Hello and welcome! My name is Guy (Clark) Sturdevant from Northwest High School in Wichita, KS. You join me as I make final preparations for my two-day journey to Dutch Harbor, Alaska. Once there, I will board the Oscar Dyson and join an amazing science team and crew for a month-long leg of the biennial Eastern Bering Sea Pollock Survey.
As I prepare for this incredible opportunity, I find myself reflecting on the amazing science educators and communicators that helped define my relationship with science. From Mr. Pattonโs sixth grade life science class through graduate studies in the department of Geology at the University of Kansas, the passion, character, and enthusiasm of my mentors and teachers was infectious. In my seven years in the classroom, I have worked to immerse my students in the hands-on practice of science. NOAAโs Teacher at Sea Program will be another amazing opportunity for me to learn from world-class scientists and technicians in hopes of bringing the exciting world of marine science into my high school classroom.
Check in here for regular updates from the Bering Sea!
Science and Technology Log
Next Monday, I will board NOAA Ship Oscar Dyson in Dutch Harbor, Alaska. The Oscar Dyson is a 208 ft. purpose-built research vessel which hosts the Midwater Assessment & Conservation Engineering (MACE) team for the Summer Pollock Survey. The full survey spans nearly three months and hundreds of nautical miles of the Bering Sea and the Gulf of Alaska.
NOAA Ship Oscar Dyson. Photo credit: Ensign Haley Glos (Photo from @NOAAShipOscarDyson Facebook account)
Did You Know?
The Oscar Dyson is named in honor of a fisherman and sustainable fisheries advocate, Oscar Dyson.
A photo of Oscar can be found hanging in the galley aboard his namesake.
Oscarโs fame, however, is eclipsed by his wife, Peggy. Peggy Dyson acted as the โVoice of the North Pacificโ, broadcasting out marine weather forecasts as WBH-29 twice daily for over 30 years. Her voice served fishing communities in the North Pacific, providing valuable information and a familiar voice across the vast span of the open ocean.
Peggy Dyson christening NOAA Ship Oscar Dyson. Photo credit: Ray Broussard.
Data from the Bridge Greenwich Mean Time (GMT): 11:44PM Latitude: 043ยฐ 33.456โ N Longitude: 070ยฐ 38.739โ W Doppler Wind Speed: 17.4 knots (kt) True Wind Speed: 14.06 knots (kt) Wave Height: 5โ Air Temperature: 9.44ยฐC/49ยฐF Wet Bulb Temperature: 7.9ยฐC/46.2ยฐF Bottom Depth: 168 m Sky: Clear
For this post, I tried to step aside from my biologist bias (it was an insightful challenge) and highlight the technical aspects of running an ecosystem science operation. I have provided numerous links to illustrate the path to various careers and future research being conducted with NOAA.
Here comes 2028
Last Buoy
Deploying the last buoy with my Shipmate Ave Cieplinski
Global drifter buoy #3, a.k.a. LaMonster, for those of the class of 2028 taking my course and ready to learn all about our planet and ocean! We are now in the Gulf of Maine after making our way through Georges Bank, where this drifter was deployed at 40ยฐ14.560โN 067ยฐ39.008โW on the southernmost station of this region.
The Gulf of Maine is a semi-enclosed sea bordered by Massachusetts, New Hampshire, Maine, New Brunswick and Nova Scotia. Beneath the surface, Georges Bank helps shape currents and separates the Gulf from the Atlantic south of Cape Cod. Just beyond this boundary, the cold Labrador Current and warm Gulf Stream meet. Inside the Gulf, coastal geography redirects these waters, forming a gyre that pushes cold water southward.
What I find most intriguing is how this balance is shifting; the Labrador Current now carries more freshwater from melting ice, while the Gulf Stream is moving north. These changes matter; many marine species depend on specific temperature ranges, so even small shifts in currents can reshape entire ecosystems. I chose to deploy at this location so that my students will hopefully see the data pattern showing how quickly the drifter moves into the Gulf Stream.
A global drifting buoy, or drifter, is an instrument designed to measure sea surface temperature along with variables such as atmospheric pressure, wind, wave height, and salinity. As these buoys move naturally with ocean currents, onboard sensors collect data and transmit it to satellites, allowing scientists to track their positions over time and map ocean circulation patterns. These drifters provide essential data to validate satellitedata and improve forecasts. A critical feature of each drifter is its drogue, or sea anchor, which extends about 20 meters (65 feet) below the surface. Connected by a long tether, the drogue ensures the drifter follows ocean currents rather than being pushed by wind: without it, the instrument would drift like a lightweight object at the surface.
Through our participation in the Adopt a Drifter program, this technology becomes tangible for students. They can follow real drifters and analyze authentic data in near real time; in this way, theyโre actively engaging with live information and thinking like scientists as they interpret it. I cannot wait for students to discover the origin story next year! At the time of writing this post, the LaMonster had made its way across a degree of longitude in only a few days.
The data generated by these drifters are compiled into a comprehensive dataset providing hourly estimates of sea surface temperature and ocean currents. The buoys last around 400 days but scientists are already trying to improve the power capability, read here. Managed and quality-controlled by NOAAโs Drifter Data Assembly Center (DAC) at the Atlantic Oceanographic and Meteorological Laboratory (AOML), the dataset ensures accuracy and consistency. Rich metadata, such as deployment details, drogue status, drifter type, and identification information, further supports meaningful analysis and real-world scientific investigation such as used here.
Methodology& Careers
(1) Nick Vang, Survey Tech, in front of the continuous flow water system. (2) Computer view of the multi-beam sonar data. (3) Styrofoam cup before and after placement, along with the CTD at depths to illustrate the pressure. (4) Single beam sonar output viewed as the CTD and bongos are deployed. (5) Nick demonstrates the software needed to run and interpret the numerous radars on board.
Meet Nick Vang, a survey tech with NOAA currently serving as an augmenter, a role in which he not only runs operations in the acoustics lab but also coordinates with the science team, deck crew and bridge to ensure the execution of the mission runs smoothly. I just love that title “augmenter” and have decided to use it next in lieu of “teacher” ( I’m kind of joking, but not really; I probably will work it in at some point). This is because we know that, as teachers, we are not just running operations in one particular room on one particular day, but rather focusing on the bigger picture of the whole school year as our mission.
In the acoustics lab, the EM2040 is a high-resolution scientific multibeam sonar system used to collect detailed data from both the water column and the ocean floor. In simple terms, the system works by sending out a cone-shaped sound wave, often called a โpingโ, toward the seafloor down to 300 meters. This sound reflects off the ocean bottom and returns to the ship, allowing onboard computers to calculate the distance traveled. From this information, a map of the seafloor begins to take shape.
The survey tech team refines the raw data by correcting factors such as tides, sound speed and vessel offset, ensuring the measurements align accurately. The techs go through a training program when hired that is specific to using the software used by NOAA ships. One area in which software has advanced is its ability to read any โnoiseโ that is not the actual bottom and compute the depth accurately. The processed data is then transformed into a bathymetric model, a detailed representation of the seafloor, which is used to precisely determine optimal station locations.
(1) The rotary vane hydraulic steering gear that controls the bow thruster. (2) Pumps for the RO (Reverse Osmosis) system. (3) An emergency fire station. (4) Chief Engineer Adam Butters leading the tour. (5) One of 4 diesel engines aboard NOAA Ship Pisces.
The Pisces operates as a diesel-electric vessel, similar in concept to a hybrid car, thereby reducing emissions and supporting NOAAโs goal of achieving net-zero emissions by 2050. The vessel is also equipped with a bow thruster, which is especially useful when holding position. This system works with the dynamic positioning system to keep Pisces precisely in place, counteracting currents and eliminating drift.
We took a tour of the engine room and Chief Engineer Adam Butters guided us through some of the key systems that keep the ship running. The engines and equipment were impressive, and it was clear that the engineering team put in a lot of work to make our mission possible. The engine room was very loud and hot; we wore earplugs for protection, but I could not hear myself think. We started at the water maker unit, which uses reverse osmosis (RO), which turns ocean water into fresh water for drinking, cooking and bathing. Fun fact: this removes all the minerals from the water, so I added an electrolyte mix to my water bottle each day.
Next, he showed us the systems that support the lab. He pointed out the refrigeration system that keeps chlorophyll samples frozen at -80ยฐC. It was interesting to see the equipment that powers everything behind the scenes. The shipโs electrical system is also complex, producing 600 volts of electricity, which is stepped down to power large machines and even further for everyday outlets like the ones in our rooms. In addition, we saw a centrifuge that cleans diesel fuel by separating impurities and water using specific gravity.
(1 ) CO demonstrates use of a sextant. (2) ENS Keene-Connole supervising. (3) CO supervising. (4) Mrs. LaMonte, XO Pestone, Lt Urquhart, CO Sinquefield and Lt Zoller. (5) Lt Zoller. (6) Original Rolls-Royce equipment. (7) CO Sinquefield and Lt Zoller explaining sample station positioning
For me, it was an honor to chat with the commissioned NOAA officers aboard for this survey. My visit to the Bridge included a demonstration of the sextant lesson CO plans to teach as the ship makes its next sail to the Canary Islands, instructions for some of the basics in driving the ship and an explanation of how to read the ship’s navigational screen during sample station deployments.
Iโve learned that the NOAA Commissioned Officer Corps (NOAA Corps) is one of the nationโs eight uniformed services and its officers play a key role in carrying out NOAAโs mission. With a relatively small group, about 360 officers, they support a wide range of scientific and operational programs both at sea and in the air.
While some officers earn a 4-year STEM-based degree, others attend maritime colleges that offer personalized education with career-ready placements. After being selected, officer candidates train at the NOAA Corps Training Center at the U.S. Coast Guard Academy before being commissioned as ensigns. From there, many begin their careers at sea, with about 80 percent of officers serving aboard NOAA ships at some point.
What stood out to me most is the variety in their careers. Officers rotate between sea, aviation, and land assignments every few years, building experience in different roles while supporting NOAAโs work from multiple angles.
Personal Log
First Light Timelapse
I continue to be absolutely amazed at the first light of each day. Each morning, I determine the travel orientation of this ship and which deck, bow or stern, port or starboard, I should visit for the best view.
A very nutritious breakfast
And the food in the galley continues to be excellent, I had a chance to chat with both cooks (Mike x2) and they both absolutely are very appreciated by the crew. Mealtimes on the ship are special, as nearly everyone stops their tasks for a welcome break and nourishment. Several times, the bridge would announce over the radio that they were holding the start of the station until after mealtime.
My students are familiar with Marine Protected Areas (MPAs) as I open the year by teaching about them, that while the world has ONE ocean, I highlight the importance of designating our oceans as distinct sections. The MPA distinction allows students to jump right in, looking at some of the charismatic marine fauna and learning what it means to be a stakeholder. Below is a map of the MPAs located within our national waters and an overview of Stellwagen Bank, a sanctuary where we conducted some of our samplings.
The nutrient-rich waters of Stellwagen Bank have long made it a cornerstone of New Englandโs maritime story, supporting productive fisheries and returning whales, making it a whale-watching destination. This is where I was able to witness mother-calf pairs forage and learn with security and protection. This ecological vibrancy highlights the power of marine protected areas to sustain both wildlife and human use. Within federal waters, the 842-square-mile sanctuary stretches from south of Cape Ann to north of Cape Cod and is New Englandโs only national marine sanctuary.
Alright, itโs time for global drifter buoy #2, a.k.a. THE BUOYS, I am ready for you, class of 2027! This one is for the juniors rising up like the sun on the horizon at first light. We have made our way further north and back into Southern New England waters. This drifter was deployed at 39ยฐ 02.684โ N, 072ยฐ 43.098โ W
Shout Out Class of 2027
The Buoys Going Overboard, Mrs. LaMontewith Nick Vang (Survey Tech)
Science and Technology Log
Research
1- Humpback whale lunge feeding 2- Great Shearwater (Photo courtesy of Chief Scientist Audy Peoples) 3- South Polar Skua (Photo courtesy of Chief Scientist Audy Peoples) 4 – Common dolphin playing in the ship’s wake 5 – A tagged Great White shark I’ve been following near our ship https://www.ocearch.org/tracker/
Animal monitoring is an exciting part of life aboard our research vessel. It doesnโt take much to spark enthusiasm; an alert comes over the radio (not the loudspeaker because we donโt want to wake the sleeping crew!) about animals sighted near the boat, and the crew pops up to the deck (no, itโs not just Mrs. LaMonte), eager for a glimpse of these charismatic marine visitors. Nick Metheny is the dedicated observer for the Pisces on this cruise survey. He is observing and documenting from sunrise to sunset; thatโs some dedication! Meanwhile, NOAA Corps officers on the bridge keep a steady, watchful eye to ensure we safely share these waters with much larger neighbors, including whales.
Nick Metheny is the protected species observer on this cruise
humpback whale was feeding right next to our ship during a station stop!
Beyond these spontaneous moments of excitement, Seabird and Marine Mammal Observers play a critical, structured role within our science team. From their perch on the Flying Bridge, they scan the horizon, tracking everything. Each sighting, species, group size, behavior and any photograph is carefully recorded and cataloged.
These data feed into long-term monitoring efforts, including AMAPPS (the Atlantic Marine Assessment Program for Protected Species). Through this work, NOAA scientists are building a clearer picture of how whales, dolphins, sea turtles, and seabirds move through and rely on these waters. Itโs rewarding to know that those thrilling, real-time sightings of these incredible animals are also contributing to critical research, helping us better understand and protect the vibrant marine life that makes every watch on deck feel a little bit magical.
Artem Dzhulai a Ph.D. candidate in biological oceanography at URI
You are likely familiar with the satellites of the National Aeronautics and Space Administration (NASA), although high-tech, the satellites must be carefully validated. During the NOAA EcoMon cruise, weโre helping to ground-truth NASAโs PACE satellite, which monitors phytoplankton. Artem Dzhulai and Rowan Cirivello are Ph.D. candidates in biological oceanography who study how light interacts with the ocean. When the NASA satellite passes over our ship at noon, they deploy a radiometer to measure how light decreases through the water column.
Rowan Cirivello a Ph.D. candidate in biological oceanography at URI
They also collect water samples, either from CTD Rosette casts or the shipโs continuous water line system (more about that in the next blog). In the lab, the samples are filtered to separate particulate matter (such as plankton) and colored dissolved organic matter (CDOM). This is done repeatedly for validation or โtriplicates for particulates,โ as Rowan puts it. These are analyzed with a spectrophotometer to determine how light and color vary in the water, with some samples sent directly to NASA.
Filter columns for particulates
Advances in technology now allow us to deploy sophisticated instruments that can continuously track individual organisms in the ocean. Two Imaging FlowCytoBots (IFCB) are being used to confirm accuracy. Inside the cylinder tanks, images of individual plankton are taken with thresholds set based on backscattering & fluorescence; for example, lower the threshold for pelagic water with fewer organisms and increase it for neritic (coastal) water with a higher abundance of organisms.
Images being captured in real time
Pair of flow cytobots
Look at how cool it is to see the phytoplankton in real-time!
With these tools, we are not just observing ecosystems, we are witnessing them unfold in real time, opening the door to deeper insight, discovery and innovation in marine science. Ultimately, this work improves our understanding of ocean health and could help fisheries identify productive ecosystems by tracking phytoplankton, the foundation of the marine food web.
Scientific Concepts
Below are some terms you may have learned in a science class before, but are key to understanding why the measurements are being collected as data for the EcoMon survey samples. These parameters, along with nutrients and oxygen, determine the types and abundance of plankton.
Calanus โ genus of copepod, from 20 m bongo – Right whales love these! The darker green sections are oil sacs that provide the lipids.
Plankton – Donโt doubt the drifters, plankton run the world. Despite their name, rooted in the Greek planktos, meaning โwandererโ because they cannot swim against the current, these tiny powerhouses are anything but passive. They are dynamic, influential forces that quietly orchestrate life on a global scale. From fueling marine food webs to regulating the carbon cycle and even shaping weather patterns, plankton prove that impact isnโt about size, itโs about significance.
Euphausia โ genus of krill, from 60 m bongo, I waited a week to find some large ones! These are 6 cm
Temperature, salinity and density vary with depth โ below is a general graph of how scientists might expect parameters to change with depth. In addition to this general trend, scientists will layer in information about a specific location to account for variables such as bathymetry (underwater topography) and latitude. By understanding these general trends, they can determine when changes occur and how they may impact plankton.
Students completing a salinity lab, the โold-fashionedโ evaporation way to obtain the mass of the salt (photo courtesy of York High School)
Conductivity (salinity) – Pure water conducts electricity very poorly. However, when salts such as sodium chloride (NaCl) dissolve, they dissociate into free-moving, charged ions that readily conduct an electric current. As a result, increasing salinity corresponds to higher electrical conductivity. A CTD instrument captures this relationship using a conductivity sensor, which measures how effectively the water transmits an electrical current, a direct reflection of its dissolved salt and ion content.
Fluorescence – Oceanographers rely on chlorophyll (a) fluorescence as a primary biological proxy to estimate phytoplankton concentration and biomass. Phytoplankton cells absorb blue light and re-emit the absorbed energy as red fluorescence (at around 685 nm), which can be efficiently measured and graphed.
Methodology
The Conductivity, Temperature, and Depth (CTD) is an instrument with several physical and chemical sensors: pH, temperature, salinity, oxygen, depth, and fluorescence that collects data at every station from which we collected fisheries data. On the ship, there are two CTDs: one is attached between the bongos and one is attached at the bottom of the Rosette (a circular instrument with bottles for collecting water samples). Depending on the station’s criteria, both are sometimes deployed.
Rosette with CTD beneath Bongos with CTD between
For this instrument, the ship must be diligent in following protocol; one important job for the Able Body Deck Crew is getting the instrument into the water and maintaining the guidelines for the cable lines’ angle and depth. The NOAA Corps officers radio from the bridge, โ10 minutes until bongoโ (I have heard this 100โs of times) and the crew begins operations.
AB Fisherman Abe Sims & Junior Cornell (Chief Boatswain)
Deployment
Lift CTD into water.
Hold at Surface, to allow the CTD to stabilize, the crew receives instructions from the watch scientist for the depths.
Send CTD down to just above the sea floor.
The lab says “fire” to open the bottles.
Lab completes data collection before bringing it to the surface.
Collecting water samples from the cyclinders
In addition to deployment, there are two tasks for this instrument to be completed by the science team: monitoring its deployment in the lab as some data is transmitted instantly and retrieving the water samples that will be processed for additional lab data.
Open valves for the cylinder
Rinse sample bottle 3x
Filter water into the sample bottle for chlorophyll
Collect water in glassware for nutrient testing
This data is used alongside catch data collected from the bongos, allowing scientists to make connections between water quality and fish caught. While the relationship is complex, water quality and marine life abundance are directly related. Water quality and the survivability of marine species contribute to our economic, cultural and public health. This data can help identify potential threats and inform management plans for both water quality and targeted species.
Careers
For this post, Iโll highlight the possible certifications you would need to receive to be hired for these positions.
Boatswain AB-F Todd Fatkin
Boatswain โ If you want to sail our oceans, getting to travel while you work and receive room & board. A typical pathway to becoming a boatswain with NOAA begins by entering the Professional Mariner workforce and building foundational maritime experience. Candidates are required to secure a U.S. Coast Guard Merchant Mariner Credential (MMC). NOAAโs online job portal.
Assisting our dedicated observer
Protected Species Observer โ If you love marine organisms! To serve as a steward of marine ecosystems, monitoring whales, dolphins, sea turtles and other protected species during NOAA operations. Provides real-time guidance to ship crews, to minimize environmental impact. You can travel the world, receive room & board then check out NOAAโs requirements.
First Light Over Atlantic Ocean
Personal Log
The science team on the bulletin board
My office view
The NOAA Ship Pisces has been so welcoming to me as I have become fully immersed in the shipโs daily routine. There is a bulletin board with pictures of the people currently onboard, you can see I am part of the science team, most of whom I have written about or will write about. They even posted a QR to my blog and some of the crew have read along and learned the details of some of the science being conducted onboard. Have I mentioned how much I LOVE the FIRST LIGHT of the day! Just breathtaking. I feel like I am working and on vacation at the same time. For work, I bounce back and forth between washing bongo nets, writing the blog, posting student challenges on Instagram and watching for wildlife. Getting to see so many marine organisms, having delicious choices for breakfast/lunch (also good choices for dinner, but 3 am-3 pm shift, I am already in bed) ready for me and getting to do laundry while I work definitely feels like vacay mode.
Yummy dinner (stayed up past my bedtime)Washing laundryMy closet for the next couple of weeks
Did You Know?
That beautiful Caribbean blue water could be seen from the NASA satellites and it was caused by microscopic phytoplankton. Plankton, specifically phytoplankton, really are in charge! I actually pranked several students into thinking the ship was down in the islands.
Coccolithophore bloom
Coccolithophore bloom seen from satellite (screenshot of NASA Worldview)
Coccolithophores span a broad range of surface environments, from nutrient-rich (eutrophic) waters in temperate and subpolar regions to persistently nutrient-poor (oligotrophic) subtropical gyres. They contribute about 1โ10% of primary production and phytoplankton biomass, with their share rising to ~40% during bloom conditions.
Coccolithophores are among the most significant pelagic calcifiers, producing large quantities of calcium carbonate. The shedding drives a sustained flux of carbonate to the deep ocean, supporting vertical gradients in seawater alkalinity and playing a key role in the carbonate pump. In addition, coccoliths enhance the sinking rate of organic matter and improve the efficiency of carbon export to depth. Over long timescales, this has contributed to the formation of a carbon sink; feedbacks between seafloor carbonate accumulation and the carbon cycle help stabilize Earthโs climate.
Haddock larvae in the shape of Piscesfrom a 75 m bongo sample
NOAA Teacher at Sea
Amber LaMonte
Aboard NOAA Ship Pisces
May 31- June 10
Mission: Northeast Ecosystem Monitoring Survey (EcoMon) Geographic Area of Cruise: Mid-Atlantic Date: June 4, 2026
Data from the Bridge
Greenwich Mean Time (GMT): 8:24AM Latitude: 39ยฐ 02.599โ N Longitude: 072ยฐ 42.161โ W Doppler Wind Speed: 9.97 knots (kt) True Wind Speed: 3.56 knots (kt) Wave Height: 2โ Air Temperature: 15.556ยฐC/60ยฐF Wet Bulb Temperature: 14.5ยฐC/58.2ยฐF Bottom Depth: 287 m Sky: Clear
My Office View
Monitors with the station track
Students plotting coordinates for Duck Current Lab (photo courtesy of York High School)
We are well into our cruise and have been sampling around the Mid-Atlantic today. Each morning, >clears throat<โฆ.at 3 am, I can plan my day from my office window. Luckily, there is high-tech navigational equipment that lets me view my Time To Go (TTG) for the upcoming station and the Estimated Time of Arrival (ETA), since I already understand coordinates and navigation. My students, however, get to label a blank map to illustrate understanding of coordinates when they complete the Duck Current lab.
The first of the drifters has been deployed, YORKYO DRIFT, at coordinates 39ยฐ50.206โN 70ยฐ35.161โW! Shout out, YHS Class of 2026, congratulations!
These are geographic coordinates in the electronic format used by maritime digital equipment. They tell you exactly where a place is on Earth using two measurements:
Latitude (39ยฐ50.206โ N)
Think of latitude like the horizontal lines on a globe (like rings around a ball).
39ยฐ (degrees) โ how far north you are from the Equator
50.206โ (minutes) โ a more precise measurement within that degree
N โ means North of the Equator
Longitude (70ยฐ35.161โ W)
Longitude lines run up and down from pole to pole.
70ยฐ (degrees) โ how far west you are from the Prime Meridian
35.161โ (minutes) โ extra precision
W โ means West of the Prime Meridian
Tossing (deploying) the ball (drifter) –Shout Out Class of 2026
Science and Technology Log
Research
Monkfish larva. Photo from chief scientist Audy Peoples.
Although our focus is on areas where Atlantic Mackerel have historically been, the featured fish for this day of sampling is the monkfish. This is due to the fact that the ocean had not yet produced any larvae large enough to be distinguishable in a photo. Your Atlantic Mack girl really said no paparazzi today! Refer back to the last blog about the expert scientist in Poland identifying fish larvae.
Monkfish Egg Veil. Photo from New England Aquarium.
Juvenile monkfish
The U.S. commercial monkfish fishery spans the Gulf of Maine to the Mid-Atlantic, extending to the continental shelf edge. Female monkfish produce large, ribbon-like egg veils that can contain over one million eggs. These veils drift near the ocean surface with prevailing currents for one to three weeks, depending on temperature, before breaking apart and releasing the developing larvae. Commercial fishing for these fish, like many species, can often result in bycatch. Trawl gear is primarily used in northern waters, while gillnets dominate in the south. Because monkfish are often caught alongside groundfish, this fishery is closely linked to the Northeast multispecies fishery. Management relies on days-at-sea limits and trip caps to ensure sustainability. There is no targeted recreational fishery and monkfish are harvested for human consumption. U.S. wild-caught monkfish is a sustainable seafood choice, supported by strict federal management and responsible harvesting practices.
Another surprise in the zooplankton samples that wanted a photo opportunity was a larval squid. The organisms found in the bongo are mostly classified as plankton. Many of you might recall that organisms that cannot swim freely against the current are considered plankton. This is the reason they appear in the bongo; most organisms that have advanced far enough in their juvenile development have the ability to swim out of the nets.
Juvenile Squid From 150 m Sample
Teacher LaMonte showing off her cool zooplankton find(photo credit Katey Marancik)
Students dissecting squid (photo courtesy of York High School)
Scientific Concepts
Students completing the survivorship types lab (photo courtesy of York High School
Most of you are already aware that when it comes to fish reproduction, it is a numbers game. Some of you remember that fish are an example of an r- strategist life history type. In general, r-selected species have short lifespans and produce many offspring that require little or no parental care, unlike the k-strategists these students were mimicking.
Scientists can now model and predict growth, survival and reproductive patterns across fish species. A speciesโ life history strategy reflects the specific combination of traits it has evolved to thrive in its environment and ecological niche. Using a framework of traits, including size, growth rate, reproduction, lifespan and parental care, researchers have classified more than 34,000 fish species into three primary strategy types.
Fish Life Cycle
Egg Stage
From spawning โ hatching
Eggs vary in size, shape, and color depending on the species.
Inside the egg, an embryo develops.
Scientists identify eggs by observing:
Egg size and shape
The yolk (food supply)
Embryo development
Yolk-Sac Stage
From hatching โ yolk used up
Newly hatched fish are called larvae.
They carry a yolk sac that provides food.
Some species skip this stage and hatch more developed.
Left: Mychtophidae (Lantern Fish) larvae from a 200 m bongo sample. Right: adult lantern fish. Photo from Woods Hole Oceanographic Institution (Creature Feature: Lanternfishes/)
Preflexion Stage (featured in the Mychtophidae larvae above)
After yolk is gone โ tail begins bending
Larvae begin feeding on their own.
Scientists observe:
Body shape
Early fin development (you can see the fin begin to develop in the Mychotophidae above)
Color patterns (you can see the color begin to develop in the Mychotophidae above)
Flexion Stage
The tail (notochord) bends upward. The tail fin starts forming.
Postflexion Stage
Tail fully formed โ before metamorphosis
Fins and body features continue developing.
It becomes easier to identify the species.
Transformation Stage
The fish changes from larva to juvenile.
Changes may include:
Body shape
Color patterns
Fin position
Development of scales
Juvenile Stage
Young fish โ adulthood
The fish looks like a small adult. This stage ends when the fish can reproduce.
Methodology
Mauve Jellyfish from a 200 m bongo station
Plankton span an extraordinary size range, from just a few micrometers to several centimeters or more. In general, phytoplankton (plant-like organisms) are the smallest, while zooplankton tend to be larger, though both groups exhibit variability in size. What may appear as minor differences to the human eye often translate into significant biological contrasts; for instance, a cylindrical organism measuring 3 mm in length has approximately 27 times the body volume of a similar organism measuring 1 mm. At each station, we conduct a double oblique tow with a bongo net diameter suitable for capturing zooplankton. Sometimes we end up with a large quantity of big zooplankton like these Mauve Jellyfish.
Plankton nets are designed to sample large volumes of water, concentrating organisms into a manageable sample size for analysis. Although plankton are often highly abundant, collecting a representative sample, particularly for less common species, requires filtering large volumes of seawater.
Flowmeter at opening of one bongo net
By equipping nets with flowmeters, researchers can accurately estimate the volume of water passing through the net. This enables plankton counts to be standardized as a concentration per unit volume. For example, if 200 organisms are collected from a tow that filtered 2 cubic meters of seawater, the resulting concentration is 100 organisms per cubic meter. Standardizing measurements in this way allows for equivalent comparisons across samples, even when the filtered volumes differ.
Careers
Katey Marancik studies the ecology of ichthyoplankton collected through long-term monitoring programs on the Northeast U.S. shelf. She earned a B.S. in marine biology at the University of North Carolina (UNC) and her M.S. in biology at East Carolina University (ECU). Her work focuses on improving larval fish identification through refined taxonomic descriptions, as well as examining patterns in abundance, distribution and environmental relationships.
In addition to her research, Katey is a published scientist who uses visual communication as a tool to make scientific concepts clearer and more accessible to both specialized and broader audiences. Some of her illustrations of Hake have been published to update the morphological descriptions of the larval stage in the Northeast United States Continental Shelf. The work she does reinforces the value of the natural sciences and real-world observations. The analysis and coordination of ichthyoplankton sampling adds validity to the digital sampling of water quality parameters conducted during ecosystem monitoring surveys. In a world of high tech and AI, be a natural scientist. Katey is truly an environmental steward of our oceans.
Watch Chief Katey Marancik, a Research Fishery Biologist with NOAA, radioes the deck crew the depths for bongo sampling.Larval stages of Hake (Urophysis sp.) (Source)
Personal Log
Some mornings, I immediately have to put on my foul-weather gear and head out onto the deck because the ship is stopped at one of our sampling stations. Other mornings, I grab a coffee and open my computer to blog. But regardless of how my shift begins, I get to see the first light of day around 4:15 am, and I feel as though I could quite literally seize the day! Watching the sun rise is just something special, an unused part of the day just for yourself. On my usual morning commute across the Chesapeake Bay Bridge-Tunnel, I often wish to just stop and watch the day begin.
1 & 2- Foul Weather Gear that I don about 8 times a day. 3 – The wet lab. 4 – Beautiful sunrise on stern. 5 – My Emergency Billet Locations.
We participate in safety drills on the ship just like we do when we are in school, exceptโฆ one is called โMan Overboardโ! For that drill, we have to go to the top level of the ship, called the Fly Bridge, and point to the person we see in the water. Unless we can spot the person before the Fly Bridge, in which case we stay and point and yell โman overboard.โ
Rescue boat coming back after โMan Overboardโ drill
Did You Know?
NOAA vessel discharges are governed by EPA Vessel Incidental Discharge Act (VIDA) regulations and international MARPOL standards, with requirements determined by proximity to shore. On this sail date we had sampling stations closer inshore and the NOAA Ship Pisces had to follow different discharge plans based on our locations.
Inshore (< 3 NM): Discharge controls are most restrictive within U.S. state waters. Untreated sewage (blackwater) is prohibited and must be processed through an approved Marine Sanitation Device (MSD) or retained in holding tanks. Graywater discharge is tightly limited and, in some sanctuary areas, fully prohibited. Additional protections apply in marine protected areas; for example, both treated and untreated blackwater discharges are banned within 12 nautical miles of the Papahฤnaumokuฤkea Marine National Monument.
Offshore (> 3 NM): Regulations allow greater flexibility but remain controlled. Treated sewage may be discharged using an approved MSD, while untreated sewage is only permitted beyond 12 nautical miles from land. Graywater discharge (excluding toilet & kitchen is generally allowed in open waters beyond 3 nautical miles. Food waste must be macerated to less than one inch and discharged outside 3 nautical miles; unprocessed waste is restricted to distances greater than 12 nautical miles.
NOAA Teacher at Sea Jennifer Widdig Aboard NOAA Ship Thomas Jefferson June 17 – June 30, 2026
Mission: Hydrographic Survey
Geographic Area of Cruise: Lake Erie and Lake Ontario
Date: June 2, 2026
A New Adventure Begins
Welcome! My name is Jen, and I call the small town of Minford, Ohio, home. For the past decade, I have had the privilege of teaching a variety of life science courses at Pickaway-Ross Career & Technology Center in Chillicothe, Ohio. While environmental and animal sciences have been at the heart of my teaching career, I am now preparing for a brand-new chapterย that is as exciting as it is unfamiliar.
This upcoming school year, I will be stepping into a role that is not only new to me but also new to our school. My focus will be supporting students through online coursework across multiple subject areas while helping ensure they earn the credentials necessary for graduation. It is a unique opportunity to combine education, technology, and student success in ways I have never experienced before, and I am eager to see where this path leads.
One thing I have learned throughout my career is to embrace opportunities that challenge me to grow. That mindset has taken me far beyond the walls of a classroom. Over the years, I have had the incredible opportunity to travel to Belize, Tanzania, Malaysia, and Peru. These experiences allowed me to collaborate with educators and researchers, participate in meaningful projects, volunteer in communities around the world, and gain perspectives that continue to influence both my personal and professional life.
Amazon Rainforest, Peru
Amazon Rainforest, Peru
Belize Classroom
Malaysia
Belize
Malaysia
Orphanage in Tanzania, Africa
Orphanage in Tanzania, Africa
Belize Classroom
Amazon Rainforest, Peru
Now, I am preparing for an entirely different kind of adventure.
For two weeks, I will be living and working aboard a research hydrography vessel on Lakes Erie and Ontario. Unlike my previous international experiences, this opportunity will immerse me in the daily life of a scientific research crew as they collect data, map underwater features, and contribute to our understanding of the Great Lakes. It is a chance to experience science in action, learn from experts in the field, and gain firsthand knowledge of the technology and research that support navigation, environmental monitoring, and resource management.
As someone who has spent years teaching science, I am excited to step into the role of learner once again. There is something humbling and inspiring about leaving your comfort zone and diving into an entirely new environment especially when that environment happens to be a research vessel floating across two of North America’s most significant freshwater ecosystems.
As I prepare to trade lesson plans for lake charts and classrooms for the deck of a research vessel, I am reminded that some of the best learning happens when we step into unfamiliar territory. This blog will serve as a real-time account of that experience. I’ll share the sights, the science, the challenges, and the unexpected moments that come with living aboard a hydrographic survey vessel. From learning the day-to-day operations of the crew to exploring the technology used to map the lake floor. I hope you’ll join me as I navigate life aboard the Thomas Jefferson, explore the science of the Great Lakes, and embrace this adventure one day at a time.
Mapping the Ocean with NOAAโs Teacher at Sea Program
Before embarking on my adventure, I want to share some information about the agency, program and vessel.
NOAA Ship Thomas Jefferson (Credit: NOAA)
NOAAโs Teacher at Sea Program is an exciting opportunity that allows educators to step out of their schools and onto research vessels to experience real-world science firsthand. The organization behind this adventure is NOAA, the National Oceanic and Atmospheric Administration. NOAA is a federal agency within the U.S. Department of Commerce that studies and protects our oceans, atmosphere, weather, climate, and coastal resources. From forecasting hurricanes and tracking marine life to mapping the ocean floor, NOAAโs mission is to better understand our planet and help keep people safe.
Since 1990, more than 850 teachers have participated in NOAAโs Teacher at Sea Program, joining scientists aboard research vessels and bringing their experiences back to classrooms across the country. Teachers become part of the science team, helping collect data while sharing photos, blogs, and lessons that connect students to real scientific discoveries.
Teachers selected for the program observe and actively participate. Depending on the mission, they may deploy equipment, record scientific observations, monitor instruments, assist with data collection, and take part in safety drills. Research operations run 24 hours a day, and teachers often work alongside scientists during 12-hour shifts.
For my mission, I will be aboard NOAA Ship Thomas Jefferson, a hydrographic survey vessel. The 208-foot ship can travel nearly 19,200 nautical miles and remain at sea for up to 45 days. The Thomas Jefferson is essentially a floating science laboratory. Its mission is to map the seafloor, support maritime commerce, improve coastal resilience, and provide data used to update the nationโs nautical charts. These charts help ships navigate safely through coastal waters and busy ports.
Hydrography is the study and measurement of underwater features and navigable waterways. Just as cartographers create maps of mountains and rivers on land, hydrographers map the hidden landscape beneath the waterโs surface. Their work helps identify shallow areas, underwater hazards, shipwrecks, and other features important to safe navigation.
To โseeโ underwater, the Thomas Jefferson uses advanced technology. Side-scan sonar sends sound waves across the seafloor to create detailed images of underwater objects. Multibeam echo sounders measure water depths with incredible precision and create three-dimensional maps of the ocean floor. The ship also carries smaller survey boats that can reach shallow areas inaccessible to the larger vessel.
Hydrographic data has many uses beyond navigation. Scientists use it to study marine habitats, determine whether the seafloor consists of sand, mud, or rock, support dredging and construction projects, and assist with routing underwater cables and pipelines.
As I prepare to step aboard the Thomas Jefferson, I can’t help but feel a mix of excitement, curiosity, and gratitude. This experience is so much more than a professional development opportunity. I get a chance to become a student again, learning directly from scientists and crew members who dedicate their lives to exploring and understanding our oceans. I’ll have the opportunity to see hydrography in action, witness cutting-edge technology mapping parts of the seafloor, and experience life aboard a NOAA research vessel firsthand. Most importantly, I’ll be able to bring these experiences back to my students, sharing not only the science but also the adventure, teamwork, and discovery that happen beyond the walls of a classroom.
