LSM3254 Ecology of Aquatic Environments Practical 1: Aquatic Diversity 23 August 2011

PROGRAMME This schedule lists key material being demonstrated across eight (8) stations during this lab session. While some aspects of this practical complement the lecture topics, it can also be treated as a standalone lesson. The stations are organised on various themes related to diversity, ecology, and/or form and function, and may feature exclusively freshwater or marine organisms or a mixture of both. The theme of each station will not be revealed initially. Instead, you should try to deduce what the theme is based on what material is on display, and what is being discussed at the station. Visit stations to view various representatives of selected groups of organisms. Discuss the distinguishing features, morphological adaptations, and ecology of the organisms, and the rationale for the station groupings. At each station, your TAs will brief you on salient points of the demonstrated material only. Following that, you should examine the material yourselves, take notes, and clarify any doubts you might have with your TAs. For Stations 2-8, there will be a few key specimens (highlighted in bold and marked with an asterisk in this list) that will be emphasised. Other specimens should nevertheless be examined to broaden your perspective and general knowledge. The practical session will include a tutorial exercise in the construction of dichotomous keys for identification. OBJECTIVES To observe and learn through a survey of representative specimens about: o diversity of aquatic organisms and their distinguishing features o selected ecological themes o selected functional themes Thus for all the stations, keep the following in mind: o the key distinguishing characteristics of major groups/subgroups o the theme of each station and how the demonstrated animals reflect/are associated with that theme o how the demonstrated materials at each station are similar or different from one another with respect to the ecological or functional theme of the station To learn how to use and construct dichotomous keys to identify organisms

BACKGROUND Aquatic biodiversity is a major component of global biodiversity. The diversity of phyla in marine and freshwater environments outnumbers that of terrestrial environments by more than three to one (47 phyla versus 14 phyla). At the next taxonomic level, the number of classes of aquatic organisms is more than four times greater than the number of terrestrial organism classes. Within the aquatic realm, the respective diversities of marine and freshwater environments reflect the overwhelming size and scale of marine environments compared to freshwater environments. For example, there are more than twice as many marine phyla and classes as there are freshwater equivalents. Aquatic animals can therefore illustrate many of the same ecological and functional patterns and processes that are seen on land. Can you list some examples below? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ At the same time, however, aquatic animal diversity also reflects in morphological forms, ecological processes, and life histories, the uniqueness of the aquatic environment especially the watery medium, compared to the terrestrial environment and the medium of air. Can you list some examples below? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Dichotomous keys Keys are important tools for identifying organisms. The most common type of key is the dichotomous key. A dichotomous key is an analytical tool consisting of a series of paired contrasting statements requiring the user to make comparisons and decisions based on these statements in relation to the material to be identified. Some keys are Indented Keys while others are Bracketed Keys. Some keys use more than two contrasting statements (e.g., trichotomous key using triplets of statements instead of pairs). This is less ideal, but why do you think this is so? Can you think of circumstances that might necessitate the use of trichotomous keys? When using a key to identify an organism, bear in mind: 1) Determine relevance 2) Realise imperfections can and do exist in published keys 3) Familiarise yourself with the terminology 4) Read all leads at each stage or couplet of the key 5) Where possible, examine more than one feature in more than one specimen before making a decision 6) Back-track when lost 7) Verify your identification

STATIONS STATION 1: Using a dichotomous key - At this station you will attempt to identify one or more crustacean specimens using the following dichotomous key in conjunction with the provided terminology diagrams. - Your TA will guide you in the use of the key, interpretation of the terminology, and handling of the specimens. Note: When lifting and holding any specimen, please pick up the whole specimen with your hand or lift it up by the carapace (body) and DO NOT pick up any specimen by its appendages (antennae, pincers, legs, etc.) or soft or mobile parts (abdomen).
1. Antennae long, well developed ........................................................................................... 2 Antennae reduced ............................................................................................................................. 4 2. Rostrum present. Abdomen laterally flattened ................................................................... Penaeus Rostrum absent. Abdomen cylindrical or dorsoventrally flattened ......................... 3 3. Three pairs walking legs present. Abdomen reduced, dorsoventrally flattened, folded under carapace ..................................................................................................... Petrolisthes Two pairs walking legs present. Abdomen elongate, cylindrical ......................... Coenobita 4. Last two pairs of walking legs ending in pincers. Carapace covered with fine felt ..... Lauridromia Last two pairs of walking legs not ending in pincers. Carapace not covered with fine felt .... 5 5. Last pair of walking legs paddle-like. Carapace with single elongate lateral spine on either side .......................................................................................................................................................... 6 Last pair of walking legs undifferentiated. Carapace without single elongate lateral spine on either side ......................................................................................................................................................... 7 6. Carapace circular in shape. All walking legs paddle-like ................................................... Ashtoret Carapace transversely hexagonal in shape. Only last pair of walking legs paddle-like ..... Portunus 7. Carapace dome-shaped. Posterior margin lined with teeth ................................................. Calappa Carapace not dome-shaped. Posterior margin not lined with teeth ...................................... 8 8. Carapace as broad as long (appearing square-shaped). Eyes located at anterolateral corners of carapace .......................................................................................................................... Episesarma Carapace distinctly broader than long. Eyes located at front of carapace ....................................... 9 9. Abdomen with five movable sections ........................................................................................... 10 Abdomen with seven movable sections ........................................................................................ 11 10. Fingertips of pincers spatulate. Anterolateral margin of carapace dentate (with teeth) .......... Etisus Fingertips of pincers pointed. Anterolateral margin entire (smooth) .......... Atergatis 11. Carapace and upper and outer surface of pincers smooth. Anterolateral margin of carapace with low, poorly-developed teeth. Moveable finger of pincer with modified tooth (can opener) at the base ........................................................................................................................................... Ozius Carapace and upper and outer surface of pincers granulate. Anterolateral margin of carapace with sharp, well-developed teeth. Movable finger of pincer without modified tooth ...... Myomenippe

STATION 2: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Anemone - Barnacles - Coral* - Crab - Cuttlefish - Feather star - Giant clam - Sea snake* - Sea star - Sea urchin - Shark - Sponge* - Stonefish - Top shell

STATION 3: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Baler shell (marine gastropod)* - Horseshoe crab - Sea star - Sea Slug - Jellyfish - Coral* - Big head carp* - Butterflyfish - Frog - Puffer fish - Scallop - Sea snake - Stingray* - Chinese softshell turtle - Squid

STATION 4: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Asian Toad - Flower crab - Filefish - Giant clam* - Octopus* - Porcupine fish* - Stonefish - Sea snake - Sea turtle

STATION 5: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Anemone fish - Snapping shrimp - Remora - Sea cucumber* - Anglerfish - Lamprey* - Mudskipper*

STATION 6: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Alligator gar* - American bullfrog - Arowana* - Cane toad - Chinese softshell turtle* - Tilapia*

STATION 7: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Giant clams* - Anemones - Hermatypic corals* - Zoanthids - Crustose coralline algae* - Calcareous algae - Sea grapes - Sargassum* - Sea grasses* - Freshwater floating macrophytes* - Freshwater submerged macrophytes - Freshwater emergent macrophytes

STATION 8: Theme: ___________________________________________________________________________ ___________________________________________________________________________ Representative taxa - Freshwater cyanobacteria*, diatoms, and chlorophytes - Marine diatoms and dinoflagellates - Harmful freshwater cyanobacteria - Harmful dinoflagellates* - Freshwater cladocerans*, copepods*, rotiferans (rotifers) - Marine holo________: copepods, amphipods, ghost shrimp*, arrow worms* - Marine meso________: various larvae o Hydroids o Jellyfish or medusae o Crab zoeae* (s. zoea) o Crab megalopae (s. megalopa) o Sea star