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Ciona  spp

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Ciona  spp.   • Translucent  or  yellowish  solitary  tunicate   • Siphons  are  close  together   Ascidia  ceratodes   • Yellow  to  orange  solitary  tunicate   • Siphons  are  far  apart  and  perpendicular  to  each  other   Styela  spp.   • Brownish  solitary  tunicate  (not  common  on  our  plates)   • Some  have  a  shorter  stalk  than  others   Botrylloides  violaceous   • A  colonial  tunicate  with  irregularly  arranged  zooids   • O@en  enArely,  orange,  pink  purple  or  red   Botrylloides  diegensis   • A  colonial  tunicate  with  irregularly  arranged  zooids   • Always  bi-­?color,  o@en  with  orange  zooids   Botryllus  schlosseri   • Colonial  tunicate  with  circular  or  ?ower-­?shaped  paGerns   • Usually  orange,  but  can  be  variable   Distaplia  occidentalis   • Mushroom  shaped  colonial  tunicate   • Usually  yellow  or  white   Didemnum  sp.   • Yellowish  to  cream  colored  colonial  tunicate  with  irregularly  arranged  zooids   • Larger  colonies  o@en  have  lobes  that  do  not  sit  ?at  on  the  substrate   Diplosoma  listerianum   • Olive  green  to  translucent  colonial  tunicate   • Very  thin  and  encrusAng  with  Any  zooids   Bugula  sp.   • White  arborescent  bryozoan   • Spiral  branching  polyps   Bugula  neri9na   • Purple  to  black  arborescent  bryozoan   • Does  not  have  spiral  branches   Watersipora  subtorquata   • Bright  encrusAng,  reddish  orange  bryozoan  with  black  dots   • O@en  rises  up  three  dimensionally  and  is  very  briGle   Schizoporella  unicornis   • Bright  orange  encrusAng  bryozoan   • Always  lays  ?at   closed   Metridium  senile   • Small  white  or  orange  anemone   • Tentacles  can  be  white,  orange  or  brown   polyps   Obelia  sp.   • Branching  colonial  hydroid  with  Any  white  polyps  at  the  Aps  of  branches   • Polyps  are  o@en  retracted   Spirorbid  polychaete  worms   • Small  spiral  shaped  calcareous  tubes   • Worms  are  o@en  retracted  when  disturbed   Serpulid  polychaete  worms   • Larger  than  spirorbid  worms  with  irregular  shaped  calcareous  tubes   Sabellid  polychaete  worms   • Feather  duster  worms   • Frilly  tentacles  are  o@en  closed  when  disturbed   Terrebellid  polychaete  worms   • Commonly  called  spagheP  worms   • Has  a  mud  tube  with  small  strands  of  tentacles  searching  for  food.   Acorn  barnacles   • Small  sessile  crustacean  that  cements  plates  to  a  surface   • Uses  appendages  (cirri)  as  a  net  to  catch  food   My9lus  spp.   • A  common  black  or  grey  bivalve  that  aGaches  using  byssal  threads   • It  usually  has  other  organisms  growing  on  its  shell.   BIS 2B - Lab 6 3 Month Class Data Group Number of species Total % cover D value % cover on panel surface % cover as overgrowth 1 3 45% 2.63 45% 0.00% 2 2 13% 1.72 13% 0.00% 3 2 3% 1.89 3% 0.00% 4 4 12.40% 1.83 12.40% 0.00% 5 1 9% 1 9% 0.00% 6 3 42.00% 2.87 42.00% 0.00% 7 3 4.20% 1.25 4.10% 0.10% 8 2 12.00% 1.89 12.00% 0.00% 9 4 9.90% 2.984 9.50% 0.40% 10 3 5.70% 2.187 5.70% 0.00% 11 3 8% 2.58 8% 0.00% Your Data Average: BIS 2B - Lab 6 6 Month Class Data Group Number of species Total % cover D value % cover on panel surface % cover as overgrowth 1 5 105.30% 3.75 82.20% 23.10% 2 4 71.00% 3.5 46.00% 25.00% 3 4 61.32% 2.43 26.00% 35.32% 4 6 74.50% 3.84 72.30% 2.20% 5 3 38.00% 2.38 35.00% 3.00% 6 4 100.00% 2.69 80.00% 20.00% 7 5 88.90% 3.48 88.90% 0.00% 8 3 62.00% 2.94 44.00% 18.00% 9 4 76.80% 3.723 55.00% 21.80% 10 5 79.60% 2.569 78.50% 1.10% 11 5 45.50% 2.33 40.00% 5.50% Your Data Average: BIS 2B - Lab 6 9 Month Class Data Group Number of species total % cover D value % cover on panel surface % cover as overgrowth 1 6 144.00% 3.66 92.00% 52.00% 2 10 134.00% 6.34 54.00% 80.00% 3 4 94.00% 2.14 85.60% 8.40% 4 6 98.00% 3.59 84.00% 14.00% 5 4 76.00% 1.73 65.00% 11.00% 6 4 101.00% 2.502 56.00% 45.00% 7 7 103.50% 2.17 81.60% 21.90% 8 6 85.50% 3.775 48.50% 37.00% 9 4 76.40% 3.759 51.90% 24.50% 10 5 55.85% 4.433 47.65% 8.20% 11 5 96.20% 2.57 47.70% 48.50% Your Data Average Lab 6 Homework Please write your answers in a color other than black. Graphs: a. Five graphs total. One each for: number of species, total percent cover, Diversity Index, percent cover on panel, and percent overgrowth. For each graph put Panel Age on the x-axis. Plot the averages for your lab section. “Graph paper” is available at the end of the homework. b. Provide a caption for each graph that very briefly describes the pattern/result you noticed. Keep it brief. You can hand write these next to each graph, if that is easier. c. Look at the graphs. Select one pattern/result that interests you. Propose a hypothesis to explain the pattern and propose that below: For example, you might observe a decline in the number of species over time. Maybe there are fewer species at 9 months than you found at 3 months. What could have led to this decline? We want you to come up with a hypothesis to explain WHY there would be fewer species at 9 months vs. 3 months. Was it competition? Predation? A disease? Increase/decrease in water temperature? Think about an interaction either with other organisms or the environment. Q1. Pattern/Result you are going to provide an explanation for: Q2. Proposed hypothesis to explain this result (Try to keep it focused to one explanation —for example, don’t combine predation and competition—think about testing only one factor. Q3. Methods: Briefly describe an experiment that would test your hypothesis. Outline the essential features of the design by describing what you would do and which data you would collect. Your goal is to try to exclude any other possibilities. Don’t just write “I will put the plates out in the water and see what happens.” That would not control for influences of the environment, predation, competition for food etc. For example, if you think a disease resulted in fewer species at 9 months, maybe you could introduce varying diseases to the panels in aquaria you set up in a lab room and measure the effect. A little cruel to do, but this would test directly if a disease is having an influence. We could test our hypothesis by: 1 Q4. Quite often more than one factor can influence the community structure. In hypothesis testing we usually start with just one parameter at a time and build a more complex story as we do more experiments and learn more. With that in mind, what might be another explanation for the pattern you chose to focus on? 2 3 Lab 6: Succession in a marine fouling community Introduction video filmed in spring 2020: https://www.youtube.com/watch?v=Y54CQXQXS_k Summary: In lab you will catalog the number and relative abundances of species in a marine fouling community of three different ages. We will have you pool your data with data collected from another quarter for the data analysis portion of the lab. You will then propose a hypothesis to explain one result or observation you made. Background: In this lab we have placed panels made of PVC out in the Bodega Bay harbor. The panels dimensions are 10cm x 10 cm. Watch our video for more context (see link above). Some panels have been out there for three months, some for six months, and some for nine months. Organisms then colonized the plates during this time frame. The organism we are interested in are marine invertebrates—or animals without backbones. The term “fouling community” comes from the fact these animals will grow on boats, clog intake pipes, and cover other human-made structures, and so they are considered a pest by many humans—they are “foul”. The big question we are asking with these animals is: Can we see/quantify changes in the community from one time period to the next. In other words, is there evidence of succession? In many ways this lab is similar to the first lab—you sample a habitat for numbers of species and calculate a diversity index. What’s different here is we add a time component to the lab. Does the number of species change over time? Does diversity change? Below are images of plates from Spring 2017. Look at how they differ from one time period to the next. We will provide a separate set of panels collected this year for you to analyze. 6 months 3 months 9 months 1 The Lab This lab is broken into two parts: Part 1) Data Collection and Analysis; Part 2) Proposing a hypothesis to explain one pattern/result you noticed. The second part will be done in the homework (a Word document available in Assignments). In addition, there are five graphs to be turned. Those are part of the homework. Part I. This lab builds on some of the techniques you learned in Lab 1: you will count number of species and calculate a diversity index. In addition, we throw in a new metric you have not seen before: % overgrowth. You were introduced to this concept in the pre-lab. Why do we care about % overgrowth? The PVC panels we put out have a finite amount of space, and there is intense competition for space in the ocean for organisms that need to grow on some sort of substrate. If you think about it, there is a lot more water in the ocean than hard surfaces to grow on. And so we are interested in seeing is there a change in competition for space over time. How does this relate to succession? If you recall in the succession model introduced in the pre-lab, early on in succession, r-selected species are the most common, but those species tend to disappear in late successional periods, when K-selected species dominate. Why do r-selected species disappear (hint: it’s related to competition). You will collect data on three plates: one that has been out in the Bodega Bay Harbor for three months, one for 6 months, and one for 9 months. To collect data we provided an image of one plate from each time period for you. This can be viewed here: https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home. On each plate we have superimposed a grid. The grid will help you determine percent cover for each organism. How you do this is explained under the section on Data Collection and the introductory video. The data you will collect for each plate will be the following: number of species, total % cover for each species, and % cover on the panel surface only. The calculations you will do for each time period are: The Diversity Index (D) from Lab 1 and % overgrowth. Instructions are provided below. There are three tables for you to enter your data. We have a different video to help you with the data tables (https://www.youtube.com/watch?v=RiZJklqA21Q&feature=youtu.be). You will then pool your data with data collected from other plates (in class we would pool the different groups). Why do you think we are pooling data rather than just use your data? Notes about Data Collection: As you did with lab 1, define species however you think is appropriate. We have a guide for you in the Animal Guide posted to Learning Tree. You will never be asked to identify these organisms on an exam, but try to be consistent. Also, because most of these animals are colonial and so have a modular body plan, instead of counting individuals within each colony you will use percent cover to estimate number of individuals. There are two measures of percent cover we ask you to collect. Those are explained in the steps outlined below and in the accompanying video. Data Collection Tutorial: https://www.youtube.com/watch?v=RiZJklqA21Q&feature=youtu.be 1. Estimate the total percent cover for each species growing on the plate and growing on top of other organisms (this is easier to do in person, we just ask you to do your best). You do not need to name the species, but define for yourself the different species. To estimate total percent cover this do the following: 2 Your grid will divide the panel surface into 25 squares each equal to 4% of the total surface area. Use the fraction of a square filled by a particular organism to estimate percent cover. For example, the colonial tunicate outlined in red in the upper right of the panel in the figure below covers about 100% of the total area in 4 squares, or about 16% of the total surface area (4 squares @ 4% each). Enter your data in the Tables provided in the column called Total % Cover (A). You will want to include what is on the PVC plate and what is growing on top of other organisms. 2) Estimate the percent cover of each species that is growing on the primary substrate only (the PVC panel). Do not count what is on top of other organisms. This will be challenging in an image, we know, but increasing the image size might help. Record these data in the column labeled “% cover on panel surface (B)” on the data tables. 3) Calculate pi for each species (recall pi is the proportion of each species in the community). This is done by taking the percent cover of species A and divide that by the total percent cover of all species combined. Enter those values in the table in the column called “pi”. 4) Calculate the Diversity Index for each of your plates. Recall D = p1-p1 x p2-p2 x p3-p3 x …. 5) Calculate % overgrowth for each of your plates. This is done by subtracting what you found in step 2 above from Step 1 for each plate. In summary the calculation is as follows: Total percent cover (A) - % cover on panel surface (B). Enter those values into the last column on each data sheet. Do not worry if you get a value of 0 for the three month old plate. 6) Once you have collected all the data and done all the calculations for each time period, enter your data (# of species, % cover, D value, % cover on panel surface, % overgrowth) into the last row in the spreadsheet called Lab 6 Data on Canvas. Each tab (see arrows in figure below) in the bottom of the spreadsheet will navigate you to the data set for each time period 3 7) Once your data are entered, calculate the AVERAGE for each value. Feel free to use the spreadsheet to do this (we showed you how in Lab 4). 8. Make one graph for each of the fields in the spreadsheet: one for # of species, total % cover, D, % cover on panel surface, % overgrowth. Plot the average value for each field. The x- axis should be time (3 months, 6 months, 9 months). “Graph paper” can be found in the homework, which is a separate Word file posted in the Assignment for Lab 6. 9. Look at the patterns you see in the graphs. What do you notice? Does number of species change over time? The diversity index? % cover? Did you notice if the types of species changed, too? Think about these patterns and other others you might see. You will use one that interests you for Part II, which will the homework you will turn in. This is a separate Word file. 4 Data Collection in Lab 3 month Panel SPECIES “NAME” TOTAL % COVER (A) PI % COVER ON PANEL SURFACE (B) % OVERGROWTH (= A – B) Total number of species = Total % cover = True Diversity D = Total % on primary surface = Total % overgrowth = 5 Data Collection in Lab 6 month Panel SPECIES “NAME” TOTAL % COVER (A) PI % COVER ON PANEL SURFACE (B) % OVERGROWTH (= A – B) Total number of species = Total % cover = True Diversity D = Total % on primary surface = Total % overgrowth = 6 Data Collection in Lab 9 month Panel SPECIES “NAME” TOTAL % COVER (A) PI % COVER ON PANEL SURFACE (B) % OVERGROWTH (= A – B) Total number of species = Total % cover = True Diversity D = Total % on primary surface = Total % overgrowth = 7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates Lab 6 Fouling Plates for Data Collection Use the images of the fouling plates below to collect data for Lab 6. There are two images for each plate: one without the grid and one with the grid. The plates without the grid are there so that you can view the organisms more clearly. These are also large images so you can hopefully see more easily. They may take a moment to load. Your browser will allow you to zoom in if you find that easier. Below is the 3-month plate without the grid. https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 1/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates Below is 3-month plate with the grid. Use this to collect data. 0 https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 2/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling | ates Below is the 6-month plate without the grid. https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 3/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates Below is the 6-month plate with the grid. Use this to collect the data o https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 4/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates Below is the 9 month plate without the grid. https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 5/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates Below 9 month plate with the grid. Use this to collect the data https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home 6/7 2021/5/7 Lab 6 Fouling Plates Lab 6 Fouling Plates structions 2 /7 2 p v ???? common, but those species tend to disappear in late successionar periods, when K-selected species dominate. Why do r-selected species disappear (hint: it's related to competition). You will collect data on three plates: one that has been out in the Bodega Bay Harbor for three months, one for 6 months, and one for 9 months. To collect data we provided an image of one plate from each time period for you. This can be viewed here: https://sites.google.com/ucdavis.edu/lab-6-fouling-plates/home. On each plate we have superimposed a grid. The grid will help you determine percent cover for each organism. How you do this is explained under the section on Data Collection and the introductory video. The data you will collect for each plate will be the following: number of species, total % cover for each species, and % cover on the panel surface only. The calculations you will do for each time period are: The Diversity Index (D) from Lab 1 and % overgrowth. Instructions are provided below. There are three tables for you to enter your data. We have a different video to help you with the data tables (https://www.youtube.com/watch?v=RizdklqA21Q&feature=youtu.be). You will then pool your data with data collected from other plates (in class we would pool the different groups). Why do you think we are pooling data rather than just use your data? Notes about Data Collection: As you did with lab 1, define species however you think is appropriate. We have a guide for you in the Animal Guide posted to Learning Tree. You will never be asked to identify these organisms on an exam, but try to be consistent. Also, because most of these animals are colonial and so have a modular body plan, instead of counting individuals within each colony you will use percent cover to estimate number of individuals. There are two measures of percent cover we ask you to collect. Those are explained in the steps outlined below and in the accompanying video. Data Collection Tutorial: https://www.youtube.com/watch?v=RiZJkIqA21Q&feature=youtu.be 1 Fistimate the total nercent cover for each snecies growing on the plate and growing on top of other