Sarah Reyner

BSC 110L
Section 1
Charles Champagne
September 23, 2013
Exploring the fish behavior of schooling as a form of protection

Abstract
This experiment was conducted to determine the prevalence and amount of time that fish
displayed schooling behaviors after being started. Schooling is the self-organization of fish into
groups (Marras, Domenici 2013). Schooling grants fish several advantages when joining a
coordinating unit. Such cohesive fish groups confuse predators by creating the false image of a
large figure and increase survival rate due to the high number count (Larsson 2012). Protection
was predicted to be the primary motive behind the schooling behavior of fish. We tested this
prediction by measuring the frequency and amount of time that fish schooled after being
disturbed using a fish net. If a majority of fish remained on one side of the tank for longer than 5
seconds, we considered it schooling. This experiment confirmed our hypothesis as each trial
indicated some form of schooling. However, the use of faux plants as protection and the trend of
decreasing schooling times exposed faulty experimental methods and alternative theories behind
schooling.

Introduction
Our hypothesis stated that fish group together and form schools as a form of protection
when faced with danger.
The justification of animal behavior is a perplexing mystery that can be compared with
translating an unknown foreign language or deciphering a complex riddle. Multiple pieces of
evidence must be collected and pieced together to explain observations. This process is formally
known as ethology, a science that seeks to identify how animals behave and to understand their
motive behind it (Larsson 2009). Ethology studies a vast array of animal behavior ranging from
the mechanics birds use to fly to the hibernation of bears in cold months. The tendency for fish

to school when in danger is a popular phenomenon in the world of ethology. Larsson (2012)
defines the term schooling as the coordinated swimming of groups of fish. This behavior is
widely observable and is displayed in a variety of fish.
Although the true motives behind schooling cannot be proven, there are numerous
theories that explain the advantages that it gives fish. However, a majority of these theories point
to protection as the leading benefit. When fish congregate into groups, they form a larger and
more intimidating structure in comparison to themselves alone. The colony of fish confuses in
predators by creating a false image of a much larger animal. It also minimizes the chance of
predation due to the high number of prey possibilities. There large number are essentially what
grant them safety ( Larsson 2012).
In our experiment, we will be testing fishs us of schooling as a defense mechanism. To
test this behavior, we defined schooling as the grouping of the majority of fish (4 or more) for at
least 5 seconds. We predict that the fish will display this behavior throughout the several trials
that we conduct.

Materials and Methods

This experiment was performed indoors at the University of Southern Mississippi on
September 9, 2013. The experiment consisted of testing the amount of time fish schooled after
being started. There were seven fish used consisting of either the species Gambusia affinis or
Pimphelas promelas, commonly known as mosquito fish and Rosy red minnows. They
were placed in a standard-size fish aquarium that included faux water plants. Environmental
factors such as water pH, salinity, and temperature as well as standard indoor lighting remained
constant and were designed to resemble both fish species optimal habitats. The aquarium had a

black line drawn directly down the center, which was used to define the boundaries for
schooling. A fish net was used to startle the fish by swishing it back and forth in the center of the
tank for approximately 3 seconds. This was held constant in each trial. We defined schooling as
the grouping of a majority (4 or more) fish on one side of the tank for five or more seconds after
being started. To test this behavior, we used a stopwatch to time the amount of time the fish
grouped together after being startled with the net. The timing was initiated once the fish
displayed grouping behavior on one side of the tank and was stopped when one of those fish
crossed over the black line. This procedure was conducted repeatedly for a total of 5 trials. Each
trial was separated by minimum of 2 minutes to allow the tank to completely settle and the fish
to regain composure.

Results:
Record of Schooling Frequency and Time
Trial

Number of Fish that

Schooled

Amount of Time Fish

Schooled

34.4 seconds

10.1 seconds

19.0 seconds

13.0 seconds

6.1 seconds

We defined schooling as the grouping of a majority of the fish (4 or more) on one side of
the aquarium, defined by the black line, for 5 or more seconds. By definition, schooling was
observed in each of the 5 trials, having at least 4 or more fish display grouping behaviors.
However, all 7 fish schooled only in the first and fifth trial; each trial in between had at least 1

lone fish that did not aggregate with the others. Additionally, the amount of time the fish
schooled appeared to decline after each trial. For example, fish schooled for the maximum
amount of time of 34.4 seconds in the first trial and the minimum time of 6.1 seconds in the fifth
and final trial.

Discussion
The data obtained throughout the study indicated that fish form groups after being
startled by the fish net. Subsequent to agitating the fish using the net, the groups of fish remained
in tact for 5 or more seconds, the limit we set to define schooling behavior. These results
endorse our hypothesis that fish school as a form of protection.
On the contrary, the trends displayed in the data collected, present several new theories
behind schooling behavior. Only in the first and fifth trial did all 7 fish school. Most of the trials
contained 1 or more fish isolated from the rest. These sovereign fish, however, gravitated toward
one of the faux water plants after the being disturbed by the net. It appeared that these fish used
the plants to hide behind, which essentially became a form of protection. This observation
illustrates the possibility that fish move towards the nearest object, which is used as a form of
shelter, when faced with danger. Such findings could rationalize the possibility that fish school
to form essentially a safety net when alternative objects of shelter are not in close-proximity.
Furthermore, the decrease in schooling time exposes defects in the conduction of the
experiment. One aspect that was not addressed was the amount of stress endured by the fish, and
the potential effects that it would have on their tendency to congregate. This trend indicates that
the fish could have potentially become desensitized following each trial and consequently

schooled for a less amount of time. Also, the use of the faux plants as a predicted shelter adds an
unneeded element to the study.
We can eliminate these extra variables in further experiments by testing multiple samples
of fish with and without the faux plants or other inanimate objects in the aquarium. This will
eliminate continuous stress as a possible factor and allow us to study the true motive behind the
schooling behavior of fish.

Literature Cited
Larsson, M. 2009. Possible functions of the octavolateralis system in fish schooling. Fish and
fisheries. 10: 344-353.
Larsson, M. 2012. Why do fish school? Current Zoology. 58: 116-128
Marras and Domenici. 2013. Schooling fish under attack are not all equal: some lead,
follow. PLoS ONE. 8: 1-7.

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