Introduction to Oceanography: Biotic
Summer Flounder (Fluke)
Paralichthys dentatus
Basic Research Question: How and why does the abundance of Summer Flounder (Fluke) in Long Island Sound change with the seasons?
Part A: Read the Background Information
About the Species
The summer flounder is a large-toothed flatfish, commonly referred to as “fluke.” While primarily considered bottom-dwellers, they are powerful swimmers over short distances and can be very aggressive. It is common to find them actively feeding at mid-depths, and sometimes chasing prey to the surface. They are opportunistic, ambush predators, commonly feeding on small fish, squid, and crustaceans. They can be found in both inshore and offshore waters from Nova Scotia, Canada, to the east coast of Florida.
Fluke live for around 15 years, and can grow over 1 meter, with females growing larger than the males. In the spring months, fluke move into the inshore waters along estuaries, where they will stay until autumn or even early winter, until the water gets too cold for them. They spawn in deeper ocean waters, peaking between October-November when water temperatures change and autumn plankton is most productive. For more information on the summer flounder, visit their NOAA species profile here.
Part B: Prediction and Reasoning
Study the background information provided on Fluke, and take the virtual tour of the Enviro-Lab to learn how they are caught. Write answers to the following prompts on your sheet of paper.
1. Make a prediction: In what month(s) would you expect to find the most Fluke in Long Island Sound?
2. Explain Your Reasoning: Why do you think Fluke will be most abundant at that time?
Part C: Analyze the Data
Look at the dataset below. On your piece of paper, illustrate the data by making a graph. Your graph should have clear labels on both the x-axis and the y-axis. The type of graph (scatterplot, column graph, etc) is up to you.
This table shows the number of Fluke captured each month by students trawling aboard Project Oceanology’s research vessel, the Enviro-lab. Project Oceanology does not trawl in January and February.
Part D: Interpret the Results and Make Arguments from Evidence
On your sheet of paper, answer the following questions:
1. Make a claim that answers the research question (one sentence).
2. What evidence was used to write your claim? Reference specific parts of your graph.
3. Explain your reasoning. Make sure to connect your answer to what you have learned about Fluke biology.
4. Was your prediction supported by the results? Use evidence and background information to explain why or why not.
5. Use what you have learned about Fluke in Long Island Sound to answer the following: how is the biological community living in Long Island Sound influenced by abiotic factors such as temperature? Be sure to explain your reasoning.
6. How would you follow up? Describe a new question that should be investigated to build on these results, and what future data should be collected to answer your question.
Congratulations! Your final analysis should include the following components:
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A statement of the research question that you chose/were assigned
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Your prediction and your reasoning
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Your labeled graph
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Your answers to the results questions
Share your results with your teacher!