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FISH 415 LIMNOLOGY UI Moscow

Status assessment of landowner ponds surrounding Moscow

This year’s focus for the service-learning part of the course will be on small pondslocated on two different properties near Moscow. The X-group will tackle the Bell property,while the Y-group will tackle ponds located on the Bettis property.

The Bell pond as well as one of the Bettis ponds are very old earthen dam ponds indraws that were used for livestock watering on old homesteads/farms. Both of these pondsheld fish in the past - the Bell pond had a summer kill earlier this year that wiped out all of thefish in the pond. The owners are interested in why this occurred, what can be done about it,and what sort of density and size of fish can be re-stocked into the pond. They definitely desirethe presence of fish. Current turtles remain in the pond - on inspection, it does appear to havemany emerging midges (at last night’s visit) and there are geese and ducks present. Thelandscape in the catchment is variable and includes mowed acreage, and some farm fields. Willows grow right up to the edge of the pond, and there is mowed grass on about ½ of thepond (see figures).

The Bettis property has two ponds (upper and lower). The upper pond is the formerlivestock watering pond that had fish and is the larger of the two. The lower pond wasconstructed by the current landowners and is much smaller but also an earthen dam. Theconcern with the upper pond is that is used to have fish, but now appears to be fishless. Theowners are interested to know why, and the possibility of reintroducing fish for catching and theodd meal. What sort of fish and density should be stocked - what’s the chance for their growthand continued survival? The lower pond was constructed approximately 5 years ago and hasnot held much water except for this summer, but the level dropped significantly. The water isrelatively turbid, and the entire pond suffers from some erosion originating from the southernslope. The purpose of this pond is potential swimming, probably too small for fish, and may beused to house some duck nest boxes in the future. The concern here is, what can be expectedfor this pond - will it hold water in the future,(what will be water level fluctuations in a typicalMoscow year), could it hold fish, what can be done about soil erosion into the pond (this is thebig concern at the moment) without making it look overly artificial (e.g. installation of gabions),what will happen to water quality if duck nest boxes are installed (e.g., how many ducks couldthe pond support and for how long before significant degradation in water quality occurred?).

The limnology class will act in the capacity of consultants to provide an overallassessment of the ponds to both property owners. This will be similar to tasks you wouldcomplete as part of a job with an agency (e.g., IDFG, US Fish and Wildlife Service, EPA) orwith a private consulting firm, or NGO.

Because of the number of ponds, the class will be split into teams, each of which willfocus on specific tasks. The data gathered by each team will form the basis for the individualreports due at the end of the term. The reports should provide a current overview of the statusof the ponds and give recommendations for future management for water quality, thereintroduction and maintenance of fish (size, species), erosion control, etc.

Goals of project: i) develop skills in the scientific process; ii) assess the status oflandowner’s water bodies to provide baseline data; iii) provide experience in project design,development and execution; and iv) provide experience presenting results orally and in writtenformat.

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Your work in teams will involve:

i) Develop specific objectives/hypotheses, detailed methods, material list and budget(X - Due Oct 1 4:30 pm; Y- Due Oct 8 , 4:30 pm) NOTE MONDAY deadlinest th

ii) Undertake field sampling during field lab (X - Oct 3, Y - Oct 10)iii) Perform analyses on your samples during analysis lab (X - Oct 17 , Y - Oct 24 ) th th

iv) Provide summary data for posting on web site for your group by Nov 15 (X and Y)th

v) Give a presentation to the landowners and rest of the class summarizing yourendeavors (Nov 28 or Dec 5 )th

v) Write a full lab report (see web page) - individual effort to be handed in on Dec 7 -th

the most comprehensive reports will be forwarded to the landowners.

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Date Activities Grade

X 19 Sep 2012 General Introduction / Team meeting: objectives;methods/materials; budget

Y 26 Sep 2012 General Introduction / Team meeting: objectives;methods/materials; budget

X 1 Oct, 2012 Team Objectives/Materials/Methods/Budget DUE 3%

Y 8 Oct, 2012 Team Objectives/Materials/Methods/Budget DUE 3%

X 3 Oct, 2012 Field sampling lab - at Bell property

Y 10 Oct, 2012 Field sampling lab - at Bettis Property

X 17 Oct, 2012 Analysis Lab

Y 24 Oct, 2012 Analysis Lab

X&Y 15 Nov, 2012 Teams hand in data for posting on web 5%

Nov 18 - 24 Thanksgiving Break

X & Y Nov 28 or 5Dec 2012

Oral presentations of results 7%

X&Y 7 Dec, 2012 Individual Reports Due 10%

For the first assignment, each team needs to turn in clearly formulated objective(s) /hypotheses to be pursued during the project phase of the course, which will contribute to theoverall assessment of the ponds (see attached grading criteria). In addition, as complete amethods and materials section as possible is required, detailing how your team expects to carryout the research. Remember anyone should be able to complete your objectives - so they needto be complete and detailed. Please also include a table on a separate page listing all of theequipment you will need. We will detach this sheet and use it to prepare for the sampling lab tomake sure we have all of your equipment ready. As well, prepare and include a budget - we willaddress budgetary issues in class, and you may find it easiest completing this in tabular form. Hand in one group copy of this assignment in both digital and hard copy form. (For the digitalversion only send one (1) file per team.

Field sampling will be completed during regular lab time on Wednesdays. Dependingon your group’s task, you may need to spend some time outside of regular scheduled classanalysis time to complete it. Lab analysis of samples will also occur during scheduled classtime. It is important for you to finish your analyses before you leave for Thanksgiving break.

On Nov 28 or Dec 5 , all teams from both groups will give a 10-12 minute presentationth th

using visual aids to present results to the class (PC computer and LCD projector with MicrosoftPowerpoint will be available).

Presentations and data spreadsheets in digital format will be posted on the classwebsite so everyone has access to the same information.

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On Friday Dec 7 individual final reports are due. You will be responsible for a fullth

manuscript report (All sections). For the methods, focus only on those of your group, to cutdown on the amount of material. However, results and your discussion, you should consider asmuch of the class data as necessary to provide a complete assessment of the ponds. Eachindividual should hand in a hard and electronic (in WORD) copy. You can work in groups forthe analysis, but do your own final writing. Grading criteria for the final report will be asindicated on the attached grading criteria.

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Self assessment for team work

Team work to complete projects is the norm in the real world. Being part of a teamcarries responsibilities. Decide early on how you will split up the work, (evenly, drawing straws,individual strengths, etc.). However you do it, each individual will need to contribute. Toensure participation you will self-evaluate yourself and your team members for each of thetasks.

To evaluate your team members and yourself, enter all names including your own andthen consider the contribution of each member to the effort by distributing 24 points. I will tallyscores for each person and calculate a ratio by which to multiply my assessed grade.

Example: team of 4; everyone contributes equally. Give each person including yourself 6points - each person obtains a total score of 24/24 and the ratio is 1. If the effort is distributedunequally and one person ends up with a score of 27/24 then that person’s grade will bemultiplied by 1.125, etc.

Expectations are that individuals will contribute evenly - for example a team may deemthat one person not participating in the field but doing all analyses is fair. Or perhaps someindividuals will participate less in lab and field but will then contribute more to data analysis orthe final presentation. How you split the work is entirely up to you. Teams should not tolerateabsences without a medical certificate or prior arrangement. The instructor reserves the right tointervene.

Group # _________

Group Members (Objectives,methods, materials,budget)

(Field and labwork, data prep)

(Presentation)

Project areas - very general - feel free to swap tasks / add other items

A - Physical and Chemical Parameters- draw a bathymetric map using GPS/GIS, calculate water volume (and eventuallysediment volume), maximum and average depths, profiles of oxygen, temperature, andconductivity; measure total phosphorus and Chlorophyll a.

B - Littoral macroinvertebrates and zooplankton communities- quantitatively sample littoral and pelagic area(s) of the pond for invertebrates to assesssuitability for and quantity of fish that may be supported?

C -Sediment erosion / depth accumulation analysis , water balance, evaporative loss- sediment analysis for water content and organic matter to provide an estimate of howmuch material has accumulated since the ponds were created. Estimate density ofmacrophytes/biomass -contribution to nutrient pool (Bettis upper pond esp.).

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Bell pond - X-group

Bettis ponds - Y-group

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Your tasks:

Develop clear objectives/hypotheses to be completed by your team in the selectedproject area. Develop detailed methods and a materials list needed to complete your tasks. Asyou proceed you may want to keep the following in mind:

1) You have limited manpower and time - think of the number of samples you have analyzed inlabs so far and the time required for each. Try to optimize your entire effort for theproject - not only in your team but also the group.

2) Consider how you will account for variability - do you sample more than 1 site, more than 1sample per site ? Remember a minimum of 3 replicates is required to arrive at ameaningful estimate of variation for a point estimate. How will you treat depth? (Do youhave to?)

3) Can you piggyback some of your proposed sampling with that of another group - e.g., usesame site? Talk to others and see what their plans are - the more samples are takenfrom the same site, the easier it is to link the data.

4) You may need to do some library research to see how others have completed similarsampling/analyses - relying on published methods is better than coming up with yourown. Allow for having to do this.

5) Decide how you are going to split up tasks so the project can be completed and everyonecontributes equally. This could mean everyone chips in equally along the way - or yourteam may deem that person X is going to do less field work but do more of thepresentation.

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Grading criteria

Objectives ( /3)3 - Objectives clearly stated; phrased as hypotheses where possible2 - Objectives obscure, not clearly stated.1- Objectives only partial i.e. not all stated or included.0 - No objectives stated.

Methods and Materials ( /3)3 - Contains information that is effective, quantifiable, and concise which allows the

objectives to be repeated; contains all procedural steps for field collection,laboratory analysis, and statistical analysis, if applicable; properly identifiesequipment and contains table of equipment for field and laboratory analyses;contains literature cited for common methods.

2 - contains information that allows objectives to be replicated; is missing someequipment; contains unnecessary information; no citations for common methods.

1 - presents information in format that is marginally replicable; parts of the basic designmust be inferred by the reader; procedures not quantitatively described; no tableof equipment for field or laboratory component;

0 - presents information so poorly or in such a non-scientific way that it cannot bereplicated.

Budget ( /3)3 - budget is complete and covers majority of anticipated expenditures; contains realistic

figures.2 - incomplete budget; key personnel or expenditures omitted; or contains unrealistic

figures.1 - some line items entered, neither compete or realistic.0 - no budget included.

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Sample Budget Worksheet (you can download this from the Limnology homepage as an excel[.xls] file) - this will make it easier to do the calculations because formulae are already entered)

Agency:Project Title:

Budget Period: Salary % of Person

(bi-weekly) # wks Effort wks Agency

A. Professional Staff

0 0

Subtotal 0 0

B. Fringe Benefits for Professional Staff @38%

0

Subtotal 0

C. Other Personnel

1. Graduate student (15.60/hr*40 hrs/bi-wk) 624 52 1 52 16227

Subtotal 16227

D. Benefits for Other Personnel (grad student @1%)

162

Subtotal 162

E. Subtotal Personnel 16227

F. Subtotal Personnel and Benefits 16389

G. Travel

Subtotal 0

H. Supplies and Materials

Subtotal 0

I. Equipment (>$5000)

Subtotal 0

J. Services (Contractual)

Subtotal 0

K. Direct Costs 16389

L. Indirect Costs (45.3% of MTDC) 7113

M. Total Year One Costs 23502

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FISH 415 LIMNOLOGY UI Moscow

Laboratory report grading criteria

Cover / Title ( /2)

2 - Clear, succinct title

1 - vague, long title

0 - no title

Introduction ( /5)

5 - Clearly identifies purpose of research, provides background information supported by adequate

literature references, adopts appropriate tone.

4 - Clearly identifies purpose of research, provides background information supported by some

literature references.

3 - Clearly identifies purpose of research

2 - Purpose in introduction but must be identified by reader

1 - Fails to identify purpose

Methods and Materials ( /5)

5 - Contains information that is effective, quantifiable, and concise which allows the experiment to be

repeated; is written so that all information inherent to the report can be related to this section;

identifies all sources of data to be collected and instruments used; identifies sequential

information in an appropriate chronology; gives brief summary of how data was analyzed; does

not contain unnecessary, wordy descriptions (references common methods appropriately).

4 - as above, but missing identity of some equipment; contains unnecessary information, and/or wordy

descriptions within the section - common methods not referenced.

3 - presents information in format that is replicable; all information in the report can be related to this

section; however, fails to identify some sources of data and/or presents sequential information in

a disorganized, difficult pattern.

2 - presents information in format that is marginally replicable; parts of the basic design must be

inferred by the reader; procedures not quantitatively described; some information in later parts of

report can not be anticipated by reading the Methods and Materials section.

1 - presents information so poorly or in such a non-scientific way that it cannot be replicated.

Results ( /5)

5 - Presents correct/accurate summary data in graphs / tables; where possible, means and standard

deviations are presented to show variation among samples; is written in parallel order to methods;

summarizes main aspects of data in narrative with reference to figures/tables for support.

4 - same as above but some mistakes in data analysis - i.e. numbers/calculation are not correct.

3 - mistakes in calculations; data not well summarized in tables or figures; some data missing; section

not parallel to methods.

2 - reader is left to infer major trends on own; narrative and data (figures/tables) not integrated;

data/figures missing; incorrect calculations.

1 - results contains tables of raw data, poorly written narrative that does not use reference to figures

and/or table for support, poorly summarized data, if any.

Discussion ( /5)

5 - Purpose and findings of the research are summarized; student draws inferences that are

consistent with the data and scientific reasoning and relates/contrasts these to other findings of

other studies; student explains expected results and offers explanations and/or suggestions for

further research for unexpected results; student presents data honestly; distinguishes fact and

implication; and avoids overgeneralizing; accepts or rejects hypothesis.

4 - same as 5 above, but information not related/contrasted to findings of others.

3 - same as 4 above but student overgeneralizes

2 - Student summarizes the purpose and finding of the research; student explains expected results

but fails ignores unexpected results.

1 - Student may or may not summarize the results, but fails to interpret their significance to interested

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audiences

References ( /5)

5 - all references cited included and in proper format; current primary literature

4 - all references cited; format not consistent.

3 - references cited in text but not included in list.

2 - few primary references; references not ordered

1 - some web references

Figures ( /5)

5 - Proper figures including labeled axes; units, complete figure captions.

4 - Axis labels/units missing, incomplete figure captions.

3 - same as 3 above, no figure captions

2 - Figures out of order, lack figure caption

1 - some figures included, no labels, caption or units

Tables ( /5)

5 - descriptive table captions, row and column headings, data well organized only presenting

necessary information such as depths means and standard errors.

4 - as 5 above but not including standard errors.

3 - descriptive table caption missing

2 - same as 3 above, data not well organized, superfluous data included

1 - same as 2 above; missing crucial data.

Organization (Scientific format demands) ( /5)

5 - All materials placed in correct sections; organized logically within each section; runs parallel

among sections.

4 - All material placed in correct sections; organized logically within each section, but may lack

parallelism among sections.

3 - Material placed in right sections, but not well organized within sections; disregards parallelism.

2 - Some materials are placed in wrong sections or are not adequately organized wherever they are

placed.

1 - Material placed in wrong sections or not sectioned; poorly organized wherever placed.

FISH 415 LIMNOLOGY U of I Moscow (Project evaluations)

Group # __________ Names__________________

Content /10 (scientific content - objectives clear; appropriate data and analysis; errorestimates; focused discussion; clear summary)

Style /10 (clear speech; clear, concise and appropriate visual aids; pace;enthusiasm; confidence; time; direct answers to questions)

Specific comments: