Patty McGinnis: Fishing for Science, May 16, 2013

NOAA Teacher at Sea
Patty McGinnis
Aboard R/V Ocean Starr
May 20 – May 29, 2013

Mission: Juvenile Rockfish Survey
Geographical Area of Cruise: Pacific Coast
Date: May 9, 2013

Personal Log

Hi everyone! I’m thrilled to have been selected for this opportunity of a lifetime! As a NOAA Teacher at Sea, I’m looking forward to learning about the oceans and to sharing that knowledge with you. I’ll be aboard R/V Ocean Star assisting scientists with their work in conducting a Juvenile Rockfish Survey. You can learn more about this important scientific work by clicking here. In my reading, I have found out that there are many species of rockfish, all of which are a commercially valuable groundfish. Since fisheries are a renewable resource, keeping track of the rockfish population is important for managing it wisely. This will involve trawling at night and then analyzing the catch–as my adventure unfolds I will be able to provide you with more details.

I currently work as a gifted support specialist at Arcola Intermediate School in Eagleville, Pennsylvania. I have also taught science (mostly biology) for over 20 years. My favorite part of teaching is watching a student’s face light up with excitement over a new idea. I’m passionate about my work–especially when it involves educating students about ecology and the role man plays in protecting natural resources. I also enjoy traveling and learning about how local people utilize the land–last summer I had an opportunity to go to Kenya. In the picture I am listening to a transmitter that is picking up signals from a radio-collared lion.

I know my experience as a Teacher at Sea will help me to better understand the type of work that a fishery biologist conducts and that I’ll also gain insight into the various careers that are necessary for supporting this research. I’ll be posting to this blog as often as I can–I hope you follow along!

Here I am listening for lions

Bill Lindquist: What Did You Learn? May 15, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 15, 2013

Weather on board. Taken at 1600 (4:00 in the afternoon)
Latitude: 56° 03.43 N
Longitude: 131° 6.8 W
Overcast skies with a visibility of 8 nautical miles
Wind variable at 1 knot
Air temperature 10° C
Sea temperature  7.8° C

Log: What did you learn?

I am often asked some variation of the question, “So, what have you learned?” The short answer is “it depends”. The nature of the response lapses into a definition of learning and just what learning entails. If it means gaining sufficient proficiency at a task to independently take it on, I’m not sure I “learned” anything. If rather, learning were to include sufficient exposure to new ideas to be able to have an appreciation for a world previously unexplored; or the ability to carry on a conversation about the work being done on board a hydrographic survey vessel; or the ability to transfer new ideas to the world as I knew it two weeks ago… then I’d have to say I “learned” a tremendous amount.

As my leg of the Rainier’s 2013 fieldwork season begins to wrap up, I find myself reflecting on this learning. Captured below is a list of some of the key learnings I will carry away with me.

• Leadership. NOAA is one of the nation’s uniformed services. There is a clear command structure on board and everyone on board knows just what it is. Proper clearance must be had before anything goes forward. To accomplish the detail of this work acquiring terabytes of data while keeping all crew members’ safety as top priority requires effective leadership. It has been a pleasure to witness the leadership on board the Rainier effectively finding that delicate balance between maintaining a clear hand on the big ideas of the work and allowing those under them do that work they are charged with and responsible for. Trust is a construct that travels both ways. The crew trusts the leadership to lead, and the leadership trusts the crew to do their work.
  

  CDR Rick Brennan, Commanding Officer, NOAA Ship Rainier

• Pedagogy of the ship. A significant activity on this ship is focused on teaching.  In part due to a frequent turn around in human resource, in part to the technical features within all aspects of the ship, in part to a commitment to help all crew members advance their skill level and qualifications, and in part because that is simply a part of what they do as members of the Rainier community. I watched as a new crewmember was mentored one-on-one by more senior members in how to manage the anchor, operate the davits, launch the boats, etc. I watched as another crewmember gained skills to qualify as a coxswain – that critical role of assuming responsibility for all maritime aspects of a launch working away from the ship. The NOAA Corps officers are continually being mentored to direct all functions of the ship – dropping and raising the anchor – working with the helm to control the speed and direction of the ship – managing control central for all away parties – etc. The survey techs go back and forth with each other on how to better handle some aspect of data collection or processing. The day begins with a morning meeting to clarify the objectives for the day and review safety concerns. Throughout the day, people come together for collaborative problem solving. The pedagogy I witnessed was one of hands-on; specific, instant, clear and direct feedback; one-on-one; calm; and patient. The community on board is committed to one another. The more skill the individual is able to gain, the smoother sailing for the whole ship.
  

  The pedagogy of the ship

• Science is messy. The Rainier is noted as one of the premier hydrographic vessels afloat. Coming in, I carried the misconception that that meant all would proceed according to carefully articulated plans. Turns out variables such as tide, heave, roll, pitch, salinity, temperature, GPS, waves, weather, software, hardware, expertise, knowledge, skill, and all variants of the human condition all work together to create a dynamic environment that necessitates continually fine tuning, tweaking, and responding. The past several days we have been wrestling with the tide gauge not reading what was expected potentially jeopardizing the week’s data. Seems the gauge reads 5 cm off the expected. – we are currently on the way to seek a resolution. What is truly remarkable is that despite all the issues that arise, this project will be successful. The people involved embody the persistence and fortitude to hang in there until everything fits within the prescribed limits of accuracy. We will continue to survey every square meter in the Behm Canal project area, assemble terabytes of data, and confidently submit a Descriptive Report to the Pacific Hydrographic Branch. Meanwhile the Rainier and its crew will be off to begin another project after leaving Petersburg and I head home to finish off the semester and get grades submitted.
  

  Hydrography at work

• The ocean is important. I have also carried a misconception that the ocean is so far away from the prairies and woods of Minnesota that it lacked in importance to our lives. I have come to realize the increasing importance of thinking globally with global considerations directly including the ocean that wraps 75% of our planet. Our climate is directly influenced by the impact of the sea. Our economy is dependent on the commercial vessels that carry goods to their destinations. The safety of those vessels are reliant on accurate navigational charts. The waters off Alaska rely on NOAA’s Ships Rainier and Fairweather to conduct hydrographic surveys of the ocean bottom for the creation of those charts.
  

  An understanding of the ocean is critical to all.
  Photo source: http://www.noaa.gov/features/resources/

  

  Source: http://www.omao.noaa.gov/newsevents_09.html

• Appreciation of beauty. No matter how common this landscape has become to the mariners on board, how advanced their level of experience, their station on the ship, the amount of salt coursing through the blood, etc., etc., all take time to stop and gaze at the grandeur of Walker Cove, Wrangell Narrows, Punchbowl Cove, spouting of whales, play of the porpoises, sunset, sunrise, misty clouds, etc. etc. It is a majestic world, one that can quickly take away your breath, bring everything to a standstill – to simply gaze. “How would you like this for your office?” the CO had asked me. There is little question it beats the “window” overlooking the BWCAW I made for myself in my otherwise windowless office. Mine has beauty, but lacks life. The loss of this majestic backdrop will dearly be missed.
  

  Can you ever tire of this?

• Propellers. The ship’s engine runs at a steady rpm. The speed of the ship is governed by the pitch of the propellers. Thank you Bernoulli.
• Sea language. There is language that exists on board that I have slowly come to know. A holiday is missing data. A “head” is a toilet. A Cox’n (coxswain) is in charge of the boat and a Bo’sun (boatswain) is in charge of the ship’s equipment and crew. People in charge are Chief – Chief of Engineering, Chief Boatswain, Chief Steward, Chief Hydrographer – they are all called “Chief”. FOO (Field Operations Officer), XO (Executive Officer) and CO (Commanding Officer) are titles. Right now the Rainier even has FOO 1 and FOO 2; XO1 and XO2. The repeat of “Very well” means “Yes, I heard you” and “Aye” – agreed.  We eat at 1700 hours instead of 5:00. You might say “Happy hydro” to someone heading out to survey. The list goes on.
  

  Davits ready to welcome the launches back to the ship.

• Food. So many had asked, “What will you eat at sea?” with images of canned rations or space food in mind. This community eats well – steak tonight, ribs last night It’s hard to picture going back to my lunchtime staple of peanut butter and jelly sandwiches.

• Hard work. Being a mariner is hard work. The labor, confines of the ship, and separation from family bring challenge and sacrifice.
• Salty dawgs. I have a new appreciation of what “salty” means as it applies to the mariner community. Living and working together for extended periods, at times in harsh conditions, and at others with lapses into long contemplative stretches, the conversation and actions aboard the ship, is for lack of any better definition, “salty” indeed.

• Sharing the salt. While perhaps not quite certain of the role a Teacher at Sea visitor plays within this tight-knit community, all members on board have graciously taken the time to share with me their work – work of which they are deeply invested – and of their life at sea with the salt that flows within their blood.

Tomorrow we arrive in Petersburg, Alaska. I will post again of my experience of the “Little Norway” cultural festival going full steam during our time there. Then it is a departure for home and return to my office at Hamline University. Until then it remains, “Happy hydro.”

Emilisa Saunders: Away We Go! May 13, 2013

NOAA Teacher st Sea
Emilisa Saunders
Aboard NOAA Ship Oregon II
May 14th – 30th, 2013

Mission: SEAMAP Plankton Study
Geographical area of cruise: Gulf of Mexico
Date: Monday, May 13th, 2013

Science and Technology Log:

Me and the Oregon II (and the silly crewmember in the background). Photo by Kaela Gartman

I’m finally aboard the Oregon II!

Today I got a sneak preview from the lead scientist, Andy, of the labs and some of the equipment that we’ll be using to collect plankton once we’re underway.  There are three labs where we’ll be doing science for the next 17 days: the dry lab, the wet lab, and the chem lab.  The dry lab, where I’m sitting and typing right now, is a room with computers that are used to remotely monitor the depths of the nets once they have been dropped, and to record data about those drops.  The wet lab is where samples of plankton are preserved in jars to be sent back to shore and studied.  The chem lab is where chlorophyll is separated from plankton samples.

I got to see the CTD, which is a unit that collects water at specific depths in order to measure physical characteristics of the water, such as salinity, fluorescence, temperature, and dissolved oxygen.  I’m looking forward to learning more about this physical data and why it is important once we are underway.

The CTD collects water samples for testing

Andy also showed me the nets we will use to collect plankton.  All of the nets are large and heavy and are raised and lowered by winches that are operated by the ship’s crew.  The first is a Bongo net.  If you’ve ever seen bongo drums, you can get a sense of what this unit looks like: two side-by-side nets with round openings.  The nets themselves are shaped like cones, and we’ll attach a bottle called a cod end on the end of each to capture all of the plankton from the nets.  Then there are two Neuston nets, which have large, rectangular openings.  The regular Neuston net will be towed along the surface, and the Subsurface Neuston will be towed in a pattern at various depths, as will the Bongo.  The unit that I am most excited about is the MOCNESS.  This big frame holds up to ten nets, which can be opened and closed at certain depths; that way, we can collect samples from various depths and monitor plankton at separate locations and at specific depths in the water column.  In the other nets, you know what you get and where it came from, but not how deep it was.

Bongo nets

Subsurface Neuston Net

The water column is an idea that scientists use to think about and study the ocean from top to bottom, or from the surface to the ocean floor.  When you think about the water column, imagine the ocean as an aquarium, and you’re looking into it and seeing the organisms that live at different depths and what the water is like at those depths.

The reason that the MOCNESS is so exciting to me is that it reminds us that the water in the ocean is not just a uniform mixture all throughout; different creatures live at different depths, and in different numbers at those depths.  It’s easy to imagine that creatures that are benthic – meaning, they live on the ocean floor – will vary depending on where they are in the world and how deep the ocean floor is in that spot.  It’s harder to imagine that pelagic organisms – those that live in the water column, neither at the very surface, nor at the bottom or at the shore – will also vary greatly depending on depth and location.  The water itself is different as well; the temperature of the water and the amount of salt, light and oxygen changes with depth.

Challenge Yourself:  Here’s a challenge for my Nature Exchange Traders: go on into the Nature Exchange and explain the terms water column, benthic and pelagic to earn some bonus points.  Tell them Emmi sent you!

The journey begins! Photo by Kaela Gartman

Personal Log

Flying over Alabama on the descent into Mobile on Sunday, I was struck by how much water there was everywhere below me.  Everywhere I looked, there were slow, meandering rivers, sparkling ponds, lakes and streams.  At times when I thought I was looking down on a forest, I saw the sun reflecting off of water blanketing the ground beneath the trees and shrubs.  I was even struck by the number of puddles in parking lots and lining the streets.  I kept thinking that, living in the desert, I’m just not used to seeing so much water – and I hadn’t even reached the harbor yet!  It was as if I was being slowly introduced to the world that I’m about to live in for the next 17 days.

I’ve been aboard the Oregon II at dock for just a few hours now, and I’m already overwhelmed with fascination, excitement, curiosity, and anticipation.  I started the morning at my hotel feeling very nervous, knowing that I was about to experience a rush of newness: new people, places, sights, sounds, rules, routines, you name it.  I told myself just to take a deep breath and take it in one thing at a time, and that really helped me to enjoy the experience.  Now the nerves are mostly gone and I’m just very much looking forward to the ship’s departure tomorrow afternoon!

To my great fortune, I’ve already found everyone I’ve met to be incredibly kind and friendly.  I got to meet some of the NOAA lab scientists who study the plankton that is collected from the Gulf, as well as field scientists Alonzo and Glenn, with whom I’ll be working the night shift on the Oregon II.  Last but not least is Andy, the lead scientist for this cruise, who helped plan logistics for my arrival, gave me a tour of the ship and helped me get situated on board.

The folks I’ve met on board are from all over the United States.  Some of them came to Pascagoula to work for NOAA to study the effects of the Deepwater Horizon oil spill; some came as part of their graduate school studies.   Everyone I’ve met either has or is pursuing an advanced degree, so the intelligence on board the ship is impressive.  As challenging as it can be to for the scientists to be away from home for more than a hundred days out of the year, all of them have some level of appreciation for doing field work.  Not all of the scientists who study plankton in Pascagoula are able to leave the lab to go on the cruises, so I am even more grateful that I have the honor of taking part.  I’m also extremely grateful to learn that I will be of help to the team.  Because of limited staffing and budgets, the science team depends on teachers, like me, to provide extra sets of hands during the field work.

My stateroom on the Oregon II

I’ll be staying in Stateroom 5 for this cruise, which I’ll share with a volunteer scientist named Jana.  “Stateroom” is the word used for a bedroom on a ship.  The stateroom is small, as expected, but it actually feels like it’s the perfect size.  All of my belongings are unpacked in drawers and cabinets, and they all fit just fine.  There’s a bunk with two beds, a sink, and three storage cabinets.  Two of the cabinets are entirely for our use, and one mostly holds safety gear and flotation devices.  There is enough floor space that I could lay on the floor and do snow angels, so there will be plenty of room to move around.  I don’t expect to be spending all that much time in the stateroom once we are underway.

Time has taken on a whole new meaning in the past two days.  Yesterday morning I left Las Vegas in the Pacific Time Zone and flew to Atlanta in the Eastern Time Zone, then to Mobile in the Central Time Zone.  It was almost like time travel.  After we embark tomorrow, I’ll start my work schedule, which will have me on duty from midnight to noon every day.  Work goes on around the clock on NOAA vessels.  This schedule will take some getting used to, but as a morning person, I am excited that I’ll be awake and active for my favorite part of the day, and I’ll get to watch the sun rise.  Right now, I’m attempting to stay awake for my entire first night on the ship so that I can get on my work schedule right away.  To add another level of confusion to my sense of time, ship crews observe 24-hour military time instead of using AM and PM.  Numbers are difficult for me and don’t come naturally, so this will take some getting used to.

The clocks on the ship show the 24-hour military time system.

Just being on the ship feels quite surreal.  As I write this at 23:33hrs, there are just a handful of people on board, and we are still at dock.  Every once in a while some subtle movement reminds me that this is a ship in the water, but mostly it feels like solid ground.  I know that will change once we get moving.  Aside from the obvious signs, there are other little reminders that this is a ship, where everything must be secured for rougher waters.  Computers and monitors are strapped and bolted to the tables, there are gripper pads spread out on tables and in drawers, and every door, from drawers and cabinets to staterooms, has to be latched shut and unlatched to open, and open doors have to be secured with a hook so that they don’t slam shut when the ship shifts.   There’s also a constant hum of noise on the Oregon II.  I’m interested to see how loud it is when we’re actually moving!

The adventures in science begin tomorrow!

Sunset at dock, from the dry lab of the ship

Did you know?

Bluefin tuna plankton are a type of ichthyoplankton, which comes from the Greek words for “fish drifters.”  For those of you in Nevada, think of our state fossil, the ichthyosaurus, which means “fish lizard!”

Bill Lindquist: Processing Data, May 13, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 13, 2013

Majestic views

Weather on board. Taken at 1600 (4:00 in the afternoon)
Latitude: 56° 02.49 N
Longitude: 131° 6.93 W
Overcast skies with a visibility of 5 nautical miles
Wind variable at 1 knot
Air temperature 9.9° C
Sea temperature  7.2° C

Science and Technology Log: Evening Data Processing

I continue to be struck by the vast amounts of data and processing a hydrographic survey crew takes on as they go about their work. I have sat in the ship’s Plotting Lab as we controlled the multibeam sonar equipment, plotted lines for the bridge to follow, and cast out the MVP “fish” to gather sound velocity data of the water column in the immediate survey area – all while corrections for tidal, GPS and the ship’s heave, pitch, and roll data are being made. I spent a day in a launch as we navigated waters too shallow for the ship activating the launch’s data collection system as it traversed back and forth in its prescribed areas.

Last night, I had the opportunity to “help” with the evening processing of data as the launches return to the ship. “Help” is a loose term – my ignorance of the required technical skills situated me at best an observer. My “partners” (people really doing the work) were gracious enough to let me look over their shoulder as they patiently explained the processes they were following. They allowed me to take control of the computer for a bit to have a hand in the cleaning of data. All this despite confounding computer glitches that seemed to bog down the process. As the work that typically would close out well before 10:00 drew on, I excused myself and allowed the technicians to work unimpeded by a guest looking over their shoulder. Attention to that work continued on into the early hours of the morning.

The data is brought from launch to Plotting Lab on an external hard drive. It is transferred to the central computer housing all the raw data. From there, sound velocity data is brought in allowing algorithms in the software to make appropriate adjustments. Accurate GPS, heave, pitch, and roll data adjustments are made. Tide levels as defined by the tidal gauges installed earlier are accounted and corrected for.

After those data are crunched, a map of the surveyed area is brought up. A small rectangle of data approximately 50 meters by 50 meters is selected and viewed in cross-section.  From this vantage point each point measurement is visible as if you were standing on the seafloor.  Erroneous acoustic returns that are not part of the seafloor are quickly identified and can be flagged so they will not contribute to the final measurements.  Once this small section of the seafloor has been examined, another box immediately adjacent to the first one is opened until the entire survey has been examined. Each data set has a defined level of allowance for uncertainties, eg. at a depth of 300 fathoms 25 cm isn’t significant. Using these allowances, the computer will run a Total Propagated Uncertainties (TPU) analysis report to determine if the data falls within acceptable levels. If so, the data can move forward. These data help create a plan for targets to survey the next day.

This is only the beginning of the data processing to collate and clean major inaccuracies. From there it becomes the responsibility of the sheet (prescribed survey area) manager to further clean and analyze all the data within the sheet. Any areas that contain gaps or inconsistencies are examined to see if they can be resolved within prescribed allowances. Those that remain in question are described in the DR (Descriptive Report), reviewed by the Field Operations Office and Commanding Officer/Chief Scientist on board the ship, and finally submitted to the Pacific Hydrographic Branch. In turn, they review all data and reports, make any changes deemed necessary and send it off to update nautical charts.

As this process can take some time, there are procedures in place in the event a DTON (Danger to Navigation) is found. On this survey we identified a rock projection that projected much higher than the current charts – to that extent that had the Rainier went over it would have hit. DTONs are immediately submitted and updates are sent out that all ships navigating these waters would be alert to it.

By the time the Rainier completes the 2013 field season, it will have acquired massive amounts of data that will go on to assure safe navigation of our ocean waters.

Personal log

Walker Cove off Behm Canal

Majestic views

We took a slight detour yesterday into Walker Cove to witness the grandeur of its majestic fjords. Cliffs climbed straight out of the sea on their way to the sky. Waterfalls cascaded back down its side. I took picture after picture – never quite capturing the experience of seeing it first hand. All members of the crew no matter how much time they have spent in these waters came up to gaze at these sights. There are some things on this earth that carry such beauty no matter how many times you have seen them maintain the power to hold your rapt attention. This was one of those sights.

Majestic views

Majestic views

A favorite place to write this blog is in the ship’s galley. In doing so, I have been gifted by a number of people who have stopped, sat down, and talked about their experiences on board a ship at sea. As much as any official orientations could provide, these conversations continue to present me a great way to help capture an understanding of this life at sea. A ship’s galley seems to be the soul of the ship. It is where people gather – to eat, to take a break, to tell stories, to enjoy each other’s presence.

Bill Lindquist: Emergency Drills & A Foggy Anchor, May 11, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 11, 2013

Weather on board. Taken at 1600 (4:00 in the afternoon)

Overcast skies with a visibility of 2 nautical miles
Wind from the south at 10 knots
Air temperature 10.2° C
Sea temperature  7.2° C

The NOAA Ship Rainier in the fog

An interesting rock jutting out of the ocean

Science and Technology Log: Ship Emergency Drills

Maritime vessels like the NOAA Ship Rainier continually prepare themselves for dealing quickly and effectively for any emergency at sea. During our transit to the southern end of Behm Canal, we conducted two emergency drills. Each of these drills served to prepare the Rainier crew for quick response to a state of emergency.

One drill involved the loss of bridge control to steer the ship. A ship floundering at sea presents a real danger to its own crew as well as any vessel near by. The drill involved two situations. If the electronic connection between the bridge and the steerage center of the ship was lost, the engineers make a physical bypass and engage a steering wheel immediately above the rudders. With hydraulic power and telephone support from the bridge, this steering wheel was able to successfully negotiate the required 15° turn in each direction. In the event there is a loss of hydraulic steering support, the ship’s rudders have to be turned manually requiring two people to physically crank the change in rudders – a challenging task. I was able to step in to work one end of the crank – yes, it was hard work.

In an emergency the ship can be steered by this wheel directly above the rudders.

In the event hydraulic pressure is lost, the ship can still be controlled by hand cranking the rudders.

The other drill I was able to view was launching the emergency boat used in man overboard situations. There is a specially designed and dedicated for rescue operations. Under the direction of the Chief Boatswain (in charge of all deck operations), the crew practiced dropping the cables serving as a railing, and lowered the boat with the davit (crane unit that lowers boats off the ship), in preparation for getting on board, and powering up. The goal for this is to happen within several minutes. In the event of a real emergency, every passing minute is critical.

The Chief Boatswain going over emergency procedures for getting the emergency boat deployed.

Deploying the emergency boat.

Related note – in the event the ship were to sink, 10 life rafts in protected cases are positioned around the ship ready to deploy. They are held closed by a latch designed to release as soon as it is immersed in the water. As the case opens, the raft self inflates and rises to the surface. Each raft is capable of carrying up to 25 people. I am again reminded of the lack of an instant 911 response and the necessity that everyone on board is fully prepared to act quickly on behalf of everyone on board. Such as it is with a life at sea.

When immersed in water the valve is set to open and allow the enclosed raft to self inflate and rise to the surface.

Life rafts will automatically inflate in the event of an emergency

Personal log – The clouds roll in

I have been told countless times the weather we experienced on my first week at sea was not the norm – in fact far from the norm. We were blessed with sunshine and calm seas throughout. Today it came to an end. A heavy bank of clouds with persistent light rain filled the once clear skies. This is the weather people are accustomed to in SE Alaska.

A cloudy entrance to Punchbowl Cove

Punchbowl Cove off Behm Canal

We spent the day in our customary back and forth survey route. Rain gear was the norm for everyone on deck. At the end of the day, our CO (commanding officer) directed us to Punchbowl Cove as a well protected area with ample locations to set anchor. Gliding into the cove was an ethereal experience. The northern shore of the cove rose majestically into graceful curtains of clouds. Clouds separated into layers dancing across the slope providing sprinkled glimpses of the background of the mountains. Cascades of water tumbled from the heights on their way to the sea. The cloudy turn in the weather allowed this magical layer of mystique and fancy that wouldn’t have been present with the sunshine we had earlier.  Perhaps at sea there is no such thing as inclement weather, each day bringing forth its own majesty.

With enough time after anchor, several groups went out by kayak and boat. I enjoyed the opportunity to go with a small group to explore the shoreline. It felt good to get out and walk around and see the sea from the viewpoint of land. We arrived at low tide giving us room to walk about short of the cedars, spruce, and fir that blanketed the forest floor. To the mariner, kelp is so common it is hardly noticed. To a Minnesotan far removed from the sea, the kelp and barnacles covering the exposed rocks in the tidal flats held a level of fascination.

Punchbowl Cove shoreline

This cross-section of the earth has an unparalleled majesty and beauty. What a privilege to witness it so close.

Bill Lindquist: The Small Boats, May 10, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 10, 2013

Weather on board. Taken at 1600 (4:00 in the afternoon)
Latitude: 55° 47.29’ N; Longitude 130° 58.27’ W

Broken skies with a visibility of 10+ nautical miles
Wind from the west at 15 knots
Air temperature 12.6° C
Sea temperature  8.9° C

Science and Technology Log: The Small Boats

Yesterday the ship captured most of the ocean basin using its multibeam sonar equipment located on the bottom of the ship. Today we set out in smaller launches that could take us to the sections of the ocean the big ship couldn’t. Three teams were deployed, each containing a coxswain (person who has the skills to handle the boat), senior hydrology technician (in charge of the survey work to be done), and several others to help – one boat of which was gracious enough to take along a rookie “Teacher of the Sea” to experience first hand the work involved.

Moving the launch off the ship into the sea.

Trying out driving the boat in a prescribed line (harder than it would appear).

We all met on the fantail (rear deck) of the ship at 6:30 AM to go over the work that lays ahead. From there the launches were lowered off the ship, we entered, were released, and off we went. While still in the early morning low tide we examined the shoreline to verify the existence or non-existence of rocks in question from the last survey. We conducted our surveys throughout the rest of the day in areas not able to be accessed by the larger ship. Each launch is also equipped with multibeam sonar units on the bottom of the boat (image) and a plotting computer on board. As with the ship, the computer measures and controls for location (GPS); heave, pitch, and roll; and the temperature and salinity of the water column below our boat.

The multibeam sonar units on the bottom of the launch.

The plotting computer aboard the launch.

The work is similar, yet has a different feel. Unlike the automated features on the ship, a control panel allows the surveyor to hand tune variables that will help assure the best measurements. We can control the strength of the sound waves leaving the boat, the frequency of pings, wave length, and the degree of sweep that will be collected. Doing so allows us to maintain sufficient strength to capture tbe bottom, but not so overpowering that we lose the finer details such as the makeup of the bottom. Each boat sets a path back and forth at a speed of 7-10 knots in the sections assigned by the FOO (Field Operations Officer). This is repeated until each section is covered. This takes a concerted and collaborative effort between the coxswain and technicians. When surveying from the ship, the Moving Vessel Profiler’s fish can be cast by the push of a button at the computer in the Plotting lab. Not so on the launch. After bringing the boat to a stop, we lift over the CTD (conductivity, temperature, depth) instrument. We allow it to drop to the bottom before we turn on the winch to reel it back in. It is lifted out and attached to a cable connected to the computer where the data is downloaded.

The CTD sensor unit

Deploying the CTD

One of the screens on the plotting computer indicates the areas that have been surveyed (in blue) and where the ship is.

Before we get back to the ship, we download the day’s data to an external hard drive and hand it off to another crew that begins the job of cleaning the data to be pieced together with all the other sections of data. We end with one complete picture of the project area.

Life at sea

There are 46 people living and working on board the ship. The launches go out with a smaller group of 4. Spending all day on a small boat with three other people necessitates attention to clear communication channels. The waves continually keep the boat in motion providing a challenge to manipulate the mouse and detail on the computer screen. In between there are many moments of quiet allowing for conversation and banter. It is in those moments you get to know one another better and forge strong relationships. This close community is evident among the crew on board. Such is the allure of sea life.

Sunny days

In anticipation of a trip to SE Alaska, I did a bit of research on what kind of weather to expect. Ketchikan is in a rain forest and noted for being the rainiest city in the United States with an average rainfall of 160 inches a year.  Since my arrival, I have enjoyed sunshine and calm seas. People have assured me how unusual this is and to expect a change. The forecast for tomorrow suggest the change will arrive. Seems to experience life at sea without a bout of inclement weather would not allow full appreciation of the grandeur we have had. I will take them both expecting there will be equal beauty in the rain and clouds.

I continue to be amazed at the majesty of the landscape.

Bill Lindquist: Mapping the Ocean, May 9, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013 

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 9, 2013

Weather on board. Taken at 1600 (4:00 in the afternoon)

Clear skies with a visibility of 10+ nautical miles
Light variable wind
Sea wave height – O
Air temperature 17.3° C
Water temperature 7.2° C

It’s hard to get enough of this majestic view.

Science and Technology Log: Mapping the Ocean

The work we do on board the Rainier is all centered on the task of gathering data of the ocean bottom – shoreline to shoreline. These data are used to update the nautical charts (maps) used by sailors. The project we have been working on is a section of Behm Canal in SE Alaska.

Nautical map of Behm Canal

Hydrographic data on parts of this stretch of water haven’t been updated for over 100 years. The tools and methods utilized have changed significantly during that time. Hydrographers of 1900 lowered a rope tied to a lead weight to the ocean bottom. Measurements were taken on the length of rope. The area we were surveying ranges from 150 to over 300 fathoms (one fathom = 6 feet) deep – that is a lot of rope. At each measure, they sighted a bearing to two or more locations on shore to locate where on the chart they could mark the depth. It’s surprising how closely their data matches what we found with the use of sophisticated modern techniques.

So how is it done? A good activity in the classroom is to make a sounding box with an ocean floor shaped on the bottom of the box. The top is covered and marked with a grid. Skewer sticks can be inserted at the grid corners, pulled out, measured, and transferred to another grid. A map is made. If only it were as easy. Simply put, modern hydrographers ping sound waves (sonar) from the bottom of the ship. The sound waves travel through the water to the ocean bottom and bounce back. We know how fast sound travels so measurements of time can be made and the distance calculated – just like the skewer sticks. If only it were as easy!

See the following website for information on hydrographic survey techniques. http://www.nauticalcharts.noaa.gov/mcd/learnnc_surveytechniques.html

My learning curve has been high as I have tried to understand all the moving variables that need to be taken into account before an accurate map can be made.

Here’s what I am beginning to understand:

• Starts with referencing benchmarks – both vertical and horizontal (see blog, May 7) to gain a standard of tidal variation (high and low tide can vary by as much as 20 feet) and GPS location.
• A measurement is made from the ship’s deck to the water surface. The twin sonar beams are located on the bottom of the ship. We know how far it is from the bottom of the ship to the deck – subtracting the deck to the water line gives the distance below the surface the sonar equipment is found at the time of measurement.
• The chart is marked off in rectangles. A line is marked for the ship to follow. Traveling at 10 knots, the multibeam equipment located on the bottom of the ship pings sound waves and measures how long they take to return from the bottom. A broad swath of ocean bottom can be measured at the same time. These data are transferred to a computer in the plotting lab where the computer archives it and generates visual images as they come in.
• The speed of sound varies in different water conditions, including temperature and salinity. Making it more complicated, temperature and salinity varies by depth in the water column beneath the ship. To capture these variables, we cast out a Moving Vessel Profiler (MVP) behind the ship while we travel along. The MVP looks like a small torpedo and is affectionately referred to as the fish. Attached is a sensor that reads temperature, conductivity (a measure for salinity), and depth. These data are transferred along a cable bound within the attached line to a computer on board the ship. “Casting” the fish means letting the line out until the fish approaches the bottom of the ocean – or 500 meters of line – whichever comes first. At that point the fish is retrieved. The data acquired as the fish makes its journey is transferred to the Plotting Lab computer.
  

  The sensor on the “fish” captures temperature, conductivity, and depth data on the water column beneath the ship.

• As the ship moves along the ocean surface it is subjected to constant movement. It pitches up and down from front to back (pitch), rolls side to side (roll), and rises up and down with the ocean swells (heave). As the survey data is collected, heave, roll, and pitch data is captured to allow for adjustments in the sonar data. All of this varies further with the tide level. All these data are captured and fed into the Plotting Lab computer.
  

  Data from the ship’s multibeam sonar comes to the Plotting Lab

• The ship travels its projected line, turns around and comes back on another.
• Small boats with similar beams are dispatched to capture the same measurements closer to the shoreline where it is too shallow for the ship (for tomorrow).
• This continues until the full ocean bottom in our project area is captured.
• Finally all these data sets are brought together and stored.
• During the off season, the data sets are utilized to generate the finished nautical charts ending a long, sophisticated process.

Personal Log: Life on the sea

I have to admit the living spaces on board a working ship are a bit tight. My “state room” measures approximately 10’ x 12’ and is shared with a roommate.  In that space are our bunk beds, a sink, desk, and locker closets. I can’t sit up in bed without hitting my head on the bunk above. Shared between two rooms is a bathroom that is only 4’ x 8’ with a head (mariner’s term for a toilet) and shower. All this space rests on a floor that drops with the curve of the ship approximately 10” from one end to the other. The hallways in the ship are narrow and the stairways steep. Everything is bolted or tied to the floor or table to keep them from being tossed about in choppy waters.

While tight, I have yet to hear anyone wish for more. Perhaps the salt that runs in their mariner blood provides the sustenance they need to thrive in these close quarters at sea.

While my shipmates will call the Rainier home for the duration of the research season, I will be on board for only two weeks before I return to the comforts of my own home and spacious bed.  I have to respect these hardy folk for who they are and all they do.

A cozy state room at sea

A cozy state room at sea – looking toward the door.

The shared “head” offers the comforts of home.

A porthole window offers a majestic view.

Frank Hubacz: The Final Leg, May 10, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 11, 2013

 

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery

Geographical Area of Cruise: Gulf of Alaska and the Bering Sea

Date: May 10, 2013

Weather Data from the Bridge (0200):

W wind 10 kt. Chance of light snow.

Air Temperature 2.6C

Relative Humidity 82%

Barometer 1025.5 mb

Surface Water Temperature 4.30 C

Surface Water Salinity 32.91 PSU

Seas up to 3 ft

Science and Technology Log

As we continue to complete CTD sampling on our last full day at sea, the major change from previous days is that the depth of the Bering Sea has increased dramatically. For the past couple of days we have been riding along the 70 m depth line.  We are now casting down to 1,500 m with the ocean bottom currently at 2,298 m.

My previous blogs have focused on the instrumentation and sampling methods used on the cruise.  I would now like to introduce you to the members of the science team on board the Oscar Dyson for this cruise.

William (Bill) Floering, Chief Scientist

William (Bill) Floering, Chief Scientist, NOAA-PMEL

Education:  BS Biology, University of Washington; BS Wildlife Biology, Oregon State University.

Position/Affiliation: Chief Scientist on Cruise, Field Operations Specialist/ NOAA/PMEL/OERD (30+yrs)

Duties on cruise: Oversee the entire cruise operations, objectives, staffing, and mooring deployment.  He is constantly “on duty” and serves as liaison between ship personnel and the science team.

Data:  Data collected will be used to better understand the physical and biological properties of the ocean water in the Gulf of Alaska and the Bering Sea.  PMEL makes this data readily accessible to scientist of many disciplines to use.

Alphabetically Listed

Carol DeWitt

Carol DeWitt, NOAA/PMEL/FOCI

Education:  BS Biological Oceanography, Florida Institute of Technology

Position/Affiliation: Field Operations Specialist/PMEL/FOCI (25+yrs)

Duties on cruise: Ensures that all of  FOCI’s instruments are prepped, shipped to the Oscar Dyson prior to departure, and in working order once the cruise begins.  Join in with all other team members in helping to complete onboard operations.

Data:  Data collected will be used to better understand the physical and biological properties of the ocean water in the Gulf of Alaska and the Bering Sea.  PMEL makes this data readily accessible to scientist of many disciplines to use.

Scott McKeever

Scott McKeever, NOAA-PMEL

Education:  BS Atmospheric Science, University of Washington

Position/Affiliation: Research Scientist, Physical Oceanography Technician (2+ yrs)/ NOAA/PMEL/OERD

Duties on cruise: Mooring deployment and recovery along with CTD water sampling.  Join in with all other team members in helping to complete onboard operations.

Data:  Data collected will be used to better understand and monitor the physical properties of the ocean water in the Gulf of Alaska and the Bering Sea.

Kathy Mier

Kathy Mier, NOAA-AFSC

Education:  MS Statistics, University of Louisiana, Lafayette

Position/Affiliation: Statistician (19+ yrs)/ NOAA/Alaska Fisheries Science Center (AFSC)

Duties on cruise: Complete CTD water sampling as well as oversee Bongo tows and preservation of tow samples.  Join in with all other team members in helping to complete onboard operations.

Data:  Some of the data collected by her group will be analyzed by scientist in Poland.  Kathy offers her statistical expertise to researchers reviewing collected data. Once data is analyzed it will be used to better understand and monitor the physical properties of the ocean water in the Gulf of Alaska and the Bering Sea.

Dan Naber

Dan Naber

Education:  BS Geology, University of Alaska, Fairbanks

Position/Affiliation: Research, Mooring Technician (5+ yrs)/ UAF Institute of Marine Science

Duties on cruise:  Prepare various monitoring instruments for deployment on moorings.  Water sampling for nutrients, dissolved inorganic carbon, and dissolved oxygen.  Join in with all other team members in helping to complete onboard operations.

Data:  Data collected will be used to better understand and monitor the physical properties, including monitoring ocean acidification, of the ocean water in the Gulf of Alaska and the Bering Sea. 

Peter Proctor  

Peter Proctor, Ph.D., University of Washington

Education:  Ph.D., Case Western Reserve University

Position/Affiliation: Research Scientist/ Joint Institute for the Study of the Atmosphere and Ocean (JISAO), University of Washington (11+ yrs)

Duties on cruise: Oversee the operation and data collection of CTD casts.  Additionally, collect nutrient, salinity, DO samples from CTD drops. Join in with all other team members in helping to complete onboard operations.

Data:  Data collected will be used to better understand and monitor the physical properties of the ocean water in the Gulf of Alaska and the Bering Sea.  Data will also be used collaboratively in fisheries assessment within this geographical region.

Matthew Wilson

Matthew Wilson, NOAA-AFSC

Education:  MS Fisheries, Oregon State University

Position/Affiliation: Fisheries Research Biologist (25+ yrs)/ NOAA/Alaska Fisheries Science Center (AFSC)

Duties on cruise:  Oversee Bongo tows and preservation of tow samples as well as ensure proper collection of chlorophyll samples.  Join in with all other team members in helping to complete onboard operations.

Data:  Chlorophyll samples will be used to standardize instrumentation used on board. Once data is analyzed it will be used to better understand and monitor the physical properties of the ocean water in the Gulf of Alaska and the Bering Sea. Matt’s research in helping to better understand Pollock fisheries will soon be published in the Journal of Marine Science.

If you are interested in pursuing a career in “marine science”, broadly defined, the collective advice from the science team is as follows: let your passion for studying the Ocean be your drive; experience this field firsthand through internships and volunteer opportunities aboard cruises; diversify your studies so that you have a broad background in several disciplines; through all of these experiences make certain that you truly do have a desire to pursue this field of science.

I would like to take this opportunity to thank Peter Proctor for his time, expertise, and willingness to share his knowledge of the ocean with me.  I also appreciated his patience in teaching me the techniques of CTD nutrient sampling, my “job” on the cruise. His humor and wit helped to make the downtime on our cruise enjoyable and always a learning experience.

Finally, I continue to be impressed with the leadership that Bill exhibits on board ship. His efforts ensured that valid “science” research was conducted during the cruise.  The data collected, once analyzed, will add to our knowledge base of the ocean waters of the Gulf of Alaska and the Bering Sea.  I would like to personally thank Bill for allowing me to have the opportunity to actively work alongside the science research team on this cruise.

Personal Log

In my “science and technology” log above I introduced you to the science crew.  In this section, I would like to introduce you to someone who works very hard to keep “everybody happy” on board ship.  Frank Ford is Chief Steward aboard the Oscar Dyson for this cruise. 

Frank Ford, Chief Steward

Frank is an experienced chef providing us with nutritional, well balanced, food 24 hours per day.  On a ship, meals are served at specific times but everyone works different shifts and therefore is not always able to be at a serving.  Therefore, Frank needs to ensure that all of our dietary needs are met regardless of our personal work schedule. As I have indicated in previous blogs, I never went hungry. There is always a wide range of fruit, yogurt, snacks, leftovers, etc. available.  Frank also closely monitors the temperament of the crew as we eat our meals in the galley, via his open kitchen, and is always there to chat with us.  Thanks Frank for your multiple and varied menu offerings! I know that my students would be very pleased to have Frank Ford as our head chef on campus.

Prepping the Prime Rib!

Seasoning with a “special blend”.  Notice the open kitchen!

My favorite meal aboard ship!

On this cruise I have had the opportunity to not only work with the science team but to also meet and work with members of the NOAA Officers Corp as well as the NOAA deck crew.  I have discovered that they come from a variety of backgrounds as well as from all over the United States. However, they all have in common a love for being on the open sea.  I am impressed with their candor, openness, and their professionalism.  I have made many new friends! Thank you for the opportunity to sail on your ship!

Since leaving Seward, Alaska on April 29^th, we have steamed over 2,000 nautical miles (2,300 miles) and traversed from the Gulf of Alaska (North Pacific) into the Bering Sea.   This journey has truly been a rewarding and phenomenal educational opportunity for me.  I am truly honored to have had the opportunity to be a NOAA Teacher at Sea “student” and truly hope that other teachers, from across the United States, will continue to have this opportunity.  Recognizing and understanding the role that the “Ocean” plays in the overall health of our Planet is critical.  It is imperative that we provide our students with a robust education along with an understanding and appreciation for the discipline of Ocean science research. 

Did You Know?

Seniors, not to worry , I will be back on campus to attend your graduation!

Bill still working!

Farewell Alaska!

 

Angela Greene: “The Tale of My Whale” May 9, 2013

NOAA Teacher at Sea
Angela Greene
Aboard NOAA Ship Gordon Gunter
April 29-May 11, 2013

Mission: Northern Right Whale Survey
Geographical Area of Cruise: Atlantic Ocean out of Woods Hole, MA
Date: May 9, 2013

Weather Data from the Bridge: Air Temperature- 12°C, Sea Temperature- 8.96°C, Wind Speed- 11.61 knots, Relative Humidity- 95%, Barometric Pressure- 1014.79mb.

Science and Technology Log:
Wednesday was beautiful.  The air was cold, the skies were blue, and the sea was calm.  Most importantly:  no fog.  Sei whales seemed to be popping up everywhere.  Then I saw it.  The classic “V” shaped blow, a North Atlantic Right Whale.  Not our first one of the trip, but the first in a few days.

The classic “V” shaped blow of the North Atlantic Right Whale. Photo: NOAA/NEFSC Peter Duley,
collected under MMPA research permit number 775-1875

I sighted the blow at about 345° off the bow of the ship, and she was swimming toward us.  The frenzy began.  Our chief scientist, Allison Henry, grabbed the Canon Digital Camera with the 500 mm fixed zoom lens, and began capturing images of the right whale.  Remarkably, yet unofficially, she could identify the whale through the lens of the camera.  It was a female named Columbine.  She was not alone.  Columbine had a calf with her!

Side view of blow shot by me! Under NOAA Fisheries Permit # 775-1875

The calf swam very close to its mother and seemed to be rolling over on its back, flapping its flippers in the air.  The whales don’t seem to be bothered by our large ship being near them.

The small boats were not launched in pursuit of Columbine for two reasons.  Allison knew that both animals had already been biopsy sampled, so no need to repeat that process.  Also, it is not wise to tag and follow a whale that is raising a calf.

North Atlantic Right Whale (Columbine’s calf) Photo Credit- Allison Henry taken under NOAA fisheries permit # 775-1875

Allison contributes photos collected in the field to the North Atlantic Right Catalogue that is maintained by The New England Aquarium.  The aquarium maintains a searchable public database of right whale photos, sightings, and body descriptions.  There is also a quick whale identification activity to practice photo identification of right whales.

I was dazzled by the flips and turns of Columbine’s calf.  Giving a whale an official name is a complicated process that is the responsibility of The New England Aquarium and the North Atlantic Right Whale Consortium.  However, I would like to unofficially name this baby “Arrow”.

North Atlantic Right Whale calf Photo Credit- Allison Henry taken under NOAA fisheries permit # 775-1875

Personal Log:  This is my final blog post as a 2013 NOAA Teacher at Sea.  I have learned a tremendous amount about marine mammals, but probably my most valuable lesson I have gained from this trip, a lesson I want to take back to my students, is about the nature of biological fieldwork.

I have learned that no two jobs are the same.  Biological fieldwork is as different as the organisms being studied or sampled.  I have put in some time looking at the way field biologist work, and each job has its own set of unique challenges and protocols.  The process of sampling North Atlantic Right Whales in a vast ocean couldn’t be further from the process of surveying Lake Erie Water Snakes, identifying tree species in an upland forest, trudging through fast moving rivers for Hellbender salamanders, rummaging through scat to identify elk, moose, and pronghorn, or scaling walls at night for arachnids.  I find it fascinating to look at the many faces of fieldwork.

Me and my chief scientist, Allison Henry Photo Credit- Sarah Fortune

There is, however, one common characteristic among my collection of field biologists that I have noticed.  It’s an unusual sense of drive about the work.  You can see it in their eyes when they’re on the job.  No matter what the conditions, the fieldwork must get done, the sample must get collected, the photo must be shot, and the data must be recorded.  It’s a maniacal quest for answers.  It’s passion.

I would like to take this opportunity to thank so many people!  Thank you Allison Henry, my chief scientist, for all the lessons, the laughs, and the whales!  Thank you to all the NOAA scientists on board, Dave, Jen, Beth, Samara and Eric.  Thank you to all the WHOI scientists on board, Mark, Nadine, Lauren, Sarah, and Chris.  Thank you to the NOAA Corps officers, the Captain and Crew aboard the NOAA Ship Gordon Gunter.  Thank you to everyone in the NOAA Teacher at Sea office.  Also I would like to thank all my blog followers, especially my Tecumseh Middle School 8^th graders, and my family!  I will be home soon with another adventure under my belt!

The end of my time on the NOAA Ship Gordon Gunter, Teacher at Sea 2013- Photo Credit Dave Morin

Bill Lindquist: Setting benchmarks, May 7, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 7, 2013

Weather on Board
15 C
Wind at 7 knots
Clear skies

Science and Technology Log: Setting Benchmarks

Morning briefing

To conduct accurate surveys of the ocean bottom, clear reference points must first be established. Today, I joined a shore team to permanently set official benchmarks into the rock. Yesterday a team located two existing benchmarks in Burroughs Bay, including one put in place in 1891. A hole had been chiseled into the rock followed by a circle around it and an “X” crossing through the hole from one side of the circle to the other. Above the letters B and M (benchmark) were carved in the rock. Weathering and plant growth provided a challenge. There is something intriguing in the transcendence of time, updating work that was performed over a century ago.

Installing a vertical staff to reference visual measurement with electronic

To establish a vertical standard, three new brass benchmarks were cemented into rock with the intention of lasting into the next century. All five benchmarks were precisely located to reference elevation to local tidal data acquired through an electronic tidal gauge installed to capture 30 days of high and low tide data. A diving team anchored one end of a line underwater well beyond the reach of low tide. The other end rose on land high enough to be protected from high tide. These tidal data will be referenced to a visual measurement taken every six minutes for three hours from a vertical staff we installed.

A benchmark in the bedrock

Setting benchmarks

Establishing clear elevation references

Tomorrow a team will install a horizontal control (horcon). A marker was affixed on an island that would collect location data from Global Positioning Satellites (GPS). GPS data is close, but lacks precision. The variance in GPS data will be referenced to the precise location of the horcon to establish an accurate and stable benchmark for all the survey data we will be making.

This preparation and collection of vertical and horizontal benchmarks all come together to provide referential data utilized in the precise creation of updated nautical charts.

Personal log: Life at Sea (continued)

I had the good fortune to join the Rainier community on the first leg of the 2013 field season and experience early preparation drills and equipment training. En route from Ketchikan to Behm Canal, ship wide emergency drills were conducted to ensure everyone is fully prepared for a quick response to any situation that might arise. The fire drills I am familiar with is limited to getting all kids safely out of the school building, doing a head count to assure all are accounted for, waiting for the all clear, and bringing them back in. A call is made to the fire dept to respond if necessary.

At sea, the fire department is the community on board the ship. Should an emergency arise, lives depend on the preparedness of every individual on board. Our fire drill was an authentic drill. A fire alarm signaled the bridge there was a fire in the laundry room. The bridge quickly alerted all hands on deck. Everyone reported to pre-assigned stations, head counts were made and reported in. The fire response team got the necessary equipment out and evacuated the smoke (the smoke was real). There was no fire department to call. Our lives depended on our own actions.

Another alarm alerted everyone to a catastrophic problem necessitating a call to abandon ship. All hands quickly grabbed their emergency flotation suits readily available in their state rooms and reported to pre-assigned stations where a head count was made. These suits, specially designed to keep us afloat and dry, were quickly donned. This was one we never had to practice in school.

Potentially dangerous work in remote locations necessitates carefully scripted and practiced safety habits. Teams go out in small boats to conduct any necessary work on shore and survey areas too shallow for the ship. All these teams must remain in radio contact and make hourly reports to the ship’s bridge assuring all are individuals are safely accounted for. Should anything happen, there are Rainier crew members that have received specialized medical training preparing them to respond to medical issues occurring on board.

At sea, lives of all on board are in the hands and actions of all on board. Preparedness is key. I am thankful for that commitment.

Spectacular view

Did you know?

The speed of the ship is not controlled by changing the speed of the engine. The ship’s engines are most efficient when they can maintain a steady speed (revolutions per minute). Instead, the ship’s speed is changed by altering the pitch of the screws (propellers). As the screw turns in the water a difference in pressure from the front to back is created. This pressure difference creates thrust. The more inclined the blades of the screw are, the faster the ship will travel. There are times during the survey when the ship must come to a full stop. Even then, the propeller shafts continue to spin but rotate in a flat plane resulting in no thrust.

Rita Salisbury: Winding Down, April 29, 2013

NOAA Teacher at Sea
Rita Salisbury
Aboard Oscar Elton Sette
April 14-April 29, 2013

Mission: Hawaii Bottomfish Survey
Geographical Area of Cruise: Hawaiian Islands
Date: April 29, 2013

Weather Data from the Bridge:
Temperature: 79°F / 26°C
Dewpoint: 68°F / 20°C
Humidity: 70%
Pressure: 29.98 in (1015 mb)
Winds: S 10.4 mph (S 17 kph)

Science and Technology Log:
This has been an amazing voyage for me; I have learned about science process and technology in a real world application that I can take back to my classroom and incorporate throughout my curriculum. Real science on this cruise involved using multiple survey methods to determine the population and of Bottomfish species in a prescribed area. Acoustics, video recording by BotCam, AUV, and ROV, fishing by professional fishermen, and fishing from the side of the research vessel were all techniques employed in this study. These different methods will be compared and, eventually, a process will be formulated that will probably combine several of the methods in order to compile data to help regulate the bottom fisheries.

Some of the methodologies, such as the BotCams, have been compiling data for five or more years, so there is a sizable amount of information upon which to base decisions. Adding to the general knowledge base is an important part of scientific research; without data it is impossible to make informed decisions.
After the last deployments of the AUV and ROV yesterday, we all pitched in to help pack equipment to get ready for today’s end of the cruise.  We cleaned floor mats, vacuumed, mopped, wiped down counters, and also cleaned our staterooms, heads, and common rooms. Even though this is a scientific research cruise, the scientists are considered guests on the ship and it only makes sense to help clean up. You never know when you’ll be back on the ship for more research and you sure want to be welcomed back!

Personal Log:
My mind is racing like a runaway train, thinking of ways to integrate what I’ve seen and learned on this cruise into my curriculum when I get back to Delaware. I cannot wait to sit down with my co-teachers, Dara Laws and Kenny Cummings, and brainstorm ways to make the science standards I am required to cover more meaningful and engaging to our students. We teach in a project-based, technology-rich environment and the possibilities to “amp up” the lessons and make them more rigorous, as well as captivating, are enormous. In addition to a fresh insight into science process, environments, populations, communities, and the overarching ecosystem, I now have real people I can contact to act as experts and representatives of their fields of study. I cannot thank NOAA, the Teacher at Sea program, Dr. Donald Kobayashi, Chief Scientist, or the Officers and Crew of the Oscar Elton Sette enough. Their openness and willingness to host another Teacher at Sea will make a difference to countless students in the years to come.

Not only did I make new contacts, I made new friends. I’m looking forward to making Clementine’s Chicken Curry for my family and friends and staying in touch with my new friends. I only wish every teacher I know could take advantage of such an amazing opportunity.

Frank Hubacz: Ice in the Bering Sea, May 7, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 10, 2013

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery
Geographical Area of Cruise: Gulf of Alaska and the Bering Sea
Date: May 7, 2013

Weather Data from the Bridge (0500):
N wind 10 to 25kt. Partly cloudy.
Air Temperature 0.8C
Relative Humidity 90%
Barometer 1019.80 mb
Surface Water Temperature 2.30 C
Surface Water Salinity 31.96 PSU
Seas 4 to 9ft

Science and Technology Log

Remember that in my last blog you were left with a question…

Did you figure out what this was?

If you still have not guessed what this is then here is a hint…

 

You are correct!  This is a Marine Assessment Monitoring and Prediction (MARMAP) Bongo tow with two 20cm and two 60 cm ring openings!  The 60 cm ring has a 500µm mesh net and the 20 cm ring has a 150µm.  I knew that most of you would guess the correct answer.  These nets are towed through the ocean to collect zooplankton samples. Plankton are important members of the ocean food web converting energy from the primary producer level into a form that is useable by animals in the upper levels of the marine food web. The word plankton is derived from the Greek word planktos, which means wandering.  Plankton drift, or swim weakly, traveling wherever the ocean takes them.  Phytoplankton are able to produce their own food (autotrophic), as the name suggests, via the process of photosynthesis. Zooplankton are heterotrophic and eat the primary producers in the ocean food web, the phytoplankton.  Zooplankton are the most numerous consumers in the entire ocean with nearly every major animal group being represented.   The most abundant, accounting for 70% of individuals, are copepods (crustaceans).  You are all probably most familiar with the organism within this group known as krill.  They are very abundant in the waters of the Arctic.

Krill

These shrimp-like marine organisms grow no larger than 4 to 6 cm and serve as food for baleen whales, penguins, seals, fish, sea birds, and many other predators.  80(+) species of krill have been identified in oceans around the world. Their habitats range from abyssal depths (5,000 m) to near shore kelp beds (10 m), and from warm tropical seas to the freezing Antarctic Ocean. (http://oceanexplorer.noaa.gov/explorations/02quest/background/krill/krill.html)

Marine scientist use bongo nets to catch these small creatures and study them. The net size is selected to catch zooplankton as opposed to smaller phytoplankton.  The bongo net has a flow meter installed in each net to calculate the volume of water sampled.   Plankton tows can be done at any depth or time of day and the samples are caught in a small rigid container, the codend.

Basic Bongo tow

Detailed Bongo schematic

 

Codend of Bongo net where the sample is collected

Our night shift readying our Bongo net

Deploying the Bongo net in dark icy waters of the Bering Sea

Retrieving the net after the tow

Matt washing the contents of the codend into a straining sieve

Capturing all of the sample

Krill!

A closer look!

The Bongo tow used on this cruise also has attached an SBE-19 SEACAT system which measures salinity, depth, and temperature.

SEACAT System (on right) attached to Bongo tow

Additionally deployed on this cruise were drogue drifters.  Drogue drifters help determine the flow of ocean currents using a sort of “message in a bottle” approach, the drogue drifter, which is connected to a surface buoy.  The buoy communicates its location to an ARGOS satellite system producing a map of its path.  The drogue portion is really a “holey-sock” that flows below the surface to indicate subsurface ocean currents.

Drifter Schematic

Complete drifter package

Bill preparing the drogue drifter for launch

Drogue drifter entering the water with attached satellite buoy

World map of current drifter locations

 

Overnight on the 7th we turned north-north-west hoping to sample water near the edge of the ice sheet.  We found ice much earlier than hoped and at approximately 0630 a decision was made that we could travel no further!  Upon collecting a sample at this station we turned south to sample along the 70 meter line for several miles.

Ice flow…picture taken at 0300

Ice all around

 

Ice as seen from the bridge(Photo courtesy of Matt Wilson)

Saying good bye to the ice!(Photo courtesy of Matt Wilson)

Personal Log

Sampling continues around the clock now that all of the moorings have been deployed.  I continue to collect nutrient samples from each CTD launch, usually 5 to 7 per draw, assist with washing the Bongo nets, and helping wherever I can .  Our midnight to noon shift goes by quickly.  After my shift I have been relaxing by reading and then going to bed by 0300 before waking at 2300.  Now that we are heading south our satellite “issues” have been resolved and so the internet works great.  Keep those questions coming.

We had an abandon ship drill today and I finally was able to “slip” into my Survivor Suit!  You will get to meet the science crew in my next blog!

Slipping into my survival suit

Heading for the life boat station

Arriving at the WRONG life boat station! (Port is left)

Angela Greene: “I’ll have 3000 Big Macs, please.” May 7, 2013

NOAA Teacher at Sea
Angela Greene
Aboard NOAA Ship Gordon Gunter
April 29-May 11, 2013

Mission: Northern Right Whale Survey
Geographical Area of Cruise: Atlantic Ocean out of Woods Hole, MA
Date: May 7, 2013

Weather Data from the Bridge: Air Temperature – 12.20°C or 54°F, Sea Temperature 10.16°C or 50°F, Wind Speed- 9.24 kts, Relative Humidity 94%, Barometric Pressure- 1021.05 mb.

Science and Technology Log: Whale work can be intense and exciting, or slow and frustrating. A good day at work is when the weather cooperates the same time the whales cooperate. So far no one is playing nice. Fog has been the enemy for the last two days, making flying-bridge operations nearly impossible. Unless a whale swims up to our ship and jumps in for lunch, we aren’t going to be able to see it. Our watch efforts get moved to the bridge where the ship is controlled, and while it’s a good time chatting with the NOAA Corps officers, I’d rather be sighting whales.

The fog comes
on little cat feet.
It sits looking over harbor and city
on silent haunches
and then moves on.
Carl Sandburg

For me however, this ship is like a small university on the sea with free tuition.  Everyone here knows much more than I do about science, so days like these are spent asking questions.  I wanted to focus this blog post on a question that came from my Tecumseh Middle School eighth grade students.  They have been following my blog and following the NOAA Ship Gordon Gunter using the NOAA Ship Tracker.  The ship tracker can be used to locate any ship in the NOAA fleet on its current cruise or in the last twelve months.  Current weather data from the ship can also be displayed.

The current cruise of the NOAA Ship Gordon Gunter. Screen shot courtesy of NOAA Ship Tracker

My students noticed that our ship was staying near the continental shelf, or Georges Bank, and wanted to know if it would be a better idea to look for whales in deeper ocean.  I turned to Woods Hole Oceanographic Institute scientist onboard, Dr. Mark Baumgartner (yet another superhero), for answers.  He basically told me, the whales go where the food is most abundant.

Georges Bank is a shallow off shore plateau. During the ice age it was above water. Image credit- NOAA

North Atlantic Right Whales eat a zooplankton named Calanus finmarchicus or just Calanus.  This tiny crustacean is packed with lots of calories in an internal structure called a lipid sac.  In order to grow and develop a hearty lipid sac, the Calanus require lots of phytoplankton.  In order to be a yummy and nutritious treat for the Calanus, the phytoplankton need nutrients in the form of nitrogen and phosphorous, water, and sunlight.  Nutrients and water are abundant for the phytoplankton, but in order to get the needed sunlight for photosynthesis, the phytoplankton must be as close to sunlight as possible.

Northern Right Whale food- Calanus finmarchicus The lipid sac is clearly visible. Photo credit- C.B. Miller/K. Tande NOAA

Simply put the food chain links together like this:  sunlight (source of energy), phytoplankton (producer), Calanus (primary consumer), and right whale (secondary consumer).  The topography of the ocean near Georges Bank and the weather over the North Atlantic provide two things for this simple food chain: upwelling and wind.

Upwelling is a phenomenon that occurs in ocean waters when wind and a continental structure circulate water, allowing the cold nutrient rich water on the bottom to replace water on the top.  The phytoplankton at the bottom essentially get a free ride to the top of the ocean where they are able perform photosynthesis.  The Calanus can feed on the nutrient rich phytoplankton, and the whales can feed on the Calanus.  This cycling allows the whales to feed close to the surface, where they need to be in order to breathe.  If a whale has to dive deep for food, energy is wasted on the dive.  It is more efficient to be able to get a good meal as close to the surface as possible.

Right Whales need the caloric equivalent of 3000 Big Macs per day. I’m lovin it! Image credit- MacDonalds

According to Dr. Baumgartner, a Northern Right Whale needs to eat 1-2 billion Calanus per day.  This amount of zooplankton has the same weight as a wet Volkswagen beetle, and is the caloric equivalent of eating 3000 Big Macs per day.  So there you have it, TMS 8^th graders.  The whales go where the food is…

Me with Dr. Mark Baumgartner
Photo Credit-Eric Matzen

Personal Log:  Still holding out for “The Big Day”, the day we can take the small boats out again.  If it doesn’t happen, I will be happy for the experience I had on the Gordon Gunter.  Sure would be awesome, though…

Bill Lindquist: Life at Sea, May 6, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: May 6, 2013

Weather Data from the Bridge

Clear skies
10.5 C (51 F)
Wind: 4 knots out of the south

Science and Technology Log

Navigational Science

My iPhone will pinpoint my location on a highway map and lay out a course to get me wherever I need to go. Navigating by canoe from lake to lake within the Boundary Waters Canoe Area Wilderness (BWCAW) requires a map, compass, and discerning eye. The tools of navigation on board an ocean-going vessel requires far more than a phone or a map and compass, yet similarities do exist. As a guest on the bridge, I had the chance to witness the team effort put in to safely get us where we needed to be. Like canoeing, navigation begins with a map, compass, and a good plan.

Charting a track

A path (track) is drawn on the nautical charts with waypoints identifying track adjustments to be made. Compass headings to get from one waypoint to the next are written in.  Progress along this track is regularly noted on the chart. While paper and pencil keeps the track grounded and secure, the primary navigation on the Rainier is electronic. Digital charts created by earlier surveyors are displayed along with our location pinpointed by GPS data accessed through high power receivers atop the ship – difficult at times in these remote portions of SE Alaska surrounded by the mountains. The track penciled on paper is plotted digitally and the journey begins. The Conn officer reads the map and calls out to the helmsman the heading to take.

At the helm

The helmsman repeats it to assure it was heard correctly and turns the ship’s wheel to the new heading noting it with a dry erase marker on a small whiteboard on the helm station. The ship’s heading is indicated by an overhead digital compass display and held steady until the next waypoint is reached. Safe navigation requires a smoothly running team. The Conn officer and helmsman continue back and forth making any necessary adjustments while a third keeps a close eye on the radar. Another scans ahead with binoculars to note any floating debris to avoid.

Keeping a sharp eye ahead

Depth is continuously monitored along with notations of tide and currents. Weather conditions are recorded. All operations are carefully coordinated and monitored by the assigned Officer on the Deck.

Complicating navigation in this part of Alaska is the difference between the geographic north pole and magnetic north pole. Our compasses align with magnetic north – a different place from geographic north or “true north”. All charts and maps reference true north. Failure to account for this difference leads to getting lost. In Minnesota true north and geographic north are so close the difference is seldom noticed. In this area of Alaska the difference between true north and where a compass points is approximately 17 degrees. Fortunately, the ships gyrocompasses automatically account for this difference and report headings aligned with the true north of the charts.

A majestic view off the bow

Following our plan, we made it today from Ketchikan to Burroughs Bay in Behm Canal. Our work plan called for anchoring in the bay and getting to work in the morning. To anchor my canoe I simply throw out a small anchor attached to a rope and am set. Successfully anchoring the Rainier required the joint work of many. Within much of the bay the waters far enough from shore were too deep to gain a sufficient hold to keep the ship in position. With the ship’s Commander in charge, we maneuvered within the bay carefully monitoring the depths to identify a suitable location finally finding a shelf that appeared would work. The drop anchor command was given and 16+ fathoms (one fathom equals 6 feet) of chain held within the confines of the ship for six months quickly reeled out raising clouds of dust. It held.

Dropping anchor

Personal Log

Life at sea

There is a palpable pulse to the floating community that must exist to live and work together on a ship at sea. The quarters are close with minimal space to roam. The ongoing work lies amidst the everyday tasks of living causing leisure time to mix with work time. The functions of the ship go on 24 hours a day. On the ship Rainier, distinct, but united groups work side by side: NOAA Corps officers, survey technicians, the maritime crew, stewards, the ship’s engineers, and the occasional Teacher at Sea. To successfully collect the terabytes of data going into the making of new and revised nautical charts, all members of the ship’s personnel must work as a cohesive whole.

I have been blessed with a warm reception from each of these groups. The ship’s Commander and an Ensign welcomed me at the airport ferry and escorted me to the ship. The Ensign helped begin to unravel the labyrinth of passageways that eventually brought me to my state room. A conversation with my roommate gave me a glimpse into the role of the NOAA Corps. A crewman caught me in my roaming and offered a guided tour of the bridge and small boats. I was given an introduction to the personal side of life at sea by another over coffee. Yet another provided an extensive introduction to the complexities of modern navigation found on the bridge.  An engineer provided a close up tour into the bowels of the engine room.  These expressions of welcome were offered freely. It was evident that each of these people are proud members of this Rainier community, living and working side-by-side on a daily basis. Life at sea isn’t for the partially committed. Each of these people give up extended months at a time away from their loved ones in their commitment to this task. I was struck by a conversation with the engineer shared over breakfast. After a break from sea life, he found he had to return to sea to satisfy the salt water coursing in his blood.

I made it. I am officially a teacher at sea. Life is good.

Melanie Lyte: On the Brink of an Adventure at Sea! May 7, 2013

NOAA Teacher at Sea
Melanie Lyte
Sailing aboard NOAA Ship Gordon Gunther
May 20, 2013 – May 31, 2013

Mission: Right Whale Survey, Great South Channel
Geographical Area of Cruise: North Atlantic 
Date: May 14, 2013

Personal Log

Hello, from Castleton, New York. My name is Melanie Lyte and I am a first grade teacher at Bell Top Elementary School . I am very fortunate to teach in a school of dedicated staff where creativity and innovation is fostered, and embraced. My principal, Jim McHugh, was the one who urged me to apply for the NOAA Teacher at Sea program, and I am grateful to him for his support and encouragement. Although Bell Top is a public school, many of the yearly activities our students are involved in are unique, especially in a public school setting. With funds from a NSTA administered Toyota Tapestry Grant we built a Learning Barn on our school grounds. The barn, built uniquely using both Dutch and English architectural styles so students can compare the two ways, houses an evaporator for a school wide maple sugaring project, as well as cider press for making apple cider in the fall.  We also have amazing parental support at our school, a very active PTO, and of course the best kids in the world walk through our doors each day!

Bell Top Elementary School, Troy NY

I originally applied to be a teacher at sea because I love science and adventure, and I love to bring my experiences outside the classroom back to enrich my students. In the last few years I have camped in the jungles of Sumatra, Indonesia, hiked and kayaked in Alaska,  visited the rain forests of Brazil, and traveled to China. I believe we must expose our children to the the broader world, and the natural world around them in order to foster a curiosity about far away places, and  love and appreciation for our earth. We need to feed every student’s innate sense of wonder and excitement for the world around them.

My friend Harold and I on top of a volcano in Sumatra, Indonesia.

I think the opportunity to work with real scientists doing research will be a life changing event for me, and I am even more enthused because the mission of this voyage, conducting a right whale survey in the North Atlantic, is perfect for my first graders! What child doesn’t get excited about whales?!?! I am also very fortunate to teach with my partner in first grade, Sarah Lussier. She and I truly have a the best teaching partnership imaginable, and we, and our students, are enriched by it.  To prepare our students for my upcoming voyage, we have been learning all we can about right whales, and whales in general. We painted a  right whale and whale calf on the parking lot at school (that was an adventure in itself – think 42 first graders  with paint brushes and black concrete paint). The students also researched right whales, created diagrams of the whale, and developed informational posters of what they learned. I think the consensus of the students is that right whales are “really cool, but a little lazy, and kind of ugly.” (as one of my first graders so  eloquently put it). They are fascinated by the callosities on the whales and are saddened that the whales sit on top of the water so often and are in danger of being hit by boats. While I’m at sea the students in both our classrooms will be working on many other whale related activities, as well as following my blog.

Right whale calf created by first graders at BellTop Elementary School.

Categorizing toothed and baleen whales by the first graders at Bell Top School

Whale Facts by first graders at Bell Top School.

Whale Sizes by the first graders at Bell Top School.

The right whale became the official state marine mammal of Massachusetts in 1980. Photo credit: Florida Fish and Wildlife Conservation Commission/NOAA

So in less than two weeks my adventure at sea will begin! I will be joining head scientist Allison Henry and the crew of the  National Oceanic and Atmospheric Administration (NOAA) on Gordon Gunter out of Boston MA. We will be conducting a North Atlantic Right whale survey, but I have been told we will see other whales as well such as humpback, sei, and minke. I can’t wait to explore the ocean with scientists, and learn all I can about the creatures who live there. I hope you will join me on my adventure by reading my blogs while I’m at sea.

NOAA Ship Gordon Gunter (photo credit NOAA)

Frank Hubacz: Unimak Pass, May 4, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 10, 2013

 

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery

Geographical Area of Cruise: Gulf of Alaska and the Bering Sea

Date: May 5, 2013

 Weather Data from the Bridge (0300):

Partly cloudy, S Winds, variable, currently 3.71 knots
Air Temperature 2.8C

Relative Humidity 73%

Barometer 1025.1 mb

Surface Water Temperature 0.10 C

Surface Water Salinity 31.66 PSU

Seas up to 5 ft

Science and Technology Log

Once we completed our mooring work from Gore Point through to Pavlof Bay, we sailed on to Unimak Pass, nearly 400 miles away, and then entered into the Bering Sea.  Unimak Pass is a strait (wide gap) between the Bering Sea and the North Pacific Ocean in the Aleutian Island chain of Alaska.  Upon arrival at our first station, we started the process of deploying our CTD sampling unit at predetermined points as well as MARMap Bongo casts(discussed in my next blog) when specified, within a region forming a rectangular “box” north of the pass.  If you have been following my voyage using NOAA ship tracker, hopefully you now understand why we appeared to have been “boxed in” (I can hear the groans from my students even out here in the Bering Sea). It is important to understand the ocean waters of this region given that it is a major egress between the North Pacific Ocean and the Bering Sea.  Therefore it serves as an important pathway between these two water bodies for commercially important fish stock as well as serving as a major commercial shipping route.

Unimak Pass

 A CTD (an acronym for conductivity, temperature, and depth) is an instrument used by oceanographers to measure essential physical properties of sea water.  It provides a very comprehensive profile of the ocean water to help better understand the habitat of important marine species as well as charting the distribution and variation of water temperature, salinity, and density.  This information also helps scientist to understand how variations in physical ocean properties change over time.  The  CTD is made up of a set of small probes attached to a large stainless steel wheel housing. The sensors that measure CTD are surrounded by a rosette of water sampling bottles (niskin bottles) that individually close shut by an electronic fired trigger mechanism initiated from the control room on-board the ship.  The rosette is then lowered on a cable down to a depth just above the seafloor.  The science team is able to observe many different water properties in real time via a conducting cable connecting the CTD to a computer on the ship. A remotely operated device allows the attached water sampling bottles to be closed (sample collected) at selective depths as the instrument ascends back to the surface.

 

CTD Unit

Here I am in my hot colored rain pants helping to deploy the CTD.  Notice the niskin bottles?

Monitoring the drop with Peter

Data screens in the lab

On this cruise, our CTD was equipped to collect real-time water column measurements of conductivity, temperature, density, dissolved oxygen, salinity, chlorophyll levels, and light as the unit traveled down through to a set point just above the ocean floor.  Additionally, water samples for determining concentrations of nutrients (nitrate (NO₃^-1), nitrite (NO₂^-1), ammonium (NH₄⁺), phosphate (PO₄^-3), and silicates (SiO₄^-4), dissolved oxygen, dissolve inorganic carbon, and chlorophyll were measured at specified depths within the water column as the unit was raised back to the surface.  Replicate measurements of some chemical constituents measured on the ascent are completed to help support the reliability of  the dynamic measurements of these same species made on the drop.  All of the nutrient samples are then frozen to -80C and brought back to the lab on shore for analysis.  Dissolved oxygen, dissolved inorganic carbon, and chlorophyll samples are also treated according to unique methods for later detailed analysis.

The sampling begins from a niskin bottle!

Filling the sampling vials to be stored for later analysis

Peter placing samples in the freezer

Scott preparing the chlorophyll samples

Our first CTD cast from the “Unimak Box” began with my shift, a bit after midnight, on May 3^rd and ended 32 hours later on May 4^th.  The science crew worked nonstop as they completed 17 different CTD casts. Again, it was impressive to see the cooperation among the scientists as each group helped one another complete CTD casts, launch and retrieve Bongo nets, and then collect the many different samples of water for testing as well as the samples of zooplankton caught in the bongo nets.  My task was to collect nutrient water samples from each CTD cast.  As the water depth increased so did the number of samples that were collected.  During our sampling water depths ranged from approximately 50 meters (5 samples) up to 580 meters (11 samples).  On our last cast the air temperature was -2.3^o C with water temperature reading 2.9⁰ C. Seas were relatively calm and we were able to see many different islands in the Aleutian chain.

Personal Log

It was rewarding to be able to help the team collect water samples for nutrient testing, especially given that we are able to sample many of these same nutrient species in our chemistry lab at Franklin Pierce.  I want my students to know that I practiced “GLT” when collecting nutrient samples making certain to rinse each sample bottle and sampling syringe at least three times before each collection.  Want to know what “GLT” references…ask one of my students!

My most “interesting” time on board ship happened during our first night of CTD testing along one of the lines of the Unimak Box.  At 2:45 am Peter, Douglas, and I were recording flow meter values from the previous bongo net tow on the side quarter-deck.  I was writing values down on a clip board as Peter read the values off to me.  I happened to glance over the deck towards the sea when I noticed an unusually large wave about 2 meters out from the boat traveling towards us.  Suddenly it crashed on top of us knocking us to the deck floor.  Water flooded all around us and through the doors of our labs.  I immediately grabbed onto one of the ship’s piping units and held on tight as the water poured back off the deck.  In an instant the sea was calm again after the “rogue” wave released its energy on our ship.  Because Peter and I fell onto the deck our clothes became completely soaked with icy cold seawater.  Upon standing, we checked on each other and then immediately began retrieving empty sampling bottles and other lab paraphernalia as they floated by in the water emptying off the deck.  Douglas was able to hold-on to the CTD and remained standing and dry under his rain suit.  This is the first, and I hope the last, “rogue” wave that I ever experience.  Fortunately, no one was lost or injured and we were able to retrieve all of our equipment with one exception…the clip board of data log entries that I was holding!

I must admit that I am disappointed at the limited internet access while on board ship.  I find it somewhat disheartening that I have not been able to write the consistent blogs promised to you telling of my adventures.  Hopefully this will improve as we change course and you will continue to follow along.

View as I traveled to work!

Islands of the Aleutians.

Island hopping!

Not all islands are completely snow covered.

 

Do you know what this is?

Read my next blog to find out!

Set tags and categories(include your name)

Frank Hubacz: ADCP Deployment, May 2, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 10, 2013

 

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery
Geographical Area of Cruise: Gulf of Alaska and the Bering Sea
Date: May 2, 2013

Weather Data from the Bridge:

Partly sunny, WindsN 5-10 knots
Air Temperature 1.3C

Relative Humidity 60%

Barometer 1008.2 mb

Surface Water Temperature 2.8C

Surface Water Salinity 31.37 PSU

Science and Technology Log

As I described previously, one of the instruments being deployed on this cruise is an Acoustic Doppler Current Profiler (ADCP), which measures speed and direction of ocean currents across an entire water column using the principle of Doppler shift (effect).  The Doppler Effect is best illustrated when you stop and listen to the whistle of an oncoming train.  When the train is traveling towards you, the whistle’s pitch is higher. When it is moving away from you, the pitch is lower. The change in pitch is proportional to the speed of the train.  The diagrams below illustrates the effect.

Doppler Effect

Another view of the Doppler Effect

The ADCP exploits the Doppler Effect by emitting a sequence of high frequency pulses of sound (“pings”) that scatter off of moving particles in the water. Depending on whether the particles are moving toward or away from the sound source, the frequency of the return signal bounced back to the ADCP is either higher or lower. Since the particles move at the same speed as the water that carries them, the frequency shift is proportional to the speed of the water, or current.

The ADCP has 4 acoustic transducers that emit and receive acoustical pulses from 4 different directions. Current direction is computed by using trigonometric relations to convert the return signal from the 4 transducers to ‘earth’ coordinates (north-south, east-west and up-down. (http://oceanexplorer.noaa.gov/technology/tools/acoust_doppler/acoust_doppler.html).  The most common frequencies used on these units are 600 KHz, 300 KHz, and 75 KHz.  The lower the frequency the greater the distance that the wave can propagate through the ocean waters.

Determining current flow helps scientist to understand how nutrients and other chemical species are transported throughout the ocean.

Typical 4 beam ADCP sensor head. The red circles denote the 4 transducer faces.

Prior to sailing, ADCP mooring locations are selected by various research scientists from within NOAA.  Next, engineers develop a construction plan to secure the unit onto the ocean floor.  Once designed, the hardware needed to construct the mooring is sent to the ship that will be sailing in the selected mooring locations.  Prior to arriving at the designated location it is the responsibility of the science team to construct the mooring setup following the engineering diagram shipped with each ADCP unit. ADCP moorings can be constructed to hold a wide variety of measuring instruments depending upon the ocean parameters under study by the research scientist.

ADCP Construction Diagram

The moorings are built on the ship’s deck starting with an anchor.  The anchor weight is determined based upon known current strength in the area where the mooring will be located.  Anchors are simply scrap iron railroad train car wheels which bury themselves into the sediment and eventually rust away after use.  The first mooring unit that we assembled had an anchor composed of two train wheels with a total weight of 1,600lbs.  Although this mooring was built from the anchor up this is not always the case.  When setting very deep moorings the build is in the reverse order.

Selecting the anchor

Anchor on the back deck below the gantry

Next, an acoustic release mechanism is attached to the anchor by way of heavy chains.  This mechanism allows for recovery of the ADCP unit as well as the release mechanism itself when it is time to recover the ADCP.  The units that we are deploying will remain submerged and collect data for approximately 6 months.

Acoustic Release Mechanism

Bill attaching the acoustic release mechanism

Finally, an orange closed-cell foam and stainless steel frame containing the actual instrumentation is connected to the assembly and then craned over the back deck.  The stainless steel frame has a block of zinc attached to it which acts as a sacrificial anode.  Sacrificial anodes are highly active metals (such as zinc) that are used to prevent a less active metal surface from rusting or corroding away.  In fact, our ship has many such anodes located on its hull. Once the entire unit is in position, a pin connected to a long chord is pulled from a release mechanism and the unit is dropped to the ocean floor.  Date, time, and location for each unit are then recorded. 

Hoisting ADCP

ADCP unit assembly

Assembling mooring unit

Ready for launch

To recover the unit, an acoustic signal (9-12 Khz) is sent to the ship from the sunken mooring unit to aid in its location.  Once located, a signal is used to activate a remote sensor which powers the release mechanism to open.  The float unit then rises to the surface bringing all of its attached instruments along with it.  The stored data within the units are then secured and eventually sent along to the research scientist requesting that specific mooring location for ocean current analysis.

Recovering a mooring with a rope lasso

Personal Log

On my first day of “work” I was able to watch the science teams deploy three different ADCP moorings as well as conduct several CTD runs.  I will discuss CTD’s in more detail in future blogs.  I was impressed by the camaraderie among all of the science team members regardless of the institution that they represented as well as with members of the deck crew.  They all work as a very cohesive and efficient group and certainly understand the importance of teamwork!

Adjusting to my new work schedule is a bit of a challenge. After my work day ended today at 1200 hours, I fell asleep around 1500 hours for about 4 hours.  After trying to fall back asleep again, but to no avail, I decided to have a “midnight” snack at 2000 hours (8pm).  I finally fell asleep for about 2 more hours before showering for my next shift.  I think I now have more empathy for students who come to my 8am chemistry class and occasionally “nap”!

A wide selection of food is always available in the ship’s galley. I have discovered that I am not the only one taking advantage of this “benefit”!  I will definitely need to reestablish an exercise routine when I return home.  We are currently heading for Unimak Pass which is a wide strait between the Bering Sea and the North Pacific Ocean southwest of Unimak Island in the Aleutian Islands of Alaska.

Did you know that since the island chain crosses longitude 180°, the Aleutian Islands contain both the westernmost and easternmost points in the United States. (172° E and 163° W)!

180 longitude

Angela Greene: “Surface Active Groups and Good Medicine” May 5, 2013

NOAA Teacher at Sea
Angela Greene
Aboard NOAA Ship Gordon Gunter
April 29-May 11, 2013

Mission: Northern Right Whale Survey
Geographical Area of Cruise: Atlantic Ocean out of Woods Hole, MA
Date: May 5, 2013

Weather Data from the Bridge: Air temperature-8.4°C or 47°F, Sea temperature-8.4°C or 47°F, Wind Speed 14 knots, Winds are out of the northeast, Barometric Pressure- 1024.4 mb, wave height- 1-2 feet.

Science and Technology Log:  To say the environment aboard the NOAA Ship Gordon Gunter changes when a right whale is spotted during a watch duty, would be a major understatement.  The goal is to find a Northern Right Whale, and when we do, the frenzy begins.

Believe it or not, that white splash is a Northern Right Whale. Photo credit Mark Baumgartner

A quick decision must be made as to whether the small boats will be launched.  The small boats enable the scientists to get extremely close to the whales.  This proximity allows them the chance to photograph whales from many angles for later identification.  This distance may also provide an opportunity for scientists to use a crossbow to acquire a biopsy sample.  The sample will provide genetic information needed to determine the gender, parents, and siblings of the whale.  The biopsy also can give a toxicity level of the animal.

Holding the crossbow used to collect whale biopsy sample. Photo credit Eric Matzen

Being in the small boats also gives the team of four the opportunity to scoop a fecal sample from the ocean that a right whale may present.  Poop samples can give diet information and hormone levels.  Checking hormone levels enable scientists to determine the stress levels of the whale and whether or not the whale is pregnant.

Whale Poop in a baggie.

Our team spotted a right whale, and the boats were launched.  The small boat was able to get extremely close to what is called a SAG, or “surface active group”.  This particular group of four Northern Right Whales was so close to the small boat that it looked as if the whales were performing a show for the scientists!  It was one of the most incredible events I have ever witnessed!

Small boat and a right whale blow. Photo taken under NOAA fisheries permit number 775-1875

Small boat and a right whale fluke. Photo taken under NOAA fisheries permit number 775-1875

During the SAG event, many photos were taken under a NOAA fisheries permit, which is necessary due to the endangered status of the species.  It’s interesting to note here, that the public is not allowed to be within five hundred yards of a Northern Right Whale without a permit, making the opportunity to be in the small boat a momentous occasion.

A fecal sample was acquired, which is considered a rare opportunity, however a biopsy was not in the cards for this small boat launch.

Northern Right Whale photo taken from small boat- a biopsy was acquired from this whale on last year’s trip. Photo Credit Jennifer Gatzke. Photo taken under NOAA fisheries permit number 775-1875

My stateroom. You may notice the trash can right next to my bunk.

Personal Log:  This is difficult fieldwork, indeed!  Two days of rough seas made our flying bridge observations come to a grinding halt.  I woke up Friday morning knowing I had a 7:00 am watch duty, and was throwing up the nothingness in my stomach.

My roommate came back to our stateroom with the news that many others, including the crew, were also experiencing seasickness.  I took an odd sense of comfort hearing that other people were also ill.  We were in the middle of ten foot ocean swells that made the boat feel like the inside of Maytag washing machine.  My roommate’s water bottle fell out of her top bunk and landed squarely on my forehead, and our desk chair toppled over on its side. Motion sickness medications work wonders, but make me incredibly sleepy.  Seems like everyone was either sleeping or watching movies… basically just surviving until calmer waters.

This morning’s sunrise brought much happier seas, and the whale watch continues.  It’s cold enough for me to finally don the “Mustang Suit” as everyone tells me I will feel more comfortable than my lined jeans and Tecumseh Arrows jacket.  I am hoping for my chance to get to be in the small boat!

Animal Sightings Log: 

Aquatic-

Right Whale

Sei Whale

Fin Whale

Minke Whale

Humpback Whale

Atlantic Whitesided Dolphin

Harbor Porpoises

Birds-

Herring Gull

Wilson’s Storm Petrel

Northern Gannet

Sooty Shearwater

Northern Fulmar

Atlantic Puffin

Angela Greene: “Entangled with Superheroes” May 2, 2013

NOAA Teacher at Sea
Angela Greene
Aboard NOAA Ship Gordon Gunter
April 29-May 11, 2013

Mission: Northern Right Whale Survey
Geographical Area of Cruise: Atlantic Ocean out of Woods Hole, MA
Date: May 2, 2013

Weather Data from the Bridge: Average Air Temperature- 7°C or 44.6°F, Winds out of the north, Sky Conditions-clear

Science and Technology Log:

Deploying CTD cast. “All in a days work.”

Time seems to be flying by on the NOAA ship Gordon Gunter as one day quickly runs into the next.  I am learning so many new things, and doing brand new tasks that I am not sure where to begin telling my story.  Every time something awesome happens I want to write it down, but something even more awesome happens.  It’s such a busy work environment for the crew and the scientists!

I am on the ship with a scientist whose job is to “disentangle” whales. Of course I had a million questions such as, “Disentangle whales from what?” The first night on board, we were treated to a “science talk” from David Morin of the Large Whale Disentanglement Program, Protected Resources Division of NOAA.

Large whales can swim into and get entangled by gear of commercial fishermen. Apparently they swim into the gear, panic while attempting to get free, and make the entanglement worse. The gear can be in the form of long ropes, buoys, and even lobster pots.

Disentanglement team trying to remove a gill net from a large whale. Photo credit Provincetown Center for Coastal Studies under fisheries permit number 932-1489.

Tools used for disentanglement. Photo credit Provincetowne Center for Coastal Studies.

Sometimes the whales can free themselves either fully or partially, but all too often they have to learn to cope with all the gear wrapped around fins, flippers, or flukes. The entanglement can become so tight and restrictive that it actually embeds into the flesh of the animal, creating deep gashes, and scars.

When an entangled whale is spotted and reported, a disentanglement team springs into action.  A large boat takes them to the reported location and a small rubber boat gets them as close to the whale as possible.  With cameras mounted on head-gear, the disentanglement team must first assess the type of gear and configuration of the entanglement.  Obviously every case is different, with a wide range of fishing gear, and different species and sizes of whales.  Right then the small boat a plan is launched and put into motion to attempt to free the whale from its bindings using a variety of sophisticated cutting tools mounted to large poles.

Disentanglement is a dangerous job. Photo Credit Florida Fish and Wildlife under fisheries permit # 932-1489.

Dave has been in situations where the whale has become frightened and slapped a fluke down on the small rubber boat.  One swift move from a whale could be the end of a crew attempting disentanglement.    This doesn’t stop Dave from telling the details of his work with passion and admiration for the opportunity to work with whales.  I’ll stick with teaching!

Me and “Big Eyes” Photo Credit Mark Baumgartner

My job during the right whale survey has, so far, been very addicting!  We run ninety minute “watch shifts” on the flying bridge searching for any signs of life, particularly whales.  The flying bridge, the highest point on the ship, gives you the best vantage point when looking out into the ocean for marine life.

A “Blow”

There are three stations that I rotate through every thirty minutes while “on watch”. Station one is a set of “Big Eyes”, or really large binoculars. The view of the ocean using the “Big Eyes” is specific and fantastic! During that thirty-minute segment of my watch duty, I scan my side of the ocean, which is bisected by the bow of the ship. I look for any signs of life such as a splash, a “blow”, a dorsal fin, a fluke, or even “suspicious water patterns”. If I think I have spotted marine life such as a dolphin, seal, or a whale I shout out “SIGHTING” to the data recorder. I have to tell the data recorder very specific data about my animal sighting, which is added to a computer program.

The middle station on the fly bridge of watch duty is the data recorder. This is the scariest job for me because sometimes multiple sightings have to be recorded at once. The third position of watch duty is thirty additional minutes on a second set of “Big Eyes”.

Me as “Data Collector” Photo Credit Allison Henry

My very first official sighting was a Mother Sei whale and her calf. Her dorsal was long and sickle shaped as she arched through the glassy water. Then her baby arched right after she did. It was amazing! The process of being on watch is smooth, simple, calm, and easy. I’ve adjusted well to it and look forward to scanning the water. However all this peacefulness changes dramatically when the sighting is a Right Whale… I sighted one today…

“Could it be a fluke?”

Personal Log: Many people know that my hobby is “collecting scientists”! I have a rather eclectic sampling of amazing people that I have acquired through the years. Each one of them has an amazing supernatural ability that sets them apart from the normal human. Each of them is a superhero. Watching the scientists on this field experience solidifies my hypothesis. My chief scientist, Allison Henry has the superpower of being able to identify a right whale by glancing at the animal or a photograph the same way I could look at a yearbook and identify a student in my class. This is not a normal skill possessed by regular humans. Scientist, Dave, untangles whales, much like I untangle the Christmas lights each year. Normal people don’t untangle large mammals in the ocean. Aside from possessing supernatural abilities, the new scientists in my collection exude a passion toward their chosen career paths. While these superpowers set them apart, I think that passion is what connects them to us. Maybe my job as an educator is to recognize the passion in each student and encourage him or her to find the superhero within.

Frank Hubacz: Our First Day at Sea, April 29, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 10,  2013

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery
Geographical Area of Cruise: Gulf of Alaska and the Bering Sea
Date: April 29, 2013

Weather Data from the Bridge:

Partly cloudy, Winds 10 – 15 knots
Air temperature: 4.0 C
Water temperature: 5.3 C
Barometric Pressure: 1014.14 mB
 

Science and Technology Log

The primary mission of this cruise is to deploy and recover moorings in several locations in the Gulf of Alaska and the Bering Sea.  These moorings collect data for a group of scientist under the auspices of the Ecosystems & Fisheries-Oceanography Coordinated Investigations (EcoFOCI) which is a joint venture between the NOAA Pacific Marine Environmental Laboratory (PMEL), and the NOAA Alaska Fisheries Science Center (AFSC).  Participating institutions on this cruise include NOAA-PMEL, AFSC, Penn State, the National Marine Mammal Laboratory (NMML), and the University of Alaska (UAF). This interdisciplinary study helps scientist better understand the overall marine environment of the North Pacific.  This understanding will lead to a better management of the fishery resources of the North Pacific Ocean and the Bering Sea.

To ensure that time at sea is maximized for data collection, a day or so before leaving Seward, Alaska, the science crew begins assembling their various monitoring instruments under the directions of Chief Scientist for this project, William (Bill) Floering, PMEL.

William Floering, Chief Scientist.

Dan Naber from University of Alaska.

Some of the equipment that will be deployed includes an Acoustic Doppler Current Profiler (ADCP), which measure speed and direction of ocean current at various depths.  This data helps physical oceanographers determine how organisms, nutrients and other biological and chemical constituents are transported throughout the ocean.  Argos Drogue drifters will also be deployed to help map ocean currents. Conductivity, temperature, and depth (CTD) measurements will be conducted at multiple sites providing information on temperature and salinity data.  Additionally, “Bongo” tows will also be made at multiple locations which will allow for the collection of zooplankton.  The results of this sampling will be used to characterize the netted zooplankton and help to monitor changes from previous sampling events.  In future blogs I will describe these instruments in greater detail.

The furthest extent of our mission into the Bering Sea is very much weather and ice dependent with much variation this time of the year in the North Pacific Ocean.  Current ice map conditions can be found at http://pafc.arh.noaa.gov/ice.php.

Operation Area

Cruise Area

Personal Log

As I rode in the shuttle bus from Anchorage to Seward, Alaska on Friday, April 27, and then onto the pier where the Oscar Dyson was docked, I was immediately impressed by its size and overall complexity.

Traveling to Seward, Alaska.

Oscar Dyson in port.

Upon arrival I was met by Bill Floering, Chief Scientist on the cruise.  He gave me a tour of the overall ship and then I settled into my room, a double.  Just like being back in college myself, and being the first to the room, I had my choice of bunks and therefore selected the lower bunk (I did not want to fall out of the top bunk if the seas turned “rough”).  Arriving early provided me time to become oriented on the vessel given that I have never been aboard such a large ship before. I also had the opportunity to walk into Seward, AK, with a member of the science team, for a dinner downtown with extraordinary views of the surrounding mountains.

My stateroom!

View from Seward, Alaska.

On Saturday, April 27, the rest of the science crew arrived and my roommate, Matthew Wilson, moved in.  Matt is from the Alaska Fisheries Science Center (AFSC) based in Seattle, Washington.  That evening we traveled into town again for another great dining experience…halibut salad with views of Resurrection Bay.

Matt Wilson from the Alaska Fisheries Science Center.

Sunday, April 28, was a busy day of sorting and setting up various instruments for deployment.  Winds were very strong, with snow blowing over the peaks of the mountains, glistening in the brilliant sunshine.

Scott McKeever from the Alaska Fisheries Science Center.

Scott at work on an ADCP buoy.

Here I am helping to install instrumentation.

View of Seward Harbor.

Monday, April 29, our day began with a safety meeting followed by our science meeting.  At that time we were assigned to our work shift.  I will be working from 12 midnight to 12 noon each day during the cruise.  Once the ship sets sail, the science crew is working 24 hours per day!

Science team meeting with Bill and Survey Tech Douglas Bravo.

At 1500 hours we set sail!  The Journey begins!

Releasing tie lines.

Off we go!

Related articles

• Rita Salisbury First Day at Sea, April 15, 2013 (teacheratsea.wordpress.com)

Emilisa Saunders: A Desert Dweller Goes to Sea, April 30, 2013

NOAA Teacher at Sea
Emilisa Saunders
Aboard NOAA Ship Oregon II
May 14 – 30, 2013

Mission: SEAMAP Spring Plankton Survey
Geographical Area of Cruise: Gulf of Mexico
Date: Tuesday, April 30, 2013

Personal Log

Hello, and welcome to my blog! My name is Emilisa, but you can call me Emmi. I’m about to go on the adventure of a lifetime, and I’m so glad you’ve decided to join me.

Standing in the light of an annular eclipse at the Springs Preserve.

For six years now, I’ve worked at the Springs Preserve in Las Vegas, Nevada, where I have the best job: I’m a Naturalist, which means I get to teach kids and their families about nature. Some of you may know me from the Nature Exchange, which is a natural item trading center where kids bring items they’ve collected from nature – rocks, fossils, sea creatures, dead bugs, plant parts, etc. – to learn about those objects and trade them for other natural items from all over the world. This program is so much fun, more than 8000 kids have signed up to trade in the past six years. It’s a ton of fun for me, too. Every day I soak up whatever knowledge I can about the natural world so that I can show kids all that there is to love about nature, science and learning.

Last Fall, I heard about a program that lets teachers explore nature and science in the most amazing way: the teachers help scientists study sea creatures from aboard an actual research ship at sea! This program is called Teacher at Sea, and it is offered by the National Oceanic and Atmospheric Administration, or NOAA. NOAA is in charge of studying the weather, climate, oceans and shores. They share what they learn with all of us, and help to protect our environment and natural resources. Through the Teacher at Sea program, NOAA chooses 25-30 teachers each year to spend several weeks aboard ships, learning about how NOAA scientists study amazing ocean environments, about the jobs that people do at sea, and about how teachers can use science skills to study the natural world.

As soon as I heard about the Teacher at Sea program, I knew I had to apply. What an amazing opportunity! I sent my application and waited very impatiently for a couple of months. I checked my email every day, even when I knew it was far too early to find out. Finally, I got the email I had been waiting for: I had been chosen for the program! On May 14th, I’ll be heading out to sea to study plankton in the Gulf of Mexico on the NOAA ship Oregon II!

NOAA Ship Oregon II, courtesy of NOAA

The Oregon II is like a floating science lab. It sails out of Pascagoula, Mississippi, and is 170 feet long, which is more than half the length of a football field. On the ship, scientists collect samples of living creatures from the Gulf of Mexico, the Caribbean Sea, and the Atlantic Ocean, so that they can study how healthy the oceans are. There are labs right on board the ship, and the scientists bring samples back to be studied in labs on shore, too.

You can actually track the ship while it’s at sea to see where we are in the Gulf! Just click here and select the Oregon II: NOAA Ship Tracker

Hiking the Narrows at Zion National Park with my husband, Doug.

Now, I love adventures that let me spend time in nature. I love to hike and go for long runs, and I’m even learning to SCUBA dive with my husband, Doug. Even so, this is going to be a very new experience for me. I grew up in the tiny state of Vermont, which has lots of mountains and snow, but no oceans. I spent my summers swimming in lakes and ponds and only traveled to the Atlantic Ocean a few times. I spent just a few hours here and there on whale watching boats, and that’s it! Then, nine years ago, I moved even farther away from the ocean to Las Vegas, in the middle of the Mojave Desert, where I fell completely in love with the hot, dry land and the tough creatures, large and small, that survive here.  I love to take trips to the ocean as often as possible, but I definitely spend most of my time landlocked!

When I’m on the Oregon II, I’ll be seeing, doing and learning things I never have before. I’ll get to know what it’s like to eat, sleep, work and live on a ship, and I’ll meet all the people who work hard to make the ship run. For the first time, I’ll also get to work with scientists and learn about the skills and tools they use to study creatures in the ocean. I can’t wait to meet all of these people who work at sea!

On this cruise, we’ll be collecting and studying plankton, which are the tiny plants and animals that drift in the ocean currents. Some of them are so small that we can’t see them without a microscope, but the entire ocean depends on them for food, and the whole world depends on them for the oxygen that we breathe. The plankton that we’ll be looking at the most closely are bluefin tuna eggs and larvae; larvae are very young fish. I still have a lot to learn about plankton, but I came across this amazing video; it’s beautiful to watch and is very interesting, too!

But there is one thing that I’ve learned by studying nature and teaching kids about the environment: everything is connected. Even though I’ll be travelling far away and studying ocean life, I’ll be able to come back to Las Vegas and teach families all about how our actions here in the desert affect other habitats all over the world. I am so excited that being a Teacher at Sea will help me show the kids I meet at the Springs Preserve all about how healthy oceans keep our desert healthy, too, and how they can grow up to be the scientists or ship crewmembers who protect our oceans.

I hope you check back on this blog from time to time to learn more about NOAA, plankton, and life at sea! I can’t wait to get started!

Bill Lindquist: Eager for the Journey, April 24, 2013

NOAA Teacher at Sea
Bill Lindquist
Aboard NOAA Ship Rainier
May 6-16, 2013

Mission: Hydrographic surveys between Ketchikan and Petersburg, Alaska
Date: April 24, 2013

Pre-cruise Log

I am absolutely thrilled at this truly unique opportunity to join a team of scientists aboard NOAA’s research vessel Rainier conducting hydrographic surveys through the Teacher at Sea program.

I am a teacher and have been for the last 34 years. It is a great career. My students have changed over time from my own fifth grade classroom in rural Minnesota, to a science specialist at Crossroads Elementary in the urban core of Saint Paul, to teaching graduate pre-service students at Hamline University. The unifying weave in my teaching fabric has been the creation of learning environments supportive of a collaborative, student-centered, community of learners. Woven into that professional cloth are the fibers of guiding high school kids on canoe trips into the Boundary Waters Canoe Area Wilderness, escorting my elementary students to a residential environmental learning center (Audubon Center of the North Woods), contributing authentic scientific data through GLOBE, visiting community schools in Ghana, flying our sixth grade students’ investigation in a microgravity environment through NASA’s Reduced Gravity Flight program, softening the reluctance of pre-service students to see themselves as teachers of science – exciting them to engage their students in the kind of science learning that strikes at the core of what makes us human, and all the myriad interactions with hundreds of young people as we have shared together in the joy of learning.

Something that has eluded me during my career has been the kind of extended immersion into the doing of science that I expect from this program. I applied six years ago without success. Being gifted this time with this Teacher at Sea opportunity is a realization of a multiple long-held visions, including:

• Immersion into the doing of science. I am excited to be able to share with my students the first hand experience of being in the scientist role in the practice of doing science in the field – in a more real and felt way than the doing of science we experience in an elementary science lab.

• Being at sea. I feel at home in a canoe and grew up with a love of being on the water. Seems the Rainier is bigger than my 16.5’ Old Town Penobscot. Minnesota is the land of 10,000 lakes, but a far, far way from the vast expanse of the ocean. With the increasing need to understand the vital impact the oceans play in the global climate systems directly impacting the day-to-day life on the Minnesota prairie, I am excited to bring home first hand experience.

• Exploring Alaska – the grandeur of the Ketchikan Gateway is spectacularly breathtaking. I have little desire for a tourist cruise – seeing Alaska (albeit a small part) through the eyes of a researcher is thrilling. Though our focus will be viewing the bottom of the ocean – I will be deliberate in taking the time to look up to capture the grandeur of the surrounding landscape. I once had a fascinating conversation with Dan Barry, NASA astronaut, as we prepared for our reduced gravity flight. He told of many astronauts so intently focused on their work during a space walk that, once home, were unable to describe the incredible view impeded only by the visor of their space helmet. In response, he scripted into his program specific commands to look out and “make a memory”. I have little doubt I will not need a reminder to look up from the sonar data collections screen to make memories while cruising through the Gateway. I have my camera ready and fully expect my pictures to run beyond 1000.

I look forward to sharing this grand adventure. Specifically, I hope to share the story with my current class at Hamline. The semester ends while I am at sea, so facilitation of learning will happen while I am on board. They have patiently lived the experience of my acceptance as an alternate while anxiously waiting word of a cruise, to the excitement of successfully being placed aboard the Rainier. I will be working with a former colleague at Crossroads Elementary in Saint Paul, MN to vicariously take her class on an exploration of the ocean bottom off the coast of Alaska. I also hope to share the journey with my grandson, Logan’s class at Westwood Elementary in Traverse City, MI.

In a short week and a bit (May 4) I fly out of the Minneapolis-Saint Paul airport to begin this grand adventure. I can’t wait.

So thankful for all the support of a loving family

Had a chance to fly our sixth graders’ experiment in a reduced gravity environment

In love with the Boundary Waters Canoe Area Wilderness

Angela Greene: “I found a Science Town… with great coffee!” April 29, 2013

NOAA Teacher at Sea
Angela Greene
Aboard NOAA Ship Gordon Gunter
April 29-May 11, 2013

Mission: Northern Right Whale Survey
Geographical Area of Cruise: Atlantic Ocean out of Woods Hole, MA
Date: April 29, 2013

Weather Data from the Bridge: Air Temperature: 12° C or 53.6° F, Sea Temperature: 11° C or 51.8° F, Winds out of the south at 10 knots, Partly Cloudy

“A day of exploring the land before the ocean.”

Science and Technology Log: Flexibility is definitely the key to success on a NOAA research cruise. I am in Woods Hole, Massachusetts. Our ship, the Gordon Gunter, is having minor technical difficulties, so we are not leaving port until tomorrow morning at 8:00 am, one day later than planned. This delay gave me the opportunity to explore a town known as “Little Village, Big Science”!

“The phrase says it all!”

Woods Hole is a world center for marine, biomedical, and environmental science. Within this tiny village are two large private science organizations, the Marine Biological Laboratory (MLB), and the Woods Hole Oceanographic Institution (WHOI). Also in the village are two large federal government science facilities, the National Marine Fisheries Service (NMFS) operated by the National Oceanic and Atmospheric Administration (NOAA), and the U.S. Geological Survey (USGS). In short, a science town with, not one, but two great coffee houses!

“Alvin, a ship built for three!” Photo Credit: Peter Partridge, museum staff

I was able  to visit the WHOI Ocean Science Exhibit Center. This is small museum that features the work done by the “Alvin Submarine” including the exploration of hydrothermal vents, and the discovery of the Titanic. I was not familiar with Alvin, so I spent quite a bit of time at this exhibit. Alvin is a submarine that probes the depths of the oceans (all the way to the bottom!) with three scientists in a small titanium sphere. The museum has a simulation model that I was able to board.

“The Alvin Submarine”

Curiosity killed the cat. After leaving the museum, I set out on a quest to find the real Alvin. It seems all I have to do in this town is tell people I am the NOAA Teacher at Sea aboard the Gordon Gunter, and I am permitted to go where no other man has gone before! I. FOUND. ALVIN. Not the old Alvin, but the brand new, not even fully assembled yet, scheduled to deploy this weekend, Alvin! That’s right, folks, I was standing right in front of a scientific vehicle that will propel itself along the floor of the dark, cold ocean with three humans on board in a tiny compartment for a nine hour dive! No standing, no walking, no sunlight, and no bathroom…

“Alvin Pilot, Bruce and a fellow diver discussing the addition of fog lights!”

I met Bruce, one of the Alvin pilots, who has served on over three hundred dives. He was frantically working on the submarine actually owned by the Navy, to meet his weekend deadline. I was amazed that he not only pilots this underwater ship, but he also works on assembling it. I asked him, “What is the worst part about doing a nine hour dive in Alvin?” I was coming up with answers to my question in my own head such as, “leg cramps, claustrophobia, an unexpected need for a bathroom…” He thought a moment and said, “Nothing. There is no worst part of a dive.” He has never turned down the opportunity to dive. I knew then, that I had to figure out a way to become a “Teacher in Alvin”…

“My new Scallop Scientist Friend, Deborah, Operations Research Analyst for NOAA!” Photo Credit: Anthony L. VanCampen, Electronics Technician onboard the Gordon Gunter

Personal Log: Even though our ship hasn’t left the dock, I am already having a great time learning about so many things I never knew existed. I saw a lady walking out of a NOAA building, obviously on her way home after a long day at work. I introduced myself, once again dropping my new powerful title, and I learned that she is a “scallop scientist”! A NOAA PhD! Even though the NOAA aquarium was closed for the day, she took the time to give me a private tour. She showed me her office, shared a Powerpoint about scallop survey research with me, and gave me a scallop shell. I have collected a new scientist friend.

“All aboard!”

Today I have learned that so many more things are possible for my students than even I had imagined. In the past I have had a few students say to me that they wanted to be marine biologists. I have made the mistake of telling them to consider limnology, the study of inland waters, because we live in a state bordered by Lake Erie. While limnology would be an amazing field of study for any Tecumseh scientist, marine biology is NOT out of our reach. I see that now. We set sail in the morning.

Rita Salisbury, Popika, April 27, 2013

NOAA Teacher at Sea
Rita Salisbury
Aboard NOAA ship Oscar Elton Sette
April 14-April 29, 2013

Mission: Hawaii Bottomfish Survey

Geographical Area of Cruise: Hawaiian Islands

Date: April 26, 2013

Weather Data from the Bridge:
Wind: NE 3KT
Pressure: 1017.1 mb
Air Temperature: 74 F (23C)
Water Temperature: 78 F (25 C)

Science and Technology Log

Jamie Barlow and Bo Alexander getting ready to deploy the BotCams

I was extremely fortunate to be invited to ride along on a day-long BotCam deployment aboard the Huki Pono along with IT Scott Wong. Dr. Kobayashi got approval for it and before I knew it I was descending down a rope ladder and on my way in a small boat to rendezvous with the Huki Pono to work with scientists Jamie Barton, Chris Demarke, and Bo Alexander.

The BotCams are designed to descend to the sea floor, attract fish with bait, and video record the fish that are in range of the camera. The BotCam is then retrieved, the video uploaded, and then the BotCam is deployed again until the mission is completed. The videos are saved and someone then reviews them and classifies the fish by species and counts how many there are of them. The results are added to a multi-year study of the fisheries in the area.

The BotCams are heavy and deploying and retrieving them takes a lot of skill, so I stayed out of the way while that was going on. However, there were things I was able to do, and the three scientists walked me through them.

Throwing the grappling hook to catch the buoy line

The first thing I got to do was to throw the grappling hook to retrieve the buoys for a BotCam. Captain Al of the Huki Pono skillfully brought the boat up next to the buoys at a good angle and I was able to snag the buoy line with my first throw every time. Then I got out of the way so the hundreds of meters of line that attached the buoys to the BotCam was pulled on board. Once the BotCam was pulled to the surface, a cable from the winch on the back of the ship was attached to it and the BotCam was pulled to the back work area and pulled on board. The video was retrieved, the bait renewed, and the BotCam was ready for deployment again. On this day, the crew was working with two BotCams, but they had a third one on board that they also use, depending on the requirements of the day. (The Bluejay is my school mascot and came along for the ride.)

Setting the buoys to mark the location of the BotCam. Uli Uli Manu is along for the ride.

Slinging line as the BotCam drops to the sea floor

Once re-baited, and with new video plugs, the BotCam was ready to be dropped at a pre-determined spot. The dropsites have already been entered into a GPS unit so the captain navigates from one site to the next using a handheld GPS. The depth of the new location determined how much line would be attached. When the captain said it was time, the scientists triple-checked everything, including each other’s work, and swung the BotCam off the deck and into the water. The line that attaches the BotCam to the buoy is quickly fed out after the weighted BotCam and then the buoys are tossed out last, which are the other two jobs I was able to do. Then it’s time to go the next location and either retrieve or deploy another BotCam. This went on all day long, without any breaks. Lunch was eaten while traveling from one BotCam location to another.

Photo courtesy of Dr. Don Kobayashi

While I was onboard the Huki Pono, the Sette deployed the AUV for a lengthy mission. I was able to see some of the video footage when I returned to the Sette and the clarity was amazing! The AUV’s path was blocked by a large outcropping for a while and it was really interesting to watch the video while the AUV worked its way free of the rock.

An AUV capture of almaco jack, a type of kahala. Photo courtesy of Dr. Don Kobayashi

The AUV was deployed again yesterday, and it is just as exciting to watch now as it was for the first mission. I know that it has a few failsafe procedures built into it, such as dropping the weights that help keep it down and aborting the mission, but it is still thrilling to watch the last line removed that tethers it to the ship and see it descend on its own power. The bright yellow skin makes it visible for many meters under the surface, but eventually it goes so deep that it cannot be seen any longer. The scientists monitoring the acoustics can “see” where the AUV is in relation to the position of the ship. They have named the AUV “Popoki” which is Hawaiian for cat.

Second Assistant Engineer (2AE) Megan keeping an eye on the control readout

The Chief Scientist, Dr. Don Kobayashi, arranged a tour of the engineering department of the ship. Chief Engineer Harry Crane met us in the forward mess and explained what we would be seeing. After handing out earplugs to protect our hearing from the 115 decibel environment, we were off. We were able to see the 600 amp 600 volt motor for the bow thruster used to maneuver in tight quarters or to make minor adjustments of the ship’s position. Then we were shown the sewage system next to the laundry room. The waste is collected and then cleaned by running electrical current through it before it is discharged. It holds about 6,000 gallons of waste, which is roughly what a tractor-trailer tanker holds. The giant Caterpillar diesel engines spin generators to provide electric power to run the propulsion motors, making the Sette a hybrid of diesel electric power. The water that is used to cool the engines is the same water that is used, as waste energy, to help run the evaporators that create the ‘fresh’ water needed for the ship. We also saw the halon and CO2 fire suppressant system, the main control room, and the shafts the turn the propellers (or screws), and the hydraulic system used to turn the rudder. One of the things that struck me the most about the whole tour was how very clean all of the areas were. Anyone who works around machinery knows it can be a messy environment with leaks and spills, but the Oscar Elton Sette was clean as a whistle.

Chief Engineer Harry Crane, Chief Scientist Don Kobayashi, Jessica Chen, and me touring the engineering department of the ship

Uli Uli Manu keeping an eye on things

Personal Log

This ship is like a large, extended family in many ways. The mess and the kitchen are central to the community with 3 wonderful meals served every day. But just like home, the kitchen is always open for anyone to make a snack. The other evening, one of the stewards, Allen Smith, stayed late to help me find the ingredients I needed to make a cake as a thank you to everyone on board. It was served as desert the next evening and the medical officer, “Doc” Tran, who really enjoys cooking, asked for my recipe and said that anytime they serve it from now on, they will call it the Rita Cake. Like I said before, everyone on this ship is very nice and they go out of their way to make me comfortable.

Did You Know?

GPS stands for Global Positioning System. A GPS device is an electronic unit that determines a location within a few feet, displaying coordinates in latitude and longitude. The handheld GPS receives signals from geosynchronous satellites. It only needs signals from 3 satellites to calculate a location, but a signal from a fourth satellite can fix the altitude of the location and the exact time. The more signals that are received from satellites, the more accurate the reading.

One of my duties has been to find out information about everyone on board for blog entry. The Chief Sci and I talked about it and decided to borrow an ice-breaker that we use at my school from time to time called “Two Truths and a Lie.” It has been interesting, to say the least, to start to gather the statements from different people on board. I cannot wait until I have enough data to publish it, but the best thing has been getting to know people even better.

Additional Section

I finally saw a humpback whale breaching while I was on the Huki Pono! It was about a quarter of a mile away, so I didn’t get any good pictures, but it was still exciting.

I also was able to see some kawakawa (False Albacore) off the bow of the ship. They are quite lovely fish, with a brilliant blue hue and a streamlined appearance. There were about a dozen of them and they would race in one direction and then change course, often breaking through the surface of the water to appear as if they were flying. I was disappointed when they finally wandered off.

One thing I have wondered about is the lack of seagulls around here. I just assumed that anywhere there was salt water, there would be seagulls. Jamie Barlow said they simply are not part of the ecosystem here. There might be an occasional one that shows up on its way somewhere else, but they don’t stick around. That surprises me, especially when you consider the Taape, or Bluelined Snapper. They are an introduced species that was introduced in the mid-1950s because Hawaii did not have a shallow water snapper. The species has flourished in these Hawaiian waters so why doesn’t the seagull show up and start competing in a niche?

Angela Greene: “And So the Love Story Begins… “ April 25, 2013

NOAA Teacher at Sea
Angela Greene
(Almost) Aboard NOAA Ship Gordon GunterApril 29-May 11, 2013
Mission:  Northern Right Whale Survey

Geographical Area of Cruise:  Atlantic Ocean out of Woods Hole, MA
Date:  April 24, 2013

 

Personal Log:

I am quite certain I am about to fall in love with a whale, as I embark upon a journey that will surely change me forever.  My name is Angela Greene, and I have had the honor of teaching middle school in the Tecumseh Local School District for the last twenty-five years!

Tecumseh Middle School: “Home of My 8th Grade Scientists!”

I care deeply about my students, and I am committed to providing them with amazing science experiences in my classroom!  I love my job, my students, and learning.  I am a NOAA Teacher at Sea!

I applied for the NOAA Teacher at Sea program because I believe the best way to develop myself, as a professional educator is to seek out field experiences that will enable me to work side by side with leaders in the scientific community.  I can’t think of a better way to efficiently expose my students to careers in the field of science as well as the scientific issues that will directly affect their lives than to “walk in the shoes” of highly trained scientists.

“Walking in the Shoes of a Scientist”: Me with Dr. Kristin Stanford, Lake Erie Water Snake Recovery Plan Coordinator

The purpose of this blog is to tell my family, students, friends, and colleagues a story, a love story, if you will.  I hope to share my love of teaching, my love of wildlife, and my insatiable love for learning.

In only a few hours, I will fly to Boston, Massachusetts, take a bus to Woods Hole, and board the NOAA Ship Gordon Gunter.  The ship will take me, as well as a group of ocean scientists, into the Northern Atlantic to search for the critically endangered Northern Right Whale.

NOAA Ship Gordon Gunter (photo credit NOAA)

At this point, I know very little about this mammal, so I enlisted the help of my 8^th grade scientists using a technique I called “Teach Your Teacher”.  Together, we brainstormed a list of questions about Right Whales, the Gordon Gunter, and marine research.  Each student selected a topic, complied a summary of their findings and wrote me a quick “good bye” note.  I collected the pages and promised not to read them until I was on the bus to Woods Hole.

Tecumseh 8th Grader Researching Whale Biopsy

I also wanted my students to have an understanding of the actual size of Northern Right Whales and other North Atlantic Whale species.  We celebrated our new learning and my incredible opportunity to sail with NOAA by having “Tecumseh Middle School Whale Day”.  For one day the concrete campus of our school became ocean habitats to student-created “chalk whales”.  We calculated the actual size of four whale species using the scaled measurements of sketches found in our research.  This data enabled us to create over forty whales using sidewalk chalk!  We were amazed at the size of our whales, and the chalk models enabled us to compare the external anatomy among the species.  Our local news channel, WDTN, stopped by to film us for the evening news!  We determined that 14 middle school students could fit head to toe along the length of a fin whale.  We had a terrific day!

My preparation time is coming to an end.  I need to finish packing, say my goodbyes to my family and dogs, and focus on the journey that’s about to begin.  One of the most important lessons a teacher can learn from rare field experience opportunities is that this time will quickly end.  I promise to enjoy every second while I am falling in love with a brand new world.

Fourteen Tecumseh Students Fit Head to Toe in a Chalk Fin Whale

Northern Right Whale (Photo Credit NOAA)

Rita Salisbury, More on the Mission, April 23, 2013

CDTs record conductivity, depth, and temperature

NOAA Teacher at Sea
Rita Salisbury
Aboard NOAA ship Oscar Elton Sette
April 14-April 29, 2013

Mission: Hawaii Bottomfish Survey
Geographical Area of Cruise: Hawaiian Islands
Date: Tuesday, April 23, 2013

Science and Technology Log

CDT being lowered over the starboard side

A few days ago we dropped the CDT, an apparatus that collects data on the conductivity, the depth, and the temperature of the sea water in which the acoustic survey is taking place. All of these three things impact how quickly sound travels underwater. The scientists collect the information and then use it to figure out an accurate rate of speed for the sound waves. Once they have that information, they can determine how far a target is from the ship.I was able to ride along in a small boat to Maui to pick up parts for the AUV. While in the Maui harbor, I had the opportunity to visit the Huki Pono, a small boat working on this survey that is using BotCams to survey the fish population. The palu, or bait, that I help make every day is frozen and then transferred to the fishing boats. It is frozen in a shape that fits into a cage on the BotCam located near the camera. As the bait breaks up, fish are attracted to it and come close enough to the BotCam to be visually recorded. There is a lot of video to go through so Dr. Kobayashi says they won’t have the data from the BotCams for a while.  But the other three fishing boats assigned to this project turn their survey information in every evening and I get to add it to a spreadsheet to help keep track of what section the boats were in and what they found while they were there.

BotCam on the deck of the Huki Pono

Work continues with the ROV and AUV. The scientists are always working on them, trying to make them run as smoothly as possible. We worked on calibrating the acoustics again this morning for the same reason. The better the information you have when you start a project, the better chance you have of having a successful outcome.

As I mentioned before though, not everything we are doing is high tech. We fish off the side of the ship in the evenings, dropping our lines all the way to the bottom so they are on the sea floor. The scientists running the acoustics tell us if they see fish and then we do our best to catch a representative sample.  Here are two of the fish I caught off the bottom: an opakapaka and a taape. The observers that ride in the small boats every day spend the night on the Sette. That way, they can turn their logs in and I can record the data. As a bonus, a few of them are expert fishermen and are a huge help to us as we fish from the ship.

Opakapaka and ta’ape

Personal Log
I’m really enjoying my time on the Sette. In addition to learning new things that I can apply in my classroom, I’m making new friends. Everyone is exceptionally friendly and they go out of their way to explain things to me. Most of them call me “Teach” or “Taz” and almost all of them have sailed with a Teacher at Sea before.

Did You Know?
You can tell the age of a fish by their otoliths? The picture has the otoliths from an opakapaka, an ehu, and a hogo. Otoliths are a fish’s “ear bones” and they have growth lines in them much like a tree has growth rings.

Otoliths

Additional Section

Why are these bottom-dwelling fish red?

Red fish?

Rita Salisbury, Underwater Navigation, April 24, 2013

NOAA Teacher at Sea
Rita Salisbury
Aboard NOAA ship Oscar Elton Sette
April 14-April 29, 2013

Mission: Hawaii Bottomfish Survey
Geographical Area of Cruise: Hawaiian Islands
Date: April 24, 2013
Weather Data from the Bridge:

• Humidity 71%
• Wind SpeedS 8 mph
• Barometer30.07 in (1016.2 mb)
• Dewpoint65°F (18°C)
• Visibility

Science and Technology Log
I wish everyone could see how hard the scientists work on solving problems as they crop up. Their collaboration skills are top-notch. Everyone has something to contribute and their ideas are listened to respectfully. Solutions belong to everyone on the team. It also seems to me that there is a lot of “cross-training” going on, too. Everyone has a specialty, but others are capable of taking over or filling in for that person. That goes for the deck crew as well as the scientists. Every event has a planning meeting in which roles are defined and strategy determined.

Every large event gets a planning meeting to go over the details.

One of the thrusters on the AUV had to be replaced and the new one is considerably heavier than the original one. That means that the whole buoyancy of the AUV is impacted. It needs to be a little light so its natural course is to float to the surface. The new thruster changed the weight of the AUV so the scientists had to calculate and design a remedy for the issue. They decided to add high density foam to the AUV to increase the buoyancy. They used high density foam because regular foam would compress at the depths to which the AUV submerges. This AUV is designed to go down 2000 meters, but others go as deep as 6000 meters.

High-density foam used for bouyancy

In order to confirm that their calculations for the amount and placement of the new foam were correct, the AUV was put over the side of the ship and tests were run. It was always attached to the crane, as a precaution, but the cables were slack and the AUV had the opportunity to be tested. Once the tests were run, the scientists reviewed the results and decided to send the AUV out on a mission.

I asked Jeremy Taylor, one of the scientists, about how the AUV navigates underwater to the various coordinates pre-programmed into it. If it starts at Point 0, 0, how does it get to Point X,Y? Global Positioning Satellites are not any help since GPS doesn’t reach underwater.  Jeremy explained to me that the AUV actually navigates by altitude, not depth. It has 4 beams positioned on the frame in various locations that combine their information to tell the AUV how far above the sea bed it is. This kicks in when the AUV is about 35 meters above the bottom. From that information, the AUV keeps a certain distance above the sea floor and can then navigate over formations on the floor that stand between the AUV and its’ destination, the Point X,Y location. Using the altitude navigation system means the AUV’s navigation is fairly simple and the person who programs it doesn’t have to worry about going around or over obstacles.

Personal Log
As one of the scientists, Erica Fruh, explained the reasoning behind the high-density foam being used for buoyancy, it made me think of a video on the Galapagos Islands that I have shared with my students. In the video, an ROV is deployed in the depths off the coast of one of the islands in the Galapagos chain. Someone put a Styrofoam head (the type used to hold wigs) in a basket on the outside of the ROV. After the dive, which went to considerable depths, the head was retrieved and measured. The weight of the water had compressed the head to about 1/4 of its original size. It was a very graphic demonstration of the compression that occurs in the depths of the sea.

Did You Know?
The pressure at 3000 feet deep in the ocean is 100 times more that of air at sea level. Check out this link for a visual of wig heads and styrofoam cups: http://oceanexplorer.noaa.gov/explorations/04etta/logs/aug27/aug27.html

Rita Salisbury: Robots and Sound Waves, April 19, 2013

NOAA Teacher at Sea
Rita Salisbury
Aboard NOAA ship Oscar Elton Sette
April 14-29,  2013

 

Mission: Hawaii Bottomfish Survey
Geographical Area of Cruise: Hawaiian Islands
Date: April 19 2013

 

Weather Data from the Bridge
Partly cloudy, winds ENE 10-15 knots, sunrise 603, sunset 1846
77 degrees F (25 degrees C)
Humidity 85%
Barometer 30.09” (1019.5 mb)
Dewpoint 72 degrees F (22 degrees C)
Heat Indes 78 degrees F (26 degrees C)
Visibility 10 miles

Science and Technology Log

We have been calibrating the acoustic equipment for a few days in order to be ready for our survey of bottomfish. It was a long process, but necessary. Four of us worked on moving a small titanium sphere under the boat by maneuvering it to different positions. A scientist working in the e-lab (electronics lab) used different frequencies from the transducers to locate the sphere and record the results. Graduate students and NOAA scientists worked until 1:00 in the morning to get the job done.

The ROV on it’s first deployment

While we were working on the acoustics, other scientists were working on a test run of the ROV. The currents were very strong when they deployed the ROV but it performed well and was successfully retrieved. Operating it is a lot like the controls to a video game, only the stakes are much higher. 

The AUV was deployed on Wednesday. The first step was to do a rehearsal of the procedures for deploying and retrieving the AUV. Everyone had a job to do and it was made clear who would be doing what and when. While it was obvious that certain people were in charge, they asked that if anyone thought they had a better idea of how to do something, or had a question, to speak up.  At one point, the captain, CO Koes, asked everyone who was not actually part of the procedure to move to one of the side of the deck so she could see who was  actually supposed to be working.

After the walk-through rehearsal, the AUV was lifted off the deck by a large crane and placed into the water off the fantail of the ship. At first it was tethered to the ship, but after awhile it was released and became independent of the ship. The scientists want to be as sure as they can be that the AUV will operate properly before letting it go so they run through a checklist. If everything is working correctly, they release the AUV.

The AUV being deployed.

The AUV going solo!

The AUV is pre-programmed for the mission so it is important to know about the underwater geography of an area. The AUV needs to be within 30 to 35 meters of the ocean floor in order to know where it is. Other than that, it follows the pattern that the scientists created. If the AUV doesn’t return to the ship, it’s a big deal. It’s very expensive and difficult to replace. The scientists designed it with that thought in mind.

In addition to the high-tech solutions programmed into the AUV, the scientists also included low-tech ideas into the equipment to retrieve the AUV in case something goes wrong and the AUV is submerged and unretrievable. There is a “drop weight” attached to a strand of zinc. Zinc corrodes quickly in salt water. Through testing the scientists have already determined how thick the zinc strand should be in order to corrode through in a given amount of time at a particular water temperature. The strand that they are using on this cruise is constructed to corrode through in 5 1/2 hours. Once it corrodes, the weight drops off and the AUV rises to the top of the water where it can be seen and picked up. The zinc strand is replaced and another weight is attached. All the weights are the same size and weight so they are interchangeable. Otherwise, the scientists would have to recalibrate the AUV every time they changed weights. I was really impressed to see that the scientists use a combination of high and low tech to make their AUV successful.

Heat-sealing the ground up squid and sardines for bait.

The scientists on the Oscar Elton Sette use some smaller boats to assist with their research. One thing that I do to help out is make bait for the small boats to use to attract fish. We take frozen squid and sardines out of the freezer a few hours before we need them and put them on a protected place on the deck. After they thaw, we put them in a commercial quality food processor and grind them up into marble-sized chunk. Then we put the chunky bait into plastic bags, seal them, and put them back in the freezer until they can be delivered to the boats that need them.

Personal Log

This ship is amazing! It’s big and packed with the scientific equipment. The “wet lab” has become the acoustics lab for this trip and the e-lab is above that. The mess is open 24 hours for snacks, (as long as you clean up after yourself), and serves three meals a day. The cooks are really talented and are always providing fresh new ways of serving something. Fortunately, there’s a gym a couple of decks beneath mine!

There’s a movie room, a laundry, a tv room with books and computers, and a ship’s store. There’s even a full-time medical officer on board. My stateroom is set up well. There are 6 spacious bunks, drawers under the bottom ones and lockers for everyone, built-in desks with ethernet access, and a large bathroom. Since everyone is on a slightly different schedule we do our best to be quiet and to keep the lights low.

Uli Uli Manu taking a break on my bunk.

 On Tuesday, we had emergency drills. Everyone has a specific place that have to go to when the alarms sound. If it’s a fire alarm or a man-overboard drill, I have to go to the Texas Deck. If it’s an abandon ship drill, I go to the boat deck and put on my orange gumby suit. That was a little tricky and very hot, but I’m glad they let us practice it.

One thing I’ve noticed on the ship is how everyone has a job to do, but they are always ready to pitch in and help someone else. Meals are really interesting. The mess is small and has several tables set up with 4 chairs at each table. People sit with different people all the time. It doesn’t seem to matter who is an officer, a crew member, or a scientist. Everyone sits with everyone else.

 The captain gave me a tour of the bridge on Tuesday. It was late and we ran out of time, so she has invited me to come back up and finish the tour

The Oscar Elton Sette as seen from a small boat off the coast of Maui.

soon. I was impressed by the number of back-up plans in place. There didn’t seem to be one piece of equipment that didn’t have another piece doing the same job in a slightly different way. This allows the ship to continue working properly on the chance that something stops working. The bridge is the control center of the ship and has alarms and notifications for anything that might crop up–low fresh water levels, smoke, fire, and anything else you can think of.

Did You Know?

Sound is vibration transmitted through a solid, liquid, or gas. The speed of the vibrations, or how quickly they cycle, determines the frequency. Frequency is measured in cycles per second, or hertz (Hz). Humans can hear certain frequencies, while bats and dogs can hear others. Whales and dolphins hear even more frequencies.

The sound waves we are using on the Oscar Elton Sette will bounce off the fish and reflect back to the ship, allowing the scientists to locate the fish and determine their shape, size, and movement.

 

Animals I Have Seen

Whale fluke off Maui

Seen off the coasts of Maui, Molokai, and Lanai:

Needlefish
I thought they were barracuda at first, but someone explained the difference to me
Humpback Whales
Dolphins–too far away to identify the species

Rita Salisbury First Day at Sea, April 15, 2013

NOAA Teacher at Sea
Rita Salisbury
Aboard NOAA ship Oscar Elton Sette
April 14-29,  2013

 

Mission: Hawaii Bottomfish Survey
Geographical Area of Cruise: Hawaiian Islands
Date: April 15 2012

Weather Data from the Bridge
77°F/25°C
Humidity 74%
Wind Speed Calm
Barometer 30.00 in (1015.7 mb)
Dewpoint 68°F (20°C)
Visibility 10.00 mi
Heat Index 79°F (26°C)

Science and Technology Log

NOAA ship Oscar Elton Sette, known as Sette,  is a large ship, by my standards. It’s 224 feet long, which is more than ⅔ of the length of a football field. It is one of the ships in NOAA’s fleet of oceanographic vessels and like their other vessels, it supports NOAA’s mission to protect and manage the use of ocean resources through ecosystem-based management.

On this cruise, we will be surveying fish populations by deploying a Remotely Operated Vehicle (ROV) and an Autonomous Underwater Vehicle (AUV) to gather information. The ROV is a small, unmanned submersible that is controlled from the Sette and attached by a cable. The AUV is also an unmanned submersible but its path is pre-programmed before it is deployed. Additionally, we will be using acoustics, or sound, to locate, identify, and estimate populations of fish. I met some of the scientists last night who are working with the submersibles and the acoustics. I think this might be one of those times that being good at video games could pay off!

The goal of the Hawaii Bottomfish Survey is to gain more information about the fish populations in the ocean around Hawaii. The survey will help scientists determine the effects of fishing and other factors on the overall health of different fish populations. By gathering information by non-lethal methods NOAA scientists are adding to their knowledge base without further reducing the fish population.

Personal Log

Yesterday, I met the Chief Scientist, Donald Kobayashi, PhD,  for the first time. Dr. Kobayashi is the man in charge of the scientific portion of our Hawaii Bottomfish Survey aboard the  Sette. Dr. Kobayashi took me to Ford Island so I could board the Sette prior to today’s workday getting ready for the survey.

I boarded the Sette and met the boatswain (pronounced bosun) and some of the science party. I also moved into my berth, or stateroom. It’s called the bunkhouse and has six bunks in it. I’ll be sharing it with four other scientists while we are out to sea. It’s important to be able to get along with other people and to be flexible when you are on a ship, just like it is in other situations. But on a ship, where you are in a confined space, it’s even more important to understand the hierarchy of the ship–the officers, the crew, and the science party–and the protocol (the proper way of doing things) so you don’t get in  someone’s way or make someone’s job more difficult. Knowing who is in charge, what the roles are, and the expectations for everyone will help make my adventure a success.

 

Did You Know?

The scientists can tell what type of fish they are tracking and how many of them there are by using sound waves? The scientist sends out a sound signal, or ping, from a transducer, an underwater device that emits sound waves. The Sette has several transducers to accomplish this. The density of the fish’s swim bladder is different than the rest of the fish so the sound, or echo, that bounces back from the fish to the ship can be recorded and interpreted by the scientists. They can tell what type of fish they are tracking, and how many of them there are. Dr. Kobayashi says the scientists can back up their interpretation by photography.

 

Teacher at Sea Rita Salisbury in front of the Oscar Elton Sette

 

 

Frank Hubacz: Introduction, Sailing Aboard the Oscar Dyson, April 29 – May 11, 2013

NOAA Teacher at Sea
Frank Hubacz
Aboard NOAA ship Oscar Dyson
April 29 – May 10, 2013

Mission: Pacific Marine Environmental Laboratory Mooring Deployment and Recovery
Geographical Area of Cruise:  Gulf of Alaska and the Bering Sea
Date:  April 17, 2013

Teacher at Sea Frank Hubacz

Greetings!  My name is Frank Hubacz, and I teach General Chemistry and Environmental Chemistry at Franklin Pierce University where we are celebrating our 50^th Anniversary.  Our main campus is located in Rindge, New Hampshire near the base of Mount Monadnock; this 3,165-ft. mountain summit is the most frequently climbed mountain in North America.  At Franklin Pierce, we encourage our student body of approximately 1400 students to embrace their education and to achieve academic success through the integration of liberal arts and our various professional programs.

I first started teaching biology in 1976; however my interests soon migrated into the study and teaching of chemistry.  I have been teaching  general chemistry at Franklin Pierce University since 1992.  While attending the 2006 National Science Teachers Association (NSTA) Annual Convention in Anaheim, CA I had the good fortune to attend the headline presentation given by Jean-Michele Cousteau.  His presentation, entitled “Responsible Living…Because Everything is Connected”, considered the vital relationship between the health of our planet, as monitored by way of the health of the Ocean, and our actions as residents of the Earth.  Cousteau offered that, “When we think about our actions as teachers, students, tourists, parents, builders, farmers or name a profession, we must recognize all of our actions have environmental consequences…Because our health depends on the health of the planet, being aware of these connections can help us live responsibly” (NSTA Convention Program Itinerary, 2006).  During his appearance, Cousteau impressed upon his audience the importance of understanding how the Ocean can help us to monitor the health of our Earth.  Please note that I purposely use the term “Ocean” as opposed to “oceans” to emphasize the interconnectedness of this large body of water that covers over 70% of the Earth’s surface.  I then began to reflect upon the fact that I did very little relative to incorporating ocean systems in our study of general chemistry.  At this same conference, I was also introduced to the NOAA Teacher at Sea Program (TAS) and decided to apply during my next sabbatical leave in order to experience ongoing Ocean research with the hope of bringing this experience back into the classroom.

My goal as a TAS participant is to use this experience to help me explicitly incorporate Ocean related phenomena into the study of general chemistry topics such as density, conductivity, gas behavior, acid/base chemistry, solubility equilibrium, and kinetics.  Additionally, I hope to develop new laboratory exercises that are Ocean related as well as to help students to realize the wealth of live NOAA data available to help them better understand the complexity of the Ocean.  As a result I hope that students will gain a better understanding of “ocean chemistry” as well as to develop an appreciation of the interconnectedness among their actions, the health of our planet, and the health of the Ocean.  Additionally, by actively participating in an ongoing ocean research project, I will develop a deeper understanding of the various career and research opportunities available for my students to pursue.  I hope to convey to them the excitement of discovery as it relates to the Ocean thereby causing them to give serious consideration to following this line of study upon graduation.

A little bit about me…

I live with my wife of 38 years, Joan, in a rural community in central Massachusetts.  Our daughter Jessica lives in Vermont and has provided us with three beautiful grandchildren.  She currently leads their family’s home-school program and is expecting a new baby in June.

Jess, Josh, and family sledding with Grampie

Our son Daniel is currently pursuing his Ph.D. program in Geology at the University of Delaware having completed his Master’s degree at this same institution.  His studies focus on fluvial geomorphology.

Maggie, Dan, and Joan

Kayaking at Race Point in Provincetown

Whenever possible my wife and I “escape to the Cape” to enjoy all that Outer Cape Cod has to offer.  Our favorite activities include kayaking, freshwater, as well as saltwater fishing, dune riding, shell fishing, collecting mushrooms, collecting sea glass on long walks, and the peaceful views of the ocean beaches.

Joan and I enjoying the beach!

We also have a marine reef aquarium in our home, maintained steadfastly by my wife.  The aquarium currently contains many varieties of soft corals that we are learning to propagate along with several types of reef “critters”.

Corals

►

During the winter months I enjoy downhill skiing and am a night-league NASTAR (NAtional STAndard Race) racer on a team known as the Sled Dogs.  Our team’s motto, “strive for mediocrity” ensures that we focus on having fun and enjoying a winter’s evening of skiing at our local mountain.

In summary, I am eagerly looking forward to participating in the Teacher at Sea Program aboard the Oscar Dyson and all that this adventure has to offer!  I will use this experience to help my students to better understand “ocean chemistry” as well as to develop an appreciation of the interconnectedness among their actions, the health of our planet, and the health of the Ocean.

Rita Salisbury: Seagoing Safari

NOAA Teacher at Sea
Rita Salisbury
(Soon to be) Onboard NOAA Ship Oscar Elton Sette
April 14 — April 29, 2013

Mission: Fisheries Research
Geographical Area of Cruise: Hawaiian Islands
Date: April 11, 2013

Personal Log

When I was a teenager taking part in a marine biology camp and working at a state park, if you had told me that I would be a high school biology teacher, I would not have believed you. If you had told me that I would still care deeply about our environment and the interconnectedness of living things, I’m sure I would have agreed. However, I do not think either of us could have foretold that I would be one of 25 people chosen this year by NOAA (National Oceanic and Atmospheric Association) to participate in its Teacher at Sea program.

My name is Rita Salisbury and I teach biology at Delaware New Tech Academy (DNTA) at my alma mater, Seaford Senior High School in Seaford, DE. DNTA is a project-based learning environment where students work in collaborative groups and develop skills critical to success in college and the workplace. I actually co-teach with a Literature teacher and we have a combined class of BioLit. We spend a lot of time planning projects that are based on real-world connections that engage our students while covering content standards.

I applied to the NOAA Teacher at Sea Program for a few reasons. First, the research cruise will be rife with opportunities to make connections with scientists and I will be able to draw on the experience to help make my classes more meaningful and realistic. Second, I am always up for an adventure. I love learning and new experiences, so Teacher at Sea seems custom-made for me. Four years ago I was awarded a grant to visit the Galapagos Islands and it was one of the most interesting, engaging, and full-of-learning experiences I have ever had. I know that my time aboard NOAA ship Oscar Elton Sette is going to be another great experience, too!

My son, Aaron, and me at the Darwin Research Center on Puerto Ayora, Galapagos Islands, Ecuador

I am from a small farm on the Delmarva Peninsula, with the Atlantic Ocean a few miles to the east and the Chesapeake Bay to west. Crabbing and fishing were common summertime activities for kids when I grew up but most of my students have never had the opportunity to take part in either due to changes in the water quality. I am looking forward to incorporating what I learn on the Sette into projects for my students in order to create an awareness of the area in which they live and its historic marine culture. With that awareness as a foundation, can an interest in improving the bays and their tributaries be far behind?

I am waiting (very impatiently, I might add!) to meet the chief scientist and the captain and crew of the ship. What I know so far is that the the principal scientific objectives of the project will be focused on the research and development of  sampling methods used in assessing fish populations. It will include using acoustics, cameras, and hook and line fishing. This is going to be a blast!

Kaitlin Baird, Women in an H2O world: Girl Power in Science (7)

Margie Turrin

Margie Turrin- Science Education Coordinator at Lamont-Doherty Earth Observatory

Job Title:
Science Education Coordinator Program: Lamont-Doherty Earth Observatory of the Columbia University

What she does:

Margie’s job focuses on linking education and research in field based science. She works with students, teachers and college faculty, training and engaging them in collecting samples and data that they can study, and that research scientists can use to improve our understanding of estuaries and ocean systems. Whether she is living onboard a research vessel or land-based and organizing trainings, Margie is focused on helping expand the reach of science, developing and sharing ways that teachers and student groups can be involved in field based stud and research.

Favorite Part of her Job:
Hands down Margie’s favorite part is being out in the field. She loves working on a ship or along the shoreline – anything that is outside is OK! Aside from her own love of working in the field she enjoys being with students as they work outdoors since it is never what they expect! Students think science is like a lab experiment with a set beginning and end, but in the field things are always changing and you have to be able to think critically, make decisions and carefully record your data so that when you get back to the lab it makes sense and is usable.

What type of schooling/experience do you think best set you up for this job:
A background in biology and ecology was really helpful for Margie, but just as important is spending time volunteering or interning in any programs you can find that are related to your interest. Test it out before you commit your education to it,  see if you really like working outside in the field, being dirty and wet and collecting your own data and samples! Always be willing to say ‘yes I can help’ because that is where the real opportunities lie…and ask plenty of questions when you are helping on a project – that is how we all learn an scientists LOVE to talk about their work to an interested audience.

Olga Shatova

Olga Shatova- Graduate Student/Resarcher (marine ecology/biological oceanography)

Job Title:
PhD student
Marine Science Department, University of Otago, New Zealand

What She does:
I am currently working on my PhD project that focuses on the role of nutrients recycled by seabirds for the phytoplankton productivity in the vicinity of sub-Antarctic islands. I’m doing my field working in the New Zealand sector fo the Southern Ocean: from off-shore Otago Peninsula to the Ross Sea, Antarctica.

 Favorite Aspect of job:
My job gets me to unique places protected from any public visits. Encounters with sub-Atarctic and Antarctic wildlife is really once in a lifetime experience.

What type of schooling/experience do you think best set you up for this job:
I think the most important goal is to get work experience outside the classroom. I value most 2 internships I’ve done in Moneterey Bay Aqurium Rsearch Institute and Bermuda Institute of Ocean Sciences; this helped me a lot in understanding marine science research and allow me to choose what to do.

Darcy Saxion

Darcy Saxion- Student and Volunteer Reseacher

Job Title:
Senior at SUNY-ESF – Volunteer on NOAA Autumn Bottom Trawl Survey

What She does:
As a volunteer on the NOAA Autumn Bottom Trawl, I measured, weighed, dissected, and classified many fish species. I learned where otoliths were located on various fish, learned how to extract them and compared the size of otoloths between various fish. Additionally I learned the classification difference between a scup and a croaker. Most importantly, I became increasingly aware that volunteering/interning for NOAA aboard the Henry Bigelow was the best hands-on out of the classroom learning experience I ever had. I highly recommend this experience to gain a step up in your education.

Favorite Aspect of the job:
My favorite aspect of the job was networking with the crew members; getting to know them, how they got where they are today, and how I can get there myself. Many teachers at SUNY-ESF and Sea Semester have always told me that networking is the main way to achieve your goals and get your dream job. With that in mind I asked for advice, got emails, and most importantly worked hard on this two week cruise to prove my strong work ethic.

What type of schooling/experience do you think best set you up for this job:
I have not graduated from College yet,  but would say my experience aboard the NOAA ship  Henry B. Bigelow and my past Sea Semester Ocean and Climate experience have been invaluable. Both are visual learning experiences where you’re thrown into a new routine – the learning curves are steep but I recommend them to every woman to better prepare for future jobs.

Claire Grenfell

Claire Grenfell- Student and Researcher

Job Title:
Master of Science Marine Environmental Protection
Bangor University, Wales

What She does:
Claire is working towards completing her Master of Science degree in Marine Environmental Protection.  The degree consists of nine months taught courses and three months conducting an individual research project.  During the taught component of the course, Claire is undertaking five modules which each include a lecture period followed by a short research project.  Most recently, Claire conducted a survey to study the distribution of infaunal species along a sand beach in North Wales as a component of the Coastal Habitat module.

Favorite Aspect of job:
The many opportunities that Claire has to gain practical experience during her course, through field and laboratory work, is her favourite part of the degree so far.  She enjoys being able to complement the theory taught in lectures with the acquisition of skills through practical endeavours.

What type of schooling/experience do you think best set you up for this job:
Students accepted onto the course generally require academic or work experience in marine, environmental or biological sciences.  Claire completed her undergraduate degree in Environmental Science and gained practical experience in marine research through a Bermuda Program internship at the Bermuda Institute of Ocean Sciences (BIOS).  She recommends gaining volunteer or work experience in a research environment before undertaking an MSc degree, even if you have a relevant academic background.

Grace Seo

Grace Seo, Master of Science Student

Job Title
Master of Science Student
Marine Affairs and Policy, RSMAS, University of Miami

What she does
Grace works at the University of Miami Experimental Hatchery (UMEH). She works with cobia, mahi mahi, Florida pompanos, goggle eyes, and blackfin tuna. These are all species of pelagic fish that occur naturally in the waters off Miami. Her focus is live feeds, specifically rotifers. Rotifers are the first live feed that is given to the larvae after they have fully utilized their yolk supply. Live feed is essential to the survival of larvae that are spawned at UMEH. It is her responsibility to ensure the maintenance, growth, health, and quality of the live feed that are essential for larval survival and proper development. She also works with students to teach and guide them to learn the proper protocols of live feed management.

Favorite part of her job
Grace’s favorite part of her job is being a mentor. Having gone through the process of learning all the protocols to a successful aquaculture project, she understands the nuances that it takes to keep the fish healthy and productive. Since she went through the process of learning all the protocols herself, she can relate with upcoming students in their learning process. She is able to relay the message in a manner that makes sense to a person who is new to the aquaculture world.

What type of schooling/experience do you think best set you up for this job
Grace believes that a background in marine science will help but volunteer and hands-on practice is best for aquaculture. Understanding why certain protocols are followed is essential and is best learned through practical application. If you are interested in aquaculture, volunteering at a hatchery would be the best exposure that you can get.

Girl Power in Science

Thanks for learning about all of these great women working in aquatic careers!

Kaitlin Baird, Women in an H2o World: Girl Power in Science (6)

Another five ladies who work with and in our H2O world!

Sara Grady

Sara Grady- Watershed Ecologist

Job Title:
Watershed Ecologist and South Shore Regional Coordinator
Massachusetts Bays Program

What She does:
A mix of research, outreach, and management, all to help local coastal communities understand, protect, and restore their watersheds.

Favorite Aspect of job:
It’s a tie between getting out in the field (especially salt marshes and mudflats) and the relationships I’ve formed with town staff and citizens

What type of schooling/experience do you think best set you up for this job:
While I learned the basics of doing research and presenting it properly and clearly while working on my Ph.D., the interaction aspect came through my actual field work. I studied horseshoe crabs on the Cape, and as part of that I spent quality time with the natural resource staff of some of the towns as well as some crab fishermen. It made me realize that I wanted to do something where I helped the local coastal folks in a direct way with my research and outreach. I also spent a few summers as an undergraduate working at the watershed association that hosts my position, so that experience helped me find the sort of community I wanted to participate in.

Helena Reinardy

Postdoctoral Researcher- Helena Reinardy

Job Title:
Post-doctoral Scientist in the Molecular Biology Lab
Bermuda Institute of Ocean Sciences

What She does:
Developing molecular and genetic techniques for investigating DNA repair mechanisms and trying to understand how capable sea urchins are in repairing damaged DNA. More broadly speaking, I am interested in understanding how organisms are affected by environmental stressors such as chemical pollutants, and the mechanisms they have for dealing with them at all levels of biological organisation (genetics, molecular and cellular, physiology, behaviour, and reproduction).

Favorite Aspect of job:
the variety of the work. The work requires so many different things: working in the lab, running experiments, collecting samples from the sea, designing experiments, researching previous work, writing manuscripts, teaching students, and communicating and collaborating with other researchers all over the world.

What type of schooling/experience do you think best set you up for this job:
Getting as much experience of all the aspects of research as was possible. I worked in labs during my holidays as an undergraduate, I have moved around and been able to gain experience from many different scientist with different skills and perspectives, and my PhD was invaluable training in being a self-sufficient all-round science researcher.

Rachel Parsons

Rachel Parsons- Microbial Oceanographer

Job Title:
Research Specialist and Laboratory Manager of the Microbial Observatory
Bermuda Institute of Ocean SciencesWhat She does:
Microbial Oceanography: quantify and qualify the microbes in the ocean – viruses, bacteria and archaea. These microscopic organisms are responsible for using dissolved organic carbon (~40%) in the ocean and re-introducing it back into the food web and oceanic carbon cycle. Autotrophs or plant microbes along with phytoplankton contribute to 45% of the world’s oxygen – basically every other breath that you breathe comes from the ocean. She uses microscopy and molecular techniques to identify specific microbes in the ocean in order to better understand what microbes have adapted in specific ocean depths and why they have made these adaptations.

Favorite Aspect of job:
Teaching students the microscopy and molecular techniques and assisting them in looking at a variety of ecosystems including microbes associated with corals and sponges; those that adapt to a seasonally anoxic marine sound and those that can be used to trace sewage pollution.

What type of schooling/experience do you think best set you up for this job:
A strong mathematics and chemistry background in high school is essential. Being able to do chemical calculations in my head really speeds up many protocols and having a great grounding in these subjects ensures that mistakes are caught in time! Strong writing skills and knowledge of grammar have also been useful when writing scientific papers.

Katie May Lauman

Katie may Lauman- Student and Researcher

 

Job Title:
Ph.D. Candidate, College of William and Mary, Virginia Institute of Marine Science, Department of Fisheries Science

What She does:
Katie May is working with other scientists at the Virginia Institute of Marine Science studying sturgeon phylogenetics.  There are 25 species of sturgeons, all of which are imperiled due to demand for their meat and caviar, as well as habitat destruction.  These species are culturally and economically important to many communities, including Native American and First Nations groups.  In order to effectively protect sturgeons, it is important to understand their biology and phylogenetic relationships (how different species are related to one another).

Katie May extracts and sequences mitochondrial DNA from sturgeons, and uses this information to construct phylogenies that help elucidate evolutionary relationships among sturgeon species.  She also studies the development of sturgeons during the larval stage to better understand how behavior is linked to morphological development.  This aspect of her research requires her to clear and stain hatchery-raised larval sturgeon specimens- a process that turns soft tissue clear, bone red, and cartilage blue.  She then dissects the stained specimens- they can be as small as 10mm.  Conducting these dissections is a delicate process, which requires use of a microscope- for example, she uses tools such as insect pins to carefully separate the jaws of larval specimens so that she can examine tooth and jaw bone development.  Once dissections are complete, she compares her findings to behavioral developmental information documented by other researchers.

Katie May also participates, with her lab and the VIMS ichthyology course (taught by Dr. Eric Hilton), in an annual fish-collecting trip in the southern Appalachians.

Favorite Aspect of job: 
Katie May most enjoys dissecting larval sturgeon specimens and finding links between the timing of morphological and behavioral changes.  This aspect of her work is extremely interesting because sturgeons undergo very dramatic shifts during the larval stage.  For example, they hatch with terminal, forward facing jaws.  During the larval stage, the jaws slowly shift until they are ventrally positioned and protrusible- meaning they can extend their mouth away from their body to suction prey from the benthos.  Also interesting is the fact that sturgeons hatch without teeth, develop teeth during the larval stage, and then lose these teeth before they are fully mature.

What type of schooling/experience do you think best set you up for this job: 
Katie May earned her B.S. in Biology at Southampton College of Long Island University.  She then earned an M.A. in Conservation Biology at Columbia University.  While at Columbia, she interned at the Blue Ocean Institute, a non-profit organization where she helped develop Seafood Sustainability cards.  She also interned and volunteered at the American Museum of Natural History, working on a molecular coral reef project.  Before returning to school to pursue her PhD, she worked in the grant-writing department at Rainforest Alliance, an organization dedicated to biodiversity conservation and sustainable livelihoods.  The best advice she can give anyone interested in pursuing science is to take advantage of internship opportunities- especially those involving lab or field work.

Yosra Khammeri

Yosra Khammeri- student and regional coordinator

Job Title:
PhD student,
National Institute for Sciences and Technology of the Sea,
National Institute of Agronomy of Tunisia,
Regional Scientific Coordinator NF-POGO Alumni Network for Oceans (NANO), Africa region,

What She does:
I had the opportunity to benefit from a joint fellowship from the Nippon Foundation (NF) and the Partnership for Observation of the Global Ocean (POGO) to follow a training programme at the Bermuda institute of Ocean Sciences (BIOS). I was particularly interested by the work addressing the impact of Saharan dust deposit on phytoplankton growth.  At this stage, I was also involved in using flow cytometry to investigate at the single cell level, the response of phytoplankton to atmospheric dust deposit.

I found this approach very appealing to address the impact of Saharan dust deposit on phytoplankton development in the gulf of Gabès, Tunisia, and integrate it in my PhD project which is “High frequency observation of phytoplankton assemblages with automated flow cytometry, response to pulsed events”.

Favorite Aspect of job:
As a scientific coordinator for NANO Africa, I will be able to participate in promoting global oceanography and particularly implementing international and integrated global ocean observing systems.

My PhD project will address several priority areas: fixed point time-series observations, emerging technologies (automated in situ flow cytometry) for ocean observation, data management and coastal observation.

What type of schooling/experience do you think best set you up for this job:
Working hard and passionately contributes to the capacity building of my country by applying my skills and transferring my knowledge to other Tunisian scientists. I am proud that Tunisia will become the second country after France to deploy an instrumented buoy including an automated flow cytometer, thus contributing to the cornerstone of a future Mediterranean network of similar observation buoys. Always be motivated, make connections, and be sure that you love what you do. Oceanography is not an easy field so having the support of your family and friends is also very important!

Stay Tuned for the next set of ladies!!

Girl Power in Science

Kaitlin Baird, Women in an H2O world: Girl Power in Science (5)

Fernanda Giannini

Fernanda Giannini- Oceanography Researcher

Job Title:
PhD student at University of São Paulo – Oceanography Institute

What She does:
I am a first year PhD student in the Biological Oceanography Program and I am developing my field and laboratory work at the Marine Biology Center, located in São Sebastião (northern coast of São Paulo State – Brazil).

My project looks at the estimates of primary production and analysis of photosynthetic rates of the phytoplankton community in the São Sebastião channel. This channel deserves special attention due to the presence of the Port of São Sebastião, which presents potential environmental impacts for this coastal region. Furthermore, there is an important ecosystem located in the continental portion of the channel, the Araça Bay, which presents a very high biodiversity and it is an ecosystem under different types of human pressure.

The project approaches the use of techniques to estimate physiological rates and primary production from the fluorescence emitted by chlorophyll molecules as part of the photosynthesis process in the phytoplankton cells. Several studies on how to accurately estimate primary production rates from the fluorescence data has been developed around the world in order to provide a faster and less invasive method to obtain this kind of data.

Favorite Aspect of job:
For me, the most exciting aspect of being in this type of research is to have the opportunity to be in contact with so many different people, sharing experiences and moving to work in different places, from which you can establish networks and good research groups. The second aspect I consider really important is that, different of other jobs, you have the liberty and independence to work on issues and projects that suit you best, and this makes the job much more rewarding. Also, as an oceanography researcher, I am fascinated with being out on the ocean in research vessels.

What type of schooling/experience do you think best set you up for this job:
I got my degree in Marine Biology in 2007, when I decided to focus in oceanography, applying for a master degree program in Biological Oceanography in 2008. Then, I have spent two years to get my degree and, during this time, I had great experiences in the oceanography field, participating of different projects, cruises, conferences and so on. By the end of my masters, I was selected to join the Training Program in Observational Oceanography at the Bermuda Institute of Ocean Sciences (BIOS). I have spent 10 months at this training and the course provided great experience and knowledge about different areas of oceanography, such as physical and chemical oceanography, data management, remote sensing, etc. As soon as I got back home, I joined the PhD program, also in Biological Oceanography at University of São Paulo. In summary, that was my schooling and experiences which made me end up at my current position, and that I hope will help to set me up for a good job in a near future.

Lisa Bourassa

Lisa Bourassa- Research Associate/Phycologist

Job Title:
Research Associate, Phycologist
Louisiana State University
Sea Grant Oyster Hatchery

What She does:
I work at an oyster hatchery operated by LSU Sea Grant. Here we grow polyploid Crassostrea virginica oysters for research and development for the oyster industry, as well as restoration working with the Louisiana Department of Wildlife and Fisheries (LDWF). As the Phycologist I am responsible for culturing all of the microalgae that is fed to our broodstock and larval oysters (our system can generate up to 2800 L of algae a day). I also help spawn oysters, culture the larvae, and many other miscellaneous tasks that need to be completed in the hatchery.

Favorite Aspect of job:
My favorite aspect my job is that I’m not chained to a desk! I get to work outside, get my hands dirty, and every day is different! It’s also great to be part of restoration efforts. Our hatchery works with LDWF researching different methods for oyster restoration, so it’s great to be part of something that strives to restore the oyster populations to benefit the environment as well as the industry, which many people rely on for their livelihood.

What type of schooling/experience do you think best set you up for this job:
While a background in marine biology is very important, I think the experience that set me up best for this job was working in the aquaculture laboratory as a tech at Roger Williams University. Here I learned many of the skills I execute on a daily basis, but I really learned how to manage my time, figure out what needs to be done, and get it done. Because this job was mostly taking care of animals, I learned quickly that when you work with live animals, the animals must come first and be cared for, regardless of weekends or holidays. This experience also taught me how to roll with the punches, and troubleshoot any problems that I encounter throughout the day, and it’s always okay to ask for some help if you need it.

Another experience that set me up best for this job was my time spent as a Girl Scout. Although being a Scout may not have given me the technical knowledge for my job, it taught me how to think on my own, work individually, the value of teamwork, and how to use my resources effectively. I also learned that hard work and challenges are not something to be feared, but instead to embrace the opportunities that they provide.

Kate Degnan

Kate Degnan- Educator, North Carolina Aquarium

Job Title:
Educator
Education Department
North Carolina Aquarium at Roanoke Island

What She Does:
Kate conducts public education programs at the North Carolina Aquarium on Roanoke Island. The mission of the aquarium is to promote awareness, understanding, and appreciation of the natural resources of North Carolina. Kate facilitates this type of learning by introducing the public to live animals, using the Science on a Sphere technology developed by the National Oceanic and Atmospheric Association (NOAA), playing educational games, or speaking with aquarium divers. Kate has other tasks as well; occasionally she works with the aquarium husbandry staff to help with animal care, each week she dives in the aquariums 285,000 gallon shark tank, and she also helps develop new programs.

Favorite Aspect of Job
Each day is different! Typically within a week, Kate will only teach the same program once or twice since the schedule is so varied. However, no matter how many times Kate teaches a program the delivery and execution of each program is different. Due to the location of the aquarium, people from all over the United States and from different parts of the world visit. Each person who visits has some interest, curiosity, or fear of the animals they encounter. As an educator you must understand their reaction and impart some knowledge so they might be less afraid or more interested and educated. The people make the program.

What type of schooling/experience do you think best set you up for this job?
Kate has found that having experience working with various age groups of students and being able to modify what you teach to suit the audience is extremely important. Kate has a background in marine biology and education psychology; this combination of education has provided Kate with a scientific background but also the understanding of how people learn. Communicating scientific information is important you must be able to translate that information in a way that the public can relate to it and care about it.

Sarah Fawcett

Sarah Fawcett- Chemical Oceanographer

Job Title:
Postdoctoral Research Associate, Department of Geosciences, Princeton University

What She does:
Sarah is a Chemical Oceanographer studying the interactions between the ocean’s major chemical cycles (specifically nitrogen and carbon) and phytoplankton, the floating single-celled plants that generate chemical energy by photosynthesis and support all of ocean life. Photosynthesis is the biological process that converts carbon dioxide into organic carbon, and nitrogen is essential for photosynthesis. One major consequence of phytoplankton photosynthesis is that it lowers the carbon dioxide content of the atmosphere by storing it in the deep sea. Changes in the efficiency of this storage likely explain past changes in atmospheric carbon dioxide, which in turn have affected climate. We know surprisingly little about which phytoplankton in the surface ocean are responsible for taking up the nitrogen mixed into the surface from depth, and for transporting organic matter back into the deep ocean, or if indeed all phytoplankton participate equally in this process. Sarah’s interest is in discovering the sources of nitrogen that different types of phytoplankton use for growth, with a view to understanding whether phytoplankton diversity is important for ocean processes such as carbon storage in the deep ocean, and how this might change if phytoplankton communities change in the future.

 Favorite Aspect of job:
I love going out on the ship to collect samples at sea. Being out on the open ocean reminds me of the “big picture”, of the important reasons why I’m doing the research I do. It’s easy to forget that when I spend long periods of time in the lab. I also really enjoy deploying all the different types of instruments that we use to collect scientific samples at sea; some of the engineering that goes into making oceanography happen is genius!

 What type of schooling/experience do you think best set you up for this job:
I got my bachelor’s degree in Earth and Planetary Science, and was first introduced to marine chemistry during the two summers I spent as an undergraduate on the Great Barrier Reef, reconstructing El Niño signals recorded in 10,000 year-old corals. This experience cemented my fascination with how our planet – and particularly our oceans – work. Ultimately, however, taking math and science courses, and taking advantage of field trip and lab work opportunities was the best preparation for this job.

Ali Hochberg

Ali Hochberg -Education and Development Coordinator

Job Title:
Education and Communications Coordinator
Bermuda Institute of Ocean Sciences

What She does:
Varies from day to day, but includes writing press releases, newspaper articles, newsletter articles; managing social media accounts; assisting with the creation of short- and long-term audience and donor development and communication strategies; working with faculty to highlight current and future science endeavors; identifying new avenues of publication and promotion within local and international circles; website content and design development; creation and design of new marketing materials.

Favorite Aspect of job:
Using my science background to translate the work of science faculty and staff into materials that can be understood by wider audiences.

What type of schooling/experience do you think best set you up for this job:
A science background is crucial, otherwise I wouldn’t be able to understand the details of the research taking place, but experience in public education/outreach, marketing/advertising, and writing are also invaluable.

Girl Power In Science

Kaitlin Baird, Women in an H2O World: Girl Power in Science (4)

Kayte Altieri

Kayte Altieri- Associate Research Scholar/Atmospheric Biogeochemist

Job Title:
Associate Research Scholar, Princeton University, Department of Geosciences

What She does:
Katye studies atmospheric biogeochemistry and her research seeks to improve our understanding of how air pollution impacts the ocean. Her postdoctoral work focuses on characterizing the sources and interrelationships among pollutants in rainwater and aerosols deposited in the subtropical North Atlantic surface ocean. Katye conducts her fieldwork on the small island of Bermuda, which is 1000 km off the coast of South Carolina. The rainwater and aerosols collected on the island are analyzed by both chemical techniques and instruments which characterize the types of molecules and provides information on the atmospheric chemistry impacting the pollution as it travels out to the ocean.

Favorite Aspect of job:
I love being on the ocean and traveling around the world to conduct my research. I also really enjoy knowing that my work is helping us understand the world around us and how we can better protect it from pollution.

What type of schooling/experience do you think best set you up for this job:
I was a Chemistry major in college and I did an internship in an Oceanography lab which is where I first became fascinated with the chemistry of the ocean and atmosphere. I recommend studying as much math and science as you can because they will help prepare you for many career paths.

Kate Rossi-Snook

Kate Rossi-Snook- Bay Management Specialist

Job Title:
Bay Management Specialist and Hatchery Manager
East Hampton Town Shellfish Hatchery

What she does:
She works on spawning and growing oysters, clams, and scallops for restoration and enhancement of the natural stocks in East Hampton harbors.

Favorite Aspect of her job:
My favorite aspect of my job is witnessing and contributing to the full cycle of life – spawning the shellfish broodstock and being able to see the cells fertilize within minutes, divide within hours, and become larvae the next day; tracking the growth of the shellfish until they are finally large enough to be seeded; and ultimately watching the baymen and recreational fishers harvest the shellfish and directly benefit from the work we do.

What type of schooling/experience do you think best set you up for this job:
My bachelors in marine biology and my aquaculture experience gave me the scientific knowledge to manage the spawns and care for the shellfish as they grow, while my masters in applied environmental anthropology set the stage for fully appreciating my work and understanding the complexities and importance of a marine resource management approach that takes into consideration and respects the culture and economy of a region as well as the environment.

Missy Stults

Missy Stults- Research Fellow and Doctoral Student

Job Title:
Research Fellow and Doctoral Student (Previously Climate Director for ICLEI-Local Governments for Sustainability)
University of Michigan

What She does:
Works with and studies strategies for building more resilient and climate friendly urban areas. Includes looking at the psychology of environmental decision-making and working with local stakeholders to devise practical solutions to local climate action.

Favorite Aspect of job:
Working with people. I absolutely, unequivocally love working with people. Research is fascinating, but it’s only through the application of research that really difference can be made. This is particularly true with an issue like climate change that, I’d argue, we have a moral imperative to address in meaningful ways by engaging with stakeholders to co-produce useful and usable tools, resources, and information.

What type of schooling/experience do you think best set you up for this job:
My undergraduate training in marine biology and environmental science afforded me the critical thinking skills necessary to be successful in my current role. My graduate degree in climate and society gave me the content expertise needed to truly understand the science behind climate change and variability. However, it was the skills I acquired on the job that made me the most qualified to do the work I’ve been blessed to do. I hope that my doctorate will allow me to refine these skills and give me the remaining training I need to really transform the way we think about urban climate action.

Joanna York

Joanna York- Assistant Professor and Coordinator of Undergraduate Program

Job Title:
Assistant Professor and Coordinator of Undergraduate Program
University of Delaware, School of Marine Science and Policy

What She does:
My job includes both teaching and research.

Favorite Aspect of job:
I’m torn here. I love my research which focuses on investigating the sources and impacts of nutrients in estuarine systems. I get to do field work ranging from small boat work to groundwater sampling, and those days are always wonderful– exhausting and wonderful. Lab work is challenging and time consuming, but it produces the cool data that allow me to piece together the story of how the system works. The other part of my job that gives me great satisfaction is teaching. I teach several of the introductory courses our program in Marine Biology and I love working with young people and getting them excited about this field of science. Best are probably the field trips we take. The highlight last year was a moonlit horseshoe crab spawning survey.

What type of schooling/experience do you think best set you up for this job:
My undergraduate work in general, and specifically a semester abroad spent studying marine biology and ecology probably had the greatest impact. Those experiences sparked my interest in the field and provided the enthusiasm to consider working towards a PhD, which is a requirement for academic jobs.

Diane Wyse

Diane Wyse- Graduate Graduate Student (Oceanography/Marine Science)

Job Title:
Graduate Student (Marine Science/Oceanography)
Moss Landing Marine Laboratory
Moss Landing, California

What She does:
Diane is working towards her Masters degree in Marine Science in the Physical Oceanography Lab at Moss Landing Marine Laboratories on the Monterey Bay.  Her thesis project focuses on data analysis of multiple oceanographic sensors from the Monterey Bay Aquarium Research Institute’s (MBARI) Dorado autonomous underwater vehicle.  She is specifically interested in determining what we can learn about plankton community composition from the Laser In-Situ Scattering and Transmissometry sensor, which detects particle sizes in the upper water column.  Diane developed her thesis ideas and questions from work she began during her summer work at where she performed the Drew Gashler Internship.  In addition to taking classes and working on her thesis proposal, Diane has worked as a Research Assistant for the Central and Northern California Ocean Observing System, managing the public data portal and oceanographic sensors at MLML.

Favorite Aspect of job:
Diane enjoys the adventure of collecting data for her projects and others, whether it is on a research vessel or on SCUBA.  The challenges of processing, analyzing, and presenting oceanographic data to address questions about dynamics in a marine ecosystem are among the most rewarding aspects of research.  Diane also feels very fortunate for the opportunities to live in beautiful, outdoorsy, and sometimes remote locales in order to study marine science.

What type of schooling/experience do you think best set you up for this job:
A background in biology and marine science internships from her undergraduate career helped solidify Diane’s interests and background in oceanography.  Exploring a variety of research experiences as an undergraduate was crucial in building a foundation for graduate-level research science.  Diane believes that pursuing research and field opportunities in multiple disciplines was and remains among the best ways to be a well-rounded and informed marine scientist.

Thanks for reading, stay tuned for more careers!

Girl Power in Science

Kaitlin Baird, Women in an H2O World: Girl Power in Science (3)

Rachael Heuer

Rachael Heuer- Doctoral Student/Research Scientist

Job Title: Graduate Student, Rosenstiel School of Marine and Atmospheric Science, University of Miami
Division: Marine Biology and Fisheries
PhD Research area: Fish physiological response to ocean acidification

What She does:
Rachael is a third year graduate student researching the impacts of future predicted oceanic carbon dioxide levels on marine fish. As atmospheric carbon dioxide levels are increasing, the ocean is taking up more CO2, making it more acidic and causing potential challenges for a variety of organisms. Most of her research is conducted in a laboratory setting, where she is able to manipulate seawater to mimic future predicted conditions and see how this affects the physiology of fish. She is responsible for performing the experiments, analyzing the data, and making sure her results are shared with other scientists.

Favorite Aspect of job:
Rachael’s favorite part of the job is performing experiments that could help others better predict what may happen to fish populations in the future as our oceans become more acidic. She enjoys carefully planning out controlled experiments to look at how a fish’s body is responding to high CO2 levels. She also enjoys traveling to conferences where she can learn the most up-to-date information in the field from other students and scientists.

What type of schooling/experience do you think best set you up for this job:
Rachael received a degree in Zoology, but ended up conducting research in Marine Biology. Having good grades and a general science background is important, but prospective employers and supervisors are most interested in your experience and passion for the subject. Rachael’s best advice for students considering a career in science is to immerse yourself in the scientific process by volunteering agency or a scientist to get an idea of all aspects of the job. The variety of research that can be conducted on the ocean is very broad, so it is important to find the subject that interests you the most. Rachael also spent three years teaching high school science prior to beginning a graduate degree, which showed her the importance of communicating science with the public.

Julia Lawson

Julia Lawson- Graduate Student/Researcher (Marine Biology/Conservation)

Job Title:
MSc Student with Project Seahorse
Zoology Department/Fisheries Centre
The University of British Columbia

What She does:
Seahorses are little fish that are heavily harvested for their use in traditional Chinese medicine, the aquarium trade and curiosities. Scientists estimate that as many as 20 million individuals are traded annually, yet very little is known about seahorse basic biology, which has made it difficult to determine how seahorse populations are responding to this harvest. My research focuses on seahorses in Thailand, the largest exporter of seahorses globally. I will be using life history parameters like number of offspring produced, seahorse sex, size and reproductive state to determine how susceptible seahorses are to the current harvest. The results from my study will be used to assist Thailand and other countries in Southeast Asia in developing better management plans for seahorses.

Favorite Aspect of job:
I am always amazed and surprised by coral reef ecosystems, and love watching and learning new things about coral reef fish and invertebrates. I only began working with coral reefs in Bermuda in 2008 and since then I have seen so many amazing things and learned so much. From learning in Bermuda that surgeonfish get their name because of a tiny ‘scalpel’ on the base of their tail, to swimming with manta rays, seeing a tiger shark and hearing humpback whales in Australia, every day in the field is full of surprises.

What type of schooling/experience do you think best set you up for this job:
I completed my undergraduate degree at Dalhousie University, where I was also a student in the Science Co-op Program. The Co-op program allowed students to alternate work terms with academic terms, gaining hands-on work experience. While in the program, I spent two semesters interning at the Bermuda Institute of Ocean Sciences where I completed my honours research on coral reef reproduction and recruitment. My internships in Bermuda opened many doors for me, especially since i earned my AAUS Science Diver certification. After graduating I worked as a research assistant in the Bahamas looking at invasive lionfish, I worked for the Canadian Department of Fisheries and Oceans analyzing deep sea sponges on the Grand Banks of Newfoundland, and most recently I worked as a research assistant for the University of Queensland on Heron Island with a PhD student looking at surgeonfish grazing impacts. Not being afraid to go to new places and try new things is critical, and using connections from previous experiences has helped me expand my research experience.

Stacey Goldberg

Stacey Goldberg- Graduate Student/Researcher  (Marine Biology/immunology and natural product/drug discovery)

Job Title:

Ph.D. Graduate Student
University of Prince Edward Island
Biomedical Sciences/Marine Natural Products

What She does:


Marine natural products, otherwise known as secondary metabolites, are structurally complex chemical compounds with well-defined biological targets.  They provide a validated starting point for drug discovery as a chemical scaffolds.  As the need for new drugs becomes vital to combat multidrug resistant pathogens, marine natural products research is on the rise.  This area of science seemed a clear direction for me to pursue due to my interests in a combination of subjects including marine biology, immunology, and biochemistry.  I am currently completing my first year as a graduate student at University of Prince Edward Island (UPEI) in the Biomedical Sciences Department within the Atlantic Veterinary College.  I am working in the lab of Dr. Russell Kerr, a leading marine natural product scientist, alongside an exceptional group of faculty, scientists and students.  My research will focus on the assessment of marine sponges and their associated microbiota to produce bioactive halogenated natural products, and to investigate the biosynthetic origin of these metabolites.

 

Favorite Aspect of job
:

More than anything, I appreciate the process of scientific investigation.  As a graduate student, I am already learning the tools necessary to critically evaluate, think creatively and independently, and establish clear objectives.  I enjoy feeling a sense of accomplishment and fulfillment when being involved in the completion of a project in order to address a question or hypothesis.  It took some time to discover my version of a “dream job”, which utilizes biotechnological advancement for the purposes of exploring our oceans to exploit novel chemistry for potential therapeutic applications.  Such is why I chose marine natural products research to further my education, as I my biggest hope is to make some small contribution to science and quality of human life.  And, scuba diving to collect marine specimens for my research is not bad either.

 

What type of schooling/experience do you think best set you up for this job:

There are a few key experiences/positions that I think best prepare me for being a successful scientist.  Some of my experience includes working as a research technician at Johns Hopkins University (JHU) in the cancer research department, and working as research scientist in the immunology department at a non-profit Tuberculosis vaccine development company.  Just prior to entrance into my current program, I participated in a graduate internship at Harbor Branch Oceanographic Institute (HBOI) with Florida Atlantic University (FAU).  I worked in the Biomedical Research Department under the mentorship of Dr. Esther Guzmán and Dr. Amy Wright, a distinguished marine natural products chemist.  It was designed to provide hands-on experience in a research environment in areas that include immunology, drug development, and marine natural product chemistry.  It was a perfect segue into my current graduate studies program, and an exceptional experience that assisted in honing in on my true career and life goals, to be a better scientist and genuinely challenge myself.

Girl Power in Science

Kaitlin Baird, Women in an H2O world: Girl power in science (2)

A few more career ideas from these exciting women!

Hillary Kates

Hillary Kates- Aquaculture Research Technician

Job Title:
Aquaculture Laboratory Technician
Algenol
Bonita Springs, Florida

What She does:
Research and development with blue-green algae, creating an algal technology platform for the production of ethanol. Basically, the company’s mission is to make an affordable and renewable biofuel out of algae for less than a dollar a gallon!

Favorite Aspect of job:
I get to work both outdoors and indoors working on everything from the aquaculture to the physiology of the algae. Its a fast-pace milestone-driven company so there is always something new to be learned!

What type of schooling/experience do you think best set you up for this job:
The National Science Foundation funded Research Experience for Undergraduates program in Bermuda provided me with an introduction to this field and with an exceptional experience that allowed me to find a job in it!

Karen Sullam

Karen Sullam- Researcher and student

Job Title:
Graduate Student Researcher, Ph.D. Candidate at Drexel University, Department of Biodiversity, Earth and Environmental Science

What She does:
Karen researches the ecology and evolution of fish and their gut bacteria. She uses three model systems for evolution to test her hypotheses about what shapes bacterial communities in fish and in their environment. These include guppies from Trinidad, which have locally adapted to stream environments with and without predators, Sticklebacks from Switzerland that either live in lake or stream environments, and cichlids from Africa that have adaptively radiated in Lake Tanganyika and consume incredibly diverse diets. Karen uses both collections from the wild and experimental manipulations to analyze the bacteria from fish and figure out what shapes their communities, with particular focus on fish diet, ecology and evolutionary history. She also works as a teaching assistant and teaches introductory biology to undergraduate students at Drexel University.

Favorite Aspect of job:
She has two favorite aspects of her job: learning and traveling. She really enjoys working in an academic setting because it provides an intellectually stimulating environment. As a student at a university, she has many opportunities to meet other scientists, hear different lectures and discuss ideas with other students or professors. She also loves having the opportunity to travel for her work. She has been able to go to Trinidad to conduct fieldwork there, and she has been on a Fulbright Scholarship to Switzerland. Both experiences provided a great opportunity to learn more about the natural environment and diverse cultures from different parts of the world.

What type of schooling/experience do you think best set you up for this job:
A bachelors degree in biology or a related field is necessary to become a PhD student in her field. Some students first complete a master’s degree, but it is not required for many programs in the United States. She also encourages people to apply to different scholarships and grants. The application process itself is a learning experience, and being awarded one can be life changing!

Kerstin Kalchmayr

Kerstin Kalchmayr- NY Oyster Program Coordinator

Job title:
NY Oyster Program Coordinator
NY/NJ Baykeeper

What She does:
I manage the field aspect of the Oyster Restoration Research Project (ORRP). The ORRP is a multi-partner pilot study to understand how best to reintroduce oyster reefs to NY harbor. I schedule and coordinate field trips with partners, and oversee and manage all the data collection (biological and water quality) out at our experiment oyster reefs.  Part of my job is also to go out into the community and spread the word about the project and why oysters are so important. I also coordinate our Oyster Gardening Program, an environmental stewardship activity engaging New York City residents in taking care of a small cage of oysters. This program aims to reconnect NYC residents with their forgotten waterways and has grown in popularity over the years.

Favorite Aspect of Job:
My job has a nice balance of desk work and field work. I really enjoy being out in the field whether it’s on a boat or in waders come rain or shine. I see the city I live in (New York City) from an angle that many never get to see it from. I enjoy being close to the natural world, and keeping track on the daily tide levels and moon phases which I need to be aware of in order to schedule field trips. Because of the educational outreach aspect of my work I also come into contact with a wide variety of people, which is also an aspect of my job that I love.

What type of schooling/experience best set you up for this job:
For my undergrad I majored in Botany and Zoology so that definitely helped set me up to work in the environmental field. During my studies I volunteered in research projects as much as I could. Moving to a new city after my studies I found that volunteering for environmental organizations was a great way to break into the local environmental scene and meet the people involved. I feel it definitely helped me in getting my current job at NY/NJ Baykeeper.

Kathleen Mimoy Silvano

Kathleen Mimoy Silvano- Biological/Satellite Oceanographer

Job Title:
Biological (and Satellite)  Oceanographer

What She does:
I study these microscopic organisms in the ocean called plankton. These cute little creatures are key players in ocean processes like carbon cycle, fisheries, algal blooms, etc. Part of my job is to go out to sea to measure their abundance, and distribution in a certain area to find out how much they are contributing to the ocean processes mentioned above. I also look into the environmental conditions that could affect plankton to understand their dynamics. Getting measurements at sea means collecting seawater with plankton to be analyzed under a microscope, and deploying instruments that records information about the water at different depths. Another tool that I use to study the ocean are satellite images, a technique called satellite remote sensing. These satellite images are like “pictures” of the earth taken  from outer space, and may look simple but actually contains a lot of information on synoptic spatial coverages that cannot be achieved by going out to sea for days. Besides plankton applications, my colleagues and I use satellite images to detect and study coastal habitats (i.e., coral reefs, seagrass and seaweed beds and mangroves), and processes. This part of the job takes me underwater, diving to survey these habitats and moore instruments that would record water conditions for longer periods of time.

Favorite Aspect of job:
What I like most about my job is doing fieldwork, being out at sea, interacting and learning from other people from different fields. Handling instruments for me is fun as I usually call them my “toys,” and remote sensing is similar to putting colors in a coloring book but doing it in a hi-tech way with a computer, and finding the stories behind it.  Seeing the wonder below the surface (diving) helps me appreciate and reminds me why I am doing this job in the first place. The most fulfilling part about my job however, is when we (colleagues and I) impart to local communities and kids what we do and what we have found out; or see our study outputs (e.g., satellite maps and scientific results) actually being used by communities for fisheries, environmental management and policy making. Of course there’s much, much more work and technicalities behind the  “playing” and “coloring”, but this is just a way of saying how I’m enjoying what I do.

What type of schooling/experience do you think best set you up for this job:
Basic Biology would be a lot of help as well as being technically inclined to work with all sorts of tools. The biology doesn’t have to be specialized, as my background is actually pre-medicine biology. But I would say hands-on field experience and exposure is very valuable because it teaches things that cannot be learned inside a classroom or from a book. Luckily, I had the chance to have sea-time experience which I complemented with formal classroom trainings.

Marine Science Institute- University of the Philippines: my long-term affiliation (since I graduated B.S. degree, and where I actually worked as a biological oceanographer and on remote sensing on several projects. Main sites are Philippine waters, South China Sea, West Pacific boundary.

NF-POGO – BIOS: short-term training to update on techniques. Sites: North Atlantic, Sargasso Sea

Phytoclima Proj. – Universidade do Algarve (Portugal): current affiliation where we study phytoplankton responses to climate change. Site: Southwest Iberia.

Pamela Marsh

Pamela Marsh- Coastal Geologist

Job:
Coastal Geologist, most recently consulting with the National Park Service on Barrier Island Restoration in the Gulf of Mexico.

What the job entails:
This position entails planning and conducting field studies related to sediment transportation along the barrier islands of the northern Gulf of Mexico.  It also involves reading landscape construction plans, technical documents, and regulations prepared by various branches of the federal government, state governments and environmental groups and providing scientific insight and comments to ensure that what is planned is within the realm of scientific possibility and that actions are based on science and not just on wishful thinking and on what is cheapest in the short run but more destructive in the long run. This position involves attending numerous meetings with people from a variety of government and non government organizations and acting as a liaison among the various organizations and being the person who is in the field making sure that the project work is being performed to specifications.  I am the translator who takes the scientific information and explains it to the non scientists.

Favorite aspects of the job:
I enjoy the field work most, especially the two weeks I got to spend aboard a coring ship in the Gulf of Mexico running a vibracorer to collect sediment samples from the sea bottom to see what type, color and size of sediment was present.  I also enjoy finding the flaws in the plans so they can be addressed before they cause problems.

What type of schooling/experience do you think best set you up for this job:
I have a variety of degrees that helped me prepare for this job.  I have an associates degree that focused mostly on communication.  Communication is very important when working with people, especially people who come from different backgrounds and don’t necessarily understand each other’s priorities and concerns.  I have a bachelors in Geography with a focus in Oceanography that gave me the opportunity to learn how the ocean works.  I have a masters and PhD in Geological Sciences that taught me how to design and carry out scientific studies and how to do field work.  Getting graduate degrees also required me to learn to read technical papers to understand the content and taught me to question what I read.  Not everything that is published is correct and it’s important to remember that.  I have a teaching background that comes in handy in explaining things to people who don’t have much background in the subject.  I think all these things are important in order to do this sort of job well.  While a graduate degree may not be strictly required for a job of this type, all the scientific staff have PhDs and all the regulatory staff have at least a masters on this project.

We are not done yet preview more aquatic careers coming up soon!

Girl Power in Science

Kaitlin Baird, Women in a H2O world: Girl Power in Science (1)

Hi Everyone!

Me again! As my journey with NOAA 2012 comes to a close I decided to expand my list of women who work on, in, and with the biology, chemistry, physics and geology of our H2O world. I hope these women will be both an inspiration to you (as they are to me) as you search for the right career for you as well as a source of information on just how many avenues there are for women in aquatic sciences. This list merely scratches the surface!

Girl Power in Science

I will be introducing new women to you on each blog, so stay tuned!!

Marci Cole

Marci Cole- Coastal Ecologist

Job Title:
Coastal Ecologist
Save The Bay
Narragansett Bay


What She does:
I oversee our salt marsh monitoring program for restoration projects. Recently I’ve designed and implemented a state-wide salt marsh assessment to see how Rhode Island’s salt marshes are faring with respect to rapid sea level rise. The attached photo is of me monitoring changes in surface elevation at Gooseneck Cove salt marsh in Newport, Rhode Island, one of our restoration sites.

Favorite Aspect of job:
Field work! I love being out in the salt marsh, especially in the fall. The colors are beautiful. I also am lucky to work with a number of great people from different organizations around the state.

What type of schooling/experience do you think best set you up for this job:
I have a Ph. D. in Coastal Ecology, which certainly helps, but I think a lot of knowledge can also be gained through experience. Internships are fantastic ways to find out if a topic is of interest to you. The kind of field work I do is not for everyone, and I think it’s great to find out if you like it before you invest years in education.

Beth Basinski

Beth Basinski
PADI Staff Instructor/manager

Job Title:
PADI Staff Instructor, Manager
Cane Bay Dive Shop
St. Croix, USVI

What She Does:
I am currently a PADI Staff Instructor, USCG 100ton Master Captain and Manager at Cane Bay Dive Shop, a very prominent 5 Star IDC Facility in the US Virgin Islands.  Aside from running a staff of 11 PADI instructors on a day to day, I instruct all levels of dive training through Open Water Scuba Instructor.  Having just completed my PADI Tec 45 Sidemount Course, I hope to continue my training to become a Tec Sidemount Instructor, allowing  students and myself to enjoy the depths of which most divers never get to see.

In my free time, I also makes an effort to help educate the small island of St. Croix about the need for marine conservation and sustainable resources.  I spend time working with kids throughout the island to open their minds and help them appreciate and protect the amazing natural resources of the Caribbean.

Favorite Aspect of Her Job:
It’s truly a toss-up between using my education in marine science to help educate divers and non-divers alike about the need for marine conservation and the joy that I get when one of my students sees the underwater world for the first time.  Either way, I try to implement a sense of responsibility and respect for the marine environment and being able to do that either in the classroom or in the water with SCUBA students is very rewarding.

What type of schooling/experience do you think best set you up for this job:
I had always known that I wanted to study Marine Biology in University, but I was never quite sure exactly where it would take me.  Having spent an amazing 4 years earning my BSc in Marine Biology at Roger Williams University, I was introduced to a plethora of options.  I also had a strong affinity for conservation and volunteering, which led me to travel the world and expand my global education.  After working with a non-profit marine science program in Mexico, spending time in Belize and Costa Rica and working for the Department of Marine Fisheries in Massachusetts, I found that what I really wanted to do was help others see WHY all the work that scientists and researchers do is important.  I attribute my ability to “do what I want” to my education in marine biology and being able to couple that with SCUBA.  I’m not one who is much for spending time in a lab or collecting data (been there tried that) but I would love to help inspire others, adults and kids alike, to use SCUBA as a means to further their potential in the marine science world!

Megg Reynolds

Megg Reynolds- Marine Science Technician

Job Title:
Marine biology technician
Northeast Fisheries Science Center
NOAA Fisheries Service
National Oceanic and Atmospheric Administration

What She does:
Processes age structures (scales and otoliths) from different species of fish for the age and growth lab in Woods Hole, MA

Favorite Aspect of job:
I love that I am able to go out to sea! Participating in the at-sea surveys is a great way to learn how to sample fish and it gets you away from the office for a little while.  I also love that I am working in the field that I have wanted to work in since the age of 15.

What type of schooling/experience do you think best set you up for this job:
When I was in high school, I volunteered at the New England Aquarium in Boston.  That experience set the groundwork for my love of marine biology.  In college, I majored in Biology with a concentration in Environmental Biology.  I also completed a field course studying tropical marine ecology on the east coast of Australia.  All of these experiences showed me that with a lot of hard work I could get to where I wanted to be.

Kascia White

Kascia White- Student and Research

Job Title:
Student, Saint Mary’s University Halifax, Nova Scotia Canada
Bermuda Intern at the Bermuda Institute of Ocean Sciences (BIOS)

What she does:
I participate in coral reproduction and recruitment experiments that seek to pinpoint the effect of Ocean Acidification on two predominant coral species in Bermuda, Porites asteroids and Favia fragum. I collect the adult corals by scuba diving the reef system; house the coral in the wet lab during spawning and collect coral larvae as the adults spawn. A 2-4 week experiment is conducted using the coral larvae using various CO2 levels as well and temperature and feeding constraints. The data is collected and later processed after the experiment at both the Bermuda Institute of Ocean Sciences as well as Woods Hole Oceanographic Institute.

Favorite aspect of job:
My favorite aspect of the job is definitely SCUBA diving. In order to attain the coral recruits, the adult corals are collected from various reef systems along the Bermuda platform. They are returned to the reefs after they have commenced spawning and their larvae have been collected for experimental purposes. The diving experience I have gained while Interning at BIOS for the past five years is incredible. The amazing reef systems surrounding Bermuda are beaming with biodiversity and getting to view and explore these natural wonders for scientific purposes makes it that much more extraordinary.

What type of schooling/experience do you think best set you up for this job:
If there is anything that I have learned it is that experience is key! I became interested in science at a young age and realized that the only way to assure that this is the career I want to pursue is to get involved in whatever aspect of science I can. I am currently obtaining a Bachelors of Science with honors in Biology degree and a minor in psychology (Saint Mary’s University, Halifax NS). Even if you know your ambitions it is easier to start with a general undergraduate degree and specialize at the graduate level so that there is more room for change.

Lica Krug

Lica Krug- Research assistant

Job Title:
research assistant
2013 PhD student in Marine, Earth and Environmental Sciences
University of Algarve, Portugal.

What She does:
I am an oceanographer with a MSc in remote sensing. With my current research, I use time series of satellite data to study the relation of phytoplankton variability with changes on the environment off southwest Iberian Peninsula. Satellite oceanography is a pretty broad field. I have already worked with estimation of bathymetry in estuaries, prediction of coral bleaching, mapping ecosystem sensitivity to oil spill and ocean/atmosphere CO2 exchange calculations.

Favorite Aspect of job
:
I am a little bit of a geek. I enjoy computer programming and we use it a lot for satellite data processing, but it is not easy, at least for me. I love the feeling when I finish a script that can process 15 years of daily images with a single command. I feel vert smart! 
And, of course, there is the validation data cruises. We have to make sure the satellite is giving us correct data, so we have to go out in the field and collect some samples. Summer cruises are great, but I’m not a big fan of the winter ones…my stomach doesn’t appreciate at all!

What type of schooling/experience do you think best set you up for this job:
You have to have some knowledge on ocean processes and spectral behavior of ocean, atmosphere and their constituents. Also, geoprocessing (GIS analysis) and programming basic skills.

Thanks for reading! Thats it for today! Check in soon for 5 new ladies sharing their stories.

Alicia Gillean, Scientist at Sea Video, October 18, 2012

Alicia Gillean, Adventure at Sea 2012 Video, October 18, 2012

Kaitlin Baird: Did You Know? September 25, 2012

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s Northeast Fisheries  Science Center
Geographical Area: Back in port! Newport Rhode Island
Date: September 21st

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Location Data:
Latitude: 41’53.04
Longitude: 71’31.77

Weather Data:
Air Temperature: 13.8 (approx.57°F)
Wind Speed: 10.01 kts
Wind Direction:  North
Surface Water Temperature: 19.51 °C (approx. 67°F)
Weather conditions: overcast

Science and Technology Log:

I thought I would end my trip on the Henry B. Bigelow with some fun facts!

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Did you know?

The Fisheries Scientific Computer System (FSCS) is able to prompt the data recorders with all actions needing to be performed for a particular species. It is coded with unique barcodes for every sample taken. Back in the laboratory all scientists receiving samples can receive all the information taken about the given organism by scanning this unique barcode!

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Barcoding for species caught on cruise for further analysis

Did you know?
Science crew operating on the back deck are required to wear an Overboard Recovery Communications Apparatus (ORCA). This system if it is activated sends a signal by way of radio frequency to a receiver on the ship’s bridge. This system responds immediately to the ship receiver and has a direction finder to help locate the man overboard.

Me getting ready to head to the back deck with my ORCA around my neck

Personal Log:

It would take me hours to go through all of the amazing creatures we caught and surveyed on this trip, so I thought I would write some fast facts about some of my favorites! Enjoy!

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Did you know?

The male spoon arm octopus has a modified arm that passes spermatophores into the oviducts of the female. Pretty neat stuff!

Spoon arm octopus

Did you know?
Stargazers, like this one, have an electric organ and are one of few marine bony fish species that are able to produce electricity.  This is known as Bioelectrogenesis. They also hide beneath the sand with just their eyes sticking out and ambush their prey!

Stargazer

Did you know?
This fish, the Atlantic midshipman, has bioluminescent bacteria that inhabit these jewel–like photophores that emit light! It also interestingly enough uses this function in fairly shallow waters!

Midshipman photophores

Did you know?
Sea spiders like this one have no respiratory organs. Since they are so small gasses diffuse in and out of their bodies, how cool is that!

Sea spider

Did you know?
The flaming box crab, Calappa flammea, uses its scissor-like claws that act as a can opener. It has a special modified appendage to open hermit crabs like a can opener!

Flaming box crab

Did you know?
A female Atlantic angel shark like this one can have up to 13 pups!

Angel shark

Did you know?
Seahorses suck up their food through their long snout, and like the flounders I talked about at the beginning of the cruise, their eyes also move independently of each other!!

Seahorse

Did you know?
Horseshoe crabs, like this one, have blue blood. Unlike the blood of mammals, they don’t have hemoglobin to carry oxygen, instead they have henocyanin. Because the henocyanin has copper in it, their blood is blue!

Horseshoe crab

Last but NOT least, Did you know?
According to the Guiness Book of World Records the American Lobster has been known to reach lengths over 3 ft (0.91 m) and weigh as much as 44 lb (20 kg) or more. This makes it the heaviest marine crustacean in the world! This one was pretty large!!

American Lobster

A big farewell to everyone on the Henry B. Bigelow! Thanks so much, i had a great time and learned a lot! Thanks for reading!

Allan Phipps: From Unalaska to Un-Alaska, September 21, 2012

NOAA Teacher at Sea
Allan Phipps
Aboard NOAA Ship Oscar Dyson
July 23 – August 11, 2012

The bow of NOAA Ship Oscar Dyson!

Mission: Alaskan Pollock Mid-water Acoustic Survey
Geographical Area: Bering Sea
Date: September 1, 2012

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Location Data 
Latitude: N 26° 03.476′
Longitude: W 080° 20.920′

Weather Data from home
Wind Speed:   7.8 knots (9 mph)
Wind Direction: East
Wave Height:    2 ft
Surface Water Temperature: 28.9°C (84°F)
Air Temperature: 30°C (86 °F)
Barometric Pressure:    1016 millibars ( 1 atm)

Science and Technology Log:  

Below are the numbers that Johanna (my fellow Teacher at Sea) put together at the end of our mission.

We completed 44 hauls in our leg of the survey and caught approximately 118,474 pollock.  All of those pollock weighed a collective 24,979.92 kg (= 25 tons)!  Last year’s official total allowable catch (called a quota) for all commercial fishermen in Alaska was 1.17 million tons!

So, we only caught 25 tons/ 1,170,000 tons = 0.00002 = 0.002% of the yearly catch in our study.

The estimated population of pollock in the Bering Sea  is 10 million tons (10,000,000 T).  This means we caught only 0.00025% of the entire pollock population!

So, as you can see, in the big picture, our sampling for scientific analysis is quite TINY!

Continuing with more cool pollock data…

• We identified 7,276 males and 7,145 females (and 2,219 were left unsexed)
• We measured 16,640 pollock lengths on the Ichthystick!
• Pollock lengths ranged from 9cm to 74cm
• We measured 260 lengths of non-pollock species (mostly jellyfish, pacific herring, and pacific cod)
• We collected 1,029 otoliths for analysis

Personal Log:

After two full days of travel including a long red-eye flight across country, I am back in Ft Lauderdale, Florida.  I had the most incredible experience as a NOAA Teacher at Sea on the Oscar Dyson!  The trip was absolutely amazing!  Here are some parting shots taken on my last day in Dutch Harbor, Alaska.

The scientists onboard the Oscar Dyson on this leg of the Alaska Walleye Pollock Acoustic Trawl Survey. From left to right we see fellow Teacher at Sea Johanna, chief scientist Taina, scientists Rick and Kresimir, myself, then scientist Darin.

The bottom-trawl net all wrapped up and ready to off-load. Note the label says “used and abused.” This is to remind workers in the net yard to check and mend the net.  It reminds me that we worked hard and worked the equipment harder.  Sign me up again for another NOAA Teacher at Sea experience!!!

In closing, I would like to thank a few people.  The NOAA Corps officers and deck crew are wonderful and do a great job running a tight ship.  I would like to thank them all for keeping me safe, warm, dry, and well fed while out at sea.  They all made me feel right at home.

The NOAA scientists Taina, Kresimir, Rick and Darin did a fabulous job patiently explaining the science occurring onboard and I appreciate them letting me become a part of the team!  I loved immersing myself back in the practice of real scientific inquiry and research!

I would like to thank the NOAA Teacher at Sea program for allowing me to take part in this incredible research experience for teachers!  Teachers and students in my district are very excited to hear about my experiences and I look forward to continuing to share with them about NOAA Teacher at Sea!  Sign me up, and I’d be happy to “set sail” with NOAA again.

Finally, I would like to thank my readers.  I truly enjoyed sharing my experiences with you and hope that, through my blog, you were able to experience a bit of the Bering Sea with me.

Kaitlin Baird: Women in a H2O World: Girl Power in Science, September 19, 2012

 

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s Northeast Fisheries  Science Center
Geographical Area: Off the Coast of Long Island
Date: September 19th

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Location Data:
Latitude: 40’54.90
Longitude: 73’30.18

Weather Data:
Air Temperature: 18.4 (approx.65°F)
Wind Speed: 10.64 kts
Wind Direction:  Northwest
Surface Water Temperature: 20.08 °C (approx. 68°F)
Weather conditions: sunny and fair

Science and Technology Log:

Ocean acidification have been the buzz words in the shellfish and coral reef world for the last few decades, but how will changes in our ocean’s pH affect our coastal fisheries resources? The Henry B. Bigelow is host to another project to help monitor this very question. The ship has an automated system that draws in surface seawater through an uncontaminated line and feeds it to a spray head equilibrator (seen in photo). Here, this instrument measures the partial pressure of carbon dioxide through an infrared analyzer. Standards are used to automatically calibrate the instrument periodically so it can take data while the fish are being counted and measured. How great is that!

Partial pressure Carbon Dioxide system schematic

It has already been shown and well documented that our oceans are getting more acidic. Something to remember is that our ocean and atmosphere are always in equilibrium in terms of carbon dioxide. Therefore, if we emit more carbon dioxide some of that will be absorbed by the ocean. The rapid changes in development since the industrial revolution have led to more carbon dioxide in our atmosphere and therefore, over time, more diffusing into the ocean. The amount of carbon dioxide our ocean is absorbing has changed its chemistry. Increasing partial pressure of carbon dioxide (through several chemical reactions) makes the carbonate ion less available in the ocean (especially the upper layers where much aquatic life abounds).

This does not mean the ion isn’t there, it just means it is less available. Now why is this important to fisheries? Well, many organisms are dependent on this carbonate ion to make their tests, shells, and skeletons. They combine it with the calcium ion to make calcium carbonate (calcite, aragonite and other forms). If they can’t properly calcify this affects a large range of functions. In terms of commercial fisheries, scientists want to know more how acidification will affect commercial species that make their own shells, but also the fish who call them dinner. Ocean acidification has also been shown to affect other food sources for fish and reproductive patterns of the fish themselves. The fish research at NOAA will concentrate on the early life history stages of fish, as this is their most vulnerable phase. The research priority is analyzing responses in important calcifying shellfish and other highly productive calcareous phytoplankton (base of the food chain). To learn more in detail from NOAA please read this. By monitoring the partial pressure of carbon dioxide at fisheries stations over time, scientists can compare this data with the health, location, and fitness of much of the marine life they survey.

Partial pressure Carbon Dioxide system

Personal Log:
As my time on the Bigelow is drawing to a close, I wanted to highlight some of the amazing women in science on board the ship who play key roles in the research and upkeep of the ship. I have asked them all a few questions about their job and for some advice for young women who would like to take on these various roles in the future! Since we have so many talented women on the ship, please stay tuned for another addition!

Amanda Tong

Amanda Tong — Fisheries Data Auditor, Northeast Fisheries Observer Program

Job Title:
Fisheries Data Auditor with the Fisheries Sampling Branch
Program: Northeast Fisheries Observer Program
NOAA Fisheries Service
National Oceanic and Atmospheric Administration

What she does:
Amanda is responsible for working with the Fisheries Data Editor to be the collator of information received from the Fisheries Observers and more specifically the Fisheries data editors. She is looking for any errors in data reporting from the Fisheries Observer Program and working with the editors who are in direct contact with them.

If you remember in my last blog, I talked about the otolith and length information going to the Population Dynamics group who make models of fisheries stocks. The data from the Fisheries Biology program is also given to this end user. This way the models take into account actual catches as well as bycatch. Other end users of the data are graduate students, institutions and other researchers.

Amanda’s favorite aspect of her job:
Amanda likes being the middle person between the fishing industry while also working for the government. She likes seeing how the data change over the years with changes in regulation and gear types. She finds it interesting to see how the fisheries change over time and the locations of the fish change over time. She also loves hearing the amazing stories of being at sea.

What type of schooling/experience do you think best set you up for this job:  Amanda received a degree in marine biology, which she thinks set her up perfectly. She suggests however that the major doesn’t have to be so specific as long as it has components of biology. The most important aspect she feels was volunteering and learning how to do field work with natural resource management, even if on land. Learning how to properly sample in the field was really important. Amanda is a former Fisheries Observer so she also knows the ins and outs of the program that collects the data she is auditing. This helps her look for easily recognizable errors in the data sets from all different gear types. By gear types I mean trawls vs. gill nets vs. long lines etc.

Robin Frede

Robin — Fisheries Data Editor

Job Title:
Fisheries Data Editor
Branch: Fisheries Sampling Branch
Program: Northeast Fisheries Observer Program
NOAA Fisheries Service
National Oceanic and Atmospheric Administration

What she does:
Robin deals directly with the Fisheries Observers. Fisheries observers are assigned to different boats and gear types up and down the eastern seaboard to record catches and bycatch as well as run sampling protocols. After each trip Robin checks in with the observer for a debrief and they send on their data to her. It is her responsibility to take a good look at the data for any recognizable errors in measurement or sampling error. Since she was a fisheries observer herself, she can coach the observers and help mentor them in sampling protocol and general life at sea. Once she reviews the data set it gets collated and sent off for review by the Fisheries Data Auditor.

Favorite part of her job:
Robin’s favorite part of her job is being a mentor. Having done the program herself previous to her current job she has a full understanding of the logistical difficulties that observers face at sea. She also is well versed in all of the aspects of sampling with different gear types. Since she is no longer at sea on a regular basis one of her favorite aspects is getting to go to sea on a shadow trip to help out new observers. She also participates in one research trip (currently on the Bigelow now), and one special training trip each year.

What type of schooling/experience do you think best set you up for this job:
Robin suggests a Biology basis for this type of job and lots of experience volunteering with field work. Understanding the methodology and practicing are very important to accurate data collection. Accuracy and practice make her job as an editor a lot easier. If you think you might be interested in this type of career Robin suggests the Fisheries Observer Internship. You can find out if you like spending a lot of time at sea, and this line of work, plus get exposure to many sampling protocols.

Amanda Andrews

Amanda Andrews — Survey Technician

Job Title:
Survey Technician
Office of Marine and Aviation Operations
National Oceanic and Atmospheric Administration

What she does:
Amanda wears many hats and goes wherever the Henry B. Bigelow goes. She is in charge of supervising data collection and analysis. She is the liaison between the ship’s crew and the scientific crew.  She is in charge of the scientific equipment function and maintenance. Amanda is the go-to person on each survey during sampling. She also is responsible for helping crew on the back deck.

 Favorite Part of her Job:
Amanda’s favorite part of her job is that the ocean is her office. She lives aboard the Bigelow and where it goes, she goes.

What type of schooling/experience do you think best set you up for this job:
Amanda started out working on the back deck of NOAA ships and progressed to become a survey technician. She suggests having a good background in marine biology and biology in school, but more importantly always be willing to learn.

Nicole  Charriere

Nicole Charriere — Sea-going Biological Technician

Job Title:
Aboard the ship currently: Day Watch Chief
Official title: Sea-Going Biological Technician
Branch: Ecosystem Survey Branch
Northeast Fisheries Science Center
National Oceanic and Atmospheric Administration

What she does:
Nicole’s job entails being at sea between 120 and 130 days a year! She specifically goes out on Ecosystem Survey cruises that she can do some choosing with.  She goes out on bottom trawling, scallop, and clam survey trips. Her job is to help the scientific party either as a watch chief or chief scientist. She has to handle all sampling as well as fully understand all of the survey techniques. She is well versed in the Fisheries Scientific Computer System (FSCS) and needs to know her fish and critter ID. She is the one responsible for sending down all the species already pre-tagged with their ID.  On top of all that she is also responsible for monitoring the censors on the net and regularly replacing them.

Favorite part of her job:
Nicole’s favorite part of her job is not being in an office and being at sea. Her work environment is always changing, as the scientific crew is always changing and so are the species she works with. She enjoys working and meeting new people each cruise.

What type of schooling/experience do you think best set you up for this job:

Nicole says to get to where she is you have to work hard. You might not be the one with the most experience, but if you work hard, it doesn’t go unnoticed. She also suggests networking as much as possible. Get to know what people do and learn from them. She says studying biology was helpful, but not an absolute necessity. Above all, make sure you love what you do and make sure you are excited to go to work.

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Caitlin Craig

Caitlin Craig — Department of Environmental Conservation (NY)

Job Title
Diadromous Fish Department Intern
Department of Environmental Conservation (DEC)
State of New York

What she does:
Caitlin participates in field surveys twice a week that target striped bass. The data are used to look at their migration patterns in Long Island waters.  While at DEC she was also looking at the juvenile fish species in the bays and estuaries of Long Island sounds. Her job entails collecting data in the field, entering it and collating data for the various projects.

Her favorite aspect of the job:
She really enjoys that her job is a mix of office and field work where she can put some of the research and management skills she learned at Stonybrook University into practice. She also really enjoys seeing the many species that call Long Island Sound home.

What type of schooling/experience do you think best set you up for this job:
Caitlin suggests trying to make as many connections as possible, and not to be afraid to ask questions. Programs are always looking for volunteers and interns. If you are interested in working at the governmental level she suggests a postgraduate work in Marine Conservation and Policy (she attended Stonybrook University).

Thanks for reading! Stay tuned for my final blog with lots of critters from the cruise!

Kaitlin Baird: The Importance of Sound, September 16, 2012

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s Northeast Fisheries  Science Center
Geographical Area: Off the Coast of Maryland
Date: September 16th

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Location Data:
Latitude: 37’72.10
Longitude: 75′ 17.02

Weather Data:
Air Temperature: 21.0 (approx.70°F)
Wind Speed: 8.71 kts
Wind Direction:  West
Surface Water Temperature: 22.99 °C (approx. 73°F)
Weather conditions: overcast

Science and Technology Log:

It’s day 13 aboard the Henry B. Bigelow and we have made the turn at our southern stations off the coast of North Carolina and are working our way back to port at some of our inshore stations off the coast of Maryland. You may wonder how each of the stations we sample at sea are chosen? The large area of Cape May to Cape Hatteras are broken into geographic zones that the computer will assign a set amount of stations to, marking them with geographic coordinates. The computer picks a set number of stations within each designated area so all the stations don’t end up all being within a mile of each other. Allowing the computer system to pick the points removes human bias and truly keeps the sampling random. The vessel enters the geographic coordinates of the stations into a chartplotting program in the computer, and uses GPS, the Global Positioning System to navigate to them.  The GPS points are also logged on a nautical chart by the Captain and mate so that they have a paper as well as an electronic copy of everywhere the ship has been.

You may wonder, how does the captain and fishermen know what the bottom looks like when they get to a new point? How do they know its OK to deploy the net? Great question. The Henry B. Bigelow is outfitted with a multibeam sonar system that maps the ocean floor.  Some of you reading this blog might remember talking about bathymetry this summer. This is exactly what the Bigelow is doing, looking at the ocean floor bathymetry. By sending out multiple pings the ship can accurately map an area 2.5-3 times as large as its depth. So if the ship is in 20 meters of water it can make an accurate map of a 60 meter swath beneath the boats track. The sonar works by knowing the speed of sound in water and the angle and time that the beam is received back to the pinger . There are a number of things that have to be corrected for as the boat is always in motion. As the ship moves through the water however, you can see the projection of the bathymetry on their screen below up in the wheelhouse. These images help the captain and the fisherman avoid any hazards that would cause the net or the ship any harm.  A good comparison to the boats multibeam sonar, is a dolphins ability to use echolocation. Dolphins send their own “pings” or in this case “echos” and can tell the location and the size of the prey based on the angle and time delay of receiving them back. One of the main differences in this case is a dolphin has two ears that will receive and the boat just has one “receiver”. Instead of finding prey and sizing them like dolphins, the ship is using a similar strategy to survey what the bottom of the sea floor looks like!

Bathymetric data being collected by multibeam sonar technology on the Bigelow

Bigelow multibeam sonar (NOAA)

Echolocation schematic courtesy of the Smithsonian Institute

Personal Log:

The last few days I have been trying my hand at removing otoliths from different species of fish. The otoliths are the ear bones of the fish. Just like the corals we have been studying in Bermuda, they are made up of calcium carbonate crystals. They are located in the head of the bony fish that we are analyzing on the cruise. A fish uses these otoliths for their balance, detection of sound and their ability to orient in the water column.

If you remember, at BIOS, we talk a lot about the precipitation of calcium carbonate in corals and how this animal deposits bands of skeleton as they grow. This is similar in bony fish ear bones, as they grow, they lay down crystalized layers of calcium carbonate. Fisheries biologist use these patterns on the otolith to tell them about the age of the fish. This is similar to the way coral biologists age corals.

I have been lucky enough to meet and learn from scientists who work specifically with age and growth at the Northeast Fisheries Science Center Fishery Biology Program. They have been teaching about aging fish by their ear bones. These scientist use a microscope with reflected light to determine the age of the fish by looking at the whole bone or making slices of parts of the bone depending on what species it is. This data, along with lengths we have been recording, contribute to an age-length key. The key allows biologists to track year classes of the different species within a specific population of fish. These guys process over 90,000 otoliths a year! whew!

The information collected by this program is an important part of the equation because by knowing the year class biologists can understand the structure of the population for the stock assessment.  The Fishery Biology program is able to send their aging and length data over to the Population Dynamics Branch where the data are used in modeling. The models, fed by the data from the otoliths and length data,  help managers forecast what fisheries stocks will do. It is a manager’s job to the take these predictions and try to balance healthy fish stocks and the demands of both commercial and recreational fishing. These are predictive models, as no model can foresee some of the things that any given fish population might face any given year (ie food scarcity, disease etc.), but they are an effective tool in using the science to help aid managers in making informed decision on the status of different fish stocks. To learn more about aging fish please visit here.

Otoliths (fish ear bones) that I removed from a Butterfish

You can see here an otolith that is 1+ years old. It was caught in September and that big 1st band is its Year 0. You can see that the black dot demarks the fish turning 1. You can then see the Summer growth but not yet the winter growth. This fish has not yet turned 2, but it will be Jan 1st of the next year.

I have to end with a critter photo! This is a Cobia (Rachycentron canadum).

Cobia caught off the coast of Maryland

Thanks for reading!

Kaitlin Baird: Some Essential Tools! September 14, 2012

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s North East Fisheries  Science Center
Geographical Area: Off the Coast of Cape Hatteras, North Carolina
Date: September 14th

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Location Data:
Latitude: 35′ 10.67
Longitude:  75’33.60     

Weather Data:
Air Temperature: 23.40 (approx.74 °F)
Wind Speed: 2.17 kts
Wind Direction:  Southwest
Surface Water Temperature:2 7.61 °C (approx. 82°F)
Weather conditions: Sunny and fair

Science and Technology Log

One of the things I was curious about was the deployment of these large instruments and the technology that supports it. One of the keys to the deployment of things like the BONGO nets, Continuous Depth Recorders (CTD’s) and the trawl net itself are winches. A winch spools the wire cable that is hooked to all of the instruments and allows them to move up, down and out into the water column. With some of the instruments, like the BONGO’S and CTD casts, a retractable A-Frame is used to lower the cable from the winch. You can see the A-Frame on the right and the winch on the left in the photo below. This winch in particular controls the deployment of the net and connects to two winches on the stern that roll out the net to open up the mouth. The wire is constantly monitored from the bridge on the screen below and is automatically adjusted to maintain equal tension on both sides.

Winch for fishing nets, Tension screen for winches from the bridge and retractable A-frame

Once the net is run out with the aid of the winches, it is constantly monitored for its shape during the tow with a number of different censors attached to the net. There is an autotrawl system that sets the depth of the trawl and the tension of the wires. A Global Positioning System (GPS) plots the position of the net for each trawl so that it can be associated with all organisms caught in the tow. At the end of the tow the winches reel back the cable and a crane brings the net with the catch over to the “checker” where the net is unloaded!

Monitoring the position and shape of the trawl in the water

Personal Log:

The fun part begins when the net opens and all the animals enter the checker. When all of the catch goes into the checker the scientists take a look at the catch, and remove anything too large to go up the conveyor belt. If a fish dominates the catch it will “run”. This means, as it goes down the conveyor belt it won’t be taken off and it will be weighed by the basketful and then a subsample will be taken for further analysis.

The fish are all divided up by species and electronically coded in the FSCS system to be measured. After they are measured, the system will prompt for further analysis for that particular species. If extra sampling of the fish is required,  it is labeled with a printed sticker for the species with a unique barcode that can be scanned to retrieve its record in the database.

Tag for the organisms to designate its ID and what is to be done with it

I thought I’d share some photos with you of some of the unique things we have seen so far fishing today. We are off the coast of Carolina and finishing up our Southern stations today into early morning!

Fish caught off of North Carolina

Catch of the day! Thanks for reading!

Atlantic Sharpnose Shark caught off of Carolina coast

Kaitlin Baird: Let the Fishing Begin! September 8, 2012

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s North East Fisheries  Science Center
Geographical Area: Atlantic Ocean steaming to south New Jersey coast
Date: September 8th

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Location Data:
Latitude: 38° 44.58’   N
Longitude: 73 ° 39.30’  W       

Weather Data:
Air Temperature: 23.2°C (approx. 74°F)
Wind Speed: 5.05 kts
Wind Direction: from N
Surface Water Temperature: 25.29 °C (approx. 78°F)
Weather conditions: Sunny and fair

Science and Technology Log

Other than testing out the FSCS today and learning the ropes, I also learned about another type of tow we are doing on this cruise. When looking at fish stock assessment it is also important to look at the base of the food chain, you guessed it, plankton. Today we were specifically targeting zooplankton, microscopic animal drifters in the ocean that are an important food source for many of the fish and other invertebrates that we are surveying.

When I saw the nets go in, they looked a bit different than those on the R/V HSBC Atlantic Explorer, and I learned a new term, BONGO net. This is the tandem net which we are using  to tow for zooplankton at set locations while we are en route. Unlike the trawl net we tow these on the side of the ship verses the back so there is no interference by the wake made by the ship as it moves through the water. If you imagine a giant windsock with a plastic catchment at the end, this is what these nets look like. The pressure of the water moving through the net forces anything heavy to the “cod end” of the net and sieves the water out of the mesh that makes up the net.

The depth of the net tow is dependent upon bottom depth and protocol at each site, but they normally try to tow pretty close to the bottom (=/- 10 m). A separate, Conductivity, Temperature and Depth (CTD) recorder is also deployed with the nets to understand more about the ocean chemistry at set locations.  There is such a variability when towing for plankton (as it can be quite patchy) that having the two nets gives you more opportunity to capture the diversity of life that is out there. The nets are also two different mesh sizes so that they can catch zooplankton in different size classes.

Bongo Nets being deployed to 60 feet

Personal Log

It was great to get fishing today off of the coast of Maryland. We were all ready to sort anything that came down the conveyer belt. The species get sorted and then brought to the FSCS stations. Here they are measured along with anything else that needs to be done to them. I helped to get otoliths prepared and input data on gut contents, condition and sex.

Kaitlin in the wetlab with left eye and right eye flounder

One of the things I noticed were a lot of flounders, both left eye and right eye. That’s right folks, flounder usually start with one eye on each side of their heads and then eventually (species dependent) it migrates as they mature so that they sit on the bottom with both eyes on top of their heads. Depending on which way they migrate they are designated as “left eye” or “right eye” as you can see in the photos below. Did you know? These eyes can move independently of each other, pretty cool stuff!

Right Eye Flounder (Top) Witch Flounder
Left Eye Flounder (bottom) Four spot Flounder

Stay tuned for more critters! Here is just a shortlist of some that we saw today!

Rosette Skate
Little Skate
Tilefish
Goosefish
Chain dogfish
Fawn cusk-eel
Gulf stream flounder
Four spot flounder
Silver hake
Armored sea robin
LOTS of Squid

Bye for now!

Kaitlin Baird: All Ashore Who Are Going Ashore, September 6, 2012

NOAA Teacher at Sea
Kaitlin Baird
Aboard NOAA Ship Henry B. Bigelow
September 4 – 20, 2012

Mission: Autumn Bottom Trawl Survey with NOAA’s North East Fisheries  Science Center
Geographical Area: Atlantic Ocean steaming to south New Jersey coast
Date: September 6, 2012

Location Data:
Latitude: 41 ° 18.70’   N
Longitude: 71 ° 42.11’  W       

Weather Data:
Air Temperature: 20.5°C (approx. 69°F)
Wind Speed: 4.97 kts
Wind Direction: from N
Surface Water Temperature: 22.2 °C (approx. 72°F)
Weather conditions: Sunny and fair

Science and Technology Log

The purpose of our mission aboard the Henry B. Bigelow is the 1st leg of groundfish surveys from Cape May all the way down to Cape Hatteras with the Northeast Fisheries Science Center. The scientists aboard the ship are interested in both the size and  frequency of fish at different targeted geographic locations. We will be sampling using a trawl net at about 130 different stations along the way, some inshore and some offshore. We will be using a piece of technology called the Fisheries Scientific Computer System (FSCS). This system will allow us to accurately take baskets of different species of fish and code them for their lengths into a large database. This will give us a snapshot of fisheries stocks in the Northeast Atlantic by taking a subsample. The computer system also allows us to see if any other things need to be done with the fish once they are measured. Tasks like otolith (I’ll tell you about these later!) and gonad removal, fin clips or whole organisms sampling may also be done. The computer system will allow us to label each of these requests and assign it a code for scientists requesting samples from this cruise. Additionally, there are scales along with the system for recording necessary weights. We will be sorting fish first by species, and then running them all through the coded FSCS which you can see in the photo below.

Board for magnetically measuring fish

We are currently on full steam to get our first tow in early tomorrow morning. You can track our ship using NOAA’s ship tracker system. Here we are positioned currently passing Block Island.

NOAA Ship Tracker

Can’t wait to tell you more about the FSCS system when we start using it tomorrow!!

Personal Log

We have just pushed off the dock at 0900 and are headed South to start our first  trawl tomorrow morning. Everyone is getting used to the ship and some swells with a few storms in the Atlantic. I am really excited to get to see what comes up in our first tow. I have been assigned to the day watch which means that my shift runs from Noon-Midnight. The two other ladies that share our room will be on the night watch, so there will be a changing of the guard and some fresh legs and recorders.

Darcy and Caitlin two other volunteers learning the ropes

Helly Hansen gear to keep us all dry.

I am looking forward to bringing you some cool fish photos soon! Hello to everyone back  in Bermuda! Stay safe..

Bye for now!!

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