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Introduction to Oceanography: Biotic

Longfin Inshore Squid

Doryteuthis (Amerigo) pealeii

Basic Research Question: How and why does the abundance of Longfin Squid in Long Island Sound change with the seasons?

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Part A: Read the Background Information

About the Species

Longfin inshore squid are a common invertebrate along the eastern coast of North America, from Newfoundland to the Gulf of Venezuela. They are active predators, schooling along the continental shelf feeding mostly on small crabs.  They will however eat a variety of different organisms, including large zooplankton as juveniles, and small fish as adults. These squid can consume prey larger than themselves, and will eat others of their own species.

 

Longfin squid have a short lifespan, rarely living past a year.  They grow very quickly, and die soon after reproduction (usually between 6-9 months).  Males grow larger than females, but usually can only reach about 50 cm in length.  They spawn year-round, with peak reproductivity in winter and summer.  The females lay egg capsules, that contain about 200 eggs each, in sticky clusters on top of substrate or attached to rocks or algae. The population makes seasonal migrations that are driven by water temperatures in the benthic zone; they move offshore during late autumn to overwinter along the edge of the continental shelf, and return close to shore for the spring and early summer. For more information on the longifn inshore squid, visit their NOAA species profile here.

Part B: Prediction and Reasoning

Study the background information provided on longfin squid, 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 longfin squid in Long Island Sound?

2. Explain Your Reasoning: Why  do you think longfin squid 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 longfin squid captured each month by students trawling aboard Project Oceanology’s research vessel, the Enviro-lab.  Project Oceanology does not trawl in January and February.

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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 the biology of longfin squid.

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 Longfin Squid 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:

  • A statement of the research question that you chose/were assigned

  • Your prediction and your reasoning

  • Your labeled graph

  • Your answers to the results questions


Share your results with your teacher!

**Educators and/or homeschool parents: educator guides are available for all research projects. 

Email mjacobs@oceanology.org to request an educator guide**

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