integrating research in the regular biology classroom
TRANSCRIPT
![Page 1: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/1.jpg)
Integrating Research in the Regular Biology Classroom
![Page 2: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/2.jpg)
Grantsburg High School Research Biology, Summer 2005
St. Croix River of Life
by Kerissa Nelson - GHS
![Page 3: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/3.jpg)
Why have Students do Research?
![Page 4: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/4.jpg)
The boring answer:
• The state demands it! State Science Standards require that students engage in inquiry based activities.
![Page 5: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/5.jpg)
The selfish answer:
• I like it! Anything I can do to get outside as a teacher is good!
![Page 6: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/6.jpg)
Be Honest!
• A day on the St. Croix SCUBA diving and canoeing or….
• a day in a white walled building with periodic bells, raging hormones, and continual complaining about homework.
![Page 7: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/7.jpg)
The Real Reasons
• Students learn best by doing.
![Page 8: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/8.jpg)
The Real Reasons
• Students learn best by doing.
• You don’t learn much biology from a text book.
![Page 9: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/9.jpg)
For example..
• A text book says that freshwater mussels use fish to reproduce.
![Page 10: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/10.jpg)
A picture can show how they attract fish. (Just how many fish are in this
picture?)
![Page 11: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/11.jpg)
But when I take my students to the river
![Page 12: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/12.jpg)
They can see mussels luring for fish
![Page 13: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/13.jpg)
And see fish taking the bait
![Page 14: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/14.jpg)
The Real Reasons
• Students learn best by doing.
• You don’t learn much biology from a text book.
• Rivers are more than fish and water – they are ecosystems and this is a complex concept for students to understand.
![Page 15: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/15.jpg)
The Real Reasons
• Students learn best by doing.
• You don’t learn much biology from a text book.
• Rivers are more than fish and water – they are ecosystems and this is a complex concept for students to understand.
• People don’t care about what they don’t understand.
![Page 16: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/16.jpg)
The #1 Reason
• Ownership – It’s not just class, it’s not just a project – It becomes their class and their project.
![Page 17: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/17.jpg)
The #1 Reason
• Ownership – It’s not just class, it’s not just a project – It becomes their class and their project.
• Ultimately, it becomes their river.
![Page 18: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/18.jpg)
Summer of 2005
![Page 19: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/19.jpg)
Summer of 2005
• A Longitudinal Survey of Dragonfly Communities on the St. Croix River and its Wisconsin Tributaries.
![Page 20: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/20.jpg)
Summer of 2005
• A Longitudinal Survey of Dragonfly Communities on the St. Croix River and its Wisconsin Tributaries.
• A Quantitative Survey of the Unionid Mussels Below Four Dams on Three Wisconsin Tributaries of the St. Croix River
![Page 21: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/21.jpg)
Dragonfly Study Objectives:
![Page 22: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/22.jpg)
Dragonfly Study Objectives:• Increase Public
Awareness about Endangered Dragonflies of the St. Croix River
![Page 23: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/23.jpg)
Dragonfly Study Objectives:• Increase Public
Awareness about Endangered Dragonflies of the St. Croix River
• Give Students an Understanding of Dragonfly Life Cycles and Habitat Associations
![Page 24: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/24.jpg)
Dragonfly Study Objectives:• Increase Public
Awareness about Endangered Dragonflies of the St. Croix River
• Give Students an Understanding of Dragonfly Life Cycles and Habitat Associations
• Gain an understanding of species distribution and community ordination throughout the St. Croix River
![Page 25: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/25.jpg)
Methods
![Page 26: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/26.jpg)
We sampled 100 ft. segments of river bank for dragonfly
exoskeletons at 70 sites on the St. Croix River 1time/week.
![Page 27: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/27.jpg)
After carefully labeling our specimen vials (rule of 3)
![Page 28: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/28.jpg)
We sorted by species
![Page 29: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/29.jpg)
And sorted
![Page 30: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/30.jpg)
And sorted
![Page 31: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/31.jpg)
And sorted
![Page 32: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/32.jpg)
And sorted
![Page 33: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/33.jpg)
And sorted
![Page 34: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/34.jpg)
And sorted
![Page 35: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/35.jpg)
After we had sorted for four weeks – things got a little crazy
![Page 36: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/36.jpg)
We had identified and counted over 11,000 exoskeletons!
![Page 37: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/37.jpg)
We had identified and counted over 11,000 exoskeletons!
• This included 43 species
![Page 38: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/38.jpg)
We had identified and counted over 11,000 exoskeletons!
• This included 43 species
• A new Minnesota state record the Cyrano Darner (Nasiaeshna pentacantha)
![Page 39: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/39.jpg)
We had identified and counted over 11,000 exoskeletons!
• This included 43 species
• A new Minnesota state record the Cyrano Darner (Nasiaeshna pentacantha)
• A few more mysteries that we continue to work on. >!< >!<
![Page 40: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/40.jpg)
After all data was recorded and organized, we could produce
species distributionsSt. Croix Snaketail (Ophiogomphus susbehcha )
2005 Emergence on the St. Croix River
0
20
40
60
80
100
120
140
160
1 6 11 16 21 26 31 36 41 46 51
Plot Number from St. Croix Mouth to Source
# o
f E
xuvi
ae
![Page 41: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/41.jpg)
And phenograms showing when emergence had occurred
St. Croix Snaketail (Ophiogomphus susbehcha) 2005 Emergence on the St. Croix River
0
20
40
60
80
100
120
140
160
180
200
1 2 3 4 5 6 7 8 9
Week
# o
f E
xu
via
e
![Page 42: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/42.jpg)
Future Plans
![Page 43: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/43.jpg)
Future Plans
• Complete Mathematical Analysis for all Species and Communities
![Page 44: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/44.jpg)
Future Plans
• Complete Mathematical Analysis for all Species and Communities
• Complete Ordination Analysis using Habitat and Water Quality Variable Data that We Collected
![Page 45: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/45.jpg)
Future Plans
• Complete Mathematical Analysis for all Species and Communities
• Complete Ordination Analysis using Habitat and Water Quality Variable Data that We Collected
• Publish Our Results
![Page 46: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/46.jpg)
A Quantitative Survey of the Unionid Mussels Below Four Dams on Three Wisconsin
Tributaries of the St. Croix River
![Page 47: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/47.jpg)
Study Objectives:
![Page 48: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/48.jpg)
Study Objectives:
• Increase Public Awareness of Endangered Species
![Page 49: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/49.jpg)
Study Objectives:
• Increase Public Awareness of Endangered Species
• Examine Mussel Community and Age Structure Below Dams
![Page 50: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/50.jpg)
Study Objectives:
• Increase Public Awareness of Endangered Species
• Examine Mussel Community and Age Structure Below Dams
• Examine How Substrate Variables May Affect These Communities
![Page 51: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/51.jpg)
Study Objectives:
• Increase Public Awareness of Endangered Species
• Examine Mussel Community and Age Structure Below Dams
• Examine How Substrate Variables May Affect These Communities
• Tag Mussels For Future Growth Analysis
![Page 52: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/52.jpg)
Methods
![Page 53: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/53.jpg)
At each site, we located areas with mussels and then, within this area, we randomly sampled the substrate
![Page 54: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/54.jpg)
We snorkeled in shallow water.
![Page 55: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/55.jpg)
And when water was over chest height, we put our SCUBA skills to
good used.
![Page 56: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/56.jpg)
Substrate samples were run through a series of sieves
![Page 57: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/57.jpg)
and weighed
![Page 58: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/58.jpg)
Data Recorded
![Page 59: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/59.jpg)
Data Recorded
• Species
Fluted-shell(Lasmigona costata)
![Page 60: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/60.jpg)
Data Recorded
• Species• Length, Width, Height
![Page 61: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/61.jpg)
Data Recorded
• Species• Length, Width, Height• Age
(Fusconaia flava)
4 and 5 Year Old Wood River Wabash Pigtoes
![Page 62: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/62.jpg)
Data Recorded
• Species• Length, Width, Height• Age• GPS Site Coordinates
Creek Heelsplitter (Lasmigona compressa)
![Page 63: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/63.jpg)
Study Sites:
![Page 64: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/64.jpg)
Study Sites:
We sampled 100 (.25m2) quadrats at four sites below dams and one
high density non dam site.
![Page 65: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/65.jpg)
The Clam Lakes Dam had high diversity with 15 live species
Mussel Community at Clam Lakes Dam at Clam Dam County Park
51%
22%
7%
7%
4%
2%2%
2%
1%0%0%1%1%
0%
0%
Mucket
Strange Floater
Fat Mucket
Fluted Shell
Wabash Pigtoe
Pocketbook
Giant Floater
Threeridge
White Heelspliter
Elktoe
Pimpleback
Black Sandshell
Cylinder
Hickorynut
Lilliput
![Page 66: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/66.jpg)
The substrate was almost pure loose sand – not “typical” quality
habitatSubstrate Analysis
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
152 mm 81 mm 14 mm 6 mm .5 mm
Sieve Diameter
% C
om
po
sit
ion
Clam Lakes Dam
![Page 67: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/67.jpg)
The Memory Lake Dam Site on the Wood River had the highest diversity with 18 live species.
Wood River Mussel Community Below Memory Lake Dam
37%
26%
13% 6%
3%
2%
1%1%
0%
0%0%
0%
2%
2%
1%
3%
1%
Species
Spike
Mucket
Threeridge
Fat Mucket
Pocketbook
Wabash Pigtoe
Fragile Papershell
Flutedshell
Strange Floater
Black Sandshell
Elktoe
Cylinder
Pimpleback
Creek Heelsplitter
Hickorynut
Purple Wartyback
Pink Heelsplitter
![Page 68: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/68.jpg)
It also had the most heterogeneous substrate.Substrate Analysis
0%
5%
10%
15%
20%
25%
30%
35%
152 mm 81 mm 14 mm 6 mm .5 mm
Sieve Diameter
% C
om
po
sit
ion
Memory Lakes Dam
![Page 69: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/69.jpg)
Comparison Analysis Between Sites
![Page 70: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/70.jpg)
Substrate Summary
Summary of Substrate Analysis at All Sites
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
152 mm 81 mm 14 mm 6 mm .5 mm
Sieve Diameter
% C
om
po
sit
ion Beaver Dam Road
Spooner Dam
Clam Falls Dam
Clam Lakes Dam
Memory Lakes Dam
![Page 71: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/71.jpg)
Species Richness Summary
Species Richness at Each Site
0
2
4
6
8
10
12
14
16
18
20
Yellow River Beaver DamRoad
Yellow River Spooner Dam Clam River Clam FallsDam
Clam River Clam LakesDam
Wood River Memory LakeDam
Site
Nu
mb
er o
f S
pec
ies
![Page 72: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/72.jpg)
Mussel Density Summary
Density of Mussels/m2 at Each Site
0
5
10
15
20
25
30
Yellow RiverBeaver Dam
Road
Yellow RiverSpooner Dam
Clam RiverClam Falls
Dam
Clam RiverClam Lakes
Dam
Memory LakeDam Wood
River
Sites
De
ns
ity
in m
us
se
ls/m
2
![Page 73: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/73.jpg)
Summary of the Community Age
Mean Age of Mussels at Each Site Based on Annular Ring Analysis
0
2
4
6
8
10
12
14
16
18
20
Yellow RiverBeaver Dam Road
Yellow RiverSpooner Dam
Clam River ClamFalls Dam
Clam River ClamLakes Dam
Wood RiverMemory Lake Dam
Sites
Mea
n A
ge
in Y
ears
![Page 74: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/74.jpg)
Conclusions:
![Page 75: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/75.jpg)
Conclusions:
• Sites Below Dams Generally Hold Large and Diverse Mussel Communities
![Page 76: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/76.jpg)
Conclusions:
• Sites Below Dams Generally Hold Large and Diverse Mussel Communities
• These Mussels Appear to Grow at a Faster Rate than Mussels Elsewhere in the River System
![Page 77: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/77.jpg)
Conclusions:
• Sites Below Dams Generally Hold Large and Diverse Mussel Communities
• These Mussels Appear to Grow at a Faster Rate than Mussels Elsewhere in the River System
• Compact Substrate with Anoxic Conditions May Affect Reproduction at Some Sites (Such as the Spooner Dam)
![Page 78: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/78.jpg)
Conclusions:
• Sites Below Dams Generally Hold Large and Diverse Mussel Communities
• These Mussels Appear to Grow at a Faster Rate than Mussels Elsewhere in the River System
• Compact Substrate with Anoxic Conditions May Affect Reproduction at Some Sites (Such as the Spooner Dam)
• Each Site Was Unique Making it Difficult to Generalize about “Below Dam Conditions”
![Page 79: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/79.jpg)
Future Research :
• Return to sites within 5 years to analyze rate of growth for different species at different sites.
![Page 80: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/80.jpg)
Future Research :
• Substrate Analysis at 40 Randomly Determined Sites
• Continue with Water Quality, Shoreline and Land Use Analysis
![Page 81: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/81.jpg)
Future Research :
• Substrate Analysis at 40 Randomly Determined Sites
• Water Quality, Shoreline and Land Use Analysis
• Complete GIS and Mussel Community Ordination Analysis (NMDS) for our Dataset
![Page 82: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/82.jpg)
Special Thanks to :Mark Hove, Dr. Dan Hornbach, Lisie Kitchel,
and St. Croix SCUBA for technical and logistical support.
Grantsburg School District, the Wisconsin DNR Citizen Science Grant Program, and the Wisconsin Environmental
Education Board for financial support.
![Page 83: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/83.jpg)
In the end….
![Page 84: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/84.jpg)
Research is Hard Work!
![Page 85: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/85.jpg)
But that’s O.K!
![Page 86: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/86.jpg)
‘Cuz we’ve got mussels!
![Page 87: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/87.jpg)
Lots of mussels!
![Page 88: Integrating Research in the Regular Biology Classroom](https://reader030.vdocuments.us/reader030/viewer/2022032705/56649dd45503460f94acc02b/html5/thumbnails/88.jpg)
GHS 2005 >!<