|
Background:
Reservoirs are artificial systems that are neither entirely characteristic of flowing water nor lakes. They have not evolved slowly over time, but have been abruptly created; the biota undergo modification in response to the environmental transition and subsequent biological dynamics of the various populations. Fish populations that existed during the lotic history are affected by the new, near-lentic conditions. Human-induced development through the construction of reservoirs, alters the physico-chemical conditions of natural aquatic systems, which in turn directly affect the biology of the resident fishes. The dynamics of the new reservoir’s founding year-classes dominate the community for a number of years, then gradually develop a modified cyclic equilibrium. Subsequent environmental alterations can continue to impact the community; these may include edaphic factors that vary from year to year and further anthropogenic factors, such as nutrient influx, environmental contaminants, and fish management. Management may regulate harvest characteristics (creel and length limits) and increase the complexity of the fish community through supplemental or introduction stocking.
Course Objectives:
Reservoir Fish Ecology will be examined by relating environmental factors, both pre- and post-impoundment to effects on the fish populations. These environmental factors will be discussed in the context of fish adaptations to the aquatic environment. Thus, important components of basic fish biology will be included. The fish populations will be characterized relative to parameters that are important to dynamics – functional role in the community, size distribution within a species, and standing stock or biomass. The role of introductions, either supplemental or introductory, will be included. Because fishes usually are not easily observed, sampling must play an integral role in population evaluations. Continual monitoring of populations is essential as elements of decision making for management purposes.
Course Structure:
A multifaceted approach will include traditional lecture discussions of the chalk-board variety, as well as vicarious experience through slides and power-points. Discussion and experiential learning will be encouraged. This will extend to laboratory work which will be hands-on activities to illustrate classroom discussion. Some inside labs will be used, but most will be out-of-doors. Field trips will be taken in the vicinity of UOBS, but most activities will take advantage of our outdoor laboratory, Lake Texoma. The UOBS experience is best characterized as casual, dress and in activities. However, safety will be emphasized. Life preservers will be worn while in boats, sun screen is important, and liquid intake is essential in the Oklahoma heat. Text - No text will be required. You may access material that I will make available in the classroom, plus literature that is in the library, and the wealth of material that can be accessed electronically. Topics - The schedule of activities is outlined below. Time required - For the most part, we will occupy the entire day and some evenings with our activities. A typical day might involve classroom work in the A.M. then an afternoon field project. We will try to allow time in the evenings for “book-work”. Alternatively, some field work will be accomplished in the morning, and afternoons to do associated lab work. Grading- Grading will be based on: exams (1 @ 30% and 1 @ 30%), laboratory exercises (30%), assigned readings and associated discussions (10%). Students taking the course for graduate credit will be required to complete additional assignments.
Reasonable Accommodation: Any student in this course who has a disability that may prevent him or her from demonstrating his or her abilities should contact your instructor, as well as Donna Cobb at (405) 325-7430, and the office of Disability Services, Goddard Health Center, Rm. 166, (405) 325-3852, as soon as possible so that accommodations necessary to ensure full participation and facilitate your educational opportunities can be discussed.
Outline
I. Course Introduction
A. Aquatic Habitat vs Terrestrial
B. Fish Adaptations to Aquatic habitat
C. Safety in Field Research
D. Historical Development – U.S. vs. Global
E. Small vs Large & Mainstem vs. Upland
II. Sampling Fish Populations & Habitats
A. Physical and Chemical Environments – Lotic vs. Lentic
B. Sampling Fish Populations
1. Sampling Design
2. Sampling methodology
III. Riverine-Reservoir Transition
A. Physico-Chemical Contrast
B. Biological Effects
C. Transition of Fisheries
1. Qualitative – species composition
2. Quantitative – Populations & Community
IV. Population Dynamics
A. Predator-Prey dynamics
B. Management
1. Small Impoundment vs. Large impoudments
2. Harvest
3. Stocking
4. Habitat Manipulation
___________________________________________________________________
Text: Hall, G.E. and M.J. Van Den Avyle, editors. 1986. Reservoir fisheries
management: Strategies for the 80's. American Fisheries Society, Bethesda.
Reference: Murphy, B.R. and D.W. Willis. 1996. Fisheries techniques, 2nd ed. American Fisheries
Society, Bethesda.
William Shelton
Department of Biology
The University of Oklahoma
730 Van Vleet Oval
Norman, OK 73019
Phone: (405)325-1058
Fax: (405)325-6202
E-mail: 
Updated
5 November, 2012
|
or 