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PROCEEDINGS of the FIRST ANNUAL AMERIKA SAMOA M.ARINE SYMPOSIUM COASTAL ZONE INFORMATION CENTER March 10,1988. NgENESS lp EN cn Ir GC 31.6 7@1 rmijjEW OF ED CAN sAA10A Y76 AMERI 1988 A.s.G- COA91\1- M-ANAGEMEN-T PROGRAM us Department of Commerce NOAA Coastal Service-, Center Library 2234 South Robson Avenue Charleston, SC 29405-2413 PROCEEDINGS Of the fz@ ]FIRST ANNUAL AMERIKA SAMOA A&ARINE SYA1POSIUA1 March 10,1988 NiKENEsS ENE r Cd > OF ED AMFVICAN SAMOA A.S.G- COASTNL M-ANAGEMEN'T PROGRA@,j American Samoa Coastal Management Program In reply ret*er to: Economic and Development Planning Office American Samoa Government Pago Pago, American Samoa 96799 684-633-5155 NCAN SAMOA C C N11, GENAI-N@ EUREWORD The First Amerika Samoa Marine Symposium, coordinated by the Division of Curriculum & Instruction, Department of Education, was designed primarily. to provide the high school students the opportunity to learn how to conduct a scientific research project, write a scientific paper, present their reports oralN,to an audience of scientists, teachers and peers, and to promote interest in marine affairs. All high schools students (Grades 9 - 12) were invited and encouraged to participate in the Symposium. Requirements for participation included a research project, a written paper (3-10 pages) using data from a research project, and an oral presentation of the paper in front of an audience. The written papers were due on January 5, 1988 and the oral presentations were made on March 10, 1980. The Symposium was initiated by the Division of Curriculum & Instruction (DC0, Department of Education (DOE), and financial support was provided by the American Samoa Coastal Management Program (ASCMP). A coordinated effort by several individuals to help put this Symposium together was not an easy task. They ai I are to be commended f or their hard and unselfish work. Special "Fe@ymiylk?" (thanks) go to Rick Davis, Science Coordinator for DOE, Matt Lel, Marine Awareness Program Coordinator (DOE) and the whole staff of DCI; Robert Morrow from the ASCMP; all the teachers from the participating high schools; and to everybody that helped out with the organization of the Symposium. Last but not least, I would also like to recognize all those volunteers who dealth with the editing and judging of student papers. Your assistance made it possible f or our students to have quality papers at the end. The students were interested and excited to. get involved with a research project. The top three projects were invited to participate in the Thirteenth Annual Student Symposium on Marine Affairs in Honolulu on April 300 1988. Our students' participation in the Hawaii Symposium provided them outside e)(posure to other scientists, students, and teachers. The First Symposium was a big success and the ASCMP is very proud to be part of this project. We are looking forward to continuing support of such effort inpromoting public awareness in the field of marine science. P HP sepasarLa) A @' Program Manager FIRST ANNUAL AMERIKA SAMOA MARINE SYMPOSIUM CONTENTS SYMPOSIUM STAFF..@ ...................... PAGE I SYMPOSIUM ANNOuNCBJENT .................. PAGE 11 CERTIFICATE ............................. PAGE III STUDENT ADVISORS ........................ PAGE IV PROGRAM ..................... .............. PAGE V INDEX OF STUDENT PRESENTERS/PAPERS ...... PAGE VI STUDENT PAPERS .......................... PAGE I LIST OF ALL STUDENT PRESENTERS./TITLES ... PAGE 49 AMERIKA SAMOA MARINE SYMPOSIUM ORGANIZING COMMITTEE Chairman:- Matt Le; Marine Awareness Program, Department of Education. Members: Leone High School Tafuna High Sch!2ol Robert Strong Lokeni Nu'usolia Larry Madrigal George Scanlan Richard Pease Jack Burgess Taotua Fuifui Samoana High School Faga'itua High Schgol Joseph Stanislaus Saipale Fuimaono Roderick Mackenzie Timoa Mageo Tafuna Tech. H.S. Manu'a High School Doug Foster Suzanne Aina Fa'asao High School DCI Science Staff Katherine Lane Paul Cassens Joanie Cahill Paul Dumas SCIENTIFIC REVIEWERS: Office of Harine & Wildlife Resources Troy Buckely David Itano Lafo Masaniai Fia T.S. Tiapula Bill Knowles Environmental Protection Agency Shiela Wiegman Leone H. S. Tafuna Tech. H.S. Larry Madrigal Doug Foster Richard Pease Robert Strong DCI Science Staff Manu'a H.S. Paul Cassens Suzanne Aina Paul Dumas Rick Davis ENGLISH REVIEWERS: DCI English Staff Leone Hiah School Marsha Farrow Rick Hantz Gwen Long Tilani Ilaoa ASCC Bob Lesa **The Committee would also like to thank all those that participated as judges for the Skmposium. PLEASE POST announcing the... st Amerika Samoa MARINE SYMPOSIUM for all high school students Learn how to conduct a research project and how to write a scientific paper. Be the best be a SCIENTIST. Write a 3-10 page paper following symposium guidelines. Paper due January 5, 1986 and deliver the paper orally at a public symposium on Marchfo,,1988. You can use basic data you hav e already for a science fair project or start from scratch. It is your own research, writing and speaking which are important. The two or three best writtenand presented papers will be selected to attend the Hawaii Student Symposium on Marine Affairs in April. Funding for the symposium is provided by a grant from the Amerilea Samoa Coastal Management Program. For more information and guideline copies contact: Rick Davis or Matt Leci "S"12-4 to Division of Curriculum & Instruction Utulei Larry Madrigal - Leone H.S. Joseph Stanislaus - Samoana H.S. Etene Levi/Lokeni Nulusolia - Tafuna H.S. Talofa Leala/ Saipale Fuimaono - Fagaitua. H.S. Doug Foster - Tafuna Technical H.S. Suzanne Aina - Manula:H.S. Christina Keenan - Falasao H.S. Mario Brunetta - Marist H.S. RECOGNITION OF ACHIEVEMENT In recognition of the fine efforts made by each of student who successfully carried out their research, wrote a paper and made an oral presentation based on that paper at the First Annual Amerika Samoa Marine Symposium the following Certificate of Merit was given. Congratulations to each recipient. -SW- ENEg WA 461 IRS ecavjft fflwz= jot t4l' . IN k AMERIKA SAMOA MARINE SYMPOSIUM ST,UDENT ADVISORS Doug Foster ....... Ta4una Techincal High School. Joanie Cahill .............. Fa'asao High School. Larry Madrigal ................ Leone High School. Mario Brunetta ............. Marist High School Suzanne Aina ................ Manu-a High School. The Amerika Samoa Marine Symposium Committee would like to take this opportunity to thank each of the advisors for their generous efforts. IV AMERIKA SAMOA MAR'INE SYMPOSIUM FONO GUEST FALE. MARCH 10, 1988. PR06RAM 5:00 P.M . ................ REGISTRATION. FOND GUEST FALE. 5:15 p.m . ................ WELCOMING AND INTRODUCTION. MATT T. L MARINE AWARENESS PROGRAM, DEPT. OF EDUCATION. ................ KEYNOTE SPEAKER. HON. LT. GOVERNOR, 'FALEOMAVAEGA ENI HUNKIN. 5:45 p.m . ................ PRESENTATION OF-PAPERS. 8:30 p.m . ................ AWARDS AND CLOSING CEREMONY. ................. CLOSING REMARKS. RICK DAVIS. SCIENCE COORDINATOR, DEPT.. OF EDUCATION. FIRST ANNUAL AMERIKA SAMOA MARINE SYMPOSIUM STUDENT PRESENTERS COLIFORM POLLUTION IN PAGO HARB.OR (A TWO YEAR,-STUDY). Tana Crookshank. Fa'asao High School ..................... PG. I WATER POLLUTION Sa-lovale Clara Mapu. Falasao High School ................. PG. 13 SONGS OF THE HUMPBACK WHALE. Wynona Panama. Leone High School ......................... PG. 16 A DEVICE THAT MEASURES LIGHT INTENSITY IN SEAWATER. Siaosi Savelio. Ta+una Technical-High School ............. PG. 26 A METHOD FOR RECORDING SOUNDS FROM CRUSTACEANS. Falamalie Tapa-fua. Ta4una Technical High School .......... PG. 33 Eunice viridis: IS THERE A DIFFERENCE BETWEEN MALE AND FEMALE PALOLO. Annie Uiagalelei. Falasao High School .................... PG. 37 THE SPAWNING AND EARLY DEVELOPMENT OF PALOLO. Vaolele Lauofo. Leone High School ........................ PG. 41 PAPERS FROM MANWA HIGH SCHOOL WERE NOT AVAILABLE FOR THIS PRINTING. vi COLIFORM POLLUTION IN PAGO HARBOR (A TWO YEAR STUDY) by Tana Crookshank ABSTRACT Testing for both t6tal and fecal coliform bacteria at-nine sites in Pago Harbor indicates that several sites exceed American Samoa safety standards. However, the tests for 1987 yield much.10wer counts than those of 1985. PROBLEM STATEMENT Fecal coliform is an indicator of recent human sewage contamination. Total coliform is a combination of various organisms and their contamination. Escheria coli is a well-known bacteria found in human and warm-blooded animal intestines. Large numbers are also found in human feces. For this reason, detection of Escheria coli in natural waters is used as an indicator of fecal coliform contamination and it is relatively high where there has been recent sewage pollution. Pago Harbor receives boat, factory, and domestic sewage, wastes from holding tanks, and animal wastes (i.e. piggeries). It was, therefore, expected that on testing water samples from the harbor, Escheria coli and other coliforms would be found, suggesting the presence of pathogenic micro-organisms. In 1985, especially high counts of E. coli were expected at the Salamasina Dock and Satala because of heavy traffic, while low counts were expected at the other testing sites (Crookshank, 1985). Because of the data obtained in 1985, high counts were expected at Tulutulu Point, Salamasina Dock, Market, Satala, and Aua in 1987 because of 13. Satala Leloaioa ua ---IOPago Park PAGO PAGO HARBOR ;"@.Zlew Dock Salamasina Dock Market Ujtulel Beach Tulutulu Point .(Figure 1 salamasilr 2 their locations in areas of high traffic. The remaining sites were expected to yield lower counts similar to those of 1,985 . LITERATURE REVIEW Water which looks clear can be thoroughly contaminated with pathogenic micro-organisms (Brock, 1974,1979). In the United States recreational waters, the coliform count is usually not allowed to exceed the United States standards of 1000 bacteria per 100 mi. of water. Public health officials close beaches on this basis because of risk to the general public of receiving eftteric viruses or an intestinal infection. The rate for determination of coliform contamination in American Samoa is 200 bacteria per 100 mi. of water. Determination of fecal contamination within shellfishing waters is of prime importance because shellfish provide a reservoir for infectious hepatitis. Therefore, in the United States, shellfishing is prohibited if the fecal count exceeds 2300 bacteria per 100 mi. of water (Mitchell. 1974). Pago Harbor has always been used by the people of American Samoa as a recreational site and. a fishing area. If any sites yield higher counts than the United States' or American Samoa's standards, a potential health hazard is present. METHOD At each of the nine sites (Fig. 1). a sample of water was taken from a measured depth of I foot. To complete my study of the total and fecal coliform count at each of these sites, I chose the-membrane fjlterizatio@ process. 3 Fifteen (15) mi. of each sample was filtered through a separate bacteriological membrane to test for fecal colifor m. -_Each. membrane was placed on methylene blue lactose in a petri dish. Each. petri dish was then put in a water bath incubator set at 44 Celsius for.- 24. hours. Following incubation, the colonies of fecal coliform were counted, compared, and recorded. Another 15 ml. of each sample was filtered through- a bacteriological 91- membrane to test for total coliform. Each membrane wkt.placed on lactose- peptone agar eosin im a petri dish. Each petri dish -was. then put in an incubator set at 35 Celsius for 24 hours. Following incubation, the colonies of total coliform were counted, compared and recorded. To determine the number of coliform bacteria present. the number of colonies was counted.- If the colonies almost completely covered the bacteriological membrane and were unable to be counted. because of their fusion. then the figure- was considered too numerous -to -count (TNTC). If a site's count was TNTC. then not only did it exceed American Samoa's standards but also the-United States' standards This process for both coliform counts was completed on each testing day once a week for four weeks in, 1985 and again in 1987. RESULTS Of the samples taken at high tide on February 14. 1985 (Table 1), the sites showing total coliform too numerous to count were Tulutulu Point, the Salama'sina Dock. andAua. Of these, only Tulutulu Point yielded a fecal coliform count high enough to exceed the standards of American Samoa :@ftd the United StAte@s. Utulei the Market, -'the -New Dock, Pago Park, 4 and Leloaloa were found to have total and fecal coliform counts but not excessive amounts (Crookshank, 1985). At..low tide on February 21,1985 (Table 2 ), TNTC total coliform counts were found at the Market and Pago Park. The other sites yielded low counts. The, fecal coliform count was negative except for Satala and Leloaloa which showed very few bacteria (Crookshank, 1985). At- high tide on February 28. 1985 (Table 3 the results for the total coliform counts proved to be much the same as during the high tide of February 14th. For fecal coliform counts, however, Tulutulu Point and Aua exceeded the standards of both American Samoa and the United States for fecal coliform contamination (Crookshank, 1985). At low tide on March 7, 1985 (Table 4), the only site with a total coliform count TNTC was Aua. The other sites were relatively low in their count- For the fecal coliform count, all but the Salamasina Dock, Pago Park , and Leloaloa showed signs of having fecal coliform present (Crookshank, 1985). At low tide on December 2, 1987 (Table 5 ), no sites showed either fecal or total coliform in numbers too numerous to count. In fact, every site was well below American Samoa's and the United States'safety standards. Of the samples taken at high tide on December 9. 1987 (Table 6 ), no sites exceeded American Samoa's or the United States' safety standards, and counts were relatively low for both total and fecal coliform. Tulutulu Point and Utulei Beach yielded no counts for either total or fecal coliform. At low tide on December 16, 1987 (Table 7 ), again no sites exceeded American Samoa's or the United States' safety standards for both total and fecal coliform. 5 At high tide on December 23, 1987 (Table 8 every site excluding Tulutulu Point, Utulei Beach, and the New Dock exceeded both American Samoa's and the United States' safety standards for total coliform. For the fecal coliform count. every site excluding Tulutulu Point, Utulei Beach, the New Dock . and Pago Park yielded TNTC co U-nts. 6 TABLE I February 14, 1985, HIGH TIDE Total Coliform Count Fecal Coliform Count Tulutulu Point TNTC* TNTC* MUM Beach 21 4 Salamasina Dock TNTC* 31 market 32 5 New Dock 33 26 Pago Park 12 0 Satala TNTC* 58 Leloaloa 43 9 Aua TNTC* 68 TABLE 2. FEBRUARY 21, 1985, LOW TIDE Total Coliform CoM Fecal Coliform Count Tulutulu Point 6 0 Utulef Beach 2 0 Salamasina Dock 40 0 Market TNTC* 0 New Dock 15 0 Pago Park TNTC* Ol Satala 25 Leloaloa 16 2 Au TNTC* A 7 TABLE 3. FEBRUARY 28, 1985, HIGH TIDE SITE Total Coliform Count Fecal Coliform Count Tulutulu Point TNTC* TNTC* Utulel Beach, 7 40 Salamnina Dock TNTC* 73 Market 42 11 New Dock 30 27 Pago Park .11 8 Satala TNTC* 65 Leloaloa 52 10 Aua. TNTC* TNTC* TABLE 4. MARCH 7,1965, LOW TIDE SM Total Collform Count Fecal Coliform Count Tulutulu Point 23 15 Utulei Beach 6 2 Salamasina Dock 30 0 market 52 1 New Dock 25 7 Pago park 2 0 Satala 26 to Leloaloa 14 Aua. TNTC' 8 *TNTC- Too numerous to count 8 TABLE 5. DECEMBER 2. 1987, LOW TIDE Total Coliform Count Fecal Coliform Count Tulutulu Point 0 0 Utulei Beach 0 0 Salamasina, Dock 1 2 Market 20 19 New Dock I I Pago Park 3 2 Leloaloa 0 Au 23 4 TABLE 6. DECEMBER 9,1987, HIGH TIDE Total Coliform Count Fecal Coliform Count Tulutulu Point 0 0 Utulei Beach 0 0 Salamasina Dock 9 4 Market I I New Dock 1 0 Pago Park >200 >100 Satala 21 5 Lefoaloa 17 4 Aua 0 9 TABLE 7. DECEMBER 16,1987, LOW TIDE ME Total Coliform Count Fecal Coliform Count Tulutulu Point >200 >100 Utulel Beach >200 >100 Salamasina Dock I I Market >100 87 New Dock )200 >100 Pago Park >200 >100 Satala >200 _A00 Leloaloa >200 -.AOO Aua >200 A00 IER 23, 1987, HIGH TIDE Total Coliform Count Fecal Coliform Count Tulutulu Point >200 48 Utulei Beach 27 12 Salamasina Dock TNTC* TNTC* Market TNTC* TNTC* New Dock >200 44 Pago Park TNTC* >100 Suala TNTC* TNTC* Leloaloa TNTC* TNTC* Aua TNTC* TNTL* *TNTC-Too numerous to count 10 DISCUSSION In. 1995, the high counts at the Salamasina Dock and Satala and -the1ow counts at Utulei Beach suvoorted. mY hypothesis. The low counts found at the 'Market, Pago Park, Aua, and Tulutulu Point, however, did not support my hypothesis. Tulutulu Point was found later to be occasionally bolluted with sewage released from a nearby sewage plant. The sewage is.. usti-ally chlorinated .but sometimes the plant experiences a shortage of chlorine -and cannot treat the sewage properly. Reasons for the other sites' pollutiorr- are still undetermined but probably depend greatly on streams running directly into the harbor, piggeries located by these streams, various human- activities, and ocean currents, which would also seem to be'the cause of varied coliform counts at each site after the results of' each test. In 1987, the low counts found @at Tulutulu Point, the Salamasina Dock, the Market, Satala. and Aua did not support my hypothesis while the other ,sites yielded counts similar to those of 1985, i.e., coliform l6ve_1q'-.-,not exceeding accepted government standards. io The only noticable increase in total and fecal coliform counts--that was observed on December 23, 1987 may have been due to the heavy rai Infall that day. A number of streams run.- directly into Pago Harbor, and during a rain they erode the mountainside and carry much soil into the harbor. It is therefore believed that this soil caused the major,increase in coliform counts. Counts. for total and fecal-coliform. seemed to be relatively lower in 1987 than in 1985. Reasons for this are undetermined but could be either the result of efforts made to control the sewage released into the harbor, the difference in the time of year that the testings occurred, the difference in rainfall during the different times of year. -of the:result of tidal current changes during different times of the year. There may have been an experimental error during the collecting of the samples. When the samples were taken from a measured depth of one foot, the movemont of the waves may have interfered with the accuracy of the measurements. CONCLUSION From this study, it can be concluded that Pago Harbor is polluted with total and fecal coliform bacteria with respect to the safety levels set by the United States' and American Samoan governments. The test results from 1985 and 1987 differ considerably, but the sources of coliform pollution are believed to be mainly boat. factory, and domestic sewage which is continually being channelled into the harbor. BIBLIOGRAPHY Brock, Thomas D. 1979. Biology of Micoorganisms. 3rd ed. New Jersey: Prentice Hall. Brock, Thomas D., and Brock, Katherine M. 1978. Basic Microbiology. 2nd- ed. New Jersey: Prentice Hall. Mitchell, Ralph. 1974. Introduction to Environmental Microbiology. New Jersey: Prentice Hall. Stanier, Adelber. Ingraham, Wheelis. 1979. Introduction to the Microbial World. New Jersey: Prentice Hall. Crookshank, Tana. 1985. "Coliform Pollution in Pago Harbor". The Eleventh Annual Hawaiian Marine Symposium. 12 WATER POLLUTION Sa'ovaie Clara Mapu Fa'asao High School Grade 9 What causes water pollution? There are many ways that water can be polluted. According to the American Samoan Environmental Protection Agency (ASEPA) - an agency taking care of our environment, there are many ways water can be polluted by people. This can be tested and proved in an EPA laboratory. EPA lab technicians do.this as a daily routine. Taking samples from wells, springs, streams or other sources people use for their drinking water. If they find the water to be contaminated they send a message to the local radio station, TV, and newspapers to alert the people to boil their water for drinking or filter the water before using for food. Even though the water may be clean to our eyes it could still be contaminated, then it is not suitable to drink. The kind of germs found in water cannot 'be se en unless we use a microscope. We need to have clean water far drinking if we drink dirty .1 'water we may get some of the waterborne diseases, such as diarrhea or typhoid fever. Who keeps your drinking water safe? Local water systems: 1. Site wells and intakes (pipes that suck water into drinking water systems). 2. Sample water and maintain test records. 3. Notify the public if problems arise. Local Pollution Control Agencies: 1. Protect surface water. 2. Protect ground water from contamination by controlling contaiminating sources. 3. Monitor ground water and detect contaminants. EPA. Drinking Water Program 1. Retain primary enforcement responsibility in areas/vii1ag,ets that have not attained "Government" water systems - e.g. Aoa, Aniouli, Tula, etc. 2. Sets [email protected] and se-c-,_-3ndary drinking water standards. 3. Estal-,,A,ishes monitoring and reporting requirements. 13 What happens to your water before it comes out of the faucet? 1. EPA and Public Works work to protect the quality of ground and surface water needed to keep the villages supplied with safe.drinking water. 2. Water is moved from surface and ground water sources to storage areas. The major source of water in American Samoa is ground water which does not require filtration. However, for water that does require filtration, these additional steps are followed. A. Water is strained to remove debris. B. A chemical such as alum is added to coagulate particles. C. Water moves slowly through sedimentation basins while solid particles sink to the bottom. D. Water then flows through beds of gravel and sand for final filtering, 3. Chlorine or other disinfectahts are added as final treatment to kill bacteria. 4. Water is then tested for purity to ensure that it does not contain any quanity of pollutants in excess of EPA's maximum contaminant levels. 5. Treated water goes to reservoirs or holding tanks. In some cases, it goes directly into the water system. 6. Drinking water comes gushing out of the faucet in your kitchen or bathroom. Each of us need clean water for our needs. Everything in life depends on water but we cannot use polluted water. We must have clean water. 14 Listed below are some of sources of polution. 1. One way we can pollute the water by using ava niu kini. They are not only destroying the coral but they kill fish and pollute the water. By polluting the water we may end up getting sick from the fish we eat. 2. From the ASEPA office I found out that some of the laundromats, garages, emptied their wastes water into the ocean. This is one way to pollute the water. On rainy days whatever lies on ground surface will be washed down to the ocean. 3. To help we should not litter into streams, rivers or on. the beaches. Try to burn trash. 4. Other sources include the canneries, ships and oil tanks. Our harbor is one of the world's most attractive natural harbors. Keeping the harbor clean will help assure that it will be as beautiful for future generations. With the goal of keeping the harbor clean the government has developed rule's and regulations for controlling garbage and various types of water pollution. We must understand these regulations. Water Pollution Reaulations. Local Rules. 1. Local laws prohibit the dumping of garbage of sewage into the'waters of American Samoa. Fines for polluting the harbor can be issued be the harbor patrol upto $1,000 for each offense. 2. The Environmental Quality Commission of American Samoa regulates what companies and manufacturers can put into the water. Fines.for pollution under their rules can result in fines of upto $500 a day, or even closing of the company. Federal Regulations. 1. Federal regulations allow for citations for much higher value, up to $25,000 in some instances. The U.S. Coast Guard can impound fishing boats and not allow them to sail until a bond has been, posted or the fine paid, BIBLIOGRAPY Mapu, Siniva. American Samda Environmental Protection Agency, Pago Pago, American Samoa. Weigman, Sheila. American Samoa Environmental Protection Agency, Pago Pago, -American Samoa.' 15 Songs of the Humpback Whale Wynona Panama , Leone High School ABSTRACT Three basic kinds of sounds are produced by humpback whales, they include high, low, and changing or modulated frequencies. These three sounds, alternated and varied, make up the song that consists of seven basic types of sounds. These seven sounds have one to several variations of each. By audio spectrograph analysis, the songs reveal differences among songs of humpbacks from different geographical regions. Introduction Humpback whales produce a variety of sounds with an extraordinary range of tonal qualities, some of which probably help the whale keep in contact with others and may aid in navigation. They produce sounds including the highest and lowest frequencies humans can hear (Kaufman & Forest, 1986). How humpbacks create these sounds is unknown since they do not have functional vocal cords. Some evidence suggests that the sounds are produced by various valves, muscles, and a series of blind sacs found branching off the respiratory tract (Winn & Winn, 1985). Most of the sounds produced by humpbacks form long, complex patterns which are often repeated for hours. A humpback song is composed of a series of discrete notes or units (Kaufman, 1986). A unit is the shortest discrete sound noticeable to the human ear. A series of units constitutes a "phrase" (Kaufman, 1986). Phrases are 16 usually uniform in duration, and may contain repeated sounds. A consecutive group of phrases makes up a "theme" (Kaufman, 1986). A predictable series of themes forms a "song" (Kaufman, 1986). A song generally lasts between 6 and 18 minutes depending on the number of phrases it includes (Kaufman, 1986). A sequence of songs in which there are no pauses greater than one minute, is a "song session" (Kaufman, 1986). (See figure A) SONG SESSION SONG THEME PHRASE PHRASE SUBPHRASE SUBPHRASE SUBPHRASE SUBPHRASE UNITS UNITS UNITS UNITS UNITS UNITS UNITS UNITS Figure A shows the individual units which when grouped together make up a song session (Kaufman, 1986). 17 From season to season, the whale's song is in a constant state of evolution. As the song progresses, new themes may be introduced or old ones may be changed. For example, audio spectographs recorded in 1978 & 1979 of humpback whale songs from Hawaii and the Pacific Mexico reveal these changes (Winn & Winn, 1985). (See figures below). Hawaiin Humpback Whale, 1978. Hawaiin Humpback Whale, 1979. Pacific Mexico Whale, 1978. Pacific Mexican Whale, 1979. 18 Each sing changes it's song to keep in tune with other singers. Also, the song heard in one season is quite different from the song heard in the next season. The song heard at the end of the season is quite different from the song heard at the beginning of the season as a result of the constant changes. Presently, data indicates little or no singing takes place during the summer and further change to the song does not appear to occur (Winn & Winn, 1985). For the past 13 years, humpback whale songs have been recorded from the West Indies, Tonga, Bermuda, the Pacific Coast of Mexico, Hawaii, and the Cape Verde Islands by scientists (Winn & Winn, 1985). Humpbacks begin to sing just before or during migration to the breeding grounds in the tropics, and they continue to sing throughout the breeding season. Recent recordings made in the North Atlantic and in Alaska by scientists suggest that they begin to sing the full song just before migrating to the tropics, and that only portions of the song are sung throughout the summer months on the feeding grounds (Darling, 1979). Three basic kinds of sounds are produced by the humpback: high, low, and changing or modulated frequencies (Winn & Winn, 1985). These three sounds, alternated and varied, make up the song. Often the Sounds can be grouped into 6 themes, but in some years only four or five themes have been identified (Winn & Winn, 1985). Listening to the call, especially when several whales are singing simultaneously, one gets the impression of a complex variety 19 of sounds. I fact, there are about seven basic types of sounds. They are moans cries, chirps, yups, oops, (and other changing frequency sounds), surface ratchets, and snores (Winn & Winn,1985). These 7 sounds have one to several variations of each. When humpback whale songs are analyzed, each sound is given a descriptive name to be able to distinguish the difference. Of the seven sounds only chirps and surface ratchets are missing from some calls (Winn & Winn,1985). At present, all the recordings to date always have the other sounds and are always present in some form though they are put together in different ways (Winn & Winn,1985). The low-frequency sounds can be grouped into 4 types:moans, groans (a type of moan), snores, and surface ratchets (Winn & Winn,1985). The modulated or changing- frequency sounds are the largest group and include wavers, oos, ees, whos, wos, and foos;. other sounds that change frequency more abruptly are the yups, and the similar mups and ups (Winn & Winn,1985). The high-frequency sounds are cries and chirps (Winn & Winn,1985). Moans or groans can be long, short, wavery, pulsed, or in two parts. There are several varieties of cries; chirps exhibit less variation. Variations of the snore include short snores, long snores, elephant snores, lion snores, and two-part snores (Winn & Winn,1985). The changing-frequency sounds have the greatest number of variations; they can be short, long pulsed, or in two parts (Winn & Winn, 1985). The Surface ratchet, which 20 does not always occur, has only one or two variations (Winn & Winn, 1985) . In the West Indies, the surface ratchet was found associated with surfacing, bqut this sound was absent in the Pacific Humpback's call (Winn & Winn,1985). Even when the surface ratchet is absent, each call has a particular sound or sounds associated with surfacing that is, surfacing invariably occurs at the same point in the song except when a disturbance causes the whale to surface earlier (Winn Winn,1985). Tape recordings of humpback whale songs were made off Hawaii on April 27,1985 and 10 weeks later off Stradbroke Island on the eastern coast of Australia. The Australian whale was recorded during the northward migration. Sonpgrqaphic analysis and-comparison between the two sets of songs revealed major contrasting features especially in the overall song organization and in the form of constituent phrases (Kaufman & Jenkins,1985). The phrase types inhe Hawaiian song were relatively short in duration containing few sound units where as by contrast several Australian phrases were very long (26-33 seconds) and were repeated only one to three times (Kaufman & Jenkins,1985). All the Hawaiian phrases were repeated Much more frequently in some cases up to seventy times, in a single theme (Kaufman & Jenkins,1985). The four Australian phrases which more closely resembled the Hawaiian ones in length were repeated much less frequently (range 3 to 11 times) (Kaufman & Jenkins,1985). A notable characteristic of 21 the long Australian phrases was that the final one in a given theme was shortened by omitting some of the end sound units. Three of the six Australian themes were "static", one showed marked "shifting" from phrase to phrase and two were "Unstructured" (Kaufman & Jenkins,1985). There were no marked transitional phrases. The Hawaiian songs had a "shifting" phrase in only one of its themes and strongly marked transitional sequences between themes (Kaufman,1985). In the Australian sample a complete song session, from blow to blow, started with a ratchet type theme, followed by two songs each of 6 themes in strictly repeated sequence. There was variability in the number of phrase repetitions within themes. After two complete songs the session ended with a ratchet theme either before the blow. The Hawaiian song did not have a ratchet theme at the start or the end and the sequence of themes was largely random. The concept that major ocean areas have characteristic humpback songs is strongly supported by this comparison (Kaufman, 1985).The differences clearly extend beyond the detailed form of song phrases the basic organzation of the song form. The evidence suggests that southern and northern humpback whale stocks do not mix across the equatorial zone. Since the humpback song was discovered to occur in the tropics during the mating season, little attention was paid to the sounds being produced on the feeding grounds. Recently, Nancy Reichley recorded and analyzed a variety of 22 sounds produced by humpbacks in the Cape Cod area during the summer months. She found that hlumpbacks have quite a repertoire of sounds consisting of about 21 basic sound types with at least 84 variations (Reichley,1983). The sounds were similar in type to those recorded in the tropics and included moans, grunts, yups, cries, and chirps. Very few of the sounds were arranged in continuous patterned sequences similar to the song of that year in the West Indies, and most were either produced sporadically or continuously with no songlike pattern. Humbacks sing for hours until one of two things happen. Either they are joined by another lone, nonsinging adult, or they stop and rush off to join a larger "mating" group. Peter Tyack has watched songers pursue nonsingers. He has also seen them join a group, stop songing, and engage in behavior usually associated with courtship and mating. Otherrs have seen singing humpback's exhibiting aggressive behavior toward other humpbacks. All these behaviors imply that singing whales are males vying for the attention of females. Tyack also noted that as the breeding season progressed, the singers sang for longer periods. 23 C 0 1\1 CC* L USS 10 N Although much has been learned about the hUmpback, songs, many questions still remain. For example : Why does the song change each year, do females ever sing, and what kinds of information are in the songs? The humpbacl-.. whale has the capability of analyzing and interpreting the sounds it produces. Although the song probably contains (fonsiderable information, data suggest that it is information of a rather simple kind. Whatever the purpose of the humpback song, we know the whale constantly repeats the same message over- and over. Not only are individual sounds repeated, put groups Of sounds are repeated, as is the entire song. Why does the song change each* year? The reason for these changes is not understood but it may be that a new song each y@ar is more stimulating to the females, or th.at one dominant male decides the.song for the year. What ki nd of information is in the song? Frequency may be an important element in the whale's message. The humpback could be using different frequencies to send different messages to different individuals, since all humpback songs .include a combination of frequencies. If all singing whales are in @act males, it has been implied that the low frequencies could be a threat to other males, the high frequencies a motive to females to come closer-, and the changing @requencies a means of calling attention to t h e ty-, s el v e si. 24 REFERENCES ......... Reichley, N.E. Sound production by the humpback whale, (Megaptera novaeangliae) in Cape Cod, MA waters. Abstract, Fifth Biennial Conference on the Biology of Marine Mammals, The Society for Marine Mzimmialogy, Boston, 1983. 2. Darling, Jim; Source of the humpbacks song, (Oceans) pp.3-10, 1984. 3. Kaufman, Gregory D., and Jenkins, Peter F., Comparison of Australian and'Hawaiian whale songs: Abstract, Sixth Biennial Conference on the Biology of Marine Mammals, The Society of Marine,Mammalogy,. Catiada, 19B5. 4. Kaufman,, Gregory D. with excerpts from HAWAII'S HUMPBACK WHALES by Gregory Kaufman and P.H. Forestell. (Song and Communication). 5. Winn, Lois King and Winn, Howard E. Wings in the Sea (The Humpback Whale) Singing whale, pp. 89-103, 1985. 25 A Device that Measures Light Intensity in Seawater. Siaosi Savelio- Tafuna Techincal High School. ABSTRACT A device was built that was able to indicate light intensities at different depths. Temperature did not seem to affect the readings from the device. The device was sensitive to sunny and cloudy conditions at the same depth. The device consists of an ohm meter and materials that cost less than $7.00. PROBLEM STATEMENT An attempt was made to build a device that was able to measure the intensity of light an different depths. LITERATURE REVIEW The light penetration at different depths can be measured by a Secchi disc. The diameter of the Secchi disc is 20 to 30 centimeter (about 1 foot). The Secchi disc depth (the depth at which the disc will disappear), is a standard measure of transparency (Weiss and Dorsey 1979). One disadvantage teh Secchi disc has is that the visibility of the disc depends upon how well the observer sees. Photoresistros are devices whose resistance changes with the intensity of light. When light strikes the photoresistor, it increases the number of electrons available to carry current. Light of hogh intensity decreases the resistance and light of low intensity increases the resis- tance of the photoresistores (Mims, 1983). Some advantages of a device that uses a photoresistor to measure light intensity are 1) it eliminates the observer eyesight problem, 2) it measures light intensity at depths shallower that the Secchi disch dept, it measures light intensity at the Secchi disc depth, and it measures light intensities at depths deeper than the Secchi disc depth. MATERIALS AND METHODS I made a SEcchi disc from a paelo bottom. I placed a cadium sulfide photoresistor pruchased from Radio Shack (catalog number 276-1657) on the Secchi disc. The photoresistor was then soldered to a 15.57 meter length of 18 gauge speaker wire. The speaker wire was purchased from Transpac in American Samoa. Two banana plugs were at the opposite end of the speaker wire (see figure 1). The two banana plugs were attached to a Micronta 21 range multimeter (Radio Shack catalog number 22-210). To prevent a short circuit, all exposed conductors were sealed with Krazy Glue R. The Secchi disc and the photoresistor were lowered into the sea with the speaker wire (see figure 1) at the pier in Pago Pago. The resistance measurements were made according to the following procedure. The meter was used to measure the resistance of the photoresistor at sea level. I lowered the photoresistor one meter at a time and recorded the resistance reading for each depth. To help the Secchi disc sink, I added weights to the bottom of the disc. The final readings were recorded when the photoresistor rested at the bottom of the sea (9 meters deep). An attempt was made to see if the photoresistor was sensitive to temp- erature. The photoresistor was placed in a water bath whose temperature was lowered by adding ice. The range of the temperature for which the readings were made did not seem to affect the resistance of the photoresistor. RESULTS The primary factor that affects the resistance of the photoresistor is the amount of light falling on it. As the intensity of light striking the photoresistor 27 increases, the resistance of the photoresistor decreases. Figure 3 demonstrates the ability of this device to measure light intensities at different depths. The resistance reading of the photoresistor at sea level was 70 ohms. At the Secchi disc depth (2 1/2 m), the resistance reading of the photoresistor was 175 ohms. At the sea floor, the resistance of the photoresistor was 900 ohms. Sunny and cloudy conditions did not seem to affect the Secchi disc depth. The two condition readings were taken within 15 minutes. However, the photoresistor was able to detect the differences in light intensity under the sunny and cloudy conditions. The photoresistor reading under sunny conditions was 70 ohms. The photoresistor reading under cloudy conditions was 140 ohms. The device used to test the effect of temperature on the resistance of the photoresistor broke. The resistance reading of the photoresistor remained constant over the temperature range of 30 C, 26 C, and 22 C(150 ohms). DISCUSSION The addition of the photoresistor to the Secchi disc allows a person to quantify light intensity at different depths, including the Secchi disc depth. Since I still have the Secchi disc, I can compare my Secchi disc data to the data recorded in the past. The device I built also detected differences in the intensities of light due to sunny and cloudy conditions. I was unable to calibrate the readings of the photoresistor against the units that are usually used to measure light intensity. This does not suggest that the device has no use. However, a conversion factor or a conversion table must be found before my values can be compared to the standard units. The curve in Figure 3 is not a straight line. This may mean that the clarity of the seawater is not the same from sea level to the bottom. Some possible uses of my device are 1) it might help to locate the maximum depth where photosynthesis takes place and 2) it might indicate pollution. 28 PICTORIAL DIAGRAM 014A4 ME TER SECCHI DISC T PHOTORE-SISTOR FISHING NET WE-16H FS FIGURE o 29 SCHEMATIC. DIAGRAM KEY OHM METER PHOTORESISTOR Fl GURe 30 900 700 600 400 300 zoo 160, 771 -.4 DEPTH IN METER S YEY FII?S*T READING x SECOND READING 6 U RG- 31 CONCLUSION A device was made to measure the intensity of light at different depths in seawater, it was tested, and it works. Temperature did not seem to affect the readings of the device. BIBLIOGRAPHY 1) Encyclopedia Britanica Subject: Ocean and Sea; Secchi Disc 2) Mims, F.M. (1985) Getting Started in Electronics. 3rd Edition. Forrest M. Mims. Ill., U.S.A. 128 p. 3) Simon, S. (1972) Science at Work: Projects in OCeanography. Franklin Wattle Inc. 4) Weiss H. M., Dorsey, M. W. (1979) Investing the Marine Environment. A Sourcebook. Volume 1. 32 A Method for Recording Sounds from Crustaceans. Fa'amaile Tapafua - Tafuna Techincal High School. ABSTRACT An undewate microphone was attached to a tape recoder. A Crustacean was caught and ptaced in the aquarium. The water was areated with an air pump. I was unable to sounds from this crustacean. The speciman was changed and I got a stomatopod from Fatu and Futi. I was able to record sounds from this crustacean. The sounds are caused by the shrimp striking an object. PROBLEM STATEMENT The goal of this project was to find a procedure for recording crustacean sounds into an underwater microphone and onto a cassette tape. LITERATURE REVIEW Crustaceans are in the Animal Kingdom udner the phylum Arthropoda. Members of the crustacea include crabs, shrimps, lobsters crayfish and pill bugs. Most crustaceans are marine, but there are some freshwater and terrestial species. The crustaceans can be divided into eight classes (Barnes, 1980 p. 672). Class Malacostracca is of interest to this paper, because it has two ordes (Decapoda and Stomatopoda) whose members were tested for sound. Some crustaceans are very noisy and make their presence konwn at the slightest disturbance (Schmitt, 1965). One reason scientists are interested in this type of research is that some crustacean sounds affect underwater detection equipment. The author of this paper chose this title because of her interest in crustacean sounds. MATERIALS AND METHODS An aqurium was built out of window louvers. An undergravel filter, which 33 was made of plastic window screen and plastic grating, was placed in the aquarium. An underwater microphone obtained from Edmond Scientific Supply Co. was glued to the side of the tank with silicon glue. Sand was placed on top of the undergravel filter and some fresh sea water was added. The water was created with an air pump. (Fig. 1). The tape recorder used was a Realistic Cassette Stereo Recorder, model number SCP-17. The type of tape used was SANYO TYPE I RX 60 LOW-NOISE CASSETTE TAPE. The following procedure was used to try to record sound. The air hose to the filter was taken out. A tape recorder was attached to an underwater microphone. The tape was on and some different obnects were poked in front of the shrimp. the shrimp hit the objects, sounds were recorded from the underwater microphone onto the cassette tape. RESULTS No sound was recorded from the decapod crustacean (crab) (fig. 2) Three attempts were made. Sound were recorded from the decopod crustacean (see fig. 3). It seems the sounds depend on the object the stomatopod strikes with its dactyl. Some objects used to test this sypothesis were a plastic rod, a nail, a rolled piece of paper, a wire, a stick and a pencil. The objects were hled in front of the stomatopod and it struck them. DISCUSSION Attempts to record sounds from the decapad crustacean were not successful. It is possible that the crabs made sounds with frequencies to high or too low for the microphone to detect. It is more probable that these decapods do not make sounds. 34 IFICTUKZ I bu 5EPV@ CD(-L I- I poft - 35 Sounds were made by the stomatopod crustacean. At first it was not clear whether the sounds came from some part of the stomatopods body or whether they were caused by the stomatopod hitting something. The test these two possibilities different object, were placed in front of the stomatopod. The sound that came from the stomatopod was different when different objects were struck. This shows that the sounds doesn't come from the legs. It comes from the striking of the object. CONCLUSION My project was successful. Sounds were recorded from a stomatopod on to a tape lasts a very short time and depends on what the shrimp stricks. B I B L I 0 G R A P H Y 1) Barnes, Robert D. 1980 Invertebrate Zoology (page 763) 2) Encyclopedia Britannica, Subject: Crustacean, Ocean and Seas, Undersea Exploration 3) Schmitt, Watdo (1965) Crustaceans University of Michigan Press (page 204) 4) Websters Dictionary 36 Eunice viridis: Is there a Difference Between Male and Female Palolo? Annie Uiagalelei - Fa-asao High School. 1. ABSTRACT In the Samoan islands, there@is a sea annelid known as Palolo or the scientific name for it is Eunice viridis. The timing with which the palolo appears to breed is remarkable. There is the male palolo and the female palolo. I shall try to investigate the breeding habits, appearance and the differecne between the male palolo and the female palolo through observation and measurement. The weight of the palolo fragments was the primary factor used to distinguish between male and female. By weighing the fragments of the worms. I found out that there were more female fragments than male fragments of the worms. INTRODUCTION It is midnight on the eighth day after the full moon of November and the sky is dark. Here and there a lantern moves across the waters of the reef as a figure bends low and peers into the water. Oft the beach, clusters of people dance and sing while waiting for *--,bLe reef watchers to give them a sign that the palalo has come, but the reef-watchers are silent. In the village, the children gather the materials to be used by the members of their family who are going to fetch the palolo. Some of the women sit in front of their houses stringing flowers into a necklace or an ula to wait for the coming of the palolo. Suddenly, one of the reef watchers moves about and quickly scoops his hand into the water and cries the palolo has come. Immediately, the people of the Samoan Islands grab their materials brought by their children, laughing and pushing each other to get a good'position. The light from their lanterns helps them see where the worms are across the dark. For the next hour or two, the people of the Samoan Islands work feverishly to scoop as many of the squirming creatures into their baskets or buckets before the palolo "melts" or For the palolo comes to the surface of the waters only twice a year. The annual rise of the palolo is a great mystery. The palolo rise occurs in October, sometimes in November and occasionally the palolo rise occurs in both October and November. After a certain amount of time, the gametes ate released and fertilization takes place causing the worms to explode allowing.the.male and female to mingle and reproduce. 37 THE SAMOAN AND THE PALOLO The palolo then is not peculiar to the Samoan islands but many observers and writers have noted the high regard in which it is held by Samoans. One writer even described the Samoans as being "crazy for the palolo." It is only natural that a creature that appears in such a dramatic way and that is eaten with such relish would attract legends to explain its origin and habits.' Ventral eyes-pots, tufted gills, sexual maturity these do not concern the Samoan (the islanders interest in the palolo has little to do with its zoological characteristics.) Through hundreds of years of catching and eating the palolo, the Samoan has had to deal with other kinds of questions; where did the palolo come from? on just which day will the palolo come? how can you tell if you do to make the palolo rise in large numbers? What can you use to scoop thousands of tiny wriggling worms out of a choppy surf? How do you eat or cook a bundle of wriggling worms? In a tropical climate can you preserve some-palolo for later use? MYTHS OF HOW THE PALOLO WAS FOUND In the mythology of Samoa, the Manua group of islands holds a special place. The following story about the palolo was told by the late Talking thief Siva of Tau village, Tau island, Manua. "Everything that is good starts first in Manua. The sun rises first in Manua. Tha palolo rises first in Manua. A long time ago there was a man named Lalafatau. He lived in Manua Islands. His own home was a big rock. He was always fishing, every day. One day he got an eel from the river ... He thought, "What shall I do with that eel?' He thought, 'I must cut that eel in two parts.' and he cut that eel. The first part is the head and the second part is that tail. Lalafatau brought the eel out into the sea and the eel sank down into the bottom of the sea. In the sea the tail sank beside the big stone. The name of the stone is puga. The puga at the tail of the ell. There is no tail, only the puga. Lalafatau threw the tail in the sea in the month of September. In the weeks from September to October he went to the sea with his boat and looked way down. He saw that the big stone had borne out the things like worms. Lalafatau put his hands into the sea and he picked those things up. They melted on the first night. The second night the puga borne again. He picked them up again. The things were hard. So he returned to his home and named those things palolo." 38 MATERIALS AND METHODS The worms on which my experiment were done were collected on November the 6th early in the morning around 2:00 to 4:00am. The worms were collected in a net that was round. The Palolo was frozen, but before I did my experiment I defrosted the worms for half a day. The.first part of my experiment was counting how many female and how many male, but that wasn't possible because they were fragments of the worm. The second part of-my experiment was measuring the length of the worm, but that wasn't possible because there were fragments of the worm. The experiment could not be done correctly, so one way the answer could be found is paying specific attention to the weight of each fragment. I placed each fragment one by one under the microscope to see which was green and which was brown. I used a balance beam scale to measure the weight of the fragment. I put all the brown ones first on the beam scale and then I put all the green ones under the beam scale. WHERE DO THE PALOLO LIVE? The palolo lives in a dead reef rocks near the reef passages. The rock is a porites coral rock. Why the palol-o lives in the dead rocks is not known. The palolo is not an entire animal but only part of a sea annelid. The worms themselves are much thicker that the palolo, their segments shorter, but very much broader. WHY DID THEY NAME PALOLO EUNICE VIRIDIS? The earliest published description of palolo is given by Rev. J.B. Stair. He sent a specimen to the British Museum, where is was placed near the Arenicolodal and given the name palolo viridis. The palolo was reclassified as Lysidence Viridis until 1898 when Friedlaender found a head which he determined to be a Eunice. So they named the palolo Eunice viridis. The worms are very brittle and when broken, each piece swims off as though is was an entire annelid. If the worms are immature when picked by human hands, they will break and/or melt, disappearing totally. The total length of Eunice viridis-is about 100mm (16 inches) and the length of the free-swimming part is an average of about 300mm. The posterior portion of the body resembles a segmented cylinder with segement bearing a pair of brittles and a ventral eye. The male is reddish brown or yellow. The female, deep bluish green, the deep green color of the ova in the female's posterior region gives the specific name viridis. 39 RESULTS The male fragment of the worms were not more that one gram and the female fragments of the worms were approximately two grams. I also found out that you can classify whic *h is male and which is female by color. The male palolo is browninsh red. The female palolo is bluish green@ DISCUSSION If I did my experiment the following day that the palolo was brought into our house probably the complete experiment or the complete graph will be completed. However, I froze it and freezing the palolo made it really complicated for me to finish the graph or the experiment because you can't find out which of the-male or female is longer because-the worms melted and broke down into fragments. I could only do one thing which was the weighing down of the fragment of the worm. If you weigh something down it always tells you how big, how small, or how long, how short or which is more and which is less. CONCLUSION My conclusion is that my hypothesi@s is true. There is a difference between male palolo and female palolo.- -I -found out that whatever the size, shape and how strong or weak the fragments are, the weight will always be the same. BIBLIOGRAPHY Davis, Rick,. Scientist, Department of Curriculum and Instruction, Personal Interview, December 1987. Ring, Marlene, "Predictable Palolo, " "Proceedings of the Seventh Annual Student Symposium on Marine Affairs," 1982, Hawaii Academy of Science. Ring, Marlene. "Palolo, The Effect of the Moon and the Sun," Samoana High School, 1983. Smetzer. Barbara, "The Night of the Palolo.". Uiagalelei, Lafo, Personal Interview, December 1987. 40 The Spawning and Early Development of Palolo. Vaolele Lauofo - Leone High School ABSTRACT Collection of palolo was made on November 13, 1987 from the village of Fatu ma Futi in Tutuila, American Samoa. Palolo eggs and sperm were collected together and later seperated for the observation of the fertilization and larval development. The fertilized egg underwent its first cell division approximately after the fertilization. After four hours, observations were made and the cell divisions became numerous and uncountable with the equipment available to me at that time. Within six hours, the egg underwent a type of cell specialization. Approximately sixteen hours after the fertilization, the early trochophore was observed and finally after thirty-seven hours, the later trochophore stage was reached. INTRODUCTION Palolo is the Samoan word for a unique sea annelid. The scientific name for palolo is Eunice viridis. For many centuries, the Samoan natives have caught palolo, being that it was considered a great delicacy. The Samoan islands are not the only place where palolo appears. 0ther islands that have been reported to have palolo appearances include Fiji, Tonga, the Cook Islands (Rarotonga), Solomon Islands, and part of New Hebrides [Burrows, 1945]. However, most research and data on the E. viridis has been done in the Samoan Islands. In Samoa, the ability of predicting the palolo 41 0 spawning was first discovered by. early Samoans who recognized the relationship between the phases of thia moon and the spawning of the palolo. The palolo spawning in Samoa occurs during the three evenings of the third quarter moon in either October or November. If the palolo does not spawn in October, it will in November. For example on October 15, 1987, the phase of the moon was appropriate but palolo did not spawn in the waters surrounding Tutuila. But on November 13, 1987, the next predicted night, palolo did spawn and in abundance. Palolo occupies tunnels in massive blocks of coral limestone [Casper, 1984]. On the night of the spawning, the palolo comes out of its tunnel and releases its epitoke [Casper 1984]. The epitoke is the region of the worm that contains the gametes,cells capable of participating in fertilization [Barnes,1980]. The epitoke ,then, suirms through the water to reach the water's. surface. The waves and currents carry the epitoke towards the shore. The gametes are released and the fertilization of the eggs begin. After the eggs are fertilized they undergo cell division, develop into larvae and sink to a suitable substrate [Woodworth, no date]. However, there are other possibilities of where palolo may go. Palolo may,live on the surface of the reef or maybe as plankton then sink to the ocean bottom then burrow into coral. But, there is no certain answ8er.-P8al8clo has four stages of development: the embryotic, larval, juvenile, and adult.It is known that adult palolo gnaw tunnels in coral limestone and remain 42 0 there until the next spawing season [reference]. The anterior part of the palolo known as the anotokal which stayed in the coral during spawning period, regeneratezs its posterior region and gametes, and remains in the coral Until the following spawning period when it releases the new epitoke [Woodworth, no date]. Literature on the reproduction of palolo is limited, but none have data pertaining to the larval development of palolo. Therefore, my first objective was to observe and document the early stages of the development of palolo and development of palolo is unavailable. 43 METHODS AND MATERIALS First, I had to determine the night that the palolo was Supposed to appear. I did this with "Moon Age Z", an Apple IIe computer program which shows the stages of the moon and the exact date and time it would be at that stage. Based on the program, October 29th and November 13th , both at 2:01. A.M., had the appropriate phase of the moon for the appearance of pal-olo. However, palolo did not spawn in October. Thus I waited for the November.spawning period. On November 13, 1 got a fine woven net to catch palolo, a bucket to hold them and a flashlight. At 12 PM I left for the village of Fatu ma Futi because this village in the past years has had a consistant spaw.ning of palolo. At I PM, I went into the water with my palolo net. With my flashlight I looked into the water and saw a group of palolo. I scooped them up with my net into the bucket. I continued catching palolo in this manner and then I rushed home and placed the palolo into three separate one-gallon aquarium jars with adequate aeration. I used three jars so that in case one jar was contaminated I would have extra palolo to continue my experiment. I also had two aquariums set up at school which I placed palolo in. I got three 250ml beakers (numbered 1,2,3), an eye dropper, a microscope with some glass slides, and a timer. I -hooked up the air pumps to, the jars and placed the palolo in them. I picked out a female palolo and squeezed out its gamete and placed it in beaker 01. i aid the s-ame with a male palolo and placed its gamete in bez4--er 44 #2. By using the microscope, I determined the sex of two palolo by their gametes. The blueish-green palolo had eggs (female) and the treddish-pink palolo (male). I combined the solution of the female gametes and the solution of male gametes into beaker #3. I used an eye dropper to get a drop of the solution of mixed gametes into beaker #3 and observe it under the microscope and recorded all observations.I did this every few hours for the remainder of my experiment.RESULTS When I squeezed out the gametes from the epioke it became transparent. Thus the color of the epitoke is dependent of the pigmented gaments rather than the color of the skin itself. Under the microscope, I first observed the eggs and they were greenish-blue in color, the sperm were white.When I mixed the gameted and observed the, the sperm were attacted to the eggs (see fig.1). They continously swam around the eggs and eventually ferilized the egg as evidence of the fertilization envelope (see fig. 2).Within an hour after fertilization the first cell division could be observed.Due to the later hour of the spawning and setting up of my experiment I fell asleep and when I awoke the cells had dvided to the stage that I could not actually count the cells (see Fig 3).The time that had elapsed was four hours.Within six hours the cells had undergone a dramatic change and began to undergo a type of cell specialization (see fig. 5). Within 16 hours after fertilization the early trochophore appeared (see fig. 5). I distinguished the cilia o@, Figure 1 Palolo spe"i-m being Figure 2 Fertilized eggs as attracted to the eggs. evidence by the fertilization envelope. Figure 3 (Fbur hours) Figure 4 (Six Figure 5 (Sixteen The egg with uncountable hours) The egg hours) The early cell:'diVisibns. undergoes cell trochophore stage. specialization. Figure 6 (Thirty-seven Figure 7 (One hundred days)The hours)The final trochop'hore juvenile stage of.Palolo. 0 00 00 f stage . 46 and the egg had started to rotate in a counterclockwise manner. After 37 hours the trochophore stage had been reached (see Fig. 6). CONCLUSION The E. viridis is a fast developing sea annelid compared to other sea annelids. For example, the Glycera conVOlUtZl takes ten days to become a trochophore, whereas the palolo only takes thirty-seven hours. The main questions that rises are "why is the development so fast?" and "where do palolo go during their stages of development?". Many fish broadcast their eggs on rocks, rubble, or gravel substraits. Their larvae hides for a typically short time in the spawning subtraits and are adapted to the well oxygenated waters. Other fish release buoyant or semi-buoyant eggs into the open waters, where the currents are available for immediate disbursal of the eggs and recently hatched larvae. These eggs and larvae are often referred to as "ichthyoplankton". Through data found, I feel that the E. viridis also goes through this type of gamete distributions. Ther E. viridis seems to reside in specific near-shore areas which are associated with th8e coral "Porites" and with a certain type of vegetation. Some habitat attributes important to palolo includes substrait in water velocity, level, temperature, and oxygen content. The palolo disbursal are directly affected by the flow, the volume of water passing at a specific point per unit. 5 47 ` time. And this occurs during the three nights of the palolo spawning periods. REFERENCES 1. Barnes, Robert D., 1980 "Invertebrate Zoology", Saunders College/Holt, U.S.A. 2. Burrows, William, 1945, "Periodic Spawning of Palolo Worms in the Pacific", Nature In Marlene Ring 1982, "Predictable Palolo", Proceedings, Hawaiian Academy of Sciences, U.S.A. 3. Caspers, H., 1984, "Spawning" periodicity and habitat of the palolo worm Eunice viridis- (Polychaeta:Eunicidae) in the Samoan Islands", Marine Biology, Springer Vertag, U.S.A. 4. Ring , Marlene, 1982, "Predictable Palolo", Proceedings, Hawaiian Academy of Sciences, U.S.A. 5. Woodworth, W. McM., "The Palolo Worm, Eunice viridis (Gray)" paper, Museum of Comparative Zoology, no date In Marlene Ring, 1982, "Predictable Palolo", Proceedings, Hawaiian Academy of, Sciences, U.S.A. 48 Samoa News, Tuesday, March 15, 1988 Page 5 Local Marine, Symposium Stimulates Kids (DOE Pre .ss Release) - Last 43r the last six years, DO& week was a milestone week and CZM have been sending f0i science here in the Terri- representatives to the Hawaiian tory. In -addition to a very Marine Symposium,but be- successful science fair the Ter- cause of the overwhelming re- ritory held its first marine sponse we held our own sym- The first posiurn this year. 71wre were Amerika Samoa Marine Sym@ IS papers presented on topics posium, co-sponsored by the ranging from TMe S,ongs of Department of Education and the Humpback Whales," to American Samoa Coastal "Water PollutioWl and "A De- Management Program was vice that Mea sures, Light In- held Thursday evening at the tensity'in Seawater." Fono Fale. Eleven of the 18 partici- The purpose of the Marine pants were from Manua High Sypposium is to encourage School and Leone,"Fiasao, students to carry out research and Tafuna Technical High: on the marine environment and School were. also represented. to provide t 'hem with a n Three papers were selected opportunity to present their re- by the panel of judges to rep- ports to an audience of. scien- resent American Samoa at die, tists, peers, and the public. Hawaiian Marine Symposium All high school students, were in late April. Tana Crook- invited to take part.in the Pro- shank of Faasao will present gram. her paper entitled "A Two- Year Study of Co-liform Pollution in Pago Harbor;" Vaolele Lauofo of Leone will paper called - "The Spawning and, Early Development of Palolo" and Siaosi Savelio from the Technical High School will be presenting a paper on "A Device that Mea- sures Light Intensity in Sea- water." Congratulations to these three students and to all of the students, advisors, and judges who made the symposium a success! We look forward to an even better SecondAnnual Symposium next year. LA FIRST ANNUAL AMERIKA SAMOA MARINE SYMPOSIUM STUDENT PRESENTERS Tana Crookshank Faasao High School Coliform Pollution In Pago Harbor (A Two Year Study) laneta Tupuola Manu'a High School Prevention of Pollution on a Coral Reef. Aioa Tigilau Manu'a High School How the Ocean Began. Fuatia Mata'utia Manu'a High School How Ocean Currents Affect the Climate. Sa'ovale Clara Map Fa'asao High School Water Pollution. Fuala'au Tufi Manu'a High School The Whaling Industry in Hawaii. To'aiva Salesa Manu' High School Factors Af-fecting Waves. Wynona Pa@nama Leone.Bigh School Songs of the Humpback Whale. Siaosi Savelio Tafuna Technical High School A Device that Measures Light Intensity in Seawater. Fa'amalie Tapafua Tafuna Technical High School A Method for Recording Sounds from Crusteceans. 51) FIRST ANNUAL AMERIKA SAMOA MARINE SYMPOSIUM STUDENT PRESENTERS Ramona 1. Live Manu'a High School Collection and Uses of Sea Urchins in Am. Samoa. Natalie Ah Soon Manu'a High School Habits of the Jellyfish. Momeneta T. Ume Manu'a High School How Lobsters Protect Themselves from their Enemies. Elesi M. Pese Manu'a High School How Moray Eels are Different from Other Fish. Elizabeth Ali'itaeao Manua High School Types of Parrot Fish and their Environment. Sianiva Fa'apouli Manu'a High School How the OQtopus Moves. Annie Uiagalelei Faasao High School Eunice viridis:Is there a Difference Between Male and Female Palolo?. Vaolele Lauofo Leone High School The Spawning and Early Development of Palolo. *Papers from Manu'a High School were not available for this printing. 51 Daily Sitka Sentinel, Sitka, Alaska, Tuesday, May 17,1988, Page 5 New Formula Devisedfor, Educating Science Students WOO By ALLEN SYKORA Organizers issued a call in the fall to sity of Alaska-Southeast students. Sentinel Staff Writer students in a number of a schools to From the high school division, three For years, Sitka High School teach- submit research papers, "just like students and their presentations were er Bill Foster had wished there were an scientists do," said Foster. Students selected to take part in the 13th Annual alternative to the old-time "science then did research, put together papers, Student Symposium on Marine Affairs fairs," aind.finally he has learned the and gave presentations at the syrnpo- in Hawaii on April 30. answer. siurn. After their reports, they were Bauder gave a report on, the giant For two straight years, a student grilled with sometimes tough ques- wave that hit Lituya Bay, 135 miles science symposium" has been held tions. northwest of Sitka, following an earth- In Sitka., And this year, three partici- "We felt there's a need for high quake on July 9, 1958. A massive pants from the local *symposium, in@ school science students to participate landslide caused a wave to climb 1,740 eluding Sitka High senior Brock Baiid- in the way that real scientists do feet up a mountainside, sheering trees 9"ere selected to take part in a papers," said Foster. "It probably best in its path. Another enormous wall of ympositim. that took place in duplicates a real scientific meeting." water some 100 feet high swept war 8 Hawaii. The local student symposium was through the bay. "I've been to a lot-of science fairs," sponsored by the 4-H program of the In addition to book research, Bauder said Foster, noting that the work some- -Cooperative Extension Service. Other said he interviewed Sitkan Howard firnof'. @ Wins into ' craft projects" more organizers with Foster included Exten- Ulrich Sr., who was' anchored in the ihavt 4search projects. si6n Agent Jill Thayer and Sitka. High bay at the time in the fishing vessel "'Ibis is a more realistic alternative teacher Ray Verg-in. i * Edrie and was carried on a wild roller t6 i;6elxce fairs." coaster ride. tieSecond Annual Student Sympo-, The Sitka-based symposium had Bauder's report was "a real hit" at ikmzon Alaska's @kquatic Resources two categories, one with presentations the Hawaii symposium, said Poster, was held in Sitka in conjuction with by high school students in Southeast, who attended the symposium as a the; zbvrnber of commerce's marine and another with presentations by chaperone. ira& show this spring. Sheldon Jackson College and Univer- Ile other Alaska students who at- ten ded were Mt. Edgecumbe High School junior Chanda Aloys0s, who gave a presentation on the school's student-run fish business used to teach e -preneurship, and Pelican fresh- ntn e mah Greg,Lundahl, who made a pre- sentation on rockfish identification using a computer program. "It's probably the first time Alas- k Hawaiian and Samoan students @4 met h:ve in a d Fos- symposium," sai ter, noting that students from the American territory of Samoa had to travel as far north as the Alaska stu- dents had to travel south. Funding to assist Alaskans involved in the syposium came from the Alaska p De artment of Education, Alaska Sea Grant, ML Edgecumbe High School, 141 Sitka Native Education Program and personal contributions. "l. was really an educational exper- ce," Foster said. "We'd like to len continue it, I guess." Said Bauder, "It was really valua- 1A ble. I learned not only how to write a scientific paper, but how to get in front 1:::::::: 01. ',,Q of about 150 adults and high schoolers and give them a presentation, have them not know what I was talking about (ahead of time) and try to make NORTH MEETS SOUTH - Alaska and American Samoa students them knowledgeable. met during a science symposium held recently in Hawaii. Pictured, "'Me majority of people learned from left, are Brock Bauder, Sitka; Greg Lundahl, Pelican; Siaosi lot and would go again if given anoth- Savelio and Vaolele Lauofo, from Samoa high schools; Chanda er chance. I know I would. Not be- Aloysius, Mt. Edgecumbe student from Holy Cross; and Tana Marie cause it's in Hawaii, but because it's z Crookshank, from another Samoa high school. (Submitted photo) worthwhile trip." NOAA COASTAL SERVICES CTR LIBRARY 3 6668 14110095 0