The Relationship Between Fish, Plants and Water Turbidity Hunter Moore, Shelby Chizek and Zachary Bradley

Research Project

Introduction Initial hypothesis Species rely on each other to keep Water quality driving fish abundance Species rely on each other to keep a balance What’s the issue? Constructed wetlands Why do we care? Reserve water source

Study Site Ada Hayden Heritage Park Ames, IA 2 Wetland Complexes 6 individual constructed wetlands

Methods Fyke Nets 1 Sample per wetland Set for approximately 24 hrs Sampling period of 2 days

Turbidity Testing 2 separate Days 3 Samples in each wetland 1200 mm Turbidity Tube

Results We Thought… We Learned… The turbidity was driving the number of fish in the wetland We Learned… The amount and type of fish were driving the turbidity

Over half were Bluegill A little under 9% were bottom feeding fish

R2= 0.04 P Value= 0.70 R2= 0.10 P Value= 0.55

Bottom Feeding Fish Common Carp (Cyprinus carpio) Black bullhead (Ameiurus melas)

Discussion Could not find significant proof that water turbidity influenced fish diversity and abundance. A correlation was present but was not strong enough to prove with confidence Use other scholarly literature where our results did not give definite output

Through our minimal findings and sourced literature we concluded that fish were the actual drivers of turbidity. Certain fish and their behaviour were the main contributor to this.

Furthermore, as we collected our data it became clear that the effects of fish stirring up sediments in the wetland had a variety of secondary effects. These secondary effects went on to affect other ecosystem components

Conclusion Our initial predictions were incorrect Fish were influencing the clarity of the water through feeding behaviour This had an effect on other components of the wetland ecosystem.

Future Recommendations More Fyke net Samples Sampling in calmer weather periods More turbidity sampling Year round sampling Time management

Teaching Activity

THE BIG IDEAS Each different animal species including fish need certain habitats to survive in In every ecosystem there is a different diversity of flora and fauna present

Preparation Preparation of water samples was taken just before presentation and nets were set up the night before.

The Activity We took students to a key wetland in our study (wetland 3) for ease of access and abundance of fish. We introduced ourselves and told students the extent of the lessons activities

Teaching Activity Discussion We utilised questions, diagrams, pictures, touch and data to engage students in our research We all tied this learning experience back to our next generation teaching science standards.

Future recommendations More theory before physical activity Fewer fish teaching, more fish for playing More time for the kids to play with the fish

Thank you!