DJ Kast, Drifter Buoy! May 29, 2015

NOAA Teacher at Sea
Dieuwertje “DJ” Kast
Aboard NOAA Ship Henry B. Bigelow
May 19 – June 3, 2015

Mission: Ecosystem Monitoring Survey
Geographical area of cruise:
George’s Bank
Date: May 29, 2015, Day 11 of Voyage

Drifter Buoy!

My buoy and I- ready to deploy!  Photo by Jerry Prezioso
My buoy and me ready to deploy! Photo by Jerry Prezioso

NOAA has an Adopt a Drifter program! The program is meant to work with K-16 teachers from the United States along with international educators. This program provides teachers with the opportunity to infuse ocean observing system data into their curriculum. This occurs by deploying or having a research vessel deploy a drifter buoy. A drifting buoy (drifter) is a floating ocean buoy equipped with meteorological and/or oceanographic sensing instruments linked to transmitting equipment where the observed data are sent. A drifting buoy floats in the ocean water and is powered by batteries located in the dome. The drifter’s sea surface temperature data are transmitted to a satellite and made available to us in near real-time. The teachers receive the WMO number of their drifting buoy in order to access data online from the school’s adopted drifter. Students have full access to drifting buoy data (e.g., latitude/longitude coordinates, time, date, SST) in real or near real-time for their adopted drifting buoy as well as all drifting buoys deployed as part of the global ocean observing system. They can access, retrieve, and plot as a time series various subsets of data for specified time periods for any drifting buoy (e.g., SST) and track and map their adopted drifting buoy for short and long time periods (e.g., one day, one month, one year).

I am receiving one from the Chief Scientist onboard the NOAA Ship Henry B. Bigelow so the students in all my programs can access it, and this will be helpful to convey modeling of currents, and can help build models of weather, climate, etc .I was so excited when I found out that the chief scientist would be giving me a drifter for me and my students to follow. I decorated the buoy with programs that have inspired me to apply to the Teacher at Sea Programs, the current programs I am working for at USC (JEP & NAI), my family, and my mentors.

Representing the USC Readerplus Program that hosts my Wonderkids Programs.  Photo by Jerry Prezioso.
Representing the USC Readerplus Program that hosts my Wonderkids Programs. Photo by Jerry Prezioso.
Quick change into my NOAA Teacher at Sea Shirt. Thank you so much for all these opportunities.  Photo by Jerry Prezioso.
Quick change into my NOAA Teacher at Sea Shirt. Thank you so much for all these opportunities. Photo by Jerry Prezioso.
Special recognition to JEP, USC Dornsife, and my Young Scientist Program & NOAA TAS! Photo by DJ Kast
Special recognition to JEP, USC Dornsife, and my Young Scientist Program & NOAA TAS! Photo by DJ Kast
USC Wonderkids and USC Seagrant Logos. Photo by DJ Kast
USC Wonderkids and USC Seagrant Logos. Photo by DJ Kast

 

 

Thanks to NMEA and the USC Wrigley Institute, USC Catalina Hyperbaric Chamber for continuously supporting my ocean going adventures. Photo by DJ Kast
Thanks to NMEA (National Marine Educators Association) and the USC Wrigley Institute, USC Catalina Hyperbaric Chamber for continuously supporting my ocean going adventures (Plus my favorite gastropod, Spanish Shawl Nudibranch for color). Photo by DJ Kast
Representing Rossier, USC QuikSCience, and the NOAA Henry B. Bigelow Ship. Photo by DJ Kast
Representing Rossier, USC NAI, USC QuikSCience, and the NOAA Ship Henry B. Bigelow Ship. Photo by DJ Kast

 

 

 

 

 

 

 

 

 

 

 

Important family that have always supported me with my science education career. Photo by DJ Kast
Important family that have always supported me with my science education career. Photo by DJ Kast

 

My list of ocean educators that inspire me to always strive for more. Photo by DJ Kast
My list of ocean educators that inspire me to always strive for more. Plus a shout-out to the Level the Playing Field Institute, and their USC (Summer Math and Science Honors) SMASH program.  Photo by DJ Kast
Special thanks to the schools participating in the USC Young Scientist Program and USC Wonderkids Programs. Photo by DJ Kast
Special thanks to the schools participating in the USC Young Scientist Program and USC Wonderkids Programs. Photo by DJ Kast

 

 

JEP HOUSE and Staff!

JEP House and Dornsife Represent! Photo by DJ Kast
JEP House and Dornsife Represent! Photo by DJ Kast
Important JEP People's.  I forgot to take a final picture of this but this included Brenda, Adrienne, and Mandy. Photo by DJ Kast
Important JEP People’s.
I forgot to take a final picture of this but this included Brenda, Adrienne, and Mandy. Photo by DJ Kast

I am teaching a marine biology class this summer for the USC Neighborhood Academic Initiative program. I am so excited to be following the drifter buoy # 39708. It was launched at 8:53 EDT on May 28th, 2015 and its first official position is: 41 44.8 N 065 27.0 W. I will definitely be adapting a few of the lesson plans on the following site and creating my own to teach my students about weather, climate, and surface currents.

http://www.adp.noaa.gov/lesson_plans.html

Deployment:

To deploy the buoy, you literally have to throw it overboard and make sure it hits nothing on its way down. When it is in the water, the cardboard wraps dissolve away, and the cloth drogue springs open, filling with water and causing the buoy to drift in surface water currents instead of wind currents.  The tether (cable) and drogue (long tail that is 15 meters long) will unwrap and extend below the sea surface where it will allow the drifter to float and move in the ocean currents

Photo of the drogue deployed in the water. From the NOAA Adopt a Drifter Program website.
Photo of the drogue deployed in the water. From the NOAA Adopt a Drifter Program website.
Deploy the Buoy! Photo by Jerry Prezioso
Deploy the Buoy! Photo by Jerry Prezioso
My buoy in the Water! Photo by DJ Kast
My buoy in the Water! The cardboard wraps will dissolve away, and the cloth drogue will spring open and fill with water allowing the buoy to drift in surface water currents instead of wind currents.   Photo by DJ Kast

Since I was now an expert drifter buoy deployer, I was also able to deploy a buoy from the St. Joseph’s school in Fairhaven, Massachusetts. This drifter buoy’s tracking number is: 101638 and launched on May 28th, 2015 at 8:55 EDT and its first official position is: 41 44.9 N 065 27.0 W

Photo of me with the St. Joseph buoy that will also be deployed. Photo by Jerry Prezioso.
Photo of me with the St. Joseph buoy that will also be deployed. Photo by Jerry Prezioso.
Ready to deploy. Photo by: XO LCDR Patrick Murphy
Ready to deploy. Photo by: XO LCDR Patrick Murphy

Tracking the buoy (from Shaun Dolk):

The easiest way to track these buoys in real-time is to use the Argos website https://argos-system.clsamerica.com/cwi/Logon.do.

Guest account:  Username: BigeloTAS and Password: BigeloTAS.

  1. Once logged in, select the “Data access” tab on the top left side of the screen.
  2. Select “Mapping”; a pop-up window will appear.
  3. Ensure “by ID numb. (s)” is selected from within the “Platform:” option (top left).
  4. Enter your desired ID number in the search field at the top of the screen.
  5. Enter the number of days for which you’d like data (20 days is the maximum).
  6. Select “Search” to generate a trajectory plot for the given parameters.

**Please note, because you can only view the 20 most recent days of data, you’ll need to save the data if you wish to view the entire track line!**

To save data into Google Earth format, simply click on the Google Earth image (second tool from the right on the map settings bar, found just below the “Search” tab). You’ll need to save data at least every 20 days to ensure no interruptions in your final track line. Of course, to view the track line in its entirety, open Google Earth and ensure all of the data files are selected. If you desire to look at the data, not the track lines, go to “Data access”, then “Messages”, and enter your desired ID numbers. Again, data is only accessible for the most recent 20 days, so if you’d like to download the data for archival purposes, go to “Data access”, then select  “Message download”. From here, you’ll want to save the data in .csv, .xls, or .kml format.

My buoy 39708 is transmitting properly and providing quality data! Below are some of the maps of its early trajectory and its current movement so far.

Photo sent by Shaun Dolk
Early Trajectory! Photo sent by Shaun Dolk
Map-2015-05-29-15-40-17
Photo sent by Shaun Dolk

PS for Science- Otoliths

While we were deploying the buoys one of the engineers named Rahul Bagchi brought over a strainer that is attached to the water intake pipe. The strainer was covered in Sand Lances.

Sand Lances on the inside of the strainger. Photo by Dj Kast
Sand Lances on the inside of the strainer. Photo by DJ Kast
IMG_7567
Sand Lances on the outside of the strainer. Photo by DJ Kast

 

 

 

 

 

 

 

 

 

Fortunately, there are another two scientists on board that need sand lance samples for their research purposes and they were collected. My research scientist friend Jessica needs the otoliths or fish ear bones for part of her research on cod, since sand lances are eaten cod. Otoliths are hard, calcium carbonate structures located behind the brain of a bony fish. Different fish species have differently shaped otoliths. They are used for balance and sound detection-much like our inner ears. They are not attached to the skull, but “float” beneath the brain inside the soft, transparent inner ear canals. The otoliths are the most commonly used structure to both identify the fish eaten by consumers up the food chain, and to age the fish itself.

Otoliths and time scale. Photo by NOAA NEFSC
Otoliths and time scale. Photo by NOAA NEFSC
Otoliths with the winters pointed out. Photo by: Bedford Institute of Oceanography
Otoliths with the winters pointed out. Photo by: Bedford Institute of Oceanography

The otoliths also have daily growth bands. Alaskan Fishery scientists manipulate the daily growth bands in salmon larvae creating an otolith tag that identifies where the fish came from by controlling the growth rate of their fish populations.

Photo of a tagged otolith from the Sawmill Bay fishery in Alaska. Photo from: Alaskan Fisheries
Photo of a tagged otolith from the Sawmill Bay fishery in Alaska. Photo from: Alaskan Fisheries

New material (protein and calcium carbonate) is added to the exposed surface of the otolith over time, showing a fish life history (otolith start growing at day 1 even in larval stages). The lighter zones have higher calcium deposit which is indicate summers, while darker zones have higher protein levels which indicate winter. One pattern of a light and dark zone indicate a year and is consequently how the fish is aged.

Tiny white speck is the sand lance otolith. Photo by DJ Kast
Tiny white speck is the sand lance otolith. Photo by DJ Kast
The sand lances Jessica and I were dissecting for otoliths. Photo by DJ Kast
The sand lances Jessica and I were dissecting for otoliths. Photo by DJ Kast
She also took a base of the tail for her research as well. Photo by DJ Kast
She also took a white muscle sample from the dorsal surface of the fish for her research as well. Photo by DJ Kast

Jessica Lueders-Dumont is using the otoliths for three main purposes in relation to her Nitrogen Isotope work.

1. She is hoping to see the changes from year 1 to the adult years of the fish to give an accurate fish life history and how they relate to the rest of the Nitrogen isotopes in the area’s food chain.

2. To see how current nitrogen isotopes compare to the archeological otoliths found in middens or sediment sites, since otoliths can be preserved for hundreds of years.

3. She is trying to create a baseline of nitrogen 15 in the Gulf of Maine so that she can see biogeochemical evidence of the N15 she finds in plankton in higher trophic levels like fish.

I will definitely be dissecting some fish heads with students to check for otoliths and using a microscope to age them.

PSS for Science:

The chief scientist and I decided we should put some Styrofoam Cups under pressure. This polystyrene foam is full of air pockets. This is important because the air pockets (volume) shrink with increasing pressure, essentially miniaturizing the cups.

I have done this before using the help of Karl Huggins at the USC Wrigley Institute’s Catalina Hyperbaric Chamber. We had a TA that wanted to teach about SCUBA diving so we had her students decorate Styrofoam cups and a head and placed it in the chamber. Apparently the Styrofoam was too good of a quality because it re-expanded on the way back up. http://www.youtube.com/watch?v=f6DDBFovht0

Also, I also found out you can do this with a pressure cooker- oh the experiments I will do when I get back. 😀

Before photos:

Front view of my NOAA TAS cup. Photo by DJ Kast
Front view of my NOAA TAS cup. Photo by DJ Kast
Back side of the NOAA TAS cup. Photo by DJ Kast
Back side of the NOAA TAS cup. Photo by DJ Kast
Just wanted it to say how amazing it has been on the NOAA Henry B. Bigelow. Photo by DJ Kast
Just wanted it to say how amazing it has been on the NOAA Ship Henry B. Bigelow. Photo by DJ Kast
I made a cup for my programs as well. Photo by DJ Kast
I made a cup for my programs as well. Photo by DJ Kast
USC Wonderkids Program on a Styrofoam cup before shrinkage. Photo by DJ Kast.
USC Wonderkids Program on a Styrofoam cup before shrinkage. Photo by DJ Kast.
Saying hi to all of my students from inside one of the cups. Photo by DJ Kast
Saying hi to all of my students from inside one of the cups. Photo by DJ Kast
In the mesh bag, and attached to the Rosette for shrinkage. Photo by DJ Kast
In the mesh bag, and attached to the Rosette for shrinkage. Photo by DJ Kast

After Photos: the Styrofoam cups went down to 184 m or 603 ft on the Rosette/ CTD in South George’s Basin.

Shrunken Cups in the Mesh bag attached to the Rosette. Photo by DJ Kast
Shrunken Cups in the Mesh bag attached to the Rosette. It went down to 184 m or 603 ft Photo by DJ Kast
Look at these tiny cups! Photo by Jerry Prezioso
Look at these tiny cups! Photo by Jerry Prezioso
Cups compared to the original size (front). Photo by DJ Kast.
Cups compared to the original size (front). Photo by DJ Kast.
Cups compared to the original size (back). Photo by DJ Kast.
Cups compared to the original size (back). Photo by DJ Kast.

DJ Kast, Interview with Megan Switzer and the Basics of the CTD/ Rosette, May 28, 2015

NOAA Teacher at Sea
Dieuwertje “DJ” Kast
Aboard NOAA Ship Henry B. Bigelow
May 19 – June 3, 2015

Mission: Ecosystem Monitoring Survey
Geographical area of cruise:
Gulf of Maine
Date: May 28, 2015, Day 11 of Voyage

Interview with Student Megan Switzer

Chief Scientists Jerry Prezioso and graduate oceanography student Megan Switzer
Chief Scientist Jerry Prezioso and graduate oceanography student Megan Switzer

Megan Switzer is a Masters student at the University of Maine in Orono. She works in Dave Townsend’s lab in the oceanography department. Her research focuses on interannual nutrient dynamics in the Gulf of Maine. On this research cruise, she is collecting water samples from Gulf of Maine, as well as from Georges Bank, Southern New England (SNE), and the Mid Atlantic Bight (MAB). She is examining the relationship between dissolved nutrients (like nitrate and silicate) and phytoplankton blooms. This is Megan’s first research cruise!

In the generic ocean food chain, phytoplankton are the primary producers because they photosynthesize. They equate to plants on land. Zooplankton are the primary consumers because they eat the phytoplankton. There are so many of both kinds in the ocean. Megan is focusing on a particular phytoplankton called a diatom; it is the most common type of phytoplankton found in our oceans and is estimated to contribute up to 45% of the total oceanic primary production (Yool & Tyrrel 2003). Diatoms are unicellular for the most part, and a unique feature of diatom cells is that they are enclosed within a cell wall made of silica called a frustule.

Diatom Frustules. Photo by: 3-diatom-assortment-sems-steve-gschmeissner
Diatom Frustules. Photo by: Steve Schmeissner
Diatoms! PHOTO BY:
Diatoms! Photo by: Micrographia

The frustules are almost bilaterally symmetrical which is why they are called di (2)-atoms. Diatoms are microscopic and they are approximately 2 microns to about 500 microns (0.5 mm) in length, or about the width of a human hair. The most common species of diatoms are: Pseudonitzchia, Chaetocerous, Rhizosolenia, Thalassiosira, Coschinodiscus and Navicula.

Pseudonitzchia. Photo by National Ocean Service
Pseudonitzchia. Photo by National Ocean Service
Thalassiosira. Photo by: Department of Energy Joint Genome Institute
Thalassiosira. Photo by: Department of Energy Joint Genome Institute
Photo of Coscinodiscus by:
Photo of Coscinodiscus

Diatoms also have ranges and tolerances for environmental variables, including nutrient concentration, suspended sediment, and flow regime.  As a result, diatoms are used extensively in environmental assessment and monitoring. Furthermore, because the silica cell walls are inorganic substances that take a long time to dissolve, diatoms in marine and lake sediments can be used to interpret conditions in the past.

In the Gulf of Maine, the seafloor sediment is constantly being re-suspended by tidal currents, bottom trawling, and storm events, and throughout most of the region there is a layer of re-suspended sediment at the bottom called the Bottom Nepheloid Layer. This layer is approximately 5-30 meters thick, and this can be identified with light attenuation and turbidity data. Megan uses a transmissometer, which is an instrument that tells her how clear the water is by measuring how much light can pass through it. Light attenuation, or the degree to which a beam of light is absorbed by stuff in the water, sharply increases within the bottom nepheloid layer since there are a lot more particles there to block the path of the light. She also takes a water sample from the Benthic Nepheloid Layer to take back to the lab.

Marine Silica Cycle by Sarmiento and Gruber 2006
Marine Silica Cycle by Sarmiento and Gruber 2006

Megan also uses a fluorometer to measure the turbidity at various depths. Turbidity is a measure of how cloudy the water is. The water gets cloudy when sediment gets stirred up into it. A fluorometer measures the degree to which light is reflected and scattered by suspended particles in the water. Taken together, the data from the fluorometer and the transmissometer will help Megan determine the amount of suspended particulate material at each station. She also takes a water sample from the Benthic Nepheloid layer to take back to the lab. There, she can analyze the suspended particles and determine how many of them are made out of the silica based frustules of sinking diatoms.

 This instrument is a Fluorometer and is used to measure the turbidity at various depths. Photo by: DJ Kast
This instrument is a Fluorometer and is used to measure the turbidity at various depths. Photo by: DJ Kast

She collects water at depth on each of the CTD/ Rosette casts.

Rosette with the 12 Niskin Bottles and the CTD. Photo by DJ Kast
Rosette with the 12 Niskin Bottles and the CTD. Photo by DJ Kast
Rosette with the 12 Niskin Bottles and the CTD. Photo by DJ Kast
Rosette with the 12 Niskin Bottles and the CTD. Photo by DJ Kast
Up close shot of the water sampling. Photo by DJ Kast
Up close shot of the water sampling. Photo by DJ Kast

CTD, Rosette, and Niskin Bottle basics.

The CTD or (conductivity, temperature, and depth) is an instrument that contains a cluster of sensors, which measure conductivity, temperature, and pressure/ depth.

Here is a video of a CTD being retrieved.

Depth measurements are derived from measurement of hydrostatic pressure, and salinity is measured from electrical conductivity. Sensors are arranged inside a metal housing, the metal used for the housing determining the depth to which the CTD can be lowered. Other sensors may be added to the cluster, including some that measure chemical or biological parameters, such as dissolved oxygen and chlorophyll fluorescence. Chlorophyll fluorescence measures how many microscopic photosynthetic organisms (phytoplankton) are in the water. The most commonly used water sampler is known as a rosette. It is a framework with 12 to 36 sampling Niskin bottles (typically ranging from 1.7- to 30-liter capacity) clustered around a central cylinder, where a CTD or other sensor package can be attached. The Niskin bottle is actually a tube, which is usually plastic to minimize contamination of the sample, and open to the water at both ends. It has a vent knob that can be opened to drain the water sample from a spigot on the bottom of the tube to remove the water sample. The scientists all rinse their bottles three times and wear nitrile or nitrogen free gloves to prevent contamination to the samples.

On NOAA ship Henry B. Bigelow the rosette is deployed  from the starboard deck, from a section called the side sampling station of this research vessel.

The instrument is lowered into the water with a winch operated by either Adrian (Chief Boatswain- in charge of deck department) or John (Lead Fishermen- second in command of deck department). When the CTD/Rosette is lowered into the water it is called the downcast and it will travel to a determined depth or to a few meters above the ocean floor. There is a conducting wire cable is attached to the CTD frame connecting the CTD to an on board computer in the dry lab, and it allows instantaneous uploading and real time visualization of the collected data on the computer screen.

 

CTD data on the computer screen. Photo by: DJ Kast
CTD data on the computer screen. Photo by: DJ Kast

The water column profile of the downcast is used to determine the depths at which the rosette will be stopped on its way back to the surface (the upcast) to collect the water samples using the attached bottles.

Niskin Bottles:

Messenger- The manual way to trigger the bottle is with a weight called a messenger. This is sent down a wire to a bottle at depth and hits a trigger button. The trigger is connected to two lanyards attached to caps on both ends of the bottle.  When the messenger hits the trigger, elastic tubing inside the bottle closes it at the specified depth.

Todd with the manually operated Niskin Bottle. Photo by: DJ Kast
Todd holding a messenger to trigger the manually operated Niskin Bottle. Photo by: DJ Kast

IMG_7209

Todd with the manually operated Niskin Bottle. Photo by: DJ Kast
Todd with the manually operated Niskin Bottle. Photo by: DJ Kast
Manual CTD fully cocked and ready to deploy. Photo by DJ Kast
Manual CTD fully cocked and ready to deploy. Photo by DJ Kast

Here is a video of how the manual niskin bottle closes: https://www.youtube.com/watch?v=qrqXWtbUc74

The other way to trigger Niskin bottles is electronically. The same mechanism is in place but an electronic signal is sent down the wire through insulated and conductive sea cables (to prevent salt from interfering with conductivity) to trigger the mechanism.

Here is a video of how it closes electronically: https://www.youtube.com/watch?v=YJF1QVe6AK8

Conductive Wire to CTD. Photo by DJ Kast
Conductive Wire to CTD. Photo by DJ Kast
Photo of the top of the CTD. Photo by DJ Kast
Photo of the top of the CTD showing the trigger mechanism in the center. Photo by DJ Kast
Top of the Niskin Bottles to show how the white wires are connected to the top.
Top of the Niskin Bottles shows how the lanyards are connected to the top. Photo by DJ Kast
The pin on the bottom is activated when an electronic signal is sent through the conductive sea cables. Photo by DJ Kast
The pin on the bottom is activated when an electronic signal is sent through the conductive sea cables. Photo by DJ Kast

Using the Niskin bottles, Megan collects water samples at various depths. She then filters water samples for her small bottles with a syringe and a filter and the filter takes out the phytoplankton, zooplankton and any particulate matter. She does this so that there is nothing living in the water sample, because if there is there will be respiration and it will change the nutrient content of the water sample.

Filtering out only the water using a syringe filter. Photo by DJ Kast
Filtering out only the water using a syringe filter. Photo by DJ Kast
Photo by: DJ Kast
Syringe with a filter on it. Photo by: DJ Kast

This is part of the reason why we freeze the sample in the -80 C fridge right after they have been processed so that bacteria decomposing can’t change the nutrient content either.

Diatoms dominate the spring phytoplankton bloom in the Gulf of Maine. They take up nitrate and silicate in roughly equal proportions, but both nutrients vary in concentrations from year to year. Silicate is almost always the limiting nutrient for diatom production in this region (Townsend et. al., 2010). Diatoms cannot grow without silicate, so when this nutrient is used up, diatom production comes to a halt. The deep offshore waters that supply the greatest source of dissolved nutrients to the Gulf of Maine are richer in nitrate than silicate, which means that silicate will be used up first by the diatoms with some nitrate left over. The amount of nitrate left over each year will affect the species composition of the other kinds of phytoplankton in the area (Townsend et. al., 2010).

The silica in the frustules of the diatom are hard to breakdown and consequently these structures are likely to sink out of the euphotic zone and down to the seafloor before dissolving. If they get buried on the seafloor, then the silicate is taken out of the system. If they dissolve, then the dissolved silicate here might be a source of silicate to new production if it fluxes back to the top of the water column where the phytoplankton grow.

Below are five images called depth slices. These indicate the silicate concentration (rainbow gradient) over a geographical area (Gulf of Maine) with depth (in meters) latitude and longitude on the x and y axis.

Depth slices of nitrate and silicate. Photo by: This is the type of data Megan is hoping to process from this cruise.
Depth slices of nitrate and silicate. Photo by:  GOMTOX at the University of Maine
This is the type of data Megan is hoping to process from this cruise.

DJ Kast, Interview with Emily Peacock, May 25, 2015

NOAA Teacher at Sea
Dieuwertje “DJ” Kast
Aboard NOAA Ship Henry B. Bigelow
May 19 – June 3, 2015

Mission: Ecosystem Monitoring Survey
Geographical area of cruise: East Coast

Date: May 25, 2015, Day 7 of Voyage

Interview with Emily Peacock

Emily Peacock and her ImagingFlowCytobot. Photo by: DJ Kast
Emily Peacock and her ImagingFlowCytobot. Photo by: DJ Kast

Emily Peacock is a Research Assistant with Dr. Heidi Sosik at the Woods Hole Oceanographic Institution (WHOI). She is using imaging flow-cytometry to document the phytoplankton community structure along the NOAA Henry B. Bigelow Route.

Why is your research important?

Phytoplankton are very important to marine ecosystems and are at the bottom of the food chain.  They uptake carbon dioxide (CO2) and through the process of photosynthesis make oxygen, much like the trees of the more well-known rain forests.

Ocean Food Chains. Photo by: Encyclopedia Britannica 2006 (http://media.web.britannica.com/eb-media/99/95199-036-D579DC4A.jpg)
Ocean Food Chains. Photo by: Encyclopedia Britannica 2006 (http://media.web.britannica.com/eb-media/99/95199-036-D579DC4A.jpg)

The purpose of our research is “to understand the processes controlling the seasonal variability of phytoplankton biomass over the inner shelf off the northeast coast of the United States. Coastal ocean ecosystems are highly productive and play important roles in the regional and global cycling of carbon and other elements but, especially for the inner shelf, the combination of physical and biological processes that regulate them are not well understood.” (WHOI 2015)

What tool do you use in your work you could not live without?

I am using an ImagingFlowCytobot (IFCB) to sample from the flow-through Scientific Seawater System.

ImagingFlowCytobot. Photo: DJ Kast
ImagingFlowCytobot. Photo: DJ Kast
Inside of the ImagingFlowCytobot. Photo by Taylor Crockford
Inside of the ImagingFlowCytobot. Photo by Taylor Crockford
The green tube is what collects 5 ml into the ImagingFlowCytobot. Photo by: DJ Kast
The green tube is what collects 5 ml into the ImagingFlowCytobot. Photo by: DJ Kast

IFCB is an imaging flow cytometer that collects 5 ml of seawater at a time and images the phytoplankton in the sample. IFCB images anywhere from 10,000 phytoplankon/sample in coastal waters to ~200 in less productive water. Emily is creating a sort of plankton database with all these images. They look fantastic, see below for sample images!

Microzooplankton called Ciliates. Photo Credit: IFCB, from this Henry Bigelow research cruise.
Microzooplankton called Ciliates. Photo Credit: IFCB, from this Henry Bigelow research cruise.
Dinoflagellates Photo Credit: IFCB, from this Henry Bigelow research cruise.
Dinoflagellates
Photo Credit: IFCB, from this Henry Bigelow research cruise.

The IFCB “is a system that uses a combination of video and flow cytometric technology to both capture images of organisms for identification and measure chlorophyll fluorescence associated with each image.  Images can be automatically classified with software, while the measurements of chlorophyll fluorescence make it possible to more efficiently analyze phytoplankton cells by triggering on chlorophyll-containing particles.” (WHOI ICFB 2015). 

What do you enjoy about your work?

I really enjoy looking at the phytoplankton images and identifying and looking for more unusual images that we don’t see as often. I particularly enjoy seeing plankton-plankton interactions and grazing of phytoplankton.

Grazing (all photo examples are not from this research cruise but still from an IFCB):

Small flagellates on a Thallasiosira Photo Credit: MVCO
Small flagellates on a Thallasiosira (Diatom) Photo Credit: IFCB at MVCO
Diatom with a dino eating it from the outside (peduncle).Photo Credit: MVCO
Diatom with a dinoflagellate eating it from the outside using a peduncle (feeding appendage). Photo Credit: IFCB at MVCO
Engulfer- Gyrodinium will engulf itself around the diatom (Paralia consumed by Gyrodinium).Photo Credit: MVCO
Engulfer- Gyrodinium will engulf the diatom Paralia Photo Credit: IFCB at MVCO
Dinoflagellates Pallium feeder- feeding externally, the pallium wraps around the prey.Photo Credit: MVCO
Dinoflagellates pallium feeding externally, the pallium (cape-like structure, think of saran wrap on food) wraps around the prey. Photo Credit: IFCB at MVCO

What type of phytoplankton do you see?

I am seeing a lot of dinoflagellates in the water today (May 20th, 2015), Ceratium specifically.

Ceratium. Photo by IFCB at MVCO
Ceratium. Photo by IFCB at MVCO

The most common types of plankton I see are: diatoms, dinoflagellates, and microzooplankton like ciliates. The general size range for the phytoplankton I am looking at is 5-200 microns.

Colonial choanoflagellate. Photo Credit: MVCO
Colonial choanoflagellate. Photo Credit: IFCB at MVCO

Where do you do most of your work?

“The Martha’s Vineyard Coastal Observatory (MVCO) is a leading research and engineering facility operated by Woods Hole Oceanographic Institution. The observatory is located at South Beach, Massachusetts and there is a tower in the ocean a mile off the south shore of Martha’s Vineyard where it provides real time and archived coastal oceanographic and meteorological data for researchers, students and the general public.” (MVCO 2015).

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MVCO Photo from: http://www.whoi.edu/mvco

Most of my work with Heidi is at the Martha’s Vineyard Coastal Observatory. IFCB at MVCO has sampled phytoplankton every 20 minutes since 2006 (nearly continuously). This unique data set with high temporal resolution allows for observations not possible with monthly or weekly phytoplankton sampling.

Below is an example from the MVCO from about an hour ago at 1 PM on May 20th, 2015.

Photo Credit: MVCO
Photo Credit: IFCB at MVCO

Did you know??

IFCB at Martha’s Vineyard Coastal Observatory has collected photos of nearby phytoplankton every 20 minutes since 2006 (9 years, almost continuously). With this time series, you can study changes in temporal and seasonal patterns in phytoplankton throughout the years.

Helpful Related links:

Current Plankton at the MVCO:  demi.whoi.edu/mvco

DJ Kast, Interview with Survey Tech Geoff Shook, May 24, 2015

NOAA Teacher at Sea
Dieuwertje “DJ” Kast
Aboard NOAA Ship Henry B. Bigelow
May 19 – June 3, 2015

Mission: Ecosystem Monitoring Survey
Geographical area of cruise: East Coast

Date: May 24, 2015, Day 6 of Voyage

Interview with Geoff Shook, Survey Tech

Geoff Shook running the Bongo at a station site. Three screens and his walky talky to the rest of the crew to make sure everything is deployed correctly. Photo by DJ Kast
Geoff Shook running the Bongo at a station site. Three screens and his walky talky to the rest of the crew to make sure everything is deployed correctly. Photo by DJ Kast

What is your job here on the ship?

Survey Tech

What does that mean?

I have two similar but different jobs

  1. Run and monitor the ship’s scientific equipment
    • I help fix things when they break down
    • I am the Liaison between the ship and the scientific party (we mean everything). Anything the scientist needs, the survey techs help provide it.
    • I know the capabilities of equipment.
      • For example, the fish lab is one of the most high tech fish labs in the world. Incredibly advanced.
  2.  We work within the science spaces, so we are always around. Point of contact!
    • I work with deck department and with their help I deploy a lot of gear
    • Jack of all trades. We get to be involved with a little bit everything;computer software, electronics, plumbing, carpentry etc. I am also on the bridge for lookout sometimes.

Right now, I am planning for the marine mammal and deep water coral cruise. We are also taking multi-beam data when we pass through certain points on this cruise that helps us prepare for future cruises.

When you are in the dry lab with us (deploying the bongo plankton nets or Conductivity-Temperature-Depth (CTD) unit) what do all of the techy things on your computer mean?

The camera to the side sampling station, the winch and weather screen and the CTD screen. All of these Geoff monitors. Photo by DJ Kast
The camera to the side sampling station, the winch and weather screen and the CTD screen. All of these Geoff monitors. Photo by DJ Kast
  • Left side of the screen: Winch Data (winch data, line speeds (how fast they are moving), depth, depth of instrument, how much line is out). There is also data from the ship’s meteorological sensors available as well.
    • Performance of the winches as well as the instrument information.
Winch and Weather Data. Photo by DJ Kast
Winch and Weather Data. Photo by DJ Kast
  • Weather conditions that relate to the deployment of the instrument.
    • For example, wind conditions (speed and direction)
    • Set the wind on the starboard side so that the boat gets pushed away from the instruments and lines.
  • Right side of the screen: the Vertical profile of theCTD. Watching this to make sure theCTD is functioning correctly. Oceanographers use it differently, for example trying to find the chlorophyll maximum depth and the thermocline, where the temperature changes suddenly with depth.
    • My job is to make sure that the equipment is functional and collecting accurate, valid data.
Vertical Profile of the CTD in action. Photo by DJ Kast
Vertical Profile of the CTD in action. Photo by DJ Kast

 

  • Whenever the sensor on the CTD on the bongos is activated by seawater, the numbers show up on Geoff’s screen. He then announces, “We’ve got numbers, lets Bongo!”  It’s literally my favorite quote of the trip and makes me laugh every time he says it.
    • CTD numbers means that it is on, functioning properly, and is ready to be deployed.
    • Sometimes there is a software/ hardware glitch, or a plug or connection might fail. If this happens, the cast cannot be completed. So observing the CTD output is very important.
  • Label printing! This has Ot (Other), I (Ichthyoplankton), Z (zooplankton) designations to indicate the type of nets used on the bongo frames.
Labeling of the Plankton collected in the bongo nets. This one was used for the baby bongos, and processed with ethanol to preserve the specimens. Photo by DJ Kast
Labeling of the Plankton collected in the bongo nets. This one was used for the baby bongos, and processed with ethanol to preserve the specimens. Photo by DJ Kast
  • I will also do post processing, which summarizes everything.
    •  To me its important to make sure we are properly collecting accurate data for the end user, I care about how the data is collected. I need to make sure that the sensors are all working and displaying the accurate data so that scientists can go ahead and use that data in their research.

How do you get trained to be a survey tech?

(He laughs.) Truthfully, it’s a lot of On the Job Training (OJT). I read manuals and study our various equipment, and so I have a full understanding of how all of our equipment works and how to fix something when it breaks.

*As a side note from the XO: You need a degree in science and some motivation to be a survey tech, and its a great job for recent college graduates because survey techs make pretty good money, ball-parking approximately $60,000 annually, and sometimes even more depending on the sailing schedule.*

While these next trainings are not directly part of my job as survey tech, the two trainings below are a part of being a well-rounded ship crew member.

  • Ship SCUBA divers- NOAA Dive School. This allows us to check on the ship’s echo-sounders, seawater intakes, propeller and rudder.
  • Medpic training – one of the ship’s medics. I do anything from minor first aid to assessing an injury to responding to medical emergencies. I am qualified to administer medicine but not prescribe it.

My background is actually in fisheries. I worked in a fisheries lab as a fisheries scientist, which is why I was originally brought onto the Henry B. Bigelow in the first place. I then realized I was more interested in the vessel operations, so I made the switch over to the survey department.

I was hired to do a lot of Bottom Trawl Surveys and would only go on cruises when they pertained to that particular survey. While I wasn’t on board a research vessel, I was a sailing instructor and a substitute teacher. I taught 8th grade social studies for a year as a long-term sub and what I’ve learned is that it’s most important to teach students how to learn. It’s something that I use to explain new boat protocols and equipment to new crew.

I think that working and going to sea is a very unique experience, and even though the romantic idea of being on a research vessel is very different from the reality, it’s still an interesting life and I love it. I love going to sea.  I’ve spent about a decade of half year ship time on vessels. My wife keeps asking me, “When are you done going to sea?” My reply would be that I don’t know if I can ever be done. The ocean’s siren call always seems to call me back.

DJ Kast, Interview Marine Bird Watcher, May 23, 2015

NOAA Teacher at Sea
Dieuwertje “DJ” Kast
Aboard NOAA Ship Henry B. Bigelow
May 19 – June 3, 2015

Mission: Ecosystem Monitoring Survey
Geographical area of cruise:
East Coast
Date: May 23, 2015, Day 6 of Voyage

Brad Toms at his station at the bridge. Documenting a bird sighting with his voice activated computer system that records through his head set. Photo by: DJ Kast
Brad Toms at his station at the bridge. He is documenting a bird sighting with his voice activated computer system that records through his head set. Photo by: DJ Kast

Interview with Brad Toms, Wildlife Biologist contracted through Environment Canada (guests of NOAA) as bird observer from Nova Scotia, Canada.

Tell me a little bit about your background:
I started working with seabirds in 2005 – terns and gulls specifically, counting the breeding colonies – and helped recover an endangered tern called a Roseate Tern. Then I started doing shipboard surveys in 2011 in Canada, and these two experiences brought me here.

What is your exact job on this research cruise?
Seabird Observer

How do you get trained to be a marine bird observer?
Trained by experienced observers; they make sure you have the skills to identify things properly and meticulously document them.

What are the most common birds you have seen on this cruise?
The most common type of birds on this trip are two types of Storm Petrels which are the Wilsons and Leach’s. These are very small birds, and have approximately a 1.5 ft wingspan.

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Bookmarked page of the most common birds seen so far on this trip. Photo by DJ Kast

Did you know?

The petrels are a taxonomic order of birds called tube noses or Procellariiformes. Procellariiformes drink seawater, so they have to have an adaptation to get rid of the excess salt.  The salt gland at the base of their beak removes salt from the circulatory system and forms a 5 percent saline solution that either drips from or is forcibly ejected from their nostrils.

Sooty Shearwaters

Sooty shearwaters are 40–51 cm in length with a 94–110 cm wingspan. Most seabirds have a large wingspan according to their body size so they can glide and not waste energy.

Photo of the head and wingspan of the Sooty Shearwater. Photo by: DJ Kast
Photo of the head and wingspan of the Sooty Shearwater. Photo by: DJ Kast

Herring Gulls: Adults have light-gray backs, black wingtips, and white heads. They have a Red spot near tip of lower bill of their beak.

Did you know?

Dutch scientist Niko Tinbergen studied nesting Herring Gulls and he noticed that newly hatched gull chicks were fed by their parents only after they pecked at the red spot at the adults’ bills (beaks).

Herring Gull. Photo by: Brad Toms
Herring Gull. Photo by: Brad Toms

What are some unusual birds you have seen on this trip?

  • White faced storm petrel
  • Common Nighthawk
  • Barn Swallow
  • Summer Tanager
Summer Tanager sighted on the NOAA Henry B. Bigelow. Photo by Brad Toms
Summer Tanager sighted on the NOAA Henry B. Bigelow. Photo by Brad Toms

What do you enjoy about your job?
The variety and challenges of each survey and transect make my job very interesting.

What do you do when you site a bird?

I have to keep my eyes on it, until I have all of the features of the bird for identification. These features include general color, distinctive plumage, and size.

Photo of the distinctive tail identifiers of petrels.  Photo by DJ Kast
Photo of the distinctive tail identifiers of petrels. Wilsons and Leach’s are the most common.
Photo by DJ Kast

I then enter into the system that is voice activated and try to make sure that it is in my transect. I really have to keep track of it to make sure it doesn’t re-enter the transect.

Photo by: DJ Kast
Method measuring the transect of the side of the bridge. Photo by: DJ Kast

The reason I need to keep track of it is because it has been shown that certain species of birds exhibit this weird behavior where they will circle the ship in a radius of about a half a mile and/ or they will follow the ship.

My transect is on the port (left) side of the boat, and from the time that I start it’s 300 meters out and the length is however far the boat travels in 5 minutes. So if the boat is going slow then the transect is short, and is the boat is going fast then it is a longer transect and this is called a standardized unit of effort, which enables me to compare data and protocols to other studies.

How does your voice activated system work? What does it record?

The voice activated system records what I say to it, but it has to be in code. The basic five things that have to be in for it to be considered a recording are: species, number of birds, location (on the water or flying), inside or outside of the transect, and how far away from the boat it is. I speak in codes, short acronyms for the five basic things above, and I have to make sure to say the five things in a row, in the same order, same thing every time.

Optional things that I can add to the recording include: behavior, age, sex, molt patterns.

What is the greatest number of birds recorded at once on a vessel?

Within one watch, 80 birds.

Brad Toms on watch. Photo by: DJ Kast
Brad Toms on watch. Photo by: DJ Kast