The Biology of Fishes

Time: check here

Place: Conference Center., Education Dept. New England Aquarium (NEAq)

THE CONFERENCE CENTER IS IN THE BACK OF THE AQUARIUM PARKING GARAGE, NOT THE AQUARIUM MAIN BUILDING

OUR ENTRANCE IS ON THE HARBOR SIDE, FARTHEST CORNER AWAY FROM THE AQUARIUM MAIN BUILDING

Instructor: Rae Barnhisel, Ph.D., Marine Studies Consortium, Phone/Fax: 603-878-3671; Email: drbfishes at comcast.net

Office hours: By appt. before and after class.

Teaching Assistants: NEAq Aquarists, Colin Grist (cgrist at neaq.org).

Course Texts:
1. Fishes: An Introduction to Ichthyology, by P.B. Moyle and J.J Cech, Jr., 2000, 5th ed., Prentice Hall, Upper Saddle River, NJ

EARLIER EDITIONS OF MOYLE AND CECH ARE ADEQUATE FOR PURPOSES OF THE COURSE
AND CAN BE PURCHASED AT A DISCOUNT FROM INTERNET BOOKSELLERS

2. Encyclopedia of Fishes, edited by J.R. Paxton and W.N. Eschmeyer, 1998, 2nd ed., Academic Press, San Diego, CA.

Administrator: Roger Stern, Exec. Dtr., Marine Studies Consortium; Phone: 781-444-3643; Email: rstern at princeton.edu

For Possible Cancellations (due to inclement weather):
check Weather Alert. Cancellations will also be aired on WCVB Channel 5 and announced by voice message at 781-444-3643


Course Goals:
Biology of Fishes is designed for upper-level undergraduates well-versed in biological and chemical principles. The 300-level course builds on the student?s knowledge of vertebrate biology in order to explore and appreciate the differences and diversity of fishes. The course combines traditional ichthyology-systematics, taxonomy, anatomy, and distribution-with fish ecology-species interactions, adaptations, behavior, and conservation. The course emphasizes the phylogenetic relationships among fishes and the use of systematics as an organizational tool.

The first part of the course addresses the link between vertebrate physiology and phylogeny and the importance of viewing fishes as an early vertebrate rather than as a distinct paraphyletic group. The second part of the course focuses on the fish as an individual organism with sensory capabilities, evolutionary adaptations, and numerous behaviors, and examines the variety of strategies seen in feeding, reproduction, and development. The third part of the course shifts attention to fishes that have more derived and the habitats that provide specific physical, chemical, and biological requirements.

Course Mechanics
The course meets once a week on Tuesday evenings for 14 weeks. Most class meetings will consist of lecture on a particular area of biology or ecology; an activity, exam, or presentation; and a tour through the aquarium to view specific fishes after an introduction. The course can be more lecture-based depending on access to aquarium.

Each week, we focus on a particular group or groups of fishes, starting with those that have the longest evolutionary history to those that we think have most recently evolved. Other fish courses focus on systematics as a separate lecture topic. This course spends every week examining both systematics and phylogeny in terms of anatomy, physiology, behavior, and ecology. The best student is one that can use phylogenetic systematic tools and terminology to develop coherent hypotheses that address vertebrate evolution.

Student grades will be based on four Exams; a Written Report and an Oral presentation on a current issue involving a fish or fishery; Aquarium-related Activities, and an Interpretive Tour for a total of 1000 points. Extra credit may be available. Exams are short answer and essay. Their purpose is to integrate, relate, expand, and synthesize specific topics. The Written Report and Oral Report provides an opportunity for students to conduct independent inquiry and educate others on a self-chosen topic and gain experience in writing and public speaking. Aquarium Activities provide weekly opportunities for developing observational skills and evaluating various behaviors in fish. The Interpretive Tour asks students to highlight a single feature or character seen in a wide range of phylogenetically diverse fish and develop a virtual tour of those fishes using the New England Aquarium collection. T his assignment tests students on their understanding of phylogenetic systematic tools and terminology and its application to a collection of fishes.

There will be a field trip to Harvard University?s Museum of Comparative Zoology and Fishes Collection in Cambridge, MA, on a Saturday in March. The trip is highly recommended and strongly encouraged. Students will have access to resources of this world-renown institution that not available to the general public. Donations to the Museum are made with the laboratory fee.

All students will each receive a NEAq entry badge that allows entry into the main building during normal aquarium hours for the duration of the semester. Students must return the badges at the end of the course. They are color-coded for limited entry.

Parking at the New England Aquarium (NEAq) is expensive but costs can be reduced. Our NEAq TAs can provide guidance.

Course Expectations:
You will be asked to learn basic and advanced terminology. The course emphasizes both a precise and concise use of words and concepts.

You are expected to be on time for class and attend every class meeting unless you have informed me of any special circumstances beforehand.

I encourage you to ask questions at all times and initiate as well as participate in discussions. I strongly urge you to read the texts. Both will provide you with additional details that will help you with your report, exams, and other writing assignments. You may purchase them from NEAq?s Fishes Dept. or alternative sources such as the Internet. The most current edition is always preferable. Texts will be available outside of class to borrow short-term.

The course requires adherence to all academic standards of conduct. In all verbal and writing assignments, you may use another person?s ideas or words ONLY if you credit that person. Using another person?s ideas or words without crediting or referencing that person is plagiarism and punishable by law as well as by your academic institution.

Important Note:
This syllabus represents a contract of expectations between us. If you find yourself unable to meet an expectation, contact me as far in advance as possible to discuss alternatives. If you fail to notify me beforehand, you must provide me with formal documentation of the sickness, accident, emergency, etc., to avoid penalties.

About the New England Aquarium:
A wonderful part of this course is that it is held at one of the leading aquaria in the US. This gives us access to its spectacular collection of fishes, which is cared for by devoted aquarists. Most ichthyology courses rely mostly on preserved specimens that have lost their color, form, and behavior.

At the NEAq we can see thousands of fish in full color of health. We can observe their behavior, and literally see their diversity. We can focus on one or two taxonomic groups at a time each week and observe live representatives. We can go behind the scenes to see how the fish are maintained, raised, and conserved.

However, our course is only one type of user-group among many at NEAq. The NEAq has other obligations besides education and so functions differently than the average college or university department. Special money-making events that are essential to the NEAq?s financial health are often organized at the last minute. Room schedule changes and conflicts can occur, sometimes with little communication among NEAq staff.

As a result, the Biology of Fishes course must be flexible and often spontaneous in the order of things. Restricted access to the main building may result in changes to our schedule and plans. In addition, the course must have about 30 students in order to maintain itself financially. So we often have to squeeze together into tight places or appear inconspicuous.

Biology of Fishes is in its 7th year and has been taught 8 times by this instructor. It is one of few university-level courses so closely integrated with a national aquarium?s collection.

Rae Barnhisel, PhD

Texts:
Fishes: An Introduction to Ichthyology, by P. Moyle and J. Cech, 1999, 5th Edition, Prentice-Hall.

EARLIER EDITIONS OF MOYLE AND CECH ARE ADEQUATE FOR PURPOSES OF THE COURSE
AND CAN BE PURCHASED AT A DISCOUNT FROM INTERNET BOOKSELLERS

Encyclopedia of Fishes, edited by J.R. Paxton and W.N. Eschmeyer, 1998, 2nd Edition, Academic Press, Boston.