During the course and/or upon its completion, students will be able to:

• conduct research in the field and/or lab, and give presentations of their findings to a group
• identify biological, ecological or geological trends and patterns, and develop possible hypothetical explanations for these observed trends and patterns
• design and conduct experimental tests of hypotheses
• maintain accurate lab books
• interpret data from experimental results, and use interpretations to draw conclusions which help them accept or reject hypotheses
• cooperate with classmates to carry out effective field research
• respond positively to instructions from teacher, chaperone or boat captain, and follow the established rules
   

IV. COURSE OBJECTIVES

A. Coral Reef Ecology

• describe three general types of coral reefs - fringing, atolls, and patch
• correctly identify and differentiate between hard and soft corals
• identify the dominant corals on Bermuda's reefs
• learn how the different growth forms of coral represent adaptations to environmental conditions
• recognise that coral growth provides the physical matrix within which all other reef species live
• understand the definition of symbiotic relationships, specifically between corals and zooxanthellae
• learn why corals must receive sunlight, and understand how zooxanthellae photosynthesize
• understand the interdependency of corals and the other reef organisms (fish, invertebrates, plankton, etc.)
• record the types and numbers of corals in three different sites (e.g. South Shore shoals, North Rock, Shelly Bay)
• illustrate a typical coral reef food chain
• identify the common sponges and their ecological significance in the coral reef ecosystem
• identify the main types of reef algae, and their ecological significance in the coral reef ecosystem

B. Shallow Bay Communities

• describe the features of a shallow bay (sea grass bed)
• explain the importance of the community (stabilising marine sediments, providing habitats and breeding grounds and being both a primary producer and provider of food for many organisms)
• identify the three major species of sea grass - shoal grass, manatee grass and turtle grass
• investigate two shallow bay communities (e.g. Tobacco Bay, Whalebone Bay)

C. Plankton

• recognize the differences between phytoplankton and zooplankton and their roles in the reef ecosystem
• understand the process of photosynthesis, and how phytoplankton photosynthesis effects the environment
• illustrate the food chain involving phytoplankton, zooplankton, and fish
• take part in an open water and a sheltered water plankton tow
• conduct a laboratory analysis of plankton samples and make a record of the findings

D. Reef Fish

• identify common reef fish: angel fish, butterfly fish, damselfish, and their most frequently seen species
• recognise common sharks
• identify fish which travel with sharks (pilotfish, sharksuckers, etc.)
• understand the important role of reef fish to the ecology of the reef

E. Mangroves

• explain the importance of mangroves in stabilising the shore line and providing a breeding area
• understand that "mangrove" is a term applied to over 50 species of tree, not necessarily related, but all adapted to loose wet soil, a saline habitat and periodic tidal submergence
• identify the physical characteristics of red, black and white mangroves, and explain the differences between them
• describe the reason why Bermuda's mangroves have decreased, and the effect this has on the environment
• outline two types of strategies that the mangroves use for regulating the saline level within the plant

F. Geology

• read or attend an introductory talk on the birth of Bermuda
• identify and compare the many easily observed strata of rock and learn to associate them with ancient geologic eras
• learn to recognise erosional features such as marine notches, potholes and sea-cut caves
• identify fossil features - "Palmetto Stumps" (fossil tree stumps appearing as round holes with a hard outer casing of calcium carbonate); "Cedar Stumps" (smaller than palmetto stumps; honeycombed with calcium carbonate and inconspicuous in the cliff face; top shells (fossil mollusc shells often found in ancient dunes), and palaeo-sols ("red" and "white" fossil soils)
• look for Aeolian layers (windblown sand which has cemented into limestone)
• search for fossilised ferns in the rocks at Elbow Beach
• collect terrestrial and aquatic fossils (where permitted), identify them, and, where possible, compare them to present species
• collect rocks and minerals and by determining hardness, specific gravity, etc., identify them

G. Project Work

• Compare communities in high current vs low current environment.
• Relationship between fish morphology and behavior.
• Fish taxonomy and habitat.
• Diurnal aspects of plankton distribution and composition.
• Distribution and identification of molluscs, echinoderms, anthropods, porifera, etc.
• Tidal behavior of common limpets on exposed and protected rock areas.
• Comparison of organism activity during the day and night.
• A comparison of activity rhythms in Bermuda land crabs collected from areas with different tidal times.
• Compare different organism sizes from different reef environments
• Compare oxygen concentrations from different depths or locations.
• Compare tidal pool communities of different elevations.
• Effect of sea water distance on Bermuda shore grass.
• Survey of Lover's Lake (Ferry Point Park) to determine tidal influence and possible origins of organisms located there.
• Population study of Anoles lizards (conducted in the BBSR grounds).
• Under-litter communities in a banana grove.
• Location, mapping and identification of BBSR ground botanicals.
• Distribution and identification of succulent species of plants.
• Beach and shore features as affected by erosion.

Recommended Field Study Sites