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Introduction to Oceanography: Biotic

Porgy (Scup)

Stenotomus chrysops

Basic Research Question: How and why does the abundance of Porgy (Scup) in Long Island Sound change with the seasons?

Scup (Porgy).jpg

Part A: Read the Background Information

About the Species

Scup are a species of porgy, which is a common term for fish that belong to the family Sparidae.   The term “porgy” is said to originate from a Native American term that meant “fertiliser.” The scup fishery was once the biggest fishing industry on the east coast of the United States, and farmers would use a surplus of these fish to bury in their fields to add nutrients to the soil.They are bottom-dwelling, browsing carnivores that feed mainly on small invertebrates.

 

Scup live a relatively long time; up to around 20 years.  Once they reach about two years old, and around 8 inches, they become sexually mature.  They spawn over weedy or sandy areas in southern New England from Massachusetts Bay south to New York from May through August, with peak activity in June. Scup migrate from coastal waters in the summer to the outer continental shelf in winter. They migrate offshore and south in the fall, returning north and inshore to coastal areas and bays in spring. For more information, visit the NOAA species profile here.

Part B: Prediction and Reasoning

Study the background information provided on porgy/scup, 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 porgies in Long Island Sound?

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

Screen Shot 2020-04-29 at 3.34.37 PM.png

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 porgies.

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 scup (porgy) 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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