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Introduction to Oceanography: Biotic

Spider Crab

Libinia emarginata

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

Spider Crab.png

Part A: Read the Background Information

About the Species

The common spider crab, also called the portly spider crab, is native to the Atlantic coast of North America. They inhabit all bottom types from Nova Scotia to southern Florida and the Gulf of Mexico. They are most common along bays and estuaries in coastal waters to the continental shelf.  They have long legs and walk along the substrate, foraging as omnivorous scavengers. They have poor eyesight; but, do have sensing organs on the end of each walking leg. Allowing them to identify food in the water or in the mud as they walk over it.  They use their long, thin claws to pick up morsels of detritus and algae, or to pull off food from a carcase.

 

This species exhibits sexual dimorphism, with males growing much larger than females, and having longer claws.  The females stop molting after they become sexually mature and remain the same size for the rest of their lives.  They overwinter in deeper waters off the coast and return to nearshore water in the spring.  Then, they aggregate in large groups for mating, and will spend the summer feeding in the eutrophic waters near estuaries and bays.  For more information, visit the species profile at the Chesapeake Bay Program’s website here

Part B: Prediction and Reasoning

Study the background information provided on spider crabs, 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 spider crabs in Long Island Sound?

2. Explain Your Reasoning: Why do you think spider crabs 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 spider crabs 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 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 spider crabs 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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