 AEN 5 where there n observations n 2 25 5 06 5 06 1 25 1 56 2 12 25 06 24 wo 56 1 68 1 75 3 06 6 12 Note squaring the difference between each value of x and the mean x in determining the variance we disregard the or signs NOTE Using the divisor n 1 instead of in computing seems puzzling at first It can be shown that dividing by n 1 provides an unbiased estimate of the population variance whereas dividing by n produces estimates that are a bit too small dividing by n tends to underestimate the population variance Standard Deviation where there are n observations The square root of the variance s The formula adapted for the hand calculator is N there observations n 2 120617 120601 7 11 16 s 1 21u9 L 6 29 metrics When using hand held calculator the following calculation method be helpful Subtracting a constant from each score in the distribution does not affect the variance or the standard deviation of the distribution We can simplify the computations by first subtracting 100 from each scor
60. for this exercise BACKGROUND INFORMATION A Otter Trawls Otter trawls are commonly used in surveys of demersal species particularly in marine ecosystems and estuaries Murphy and Willis 1996 The general purpose of otter trawling is to provide indices of abundance of different species of finfish and shellfish and provide biological information for understanding their population dynamics For research purposes otter trawling is usually conducted from 5m down to 150 m in depth Many bottom trawl surveys are combined with midwater trawl ing and hydroacoustic surveys Hayes Paola Ferrei and Taylor 1996 A typical otter trawl features a head rope with floats a foot rope with a chain to weigh the net down and scour the bottom top and lower wings a mouth and cod end bridles that connect to a pair of trawl doors that flare outward to keep the wings of the net open when towed and two towing ropes that connect to single or double set of booms on the towing vessel Byrne Nicolas 1989 Otter trawls are towed along the bottom As the net is towed through the water fish entering the net eventually tire and are funneled to the cod end where they are held until the net is retrieved Most trawls are designed so that the cod end is tied shut while fishing and can be opened after retrieval to make removing fish from the net easier Hayes Paola Ferrei and Taylor 1996 Most bottom trawls for scientific programs use otter doors
61. g otter trawling macroinvertebrate sampling mark recapture population assessment various aspects of timber fish and wildlife sampling and monitoring oP 4 Work safely both individually and in teams in a supervised real world lab and field setting 5 Demonstrate critical thinking skills through active participation in seminars project planning report writing and oral presentations of their research project 6 Use previously learned problem solving statistics and computer skills to evaluate and present results of field and lab exercises Critically think about how economic political and social factors affect ecological policies and decision making 7 Maintain accurate insightful and timely field notebooks and journals throughout the term 8 Creatively express themselves orally and in writing through field notebooks journals seminars and written and oral presentations of formal research results be able to use a variety of contemporary audio visual techniques in their presentations 3 Course Outline STUDENT ASSESSMENT Students may be assessed on a variety of activities which they have undertaken during the course Traditional assessment Quiz I 25 pts Quiz 50 pts Mid Term Exam 100 pts Oral Exam 100 pts Final Exam 125 pts Seminars 16 20 pts each Additional methods of assessment Field notebook and journals C Written research report D Presentati
62. g your assigned stream reach Sample at the beginning middle and up current end of your reach Place the contents of your Surber bag into one white porcelain cake pan with grid Sort organisms into different sections of the pan using the artists paint brushes provided Key out your specimens by common name phylum class and order if possible Some specimens may be identified to the family genus and species level Specimens may be keyed at a later time too Count the numbers of each species found After sorting keying out and enumerating your macroinvertebrates place the contents in a glass vial label with location date time type of sampler used replicate number name of collector and other pertinent information using the Rite in the Rain strips Use a pencil to record your information Record observations in your field notebooks and data on your field data sheets PONAR GRAB SAMPLER In your teams of 2 3 take three 3 samples with the Ponar grab from different locations on the lake Pour your samples into the stainless steel sieve tray Rinse with lake water from your 5 gallon bucket until all of the mud is washed away Remove all foreign objects rocks wood chips leaves etc by hand Rinse your organisms into your white porcelain pan Sort according to like organ isms Key them out to the greatest detail possible Count each species Make entries in your field notebooks and on your data sheets After sorting keying counting and record
63. hip management and interpersonal relationship skills supervision planning and organization plan implementation progress tracking commu nications coordination and cooperation To gain confidence and critical skills through practice of all five elements of language reading writing speaking thinking and listening To gain perspectives on local and global social technological and natural resource issues from a review of historical and contemporary writings videos and discussions seminars and guest speakers To be comfortable with answers to those questions regarding these issues that are often incomplete and ambiguous To learn about and practice state of the art techniques related to gt biological and chemical field and laboratory sampling and recording of data gt experimental design and analysis of laboratory and field collected data utilizing existing data base statistics and graphics software gt literature searching gt technical writing for local and state agencies using prescribed formats using advanced word processing of general and technically written letters reports gt grant writing gt production of slide tape video and poster presentations gt organizational work plans and progress evaluation To learn the art of seminaring especially how to think and speak critically and ask good questions of texts teachers our fellow students and ourselves To gain perspectives on our own bias by cons
64. idering the views of others To learn and practice the different stages of the writing process general and technical gathering materials shaping it into writing revising what one has written and editing it for publication and public presentation To practice working with others in exploring ideas solving problems and aiding others in development of basic skills To experience delight excitement fear rapture astonishment and a host of other emotions that creative writing thinking and risk taking can awaken To become better aware of and develop a personal framework of regarding ethics in the work 5 5 place journalism our scientific endeavors and conservation of natural resources INSTRUCTORSs 11 To explore through works of literature and textbooks fundamental questions of our values epistemologies and lives in relation to technological change 12 To learn to participate effectively and comfortably in an oral exchange of ideas about significant literary works to be able to listen and to formulate ideas spontaneously and communicate them to others in large and small groups INSTRUCTORS 95 Capstone II USING THE LEARNING COMMUNITY LINKED COURSE APPROACH The overall delivery of this research study will take on the nature of a learning community either as one which is done formally team taught by two or more faculty or informally where two or more faculty link
65. in water are highly variable and can be adversely affected by many different factors and conditions The location control 68 FOR INSTRUCTORSe Gas Super saturation regulation or elimination of these undesirable factors falls under the jurisdiction of many diverse disciplines regulatory agencies such as the E P A state federal and private fisheries agencies power companies and utility districts the Departments of the Interior and Commerce and private industry are all involved in controlling and maintaining a healthy aquatic environment for fish and fisheries based industries The Weiss Saturometer as a field portable accurate instrument to monitor dissolved gas parameters has proven to bea valuable asset on a world wide basis Both rugged and inexpensive fast accurate readings can be obtained At the monitoring site the sensor membrane section is immersed in the water and the valve closed A few minutes of agitation with the water pump swishing back and forth will indicate whether the water is supersaturated pointer on gauge will move clockwise or undersaturated pointer on gauge will move counterclockwise If undersaturated water is evident no agitation or pumping is needed as air bubbles will not form on the tubing If supersatu rated conditions are present vigorous agitation and pumping every 30 seconds of agitation should be used If no change in the reading occurs equilibration has been reached and that reading should
66. ing place the contents of your tray into your glass vials Label with the same information you used for your Surber samples HESTER DENDY HD MULTIPLE PLATE SAMPLER Your team will place one HD multiple plate sampler in each of three 3 locations Your multiple plate sampler work is done for today You will be responsible for removing two 2 discs each week beginning next week until the quarter ends or you run out of discs Counting will include scraping your disc into a white porcelain pan and keying out and counting as in the Surber and Ponar protocols You should also examine the phytoplankton and zooplankton Calculate the surface area of the discs so that you can quantify the density of each species of macro invertebrates and the phyto and zooplankton Fill out your data sheets and field notebooks each time you collect and analyze your samples Your data will be used for your final research report 56 Macro FOR INSTRUCTORS inverte brate REFERENCES American Public Health Association 1985 Standard Methods for the Examination of Water and Wastewater 16th edition Washington D C 1268 pp Burch J B 1982 Freshwater snails Mollusca Gastropoda of North America EPA 600 82 026 U S Environmental Protection Agency Clarke 1981 The freshwater Mollusca of Canada National Museum of Natural Science National Museum Canada Hobbs H H Fr 1972 Crayfish Astacidae of North and Middle America Biota of fr
67. ing and management tools outlined in The Memory Jogger II A Pocket Guide of Tools for Continuous Improvement and Effective Planning Some initial experimental design work for the ecosystem study will be initiated in the last half of the course Between weeks 6 11 a comprehensive ecosystem study is carried out at a nearby field research site An overnight ROPES Challenge course is the first activity to develop the self confidence self esteem leadership and teamwork necessary to complete the ecosystem study Students are required to keep field notebooks and formal journals during the entire quarter Project planning is well underway by weeks 6 7 Project management continues from week 7 11 As the class takes on the roles of their chosen study mission goals and objectives scope of work and task and timelines are developed to complete the work plan The ecosystem study includes conducting a physical chemical and biological baseline study at the field site Students begin weekly monitoring of such characteristics as plankton lake and macroinvertebrate populations in a creek In addition students use nets and electroshockers to sample fish populations in the lake and creek Water quality sampling using techniques learned during the previous quarter in Aquatic Field and Lab Methods 1 could also be programmed into the weekly sampling schedule Products of this capstone course include keeping a field notebook and journal completing s
68. ion efficiency of estuarine fish Transactions of the American Fisheries Society 121 234 244 APHA 1985 Standard methods for the examination of water and wastewater 10 edition American Public Health Association Washington D C p 1132 Byrne C J and J R Nicolas 1989 Bottom Trawl Survey Manual National Marine Fisheries Science Center Woods Hole Massachusetts Hayes D B C Paola Ferrei and W W Taylor 1996 Active Fish Capture Methods pp 193 220 B R Murphy and D W Willis editors Fisheries Techniques 2 edition American Fisheries Society Bethesda Maryland 732 pp Murphy and D W Willis editors 1996 Fisheries techniques 2 edition American Fisheries Society Bethesda Maryland 732 pp Canadian Journal of Fisheries and Aquatic Sciences 47 1004 1010 Keysto freshwater and marine fishes Hart J L 1973 Pacific fishes of Canada Bulletin 180 Canadian Government Publishing Centre Ottawa Canada ISBN 0 660 10459 8 Lee D S Gilbert Hocutt Jenkins D E McCallister and J K Stauffer Fr 1980 Atlas of North American freshwater fishes Publ No 1980 12 North Carolina Biological Survey McClane A J 1974 Freshwater fishes of North America Holt Reibart and Winston New York New York Marrow J E 1980 The freshwater fishes of Alaska Alaska Northwest Publishing Co Anchorage AK Scott W B and E J Crossman 1973 Bulletin 184 Freshwater fishes of Canada Ca
69. ions are found both in the manual and on the instrument itself B Safety Aspects Electrofishing is hazardous work The batteries used in electrofishing provide enough energy to electro cute person The current that passes through the body and vital organs is particularly dangerous Reynolds 1996 We will read safety precautions over as class before we attempt any electroshocking Before any electroshocking begins both while learning these procedures and once we use the technique for our field study be aware of and practice the following safety procedures Reynolds 1996 1 Never electroshock alone 2 Avoid more than 2 3 samplers per team 3 Have at least one experienced biologist or technician per team That person must actively supervise 36 Electro shocking 4 Avoid operating near bystanders pets or livestock in the creek or near the shore 2 Electroshocking should proceed slowly and deliberately avoid chasing fish 6 Resist the urge to hand capture stunned fish the net person will use a net A missed fish is better than a shocking experience 7 Always shut down the power source when equipment changes repairs or any other non routine situations arise 8 Rest often enough to avoid fatigue 9 Reread the procedures of this lab field exercise before each and every sampling trip We have enclosed these safety procedures in plastic laminate and have attached it to the aluminum carrying case NOT
70. ipple Micrometer Square Figures 3a and 3b in the ocular lens system of our compound microscopes Standard Methods pp 1057 60 and a Sedgewick Rafter S R counting cell pp 1061 63 When determining the number of plankton in 1 0ml within the Sedgwick Rafter slide you practice two different techniques 1 the field method and or 2 the strip method G Estimating Plankton Density In the Lake Once we know how many phytoplankton are in 1 0 ml of our sample we can multiply this times the number of ml in our sample assuming no dilution or concentration We can then calculate the volume of water sampled by our plankton net towed over the 100 meter transect m We know that the number of plankton in our sample came from the volume V sampled by our plankton net Since we know the estimated volume of the lake from supplied data we can divide the total volume V of the lake by the volume of the plankton tow We can then multiply our sample number of plankton by the number of possible plankton tow volumes in the entire lake and get a fair estimate of plankton number at this particular point in time Congratulations you made it 17 Plank ton 18 Plank ton LAB PRODUCTS Be sure you wash plankton nets with fresh tap water thoroughly after each day s use Hang nets in the specified drying area before stowing away Wash and stow all other sampling equipment and supplies away where they belong
71. ity Improvement Leadership Secrets of Atilla the Hun seminar Using Memory Jogger IT Changing Paradigms video Continuous Quality Improvement tools Brainstorming Developing an affinity diagram Developing atree diagram Participating in the ROPES Challenge course 5 Course Outline Project planning ecosystem study Defining our mission and scope of work Using project planning software for ecosystem study tasks and time lines How to conduct team meetings Creating a cause and effect diagram Project management ecosystem study Collection and analysis of physical chemical and biological data Process improvement class activity Fine sediments Large woody debris Stream temperature and aquatic habitat Creating a flow chart class activity Nominal group technique class activity Demonstration of ecological sampling skills individual assessment TOMO Oh gt z Learning to work together Conducting team meetings Preparing for oral presentations Editing and assembling final written report Rehearsal for oral presentation gt Assessment Instructor s choice of method from variety of assessment choices LABORATORIES AND ACTIVITIES Field Notebooks and Journals Plankton Sampling and Analysis Biometrics Terminology and Problems Stream Analysis Electroshocking Stream Analysis Discharge Macroinvertebrate Sampling Surber Sampler Ponar Dredge and Multiple
72. larger holding ponds They produce prodigious amounts of dissolved oxygen that can reach harmful or fatal levels By taking readings on a grid pattern using triangulation measurements a thermal map can be constructed pinpointing the algae bloom source Localized herbicide then can be selectively applied to control this condition without poisoning the entire pond And the presence of too many fish in a given body of water can lead to oxygen depletion These conditions can be detected and corrected with an active saturometer monitoring program before fatalities develop These basic operating procedures outlined are used in hatcheries and other facilities The ES 3 mini or lab saturometer may be better suited for use in smaller size fish tanks as it occupies less space and removes less dissolved gas from the water than the larger ES 2 instrument The longer handle on the ES 2 however allows hatchery personnel better access to outdoor holding ponds which may have water levels a few feet below the ground surface Saturometers can be sterilized with acetone boiling water dilute chlorine or other bacterial agents to prevent the possible spread of diseases from tank to tank or pond to pond D Calculating Percent Saturation Before immersion of the saturometer sensor section in water the pressure gauge will indicate a zero reading This is the point at which the pressure inside the instrument is equal to the local atmo spheric barometric pressu
73. lly turns toward the anode and exhibits electrotaxis forces swimming towards an electrode As the fish nears the anode a new threshold causes narcosis muscle realiza tion and loss of equilibrium While under narcosis the fish may continue to swim upside down toward the anode Tetany is achieved near the anode Continuous DC elicits taxis and narcosis in fish if the appropriate threshold is reached The effects of pulsed DC are less predictable Depend ing upon fish size and species taxis and narcosis may not occur Continuous DC requires more power than does pulsed DC The importance of electrofishing induced stress is often unrecognized by the technician or biologist because captured fish may appear normal However the stress syndrome results in an abnormal physiological state including a reduced respiratory level and acidosis This stress may take hours and or days for complete recovery Recovering fish are also more susceptible to predation less competitive and unable to feed Wild fish require a longer period to recover than do hatchery fish Mesa and Schreck 1989 Biological Factors Related to Electroshocking Electrofishing tends to be more effective for some fish than others Fish with fine scales 1 salmonids tend to be more vulnerable than those with thick scales 1 ciprinids Fish that inhabit shallower shoreline waters are also more susceptible to electroshocking Electrofishing is selective for larger fish of a sp
74. m all 2 Describe in detail each of the following physical chemical and biological sampling procedures Describe in terms of equipment needed protocol for sampling and analysis and the nature of the data collected units of measurement description of data sheets use of data Plankton sampling and analysis Surber sampling Otter trawling Beach seining Flow water velocity or discharge 3 Be prepared to discuss benefits or disadvantages of Continuous Quality Improvement as set of project planning and management tools to carry out our research study this quarter 1 did they help or hinder our goal to complete several major team end products You will be graded strictly on how well you defend your point of view pro or con not on what you think I want to hear 4 Be prepared to discuss pros or cons of the learning community teamwork seminars students teach other students journals oral presentations portfolios approach to learning versus more traditional approaches Again you will be graded on how well you defend your point of view not on what you think the instructor wants to hear Sample Oral Exam Study Guide Watershed Related Terms The following is a list of watershed related terms that will be fair game for definitions and description for the final oral exam Accuracy Adaptive management Alkalinity Baseline survey Bed load Benthic Biodiversity Bioregion Buffer s
75. ments We will also learn the float method for making velocity measurements when a flow meter is not available or when time is limited EQUIPMENT AND SUPPLIES Flow Meter and Float Method Marsh McBirney flow meter spare battery for flow meter field notebook and or field data sheets clipboard pencils fiberglass cloth measuring tape min length 25 ft hand calculator chest waders or hip boots raingear polarized sunglasses optional stopwatch or wrist watch with second hand 5 10 floats orange peels or water soaked blocks of wood Dis charge PROCEDURE Current Velocity Measurements Marsh McBirney Flow Meter Procedures for this exercise are found in the Meter manual Figure 58 shows the exact types of data you should enter in your field notebooks or on your field data sheets Computing Discharge We will calculate sample measurements and calculations in the laboratory before we go to the stream Record your field data on the data sheets provided Float Method for Current Velocity The float method is a simpler way to estimate discharge provided velocity has been previously measured and cross sectional area calculated Equipment for the float method measurement is simple a measuring tape timer a stop watch or digital watch and 5 10 floats For floats use an orange peel a water soaked block of wood or other natural material that sinks at least halfway into the water is visible from shore won t be moved
76. ments to only those units of interest to the study The universe is the set of all experimental units of interest in the study Population refers to the set of values for the characteristic of interest for the entire group of experimental units about which the inferences are to be made the universe Observations are not taken for all possible experimental units only a sample is taken A sample is a set of observations usually only a small fraction of the total number that will be taken Thus samples represent a portion of the real world that has been selected for measurement The sample statistic is an estimator of the population parameter and there is a certain degree of variation among samples When trying to characterize a population we cannot obtain a perfect representation of that population by only 25 Bio metrics looking at sample For example if we want to know about the population mean we take an adequate sized sample and determine the sample mean The population mean is a parameter The sample mean isa statistic The statistic is related to the parameter in the same way the sample is related to the population Hence we speak of population parameters and sample statistics Frequency Indicates how many times a particular score occurs in collection of data Frequency tabular arrangement of data ranked in ascending or descending order of Table magnitude together with the corresponding frequencies Frequency A set of r
77. mine specimens as soon as possible after collection if possible Plank ton Preservation The most suitable phytoplankton preservative is Lugol s Solution which be used for all forms including flagellated phytoplankton D Concentration or Dilution The plankton contained in water samples often have to be concentrated if too few are contained in the sample or conversely diluted if necessary You will determine if concentration or dilution is necessary when you begin your analysis Standard Methods gives exact instructions on pp 1054 55 It isimportant to record the amount of dilution or concentration used since these factors will be used in our final calculations of plankton density A Sedgewick Rafter Counting Cell will be discussed under Item F below E Microscopic Identification of Plankton You will use both a compound and binocular microscope for identification of the phytoplankton and zooplankton in your mixed sample A depression slide works well if there are some macro scopic zooplankton in the sample Use a drop of Protos o to immobilize fast track zooplankton Use plankton keys supplied by the instructor to identify plankton Try at least to key your speci mens to common name genus and species Draw a sketch of each plankton on the sheets provided Plankton Counting We will use the counting protocol specified in Standard Methods pp 1057 1067 This method includes calibrating and using a Wh
78. ms in the Pacific Northwest prompted the E P A to take action to solve the problems An inexpensive field portable accurate instrument to measure dissolved gas pressures at many various locations was needed Dr Ray F Weiss with the Scripps Institute of Oceanography in conjunction with people from Region 10 E P A in Seattle designed the first operational saturometer ECO Enterprises redesigned and started manufacturing these instruments in 1972 Your instructor will provide you with pertinent background information standards and protocols 65 Gas Super saturation PROCEDURE We will visit our local fish hatchery Students will work in teams of 2 4 1 Following the procedure demonstrated by the instructor or assistant determine the baro metric pressure using a mercurial barometer This reading may be verified by checking with a local airport 2 Using the ES 2 Weiss Saturometer the long handled type and following the correct protocol determine the percent saturation for the lake at the floating net pen Use the same saturometer to find percent saturation in the creek at the outfall below the lake Record your measurements on the field data sheet provided Exchange your instrument with other teams when completed 3 Using the ES 3 Weiss Saturometer the short handled meter determine the percent saturation in the headbox inside the hatchery Measure the percent saturation in at least one 1 of the fish tr
79. n approx fresh water Conversion ofml L tomg L 1ml LO 1 42903 mg L Distance Hydrostatic Pressure 72 Gas Super saturation 1 ml LN 1 25043 mg L 1 Ar 1 78419 mg L 1 ft 3048 meters 1 meter 3 281 feet 1 meter of fresh water 20 C 73 43 mm Hg 1 foot of fresh water 20 C 22 89 mm Hg 1 meter of seawater 35 ppt 20 74 88 mm Hg 1 foot of seawater 35 ppt 20 C 23 34 mm Hg Pressure 1 Std atmosphere 760 mm Hg 1 013 Bar 10 35 meter 32 2 ft of fresh water at 20 10 15 meter 32 56 ft of seawater at 35 ppt and 20 C 14 22 lbs sq in 101 325 kilopascals 760 torr 0 1 kg cm Temperature C 5 9 F 32 9 5 32 K 273 15 Volume 1 cc 6 1 X 103 cu in 1 ft 28 32 liters REFERENCE ECO Enterprises 1985 Weiss saturometer field manual for the ES 2 amp ES 3 instruments ECO Enter prises 2821 N E 55th Seattle WA 98105 206 525 4784 or 206 523 9300 also 1 800 426 6937 Exc WA 73 Gas Super saturatio FISH 221 Beach amp Otter Trawling Beach Seining and Otter Trawling INTRODUCTION A Otter Trawls Otter trawls are commonly used in surveys of demersal species particularly in marine ecosystems and estuaries Murphy and Willis 1996 The general purpose of otter trawling is to provide indices of abundance of different species of finfish and shellfish and provide bi
80. n bag Rabeni 1996 The standard mesh size of the net is 9 threads cem While a smaller mesh size might increase the number of organism collected it also will clog more easily and exert more resistance to the current than a larger mesh This sampler is specific for the macrobenthos many microcomponents of the benthos are not collected APHA 1985 B The Ponar Grab Sampler This sampler is used extensively in medium to deep rivers lakes and reservoirs It has side plates and screen top of the sample compartment to prevent sample loss during closure With one set of weights the standard 23 X 23 cm sampler weighs 20 kg The large surface disturbance associated with the Ponar grab can be reduced by installing hinged rather than fixed screen tops thereby reducing the pressure wave associated with the samplers descent This sampler is best used for sand gravel or small rocks with mud but can be used in all substrates except bedrock APHA 1985 C Multiple Plate or Modified Hester Dendy Sampler The multiple plate sample is constructed of 0 3 cm thick tempered hardboard with 7 6 cm round plates 2 5 cm round spacers that have center drilled 1 6 cm holes The plates and spacers held together by 0 63 cm diameter eye bolt and nut at the bottom There 14 large plates and 24 spaces in each sampler With the modified Hester Dendy sampler the top nine plates are separated by a single spacer and plate 10 by two spac
81. nadian Govern ment Publishing Centre Ottawa Canada ISBN 0 660 10239 0 Tai Beach Otter WWO 1932 sogum 1 8 4 IPL JO IBLIS 8 681 PIAS ee 90126 78 Beach Otter 5 Jog JoquINNy 16301 eq 8910946 29 9 2U01 99 OD Jo jo _ 294 79 Otter Yo 344 1 9 068 11 10 JO IBLIS MPI 12995 eq SUMEI L 12330 Beach Otter H MEIL MEIL MEIL MEIL INO 8910946 29 9 00 2A __ 81 Beach Otter NOTE FOR INSTRUCTORS NOTE Other types of sampling such as trap netting or gill netting may be substituted for the otter trawling if desired as otter trawling is specific to marine sampling and specific equipment such as boats with sufficient horse power is required
82. nd mark some members of a total population recapture them and then sample the population again to find out what proportion of the sample bears the mark we can then by proportionality estimate the total population size The proportionality is Rearranging this proportion we get the more familiar formula Estimated population Mn r where N estimated total size of the population M number of animals marked in the population n total animals caught in the recapture sample r number marked in the recapture sample NOTE This estimate is for the date of marking not the date of recapture This method is commonly used because it is relatively easy to accomplish relatively inexpensive can give fair estimates of population density in rather short time frame It is however somewhat inaccurate because 1 N is nota very precise estimator of N unless the sample size is large or a high proportion of the population is marked 58 Mark Recapture 2 Several assumptions may or may not be valid in an actual population Cormack 1993 These assumptions are a marks are not lost b there is recruitment into the population by reproduction growth immigra tion or emigration out of the population c marked and unmarked animals behave alike mortality rates activity and response to traps are the same Jolly 1965 devised a capture recapture statistical model that considers death and immigrating
83. nfident with a specific probability that the true population lies In general the value we add to and subtract from for the upper and lower confidence limits any estimate 15 given byK VS where 52 15 a variance and is the normal curve variate Unfortunately the variance is not straight forward for the Lincoln index population estimate Therefore the formula we will use for our exercise today is S M n n r 3 Enter here your estimate of 52 Take the square root of 5 and enter here your value of 52 The useful normal curve variates K for the 95 probability is 1 96 taken from a table of normal curve variates at different probability levels Thus now multiply 1 96 times S and enter it here This is the value you will add to and subtract from your estimate of N to give the upper and lower limits of the confidence interval Give those limits here Now write comprehensive statement the space below that gives the confidence intervals for the estimate of the coho population in the lake To get the 99 confidence limits for our population estimate multiply S times 2 58 the normal variate for 99 probability and then add and subtract this value from your estimate of N Give those limits here Some of the formuli listed above were taken from Cox G W 1996 Laboratory Manual of General Ecology Seventh Edition 63 Mark Recapture LAB PRODUCTS During the lab Carry out the bean cou
84. ns insights and key information you learn in this class will not only help you in this class but it will provide an excellent record for you to refer back to whenever needed You will develop record keeping skills by keeping field notes and journals daily basis Periodi cally both your field notebooks and journals will be turned in to be reviewed by the instructor or his her assistant Use your text Naturalist s Field Journal as your guide for both format and content for your field notebooks and journals see course outline text and references FIELD NOTEBOOKS The field notebook is usually a Rite In The Rain type either the 3 5 5 size or the spiral bound Both are designed to fit in your shirt or back pocket Both types can be purchased for about 3 4 at the college bookstore You may fill up several notebooks during one quarter Always write in your notebooks using a 2 pencil or black waterproof ink Most inks will run in the rain Remember too that field notebooks always go with you into the field Use your Rite in the Rain field notebooks to record your observations and measurements when field data forms are not provided Also record questions and insights and make diagrams and sketches whenever possible At the end of the day you should always transcribe your field notes into your journal Items in your field notebooks should describe what whene where why and how 1 Fr
85. nting and calculations Participate the discussion Complete your calculations and fill in your data sheets and calculations Exchange data with other teams Use your estimate of N for the calculations of confidence intervals Following the Lab Clean up your lab space Separate brown and white beans and return them to their appropriate containers Turn in one team data sheet with names of all team members the upper right hand corner of the first page Turn in a 2 3 page team report that addresses the questions in the lab exercise Be as specific as possible REFERENCES Begon M 1980 Investigating Animal Abundance Capture Recapture for Biologists University Press Baltimore Maryland Cormack R M 1993 Variances of Mark Recapture Estimates Biometrika 49 118 1193 Cox G W 1996 Laboratory Manual of General Ecology Seventh Edition Wm C Brawn Publishers Dubuque IA pp 66 67 Jolly K G M 1965 Explicit Estimates from Capture Recapture Data with Both Death and Immigration Stochastic Model Biometrika 52 225 247 Pollack K H J D Nicols Browne and J E Hines 1990 Statistical Inferences for Capture Recapture Experiments Wildlife Monographs No 107 Identification Guides Leonard W P H A Brown L L C Jones K R McAllister and R M Storm 1993 Amphibians of Washington and Oregon Seattle Audubon Society Seattle WA ISBN 0 914516 10 8 Udvardy M D F 1985 The Audu
86. nts of a non scientific nature save these for your Diary Journal entries are a bit more formal than field notebook entries pay more attention to complete sentences grammar and punctuation Journal entries can serve as legal evidence and are often bound and placed in library collections Follow the examples Herman s text for both format and content and you can t go wrong It goes into great detail as to the specific format and style of the field journal You will be required to learn and use this style Consult Herman s text whenever you are in doubt His book is based upon the Grinnell System of Journal Writing which 15 very disciplined type of technical writing 2 Species Account The first time you see a particular species of a plant or animal it should be noted in your field notebook Sketch it right on the spot Describe the habitat you found it living in What other species of plant and animals were also living in this habitat Describe what life stage or season of the year you observed the plant or animal As you transcribe this new species to your Species Account Section of your journal describe in full detail what you observed the first time you noted it This may take more than one page You may have to look up some scientific information or even key out the species the first time you record it As minimum you should include Common name Scientific name genus and species Other taxonomic classifications
87. ogy Instructor Yakima Valley Community College Yakima WA It is included with her B Naturalist s Field Journal Exercise The same day or night after you make your initial field observations in your field notebooks take some time to transcribe your records equally in the three 3 sections of your journals There should be plenty of information to fill a number of pages in each section Be sure to consult Steve Herman s text for format and content You may also have to consult taxonomic keys for animals and plants when you do your species accounts NOTE Sketches should be your own not a photocopy of a picture froma book Remember that in the Diary Section of your journal it s your chance to reflect on how this nature observation exercise related to you as a person How did you feel as were sitting quietly observing and writing Does this bring up any memories of your past How do you or humans in general fit into or relate to nature today This section of your journal will feel very much like you are writing an English paper you have the freedom to explore and expound upon your feelings emotions opinions and put them into writing very unlike most scientific or technical writing you will do And it s OK to take a few notes in your field notebook to jog your memory later when you write them in more detail in your diary LAB PRODUCTS Turn in your field notebooks and journals 14 Field Note books FISH 221
88. oil of nylon cord to attach sampler knife field notebook and data sheets Teams of 2 3 students per team will practice using the Surber sampler in Creek 51 Macro inverte brate 52 Macro inverte brate LAB PRODUCTS A Data sheets for the Surber and Ponar portions of this lab will be turned in to the instructor B Data sheets for the Hester Dendy sampler will be due at the end of the quarter when you turn in your field notebooks for final grading C Prepare a team write up 1 2 pp for this lab exercise Address the effectiveness of each method when where why and how each is used and the value of macroinvertebrate data to an overall watershed ecosystem study andoy UATMNVS 05 1 SSHNVN 28 inverte brate 4 3 2 1 201 1 201 inverte brate ondoy 122 1 201 jo inverte brate NOTES FOR INSTRUCTORS Explain the following prior to or as students do the lab SURBER SAMPLER Teams of 2 3 students per team should practice using the Surber sampler in Creek Duplicate Surber samples should be collected at three stations alon
89. ological information for understanding their population dynamics For research purposes otter trawling is usually conducted from 5 meters to 150 meters in depth Many bottom trawl surveys are combined with midwater trawling and hydroacoustic surveys Hayes et al 1996 One reason for the popularity of trawls is that they sample a discrete area of the bottom or volume of the water column over specified time While trawls are quite versatile in the variety of habitats they can sample they do have some limitations Trawls cannot be effectively used on bottom substrates that can snag the net Coral reefs aquatic macrophyte kelp beds and rocky outcroppings are examples of habitats that can t be sampled with otter trawls B Beach Seines A beach seine is a type of encircling net Encircling nets are used to trap fish actively by surrounding them in a fence like wall of netting Surrounding nets provide several advantages over otter trawls because the gear is easy to deploy sampling is rapid a large area can be sampled the limits of the sampling area are well defined and fish are captured live with minimal trauma Murphy and Willis 1996 These nets also allow for live release Pierce et al 1990 Beach seines unlike otter trawls can be used without a boat and can be fished by a single person Beach seines are often fished in a semicircle around the targeted fish and dragged to shore herding the fish into the net Murphy and Willis
90. on of field research to general and professional audiences E Demonstration of lab field skills using the following equipment methodologies 1 Electroshocking 2 Surber Sampler 3 Ponar Dredge 4 Plankton Sampling Counting 5 Beach Seining 6 Otter Trawling Self assessment of performance G Instructor evaluation of student performance written Peer review of performance TOPICS 1 Introduction to Biological Field and Laboratory Methods A Syllabus 1 Texts 2 Course Description 3 Course Objectives 4 Topics 5 Techniques of Instruction 6 Laboratory Field Exercises 7 Methods of Evaluation 8 Other Instructional Materials Equipment Software and References 4 Course Outline Op gt Ow gt OW gt MnO Oe gt Course Outline 1 Field Notebooks and Journals 2 Seminaring 3 Project Planning Field Research Project Overview of an ecosystem study Ecosystem management seminar Literature research in ecology Experimental design in ecological studies Understanding ecosystems I seminar Important considerations of ecological studies Sampling design in ecological studies Writing an ecological research paper Understanding ecosystems seminar Quantitative descriptions of ecological samples Testing basic ecological hypothesis about samples Stream channels seminar Regression correlation and analysis of variance Management leadership Personal time management Continuous Qual
91. on the end products they decide upon Students should be directed to pay close attention to specific due dates of each end product End Products Due date Date Completed Field notebook or journal Written research report Oral presentation of research Demonstration of lab skills Self evaluation Instructor evaluation of student Peer review Guidelines for grading oral presentations of research Criteria Percentages Public Speaking Skills FOR INSTRUCTORS 99 Capstone II 7594344 qwiquapifuos 421445 1424 17102 58 1194 ANOX 52070 41 0 0122 241 01 qua anok aqva 2574 61 suru drys uefg wear 29 0 9 1 JEUTUIIS Ydd MATA LNAWSSASSV ATAS 100 Capstone II S LNAAALS AO YOLONUISNI 101 Capstone II REFERENCES Brassard M 1989 Memory Jogger Plus First Edition GOAL QPC 13 Branch Street Methuen MA 01844 Department of the Navy 1992 Handbook for Basic Process Improvement Chief of Naval Operations Executive Steering Committee and the Department of the Navy s TQL Office Washington D C 102 Capstone II FISH 221
92. onditions oil industrial waste other pollutants coat the tubing adversely affecting equilibration time and instrument accuracy 4 Restrictions to gas flow swagelok fittings being tightened too far can pinch off the teflon tubing used to transfer pressure to the gauge There are four frame windings in each INSTRUCTORS 69 Gas Super saturatio instrument and eight membrane tubing ends brought into the accumulator manifold pinch off in one of the membrane frames will generally not impede accurate readings as the gas has essentially two directions it can flow to get to the manifold and gauge 5 Leaks a leak anywhere no matter how small will adversely affect both the equilibration time and final reading NOTE The instrument must be maintained as a sealed system Equilibration is defined as the point where the internal dissolved gas pressure equals the atmospheric pressure at the measurement location plus the gauge diaphragm and spring pressure that moves the gauge pointer to its stable position After readings are taken the lower section of the instrument should be rinsed off with fresh water dried and the instrument should be stored in a plastic bag or suitable container away from excess humidity direct sunlight or heat extremes If slow reading times are experienced it may be due to the presence of water in the tubing Long term immersion is not recommended as some water vapor can traverse the
93. ont Covers Some important information to include on the front cover of your field notebooks includes course number and course name a note that says If found please return to your name address and phone Note books 2 Inside the Front Cover Important information to write inside the front cover includes the following reminder checklist date time weather observations locations landmarks routes to and from your destinations field notes from instructors or guest speakers in the field mileage to and from destinations plants animals and habitats observed questions and or insights qualitative observations based upon your senses of sight smell hearing touch and taste quantitative measurements when field data sheets are not provided animal signs tracks scat calls etc maps drawings and sketches who was with you on your data collection trip NATURALIST S JOURNAL You will transcribe notes taken in the field into your journal Unlike your field notebooks your journal does not go into the field Your naturalist s journal consists of three major sections The Journal Species Account and Diary 1 The Journal 12 Field Note books This first section is much like your field notebook Much of the information you recorded that same day in the field can be transcribed to this section of your journal Things to avoid in this section are personal feelings emotions and comme
94. oughs containing coho salmon fry Record your measurements on the field data sheet provided Exchange your instrument with other teams when completed 4 With your instructor s direction perform your calculations and record them on the data sheets provided EQUIPMENT AND SUPPLIES field notebook lab exercise and data sheets mercurial barometer ES 2 and ES 3 Weiss saturometer telephone hand held calculator LAB PRODUCTS At the end of this lab you will be responsible for e Rinsing both the ES 2 and ES 3 saturometers and stowing them away according to the hatchery manager s directions Complete your data sheets Remember to obtain data from other teams to calculate mean and standard deviation for percent saturation measurements taken by your team Turn in one data sheet for your team at the beginning of the next lab field period Remember that each individual is responsible for the procedure data collection and calculations for this exercise Gas Super saturation 2 3204 PWO IPW of SWELL 4 001 X woneimyes 4 SUNM Uone megs uoneImMes 0 0 JUD UN Ys Uy gt
95. phyton 4 macroinvertebrates autotrophic f heterotrophic Short Answers Explain how each of the following are of significance as indicators of polluted and or clean water a plankton b periphyton c macrophyton d macroinvertebrate Essay Answer any five 5 of the following 1 List five 5 different physical chemical and or biological factors that should be controlled in a bioassay and explain why each is important to the final outcome of the experiment 2 Describe in detail two 2 types of active fish sampling methods or devices and two 2 types of passive methods or devices Be specific about how when where and why used Give the advantages and disadvantages of each 116 Sample Exam 3 Describe how you would design a bioassay to determine the toxic effect of cupric ion Cu coho salmon in the Chehalis River When might a static bioassay be appropriate A flow through system 4 Explain the principal of electroshocking and how you would use the backpack electroshocker to sample fish populations in a creek Be specific about start up and shut down procedures voltage and wattage settings type of current used and why and what water quality measure ments must be made prior to use of the electroshocker 5 Explain how you would determine the standing plankton crop and biomass both qualitative and quantitative inalake Be specific about equipment and techniques used in
96. pling The worst estimate Calculate the mean of all the estimates Calculate the median of all the estimates and the mode range and standard deviation Was this sampling method a close approximation of the actual population 2 Why is the Lincoln index estimate for the time of marking rather than the time of recapture 3 List several methods for capturing fish amphibians reptiles birds and mammals 60 Mark ecapture 4 List several methods for marking fish amphibians reptiles birds and mammals 5 Considering the actual population of coho ina lake try to assess which of the assumptions necessary to validate the mark recapture method consider how it might be violated and specifi cally how 6 What are trap shy and trap prone animals How might each of them affect your estimate of population size 61 Mark Recapture 7 Why isn t mortality considered an assumption for the mark recapture method whereas duction is 8 Indicate whether your estimate would be too high or too low in each of the following circumstances 62 Mark ecapture a Some coho lose their marks b Immigration occurs c Marked coho have higher mortality rates Marked coho are more likely to be seined e Marked coho are more sluggish than unmarked ones Confidence Intervals It is desirable when using the Lincoln index to calculate a confidence interval the interval within which you are co
97. rce related entities whether they be trees wildlife invertebrates or fish The following provides an overview of concepts and related sample problems TERMINOLOGY Statistics Biometrics Experiment Observation Character of Interest Experimental Unit and Universe Population and Sample Statistic and Parameter Biometrics Terminology amp Problems Biometrics Terminology and Problems For our purposes this may be defined as a collection of methods which have been developed for handling numerical data The application of statistical methods to the solution of biological problems Any scientific endeavor where observations or measurements are made in order to draw inferences about the real world Some experiments are rigidly controlled whereas others can take the form of a study survey or field collection A record representing some property or characteristic of a real world object Measurement is used in place of observation and implies a quantified observa tion That observation or measurement related to the purpose of the study The character of interest is the characteristic being observed or measured the measurement is recorded analyzed and interpreted to draw an inference about the real world The experimental unit is the object upon which the observation is made it could be a single fish an aquarium full of fish or a lake full of fish It must be clearly defined so as to restrict measure
98. re After a saturometer reading is taken the gauge pointer will indicate a positive or negative dissolved gas pressure reading in millimeters of mercury To convert this number into saturation the atmospheric pressure should be measured with an aneroid or mercurial barometer or calculated from altitude charts and local weather bureau or airport data The following formula is then used Equation 1 Percent Sat X 100 atm INSTRUCTORS 71 Gas Super saturatio Where Sat is the total dissolved gas saturation supersaturation or undersaturation P atm the local barometric pressure in mm Hg 760 mm Hg nominal at sea level D P is the saturometer reading in mm Hg Example Barometric pressure is 765 mm Hg P is 100 mm Hg therefore The actual dissolved gas pressure present in the water is 865 mm Hg NOTE For most applications this number Sat is the only number needed to assure safety to the aquatic environment and to assure legal requirements are within proper limits E Conversion Factors Atomic Values Atomic Weights Composition of air Coneentration O 22 392 liters mole N 22 403 liters mole Ar 22 390 liters mole 31 9988 grams mole N 28 0134 grams mole Ar 39 948 grams mole 20 946 78 084 Ar 934 1 ppk 1 mg liter approx fresh water 001 gm L 1 0z 7400 gallons approx fresh water 1 gm liter 1000 parts per millio
99. rse of resistivity is conductivity and is measured in umhos cm Therefore it is important to have some trace minerals in sampling waters in order for the electroshocker to be effective the water must be able to conduct current with a high enough 42 Electro INSTRUCTORS shocking voltage to attract or stun the fish Brackish water may contain too many minerals electrolytes Distilled water has very low conductivity 0 5 3 0 umhos cm The conductivity of most fresh water bodies is between 50 1 500 umhos cm On average seawater is 500 times more conductive than fresh water Reynolds 1996 Electroshocking Effects Fish behavior in an electric field depends on the nature and intensity of the wave form applied In any electrical field a threshold of intensity must be reached to achieve a given behavioral response Reynolds 1996 Lamarque 1990 offers this review of effects on fish of an electric field In responding to AC a fish tends to assume a position perpendicular to the electric current flux lines thereby minimizing voltage gradient in its body It may undulate in attempting rhythm with the AC cycle exhibiting oscillotaxis forced movement without orientation a thrashing motion At higher field intensity tetany or muscle contraction occurs and the fish is immobilized Fish responses are less predictable with AC than DC Too much intensity can and will kill the fish Ina DC field a fish typica
100. s from the Mark and Recapture lab to mark release and recapture the cutthroat Equipment and Supplies light spinning rod and reel a hand line will do bobbers worms or other preferred baits 6 or 8 worm hooks polarized sun glasses optional dip net spaghetti tags and tagging gun field notebook and nekton data sheets current amp valid Washington State fishing license keys to freshwater fishes adults and juveniles Washington State Fishing Regulations and don t forget to bring your luck You are welcome to fish anywhere you like in Lake Youcan fish individually or in teams of two Identify count and release all of the different species you catch today Tag and release only cutthroat trout Record all catch data on the data sheets provided 84 Nekton LAB PRODUCTS 1 Read over this lab exercise and the current state fishing regulations for Western Washington lowland lakes Also review the mark recapture protocol 2 Fish like crazy for 3 hours and 50 minutes 3 Record your catch data 4 Turn ina 1 2 page individual report at the beginning of the next lab Include advantages and disadvantages of hook and line as a nekton sampling method Try to describe the best technique you can for catching cutthroat trout with hook and line you are encouraged to consult with some of the more expert fishers in our class for this information Both individual and class results will be summarized Try to explain the results
101. sample collection and analysis 6 List at least five 5 major types of observations to be included in field notes when collecting plankton or fish in a lake Also list at least five 5 pieces of information to be included on label to be inserted into sample container 7 Using the ten 10 principals of experimental design describe how you would formulate your null hypothesis describe each step in getting there and how you would test whether bait type made any difference in catches of spot shrimp in Puget Sound 117 Sample Final
102. sentations to both general and professional audiences at the end of the field exercise CHECKLIST FOR A SUCCESSFUL MEETING Before the Event Firm up the entire program well in advance one to two months if possible Be certain speakers know their topic and time requirements Outline program contents for publicity channels including places and dates _____ Complete planning for all physical facilities a Meeting spaces lunch and break areas b Adequate exhibit spaces c Registration supplies and personnel 4 Audio visual equipment and assistants e Signs and bulletin boards for guidance of invited guests and speakers f Invitations to guests presenters and the media Line up community support and participation Line up staff of hosts and hostesses Print or copy brochures programs Arrange for photography and photographer During the Event Make sure someone is in charge that everyone knows their responsibilities Start sessions on time announce at the beginning that this will be standard procedure Keep sessions and speakers on schedule INSTRUCTORS 97 Capstone II 98 Public address recording and audio visual equipment a Have it ready and warmed up ahead of schedule check that extra light bulbs are available for overhead and slide projector if using hi tech computer equipment learn how to use it if passwords are required etc b Have qualified operators available c Allow rehearsal
103. sonal Time Management Seminar Topic Fine Sediments and Salmon Production Reading Leadership Secrets of Atilla the Hun Week 6 Reading Continuous Quality Improvement Tools 1 22 Class Activity Brainstorming Affinity Diagram Reading Continuous Quality Improvement CQI Tools pp 23 30 156 160 Seminar Topic Fine Sediments and Salmon Production Reading Memory Jogger IT pp 23 30 56 62 91 114 150 155 7 Course Outline Week 7 Class Activity Defining Our Mission and Scope of Work Reading Memory Jogger pp 23 30 154 155 Class Activity Team Meeting 1 Cause and Effect Fishbone Reading Memory Jogger pp 56 62 Seminar Topic Large Woody Debris in Forested Streams in the PNW Past Present and Future Week 8 Class Activity Team Meeting 2 Flow Charts Reading Memory Jogger IT pp 115 131 Class Activity Process Improvement Exercise Reading Memory Jogger pp 115 131 review Seminar Topic Stream Temperature and Aquatic Habitat Fisheries and Forestry Interactions Week 9 Class Activity Team Meeting 3 Process Improvement Assignment Self Evaluations and Portfolios Class Activity Nominal Group Technique NGT Assignment Results of NGT Seminar Learning To Work Together Week 10 Class Activity Team Meeting 4 Class Activity Final Preparation for Oral Presentation to General Audience Class Activity Rehearse for Oral Presentation to a Professional Audience Class Activity Team
104. stunned and can be netted Newer DC electrofishers are usually battery powered They are particularly effective in turbid water or in waters with numerous obstructions or heavy vegetation since they tend to draw fish toward the electrode NOTE ACdevicesaren t used muchanymoresince they are more likely to kill or injure fish Environmental factors suchas water hardness and available electrolytes can impact the effectiveness of electroshocking and this is why wealways measure the conductivity of the waters we re sampling Field Theory As mentioned previously the electrodes deliver voltage and current in the water to forma three dimensional electrical field The current flows between electrodes of opposite polarity 1 via flux lines and voltage surrounds each electrode at right angles to the flux lines 1 equipotential lines The field is non homogeneous and weakens with distance from the electrode as energy dissipates in the water Reynolds 1996 The three parameters that apply to the electroshocker s circuit voltage current and resistance differ at various points in the water Current density is the current that flows through 1 plane of water Voltage gradient is the change in voltage over a 1 distance Resistivity is measure of the water s resistance to carrying a current in the water Water with an extremely high resistivity 1 deionized water will be extremely poor at conducting a current The inve
105. ten help to explain unusual changes caused by the variable character of the aquatic environment APHA 1985 The maximum volume V of water is that which can be filtered through a net during an oblique tow the tow line is maintained at a pre determined angle usually 60 during the entire tow where pi 3 14 r radius of the net orifice d distance meters the net is towed Since the cosine of 60 is 0 5 the depth of the tow can be estimated based upon the principle of right triangles For example if the tow line length the hypotenuse is 50 ft and a tow angle of FOR INSTRUCTORS Plank ton 60 is maintained during the entire tow then the depth is of the length of the tow line 50 ft minus the distance of the top of the tow line to the surface of the water Thus if the distance of the tow line above water is 4 ft then the actual depth of the plankton net would be 21 feet C Preservation The most suitable phytoplankton preservative is Lugol s Solution which can be used for all forms including flagellated phytoplankton See Standard Methods p 1047 for preparing Lugol s Solution Preserve zooplankton samples with 70 ethanol or 5 buffered formalin Ethanol preservative is preferred if the zooplankton are to be stained pg 1052 Standard Methods 1985 Formalin may be used for the first 48 hours of preservation with subsequent transfer to 70 ethanol D Plankton Counting Use
106. that many frequency distributions will when plotted appear as single peaks with more or less extensive tails above and below the peak a Where does the peak or peaks appear in your distribution b One or more quantities may be used to define the position of the peak of the distribu tion The most commonly used is the arithmetic or sample mean or more simply just the mean Calculate the mean by the longhand method described above hand calculators are permitted Show your work Formula for calculating sample mean n i l n X where there observations in the sample NOTE The numbers above and below the summation symbol tell you what quantities to add up Sum of x when 1 1 2 3 or last observation in this case the 449 observation 34 Bio metrics Calculate the mode the value at which the actual peak peaks occur and the median or 50 point which is the value such that half the individuals in the population have values less than the median and half greater use formulas given above In most distributions the median will lie between the mean and the mode being rather close to the mean Where does your median lie 3 a Calculate the variance for these data b The sample standard deviation is an average value of the deviation from the mean It is calculated by taking the square root of the sample variance 52 Calculate the sample stan
107. the counting protocol specified in Standard Methods pp 1057 1067 This method includes calibrating and using a Whipple Micrometer Square Figures 3a and 3b in the ocular lens system of acompound microscopes Standard Methods pp 1057 60 and a Sedgewick Rafter S R counting cell pp 1061 63 The S R counting cell Figure 2b is a device commonly used for plankton counting because it is easily manipulated and produces reasonably reproducible results when used with a Whipple disc The S R cell is 50mm long by 20 mm wide by 1mm deep Thus the total area of the well is 1000 mm and the volume when filled w sample is 1000 mm 1 0 ml or approximately 1 0 cm This will be very useful when we start to extrapolate the number of plankton in 1 0 cc to the number in the column of water sampled by the net plankton m and finally the number of plankton in the entire lake When determining the number of plankton in 1 0ml within the Sedgwick Rafter slide you can practice two different techniques 1 the field method and or 2 the strip method In the first 10 randomly chosen fields of view within the calibrated Whipple disc are counted for phy toplankton and zooplankton An average field is then calculated Using the strip method 3 4 full length strips across the length of the S R slide are counted These are then averaged to get strip You can then calculate the number of field or strips S R slid
108. trips Canopy Channel forming discharge Community Conductivity Coniferous Control CQI Continuous Quality Improvement Cover Cubic feet per second Cumulative effect Debris flow Deciduous Discharge Dissolved load Dissolved oxygen DOM Dissolved Organic Matter Ecosystem Ecosystem management Ecotone Electroshocking Ephemeral Erosion Experimental design First order stream Flood plain Fluvial 112 Sample Oral Exam Study Guide INSTRUCTORS Geomorphology GIS Geographic Information Systems Glacial flour GPS Global Positioning Systems Gradient Gully erosion gullying Habitat units Hardness Hydraulic permit Intermittent stream LWD Large woody debris Limiting factor Macroinvertebrates Mass wasting Meander Non point source pollution Parameter pH hydrogen ion concentration Plunge pool Point source pollution Pool Population Precision Reach Replicate Riffle Riparian zone Scoured Side Channel Stream segment Stream typing Surface erosion Suspended sediments Synergistic Tailout Thalweg Time lines Total solids Total Quality Management Watershed Wetlands NOTE Portions of the study guide can be selected by the instructor and used as the oral exam 113 Sample Oral Exam Study Guide FISH 221 Sample Final Exam Sample Final Exam Definitions 1 Define and give real world examples of the following biometrics terms a obser
109. ty conductivity temperature meters The class will split into two teams blue and gold crews The blue team will do beach seining with the instructor while the gold team will perform otter trawling with our instructional assistant During the next lab field period teams will switch the blue crew doing the otter trawling and the gold crew beach seining A Beach Seining Three side by side replicate beach seines will be made each sampling day Teams should mark off three 150 sections along the beach by placing stakes in the sand mud The instructor will provide on site details as to which beach seining method to use Use the data sheets provided to record your observations and measurements You will be recording species of plants and animals found numbers of each species and you will be making some basic water quality measurements dissolved oxygen salinity conductivity and water temperature for each replicate NOTE Besureto record routine observations in your field notebooks Beach Otter Otter Trawling Three 3 replicate otter trawls will be performed Each trawl will be exactly 5 minutes long once the trawl reaches the bottom The instructor will provide specific details as to the direction of tows length of tows and the setting and retrieval of the trawl Like seining you will be recording species of plants and animals found numbers of each species found and you will be making some basic water quali
110. ty measure ments dissolved oxygen salinity conductivity and water temperature for each replicate And again be sure to record routine observations in your field notebooks C Departure and Return We will leave by vans at We will return at Besure to develop a check off sheet for this exercise NOTE The instructor will ask you to review your list before we leave on this field exercise LAB PRODUCTS Attheend of these lab field exercises you will be responsible for 1 Rinsing the beach seine and trawl net with fresh water and stretching them out to dry in the designated area 2 Rinsing or wiping off all other equipment boats and gear with fresh water and temporarily placing all gear and equipment in the designated drying area Once it s dry stow it where you got it 3 Complete your otter trawl and beach seine data summary sheets make sure your field notebooks are complete write 4 5 page word processed or typed individual research report about your results for these two lab field exercises Reports should contain a title page table of contents introduction methods and materials results and discussion summary and or conclusions and bibliography Use tables and graphs needed Your raw data tables and summaries can go in your appendix Photos can be used as figures in your report 76 Beach Otter REFERENCES Allen D M S K Service and Ogburn Mattews 1992 Factors influencing the collect
111. ughout the country Or you may find this website useful and a brief summary follows www adventureropes com Ropes Course We area full service ropes challenge course provider We design we build we train we teach We conduct inspections on existing challenge courses and we perform upgrades on those courses to bring them into compliance with current safety standards Our goal is to make the ropes course experience available to everyone who is willing to accept the challenge We believe that experiential education is the most powerful tool ever developed to assist in learning 89 INSTRUCTORS Cage FISH 221 Capstone II Ecosystem Study Capstone II Ecosystem Study INTRODUCTION This capstone will provide you the opportunity to put into practice all of the knowledge and skills learned in previous classes and specifically those skills learned in the first five 5 weeks of this course PROCEDURES I Project Planning for your Research Project A Brainstorming Affinity and Tree Diagrams B Defining Scope of Work C Developing Tasks and Time Lines D Prioritizing Tasks E Assigning Personnel 1 Individual assignments 2 Team assignments II Project Management for your Research Project A Leadership and Supervision Skills B Teamwork Skills Continuous Quality Improvement Project Completion and Delivery A Final Research Project B Oral Presentations NOTES FOR INSTRUCTOR
112. vation b experimental unit universe character of interest e biometrics Fill Ins 1 Parameters describe while statistics describe experimental unit is to the as sample is to the 2 A that indicates how many times a particular score occurs in a collection of data is known as the 3 The difference between the highest and lowest values in a distribution of values is called the while the square root of the sum of squares of the deviation of the values from their mean divided by the total number of observations minus one 1 is called the 114 Sample Final Exam 4 The arithmetic average of all values the sample distribution is the the value that occurs most frequently is the and the midpoint of the distribution is the Short Answers 1 List two 2 types of statistics that describe central tendency and two 2 that describe measure of dispersion Briefly tell what they are 2 What is a normal distribution curve Why are comparisons between our frequency polygon and the normal distribution curve useful 3 How is standard deviation useful to the biometrician In your own words list 5 of the ten 10 principles for conducting biological sampling Cite a real world example of each 115 Sample Final Exam Definitions Define the following terms list a living representative of each be as specific as possible a plankton b periphyton macro
113. vious students assuring the availability of historical data that will lead to a better understanding of our results and provide continuity to our current study B Sampling For sampling phytoplankton and zooplankton in the lake we will use the protocol described in American Public Health Association s APHA Standard Methods for the Examination of Water and Wastewater 1985 pp 1043 1083 We will use either a fine mesh plankton net towed from our 12 ft Alaskan boat or a water sampler to collect our samples Plankton nets are preferred to bottles and traps when plankton are few or when only qualitative data are needed for analysis The maximum volume V of water is that which can be filtered through a net during an oblique tow the tow line is maintained at a pre determined angle usually 60 during the entire tow where p pi 3 14 r radius of the net orifice d distance meters the net is towed After the sample has been collected rinse the net with sufficient quantities of tap water 1 2 gallons to ensure all plankton have been washed from the inside of the net into the attached glass vial Fill out a sample label and place it inside the vial Add preservative if required and screw alid Runa replicate tow if required For today s lab live samples will be examined Store samples in an ice chest in the boat and in a dark refrigerator in the lab NOTE Keep the sample at ambient temperature and exa
114. which gives more validity to this method PROCEDURE Equipment and Supplies e 1 bag each of white and brown beans of roughly the same size 1 plastic bucket 5 hand calculators with statistical functions release recapture data sheet In this exercise we will use a small plastic bucket represents a lake filled with white beans juvenile coho salmon The object is to estimate the coho population density in the lake The instructor will begin by removing a handful of white beans from the bucket These will be counted and put aside An equal number of brown beans representing those coho that were captured and marked are put back into the bucket All beans are thoroughly mixed Each team of students will then use a plastic cup with a capacity of about 75 100 beans to simulate a beach seine and scoop up a recaptured sample Beans should be thoroughly mixed between scoops seines Students will enter their data in the space below The instructor will supply the figure for the number of marked beans coho in the population Compute Also enter other teams estimates as they become available Number marked in sample r Sample size n Total marked in population M Your estimate of total population size Other team estimates of total population size 54 Mark Recapture DISCUSSION QUESTIONS 1 Get the actual value for Nfrom your instructor How far off was the best estimate derived by sam
115. ytoplankton Thus we say energy flows and nutrients cycle Plankton may form the base of the food web in most aquatic ecosystems Therefore data concerning them may be particularly significant to the water quality technician or pollution biologist Phytoplankton blooms often cause extreme fluctuations of the dissolved oxygen in lakes Phytoplankton both respire use oxygen and release oxygen through photosynthesis during any given 24 hour period Large concentrations of plankton can cause offensive taste and odor problems in water or in the fish that inhabit those waters They can also be aesthetically objectionable causing the water to have a brownish turbid appearance The quantity of the phytoplankton occurring at a particular sampling location depends upon many factors including sampling depth time of day season of the year nutrient content of the water and presence of toxic materials During the next two lab field exercises you will learn to collect and analyze both phytoplankton and zooplankton from lake We will most likely be able to trace a plankton bloom which usually begins around early spring April May and continues to increase until the nutrients in the lake become limiting Zooplankton blooms often lag behind the blooms of phytoplankton by several days or weeks Since they are higher on the food pyramid than the phytoplankton the biomass or energy content will be roughly one tenth

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