Ecophysiology and Conservation of Fishes
(EEOS 693)
[taught as Special Topics (EEOS 697), Spring 2015]
Thursdays, 4:00-6:45PM
Plus Lab component
Instructor
Dr. John W. Mandelman
Director of Research/Senior Scientist (New England Aquarium)
Research Faculty (UMB School for the Environment)
Office: John H. Prescott Laboratory, New England Aquarium
Phone: 617-226-2168 (office); 617-283-3177 (cell)
Email: jmandelman@neaq.org
Office hours: TBD
Course background
Fish are a diverse and important group of organisms that occupy virtually all aquatic environments on
our planet, and play critical roles in aquatic and even terrestrial food webs. Due to the challenges of
living in an aquatic environment and the fact that most fish species are ectotherms, these species have
vastly different and in some cases more efficient systems for basic biological form and function than
terrestrial vertebrates, such as adapted modes of locomotion, hydromineral balance and gas exchange.
To best understand how fishes interact with their environments, one must integrate lessons on form
and function with those related to the physical and biological surroundings of aquatic systems. Fish, like
other aquatic organisms, are exposed to acute and chronic stressors stemming from an increasing
variety and magnitude of human-induced (i.e. “anthropogenic”) disturbances, such as fisheries
interactions and climate change. The survival of individuals and populations is predicated on
physiological and ecological responses to this harshening environmental landscape. This offers a prime
opportunity to learn about basic as well as altered form and function in the face of true conservation
threats to this diverse group of aquatic vertebrates.
Course description and structure
Broadly, this course will combine fundamental lessons on fish ecology and physiology with an applied
conservation focus, centering on anthropogenic disturbances threatening biodiversity in today’s aquatic
ecosystems. After an initial review of the basic physical properties of aquatic environments, we will
examine the diversity and specialization of form and function among fishes, as well as basic lessons on
reproduction and life history. Next we will explore the physiological systems within fishes that enable an
aquatic existence. Wherever possible, we will integrate case studies on anthropogenic threats and their
direct and/or indirect effects on physiology, fitness, survival and ultimately the conservation and
management of different fish species. Students will be encouraged often to think about how particular
aspects of anatomy, physiology and life history among the 28,000+ species of fish influence the relative
ability to withstand specific conservation threats.
Although we will survey case studies across a broad range of aquatic environments, the course will
principally focus on various habitats and ecosystems within the larger marine (ocean) environment,
which encompasses far more of the earth’s surface and aquatic biodiversity. In addition, although
various levels of physiological organization will be addressed, this course will chiefly focus on physiology
at the organismal level.
The laboratory component of this course will combine observational exercises with experiential handson activities, demonstrations and excursions in the both the laboratory and field environments. The
chief goal will be to reinforce lessons from the lecture component and develop new skills to serve as an
asset in future coursework (i.e. graduate studies) and/or career endeavors. The course will also involve a
highly interactive teaching environment. Grad students will not only lead an hour-long seminar, but will
be expected to serve as leaders and mentors to undergradutes during discussions and lab/experiential
activities.
Objectives
Students should walk away from this course with:
 A strong introductory understanding of abiotic characteristics of aquatic environments, and the
tradeoffs and interplay in form and function that aquatic organisms, specifically fish, have
evolved to withstand the challenges of inhabiting these environments.
 A strong basic understanding of key aspects in fish ecology.
 A strong introductory understanding of properties of select fish physiological systems most
pertinent to survival in aquatic environments.
 A familiarity with the primary anthropogenic threats to aquatic biodiversity, and more
specifically, those with the most profound effects on fishes.
 Through case studies and the literature, the ability to discuss specific fish conservation concerns
the type of research and intervention necessary to address these concerns.
 A working knowledge of the research methods and emerging fields of study that integrate
physiological lessons and tools with ecology, management and conservation.
This course will also help students hone their:
 Technical writing and communication skills at the graduate level.
 Presentation skills, and ability to moderate scientific discussions.
 Basic mentorship skills
 Basic hands-on laboratory skills, such as fish dissection and ID.
Reading material
Given the integrative approach, no one textbook is required for this course; however, readings will be
assigned from the primary scientific literature, and select chapters from a range in textbooks (see list
below), and made available to students sufficiently ahead of due dates. In addition, the use of online
resources (e.g. video, reference information) will be encouraged:
Fishes: an Introduction to Ichthyology (Moyle & Cech)
Ecology of Aquatic Systems (Dobson & Frid)
Environmental Biology of Fishes (Jobling)
Encyclopedia of Fish Physiology Volumes 1-3 (Farrell)
Fish Respiration (Perry & Tufts)
Ecological and Environmental Physiology of Fishes (Eddy & Handy)
Expectations
This course is geared to graduate students with a concentration in marine science and technology, or
environmental science. Unless prior consent from the instructor is granted, students are expected to
enter this course having successfully completed a basic ichthyology/biology of fishes course. Coursework
in vertebrate zoology or physiology, biochemistry, fisheries, conservation biology, and human anatomy
and physiology is useful, but not required. The multifaceted approach in this course will at times
necessitate sacrificing depth for breadth of subject matter; however, students will hopefully find this
integrative approach both enlightening and challenging.
It is expected that students attend class, and remain alert and engaged. This class will be highly
interactive, and as such, students must keep up with readings and actively participate. For lab activities,
students are expected to be able to work independently as well as in groups. Graduate students will be
expected to set an example for undergrads, playing a particularly active role in discussions and
laboratory activities.
Evaluation
This course will offer a range of assessments to promote absorption of material and growth while
accounting for diverse learning styles. As with most courses, there will be assignments and an exam,
where the probability of success will increase if students pay attention, do the readings, think,
synthesize information, and clearly communicate what has been learned.
Lecture component
Research paper (25%)
Graduate students will be required to write a 20-page (double-spaced, 12 pt font) review paper profiling
the distinguishing physiological characteristics (at any level of physiological organization) of a fish taxon
of their choice (any taxonomic level from species to class is acceptable). For example, metabolism in
elasmobranch fishes, or salt balance in the hagfish. At least 10 citations from the primary literature must
be used, with a focus on trade-offs and how the taxonomic group has evolved for success in the aquatic
environment. Some attention must be devoted to how this system, characteristic or strategy renders
the chosen taxon more or less vulnerable to human-induced stressors in the aquatic environment.
Seminar (25%)
Grad students will select a topic of broad scope related to a specific direct or indirect conservation
threat to the physiology, fitness, survival and/or conservation of a particular fish taxon, and lead a 60min seminar that includes (a) a 30 presentation on the topic with support from the literature; (b)
subsequently, the student will preside over a 30 min discussion centered around this topic. Students are
encouraged to discuss the topic with the instructor as early in the class as possible.
Final – in class (25%)
The cumulative final will take place at the conclusion of the course and will cover a combination of
material from the lecture and readings. It will test the student’s theoretical and applied knowledge of
the concepts covered during lectures, readings/discussions and excursions during the course, and will
not be exercise in simple memorization. Topics covered among student presentations will be fair game
for inclusion on the final.
Participation (25%)
Participation in our class is critical and expected, and grad students are expected to assume a leadership
role in this course. Beyond completing assigned readings and regular attendance, students must be
active participants in class discussion groups, as well as experiential/lab activities.
Laboratory component
Attendance and participation will compose 30% of the laboratory grade, with the remaining assessment
based on the satisfactory completion and performance on intermittent lab reports. There will be no final
lab exam or report, in that lessons from the lab component will be accounted for in the final exam for
the main course. Grad students are expected to conduct extra readings to and play a more active role
within interactive lab activities.
Grade Scale for both components
94-100 = A
90-93 = A87-89 = B+
72-76 = C
69-71 = C66-68 = D+
83-86 = B
60-65 = D
80-82 = B< 60 = F
77-79 = C+
Accommodations
The University of Massachusetts Boston is committed to providing reasonable academic
accommodations for all students with disabilities. This syllabus is available in alternate format upon
request. Students with disabilities who need accommodations in this course must contact the instructor
to discuss needed accommodations. Accommodations will be provided after the student has met with
the instructor to request accommodations. Students must be registered with the Ross Center for
Disability Services, UL 211, www.ross.center@umb.edu , 617.287.7430 before requesting
accommodations from the instructor.
Academic honesty
It is the expressed policy of the University that every aspect of academic life--not only formal
coursework situations, but all relationships and interactions connected to the educational process--shall
be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that
any submission of work for academic credit is the student’s own and is in compliance with University
policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the
Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including
requirements for academic honesty, as delineated by the University of Massachusetts, and described
here: http://www.umb.edu/life_on_campus/policies/community/code
Lecture
Date
Topic
Jan 29
Course overview
What’s due?
Intro to aquatic environments & fish biology
Feb 5
Intro to fish physiological ecology
Life history/Body form & diversity
Feb 12
Body form & diversity (con’t)
Locomotion & buoyancy
Feb 19
Neuroendocrine & reproduction
Feb 26
Sensory physiology
Circulation/gas exchange
March 5
Circulation/gas exchange (con’t)
Osmoregulation
March 12
Osmoregulation (con’t)
March 19
Spring break, no class
March 26
Bioenergetics, growth & metabolism
(Proposed topic for
presentation)
Stress physiology
April 2
Stress physiology (con’t)
Student presentations I
April 9
Conservation case study (climate change guest [skype] speaker)
Student presentations II
April 16
Conservation case study/activity (fisheries)
Student presentations III
April 23
Spatial ecology, research methods & biotelemetry
Student presentations IV
April 30
Field excursion
May 7
Synthesis/course conclusions & review
May 18-22
Final Exam (date/time TBD)
(Species report)
Lab
Date
Topic
Jan 29
Introduction & lab methods
Feb 5
Morphometrics & terminology
Feb 12
Fish dissection (teleost)
Feb 19
Literature roundtable
Feb 26
Fish dissection (elasmobranch)
March 5
Observations of fish diversity & behavior (I)
March 12
Age & growth
March 19
Spring break (no lab)
March 26
Fish phlebotomy and health assessment
April 2
Blood-oxygen binding
April 9
Role play exercise (conservation and policy)
April 16
Field Excursion (I) - seine
April 23
Biotelemetry
April 30
Field Excursion (II) - trawl
May 7
Lab review/final exam prep
May 18-22
Final Exam (lecture component only)
What’s due?
Lab report (I)
Lab report (II)
Lab report (III)