Geographic Area of Cruise: North Atlantic Ocean, Slope Sea
Date: 7/21/2025
Weather Data:
4:27 PM Eastern Time
Information source: Windy app
The current temperature is 26°C (°79F).
The wind speed is 270 knots (21mph). Source: Windy app.
Science Log
Mighty Primary scholars: Our mission has officially started! NOAA Ship Pisces sailed to an area of the ocean called Slope Sea. Slope Sea is what scientists use to describe a part of ocean here on the East Coast.
The Slope Sea is a region, or area, of the Northwest Atlantic Ocean. Photo credit: NOAA
We’ve been sailing to areas with the best conditions for larval bluefin tuna to spawn, where larval bluefin tuna are born. Each color represents water temperature. On the scale (right), from blue to red represents colder to hotter water temperature.
Chief Scientist Dave gave a presentation on the goals of our mission.Chief Scientist Dave gave a presentation on the goals of our mission.
Activity: Let’s explore Slope Sea on Google Earth!
Remember, our mission is to survey (catch and identify) larval bluefin fish. Since one of our science members focuses on surveying seabirds, there are 8 of us left for work. We are divided into two equal teams for the shifts, or watches.
Sunset Crew
This team works from the 3PM to 3AM watch. They get to see the sunset!
Chief Scientist Dave
Autumn
Betsy
Myself
Sunrise Crew
This team works from the 3AM to 3PM watch. They get to see the sunrise!
Sunrise crew is representing! Photo credit: Allison BlackThey’re extra excited for the mission. Photo credit: Allison Black
Kristen
Amanda
Sarah
Chrissy
Seabird Crew
Allison surveys seabirds on the flying bridge, the highest point of NOAA Ship Pisces! She then identifies them for research.
With Allison, watching for seabirds or marine animals!This tool is like binoculars. It magnifies, or zooms into, objects.It’s great for the view as well!
Mighty Primary scholars: Here’s a math connection. How many hours are there in one shift? If we combine both shifts, what is the total number of hours?
We’ve all been coordinating (working together) for these four tasks to be done:
Computer for CTD and Data
We look at CTD data. We use walkie-talkies to coordinate with deck crew and NOAA Corps Officers so that it is dropped into the sea. When it’s returned, we record data.
We then print out CTD information (remember conductivity, temperature, and depth) to label our bottles of samples.
Recording CTD dataRecording CTD dataRecording CTD data
We make sure all the data is saved and then backed up, or stored, so that other scientists can use them for more research.
Washing Bongo Nets
After catching planktons (tiny fish and other small creatures), we wash the nets carefully, so we don’t lose any samples.
Bongo nets return to deck.
Chrissy washed down plankton into a tray.
Preserving samples
We wash and store planktons in jars to keep them safe.
Dave carefully washed plankton down to be preserved and then observed.Amanda stored collected plankton into jars, which are then studied and then saved for later research.
These bottles are stored in ethanol, which helps preserve (protect) the DNA of planktons.
We print CTD information from the computer to label collected samples.
Identification (ID)
We look closely and carefully at planktons’ physical properties to identify them.
We use a microscope for this.
What is a microscope?
A microscope is a tool that allows small creatures or objects to be seen. Almost like looking through binoculars or a camera to zoom in.
Autumn was observing and identifying what kinds of planktons we saw on the microscope. They were identified as chaetognaths and another type of tuna! No bluefin tuna larvae yet. Photo credit: Autumn Moya
I had to pay close attention! I had to move the planktons around a lot using a tweezer (can you locate it in the picture?)
Pouring the samples into a tray helped us pick out certain plankton to observe. The light and the tweezer definitely helped!
Can you guess what we were looking at?
Sometimes, when a scientist is really good at one task, he or she would stick to it throughout the entire shift.
You’ve learned about NOAA Corps Officers who work in the bridge and support our science missions. We’ve also been working closely with the deck crew to make our surveying possible.
The deck crew helps the ship work safely. They make sure everything on deck working right. Photo credit: NOAA Ship Pisces
Nets on deckDeploying a drifterDeploying the CTD
On our shifts, they’ve been helping us put the CTD instrument and drifters into the water and then back on ship.
They do things like drive small boats to and from the ship.They tie the ship to the dock with ropes when it stops.
A video of deck crew members making sure ropes were tied to the dock.
Personal Log
Right now, I’m writing to you from the flying deck, or the very top part of the ship.
The flying deck is a wide, open area where scientists can get a great view of the ocean, sky, and marine life.
This is part of an anemometer that measures wind speed and direction.
Allison gets very excited when she sees fish or seabirds! If we’re not with her on the flying bridge, she sends photos and videos:
A brown booby bird flying around NOAA Ship Pisces. Video credit: Allison BlackPhoto Credit: Allison Black, NOAA Photo Credit: Allison Black, NOAA
We spent more time practicing safety drills. It’s important that all crew members know about safety equipment.
We went over how to evacuate our staterooms in case there’s a fire and lots of smoke. This included hands-on practice. We were blindfolded to make it feel real! Was scientist Allison able to evacuate safely?
Good healthy food is super important on a ship! We eat three meals a day in the mess (kitchen). There are continental foods, fruits, and drinks we can enjoy all day and night. Do you recognize some of the food here? What is something you’d like to eat aboard?
Right now, because of my shift, I sleep in so I miss breakfast. I make it up by having a big lunch instead. Throughout the afternoon and night, I snack on lots of vegetables and fruits.
The stewards in our mission cook and prepare all the delicious food for everyone. They make sure the scientists and crew stay strong and healthy by serving breakfast, lunch, and dinner. They work in the kitchen (remember: called the galley or mess).
Our Chief Steward Jean and Steward Mo.
Enjoying an ice cream social.
Crew members hang out in the galley, or kitchen.
Jean and Mo preparing our dinner, listening to awesome music.
Crew members lining up for lunch.
A riddle on screen while we wait in line. Can you solve it?
My colorful meal!
Can’t forget the hot sauce.
Did you know?
There are 15 different types, or species, of tuna that live in all the oceans of the world! Some are tiny… and some are giants (as you know)!
Here are just a few types of tuna!
Bluefin Tuna
Photo credit: NOAA Fisheries
The biggest! They can weigh over 1,000 pounds. Found in the Atlantic and Pacific Oceans
Yellowfin Tuna
Photo credit: NOAA Fisheries
Named for its bright yellow fins. Super fast swimmers. Popular in sushi!
Skipjack Tuna
Photo credit: NOAA Fisheries
Small but speedy. Most common in canned tun. Has stripes on its belly
Albacore Tuna
Photo credit: NOAA Fisheries
Known as “white tuna.” Has long fins. Also used in canned tuna
Bigeye Tuna
Photo credit: NOAA Fisheries
Got its name from its large eyes. Loves deep, cooler waters. Fished for sushi and sashimi
Now, if you’d like, try this activity: Compare and contrast two different types of tuna fish!
Pick two types of tuna. Name them on each circle. Write or draw the differences (outside) or similarities (overlap, inside). Resource credit: Sinh Nguyen
Mission: Oceanographic and Biological Monitoring of Davidson Seamount
Geographic Area: Davidson Seamount/Monterey Bay National Marine Sanctuary
Date: July 20, 2025
Weather Data from the Bridge
Latitude: 35° 36.65’ N
Longitude: 122° 47.97’ W
Wind Speed: 13 knots
Wave Height: 4-5’
Air Temperature: 15.3C/59F
Sky: Overcast
Science and Technology Log:
We have finished five transects with two left to go. Today (Saturday 7/19) we had the deepest drop to 2000 meters and collected eDNA samples for future processing by the Monterey Bay Aquarium Research Institute (MBARI). The work with eDNA (DNA shed from animals that have been in the area in the last 24-48 hours) compliments the first hand observations that the scientists on the deck are making. These samples are sent to MBARI and will be processed in 1-2 years. The time does seem long, yet the greatest challenge is getting the samples in the first place. So we are doing the essential work towards developing a deeper understanding of species distribution and how seamounts may be influencing the ocean’s biodiversity.
Once the CTD measurements and water sample collection is done at a station location, the ship moves again to the next CTD location on the transect. While the ship is moving along the transect, the seabird and mammal scientists are at work on the flying bridge (top deck of the ship) counting species seen within the observation zone (as detailed in previous post). So far, in five days of research, we have the following results.
Our effort is adding up and we now have 994 observations! The team is happy as we have been having good weather and calm seas to allow for good observational data collection.
Alongside the research that we are working on, we are also having some fun with ‘ocean shrinky dinks’. As you descend in the ocean, the pressure changes, increasing one atmosphere (14.7 pounds/ sq. inch) for every 10 meters below sea level. Animals adapt in many ways to this changing pressure; whales collapse their lungs when they dive deep and rely on the oxygen in their blood and muscles during this time. We can see the results of this change if we send a material like styrofoam down; the pressure squeezes the air out and the item shrinks. The deeper the object goes, the more the air is squeezed out and the smaller it gets.
We decorated styrofoam that are in the shape of cones, bears and birds – thanks to marine ecologist Erica Burton who brought all the materials and decorating pens. We then attached these items in laundry bags to the CTD rosette on deeper drops of 1620m, 1710m and 2000m (the blue dots on the transect map shared in the last post). Once we pulled up the CTD rosette–voila! our ‘shrinky dinks’ were ready, at a fraction of the original size! I am very excited to share these tangible projects with my students as they learn about the ocean.
Styrofoam cone before being sent downStyrofoam cone after being down 1710 meters below sea level
Styrofoam bears before and after 1620 meters immersion
Styrofoam hearts by Cassandra Dahl, survey tech after 2000 meters immersion.
Meet the Science Team!
I would like to introduce the team behind all this amazing science. Our chief scientist is Chad King, a research ecologist from Monterey Bay National Marine Sanctuary (MBNMS), also known for being the chief scientist on the 2018-2020 EV Nautilus expeditions with Ocean Exploration Trust that discovered the octopus garden along the flanks of Davidson Seamount at 3200 meters deep. A fun fact is that back in 2019, my class scored a virtual interaction with the Nautilus as it explored the deep ocean, with Chad as our ship-to-shore connection. Chad answered many of my students’ questions about studying the deep sea while actually on board the Nautilus. I never imagined that one day I would be able to join him on a research mission!
Assisting Chad with the CTD and eDNA work in the wet lab is Erica Burton, also a research ecologist from MBNMS. Erica specializes in ichthyology (study of fish), but has co-authored many research papers and the Davidson Seamount Taxonomic Guide, so she is known as a species expert.I am grateful to both of them for taking the time to explain the details of their work with me and for teaching me how to do eDNA sampling.
Erica Burton (research ecologist), Chad King (chief scientist) and myself in the wet lab.
Chad King (chief scientist) entering data in the wet lab.
Interview with Chad King:
Chad is a research ecologist with MBNMS who has a background in kelp forest ecology, GIS and he is an expedition diver and diver trainer with NOAA. He has been working with NOAA since 2008 and has been involved in various projects with the sanctuary including microplastic monitoring. He lives in Gilroy with his wife and two children Maya and Noah. Maya is studying at UC Berkeley and Noah is in high school.
Why is your work important?
Regular research, with our partners, is important for the sanctuary because we study priority or new issues such as kelp loss and microplastics, but we are also working on the ongoing characterization and exploration of the sanctuary. Exploration is so valuable because you don’t know what you will find.
What do you enjoy about your work? What is a challenge?
I enjoy the variety of work- I get to be a “jack of all trades”- and do different work week to week. It is fresh and engaging and I am exposed to more subjects related to the sanctuary. A challenge is having enough time to analyze the data since I am moving from project to project.
When did you know you wanted an ocean focused career?
As a child I feared the ocean, and over the years I learned that the best way to overcome fear was with knowledge. I watched a lot of ocean documentaries by Jacques Cousteau and visited the Monterey Bay Aquarium. By middle school, I knew I wanted to be a marine biologist. After high school, I went to UC Santa Cruz and majored in marine biology. After trying out working in real estate for 4 years, I returned to marine biology for a master’s degree from Moss Landing Marine Lab.
What book/activity do you recommend to a young person interested in an ocean focused career?
Bully for Brontosaurus: Reflections in Natural History is an engaging book that focuses on science and critical thinking skills. Reading it turned me on to science. I also recommend trying snorkeling as early as you can. Also, if it is possible, become a certified SCUBA diver. You can do so as early as age 10.
The Bird and Mammal Team
While Erica and Chad work in the wet lab, on the flying bridge are the bird and mammal specialists from Point Blue Conservation Science. Point Blue is a group of “160 scientists who work to reduce the impacts of climate change, habitat loss, and other environmental threats while developing nature-based solutions to benefit both wildlife and people.”
On our mission we have biologists Jim Tietz, Rudy Wallen, Julie Howar and Mike Johns from Point Blue. We also have Holly Lohuis, a marine life naturalist from Island Packers; Melissa Ashley, a CA Sea Grant Fellow; and NOAA Hollings Scholar Kylie Marozsan.
Bird and Mammal Team:
Kylie Marozsan, Julie Howar, Mike Johns, Rudy Wallen, Holly Lohuis, and Jim Tietz on the flying bridge.
Julie Howar Point Blue Marine ScientistRudy Wallen Point Blue Marine ScientistJim Tietz Point Blue Marine Scientist
Mike Johns, Point Blue Marine Scientist
Interview with Marine Ecologist Mike Johns
Mike Johns is a senior marine ecologist on our team. He works for Point Blue Conservation Science which is based in Petaluma. His focus is seabird studies and the Farallon Islands. He lives in Tacoma, Washington with his husband and his dog Noosa.
Why is your work important?
My work brings an understanding of how seabirds and the ecosystem depend on one another and respond to changes in our planet. I’m documenting how our actions impact the organisms we share our planet with.
What do you enjoy about your work?
I enjoy collecting data in the field through hands-on studies of birds, and once back at the office, revealing hidden patterns with long term data sets and creating engaging graphics – like animations of plots – that the general public can learn from.
What is a challenge?
Navigating the politics of work and staying funded are challenges. Working remotely is hard because you have no friends to bounce ideas off of.
When did you know you wanted an ocean focused career?
I’ve always loved camping in the Sierra Nevada as a kid, and surfing – once I discovered the ocean. Right after high school, at the age of 18, I worked as a deck hand on a whale watching boat in Monterey. The whales were cool, but I was captivated by the sea birds and how they can be the tiny size of a sparrow and spend their whole life at sea.
What was your path to becoming a marine ecologist ?
I attended CSU Monterey Bay and majored in environmental science. After graduating, in the summer of 2012- from March to August- I did the Farallon Seabird Internship. I lived in an 1850’s lighthouse keeper’s house with 4-8 others and was immersed in wildlife and the ocean. Whenever you went outside the Western Gulls were attacking us! On the Farallones, I learned about observation, banding and other elements of field research. This experience gave me the background to get other projects. I have worked on various sea bird projects in the Bering Sea (Alaska), Hawaii and Tasmania.
What books and activities do you recommend to someone who is interested in an ocean focused career?
Carl Safina has written many books on the ocean. I recommend Song for the Blue OceanandEye of the Albatross. For activities, I recommend tidepooling, bird and whale watching and …. looking at a droplet of water under a microscope.
Holly Lohuis, Island Packers Naturalist
Interview with Naturalist Holly Lohuis
Holly is a naturalist with Island Packers, the boat concession to Channel Islands National Park and marine educator with the Santa Barbara Maritime Museum. She also is the co-director of the newly designated Santa Barbara Channel Whale Heritage Area and has been an expedition diver and marine biologist with Jean-Michel Cousteau (son of Jacques Cousteau) and his marine conservation organization, Ocean Futures Society since 2002. She lives in Carpinteria with her partner Chuck and son, Gavin.
Why is your work important?
The ocean covers over 70% of our planet and contains over 90% of the living space. Yet, there are many unknowns about the ocean, especially in the deep sea and the rich diversity of marine life around seamounts. That’s why long-term monitoring by the Monterey Bay National Marine Sanctuary (MBNMS) is vital for informing decisions about preserving these unique ecosystems.
What do you enjoy about your work here at Davidson Seamount?
I love being part of a team where the crew and scientists all share a deep passion for ocean conservation. Every day, I’m learning something new—especially about seabird species—thanks to the expertise of our seabird biologists.
What is a challenge?
It is a challenge to be away from home but my work for decades has taken me away from home, traveling around the world with Jean-Michel Cousteau and his expedition team. But I still miss Chuck, Gavin, my friends, family and my cat Avalon.
When did you know you wanted an ocean focused career?
In 5th grade, my teacher Ms. Brown asked us to do a report on who we wanted to be when we grew up. I chose Sylvia Earle because I was fascinated by her deep-sea dives and ocean exploration. I also loved watching the Undersea World of Jacques Cousteau and like many people, I dreamed of being a silver suited diver on Cousteau’s team. Growing up landlocked in Sacramento, I knew I’d eventually want to live by the ocean.
What was your path to becoming a naturalist?
I went to UC Santa Barbara and majored in aquatic biology. In my last year of college, I interned at the Marine Mammal Rescue Center in Santa Barbara. After graduating, I worked at a local dive center in Santa Barbara and then with Island Packers. I also connected with Jean-Michel Cousteau and was hired as a diver and marine biologist at his small eco-resort in Fiji. My experiences both aboard Island Packers’ boats and while working in Fiji deepened my passion for educating others about the incredible diversity and delicate nature of both kelp forests and coral reefs, and how each of us can make a meaningful difference in protecting our ocean.
What books and activities and advice do you have to someone who is interested in an ocean focused career?
I recommend any books by Dr. Sylvia Earle like The World is Blue and Sea Change. I also love books by Carl Safina, Susan Casey and Cullum Roberts.
Take advantage of internship opportunities. Volunteer for local marine or coastal organizations and meet like-minded people who can be mentors and help with job opportunities.
Getting scuba certified can open up many opportunities in marine science and conservation work.
Go whale watching! Follow your curiosity. Learn the science. Spend time in, on, and near the ocean. And most of all—share what you love with others. Ocean careers need storytellers, scientists, educators, and advocates working together.
Personal Log:
I am getting into my routine of waking up and joining the observation crew on the flying bridge. It is such a beautiful gift to be out on the Pacific learning to do bird and mammal observations. I am gaining observation skills and have been seeing so many more animals. I know now how to spot groups of whales far out on the horizon. I have observed minke and blue whales and marveled as Laysan Albatross and Black-footed Albatrosses gently glide over the surface of the water. I am so happy to learn about these types of albatrosses in Monterey Bay National Marine Sanctuary. My students and I have been studying albatrosses in the context of Antarctic animals and now I have the knowledge to teach about these local species.
The animal observations on the flying bridge last approximately 45 minutes to one hour and then there is a break during CTD rosette deployment stops. Some scientists go for coffee and snacks; others -like Holly- go to the gym and run a mile on the treadmill. Holly has been an inspiration and I am also going down to the gym to work out once a day (Holly goes 3 times a day to run over 3 miles!). I am quite proud of myself for being able to do cycling and the elliptical machine with all the rocking of the boat. The waves are getting a bit stronger these days and I am adapting.
Gym on the Reuben Lasker
I have also been getting to know many of the people on board that are supporting the work of the scientists- both NOAA Corps and the crew. I have been interviewing some of them to prepare for future posts. Our meals continue to be amazing; tonight for Sunday dinner we had steak and lobster as an option. On every cruise, there is a special meal night and tonight was that night. There’s always a vegetarian option as well as a large salad bar at every meal. Tonight’s special desert was the ice cream sundae which is appropriate since it was World Ice Cream Day!
Sunday night dinnerIce cream sundae (Sunday dinner)
We are also building community aboard the ship as time passes. It is a bit like being in a dorm in college; however, we are even more tightly together since the ship is our only place to go. Yet, it is wonderful to share a space so closely with people that have a passion for science, the ocean and its conservation. With shipboard life, they also have the time and interest to share their knowledge. I am learning so much from every person I meet. I am also amazed that so many people – especially on the crew- have worked in Antarctica.
We are also having fun. On Saturday, we had a barbeque with a cooking challenge. The crew set up a cornhole game on the lower deck. In the evenings, after dinner and after our 8 o’clock science meeting, we play card games. Amity, my roommate, leads these with a treasure chest of games she has brought on board. I have learned several new and wonderful card games – like Skyjo and Exploding Kittens- to share with my class.
Cornhole at sea
Card games – our nightly pastime
Did you know?
Black-footed Albatross nest in the Hawaiian Islands and 98% of the species lives there. They mate for life, lay one egg per clutch and are very long lived; the oldest recorded was a male at nearly 61 years old. They have a keen sense of smell and can detect their favorite food as they glide over the vast ocean. Their wingspan averages 6’9”. Like other seabirds, the albatross can drink saltwater because it has special glands above the eyes that excrete the salt out of their tubenose bill. Black-footed Albatross are on the threatened species list and are threatened by plastic pollution, oil spills and long line fishing.
Black-footed Albatross flying in the sanctuary Photo Credit: Jim Tietz
Geographic Area of Cruise: Atlantic Coast of Florida
Date: July 21, 2025
Personal Introduction
Hello from Cape Cod, Massachusetts! I’m so excited to be preparing for an upcoming experience at sea—a unique opportunity that will deepen my connection to marine science and bring new inspiration to my classroom.
For the past 23 years, I’ve taught high school science at Falmouth High School here in Falmouth, MA. I currently teach Marine Ecology, Marine Engineering and Technology, and Forensic Science. I love sharing my passion for these subjects and helping students make real-world connections through exploration and hands-on learning.
Falmouth High School students in Marine Engineering and Technology learn about protecting North Atlantic right whales by implementing ropeless lobster gear from experts from the Whale and Dolphin Society. (Photo by C. Milliken)
My love for the ocean started early. When I was in second grade, a middle school teacher visited our class to share her seashell collection from around the world. I was mesmerized by the intricate beauty and complexity of those shells, and I’ve been curious about the ocean ever since. Though I grew up on Johnson’s Pond in the middle of Rhode Island—swimming, boating, and fishing on the lake—I didn’t spend much time by the ocean. But summer marine science camps, including two Girl Scout Wider Opportunities (now called Destinations), in Virginia and Michigan, helped solidify a lifelong love for marine science.
Girl Scouts from the Water-Is-Fundamental wider opportunity received the President’s Environmental Youth Award in Washington, DC, in 1985.
I earned my Bachelor of Science in Zoology from the University of Rhode Island and my Master of Science in Zoology from the University of New Hampshire. At UNH, I learned to scuba dive and completed a thesis studying two crab species in the Gulf of Maine. I also worked as a teaching assistant and found a genuine joy in working with students. That experience shaped the path I would eventually take into teaching—and even earned me the Graduate Teaching Assistant Award.
After grad school, I spent a few years in research, including work related to the North Cape oil spill off Rhode Island. That’s actually how I met my husband, Henry, who now works full-time for NOAA Fisheries. We moved to Cape Cod for his job, and I began working as a contractor for NOAA’s Food Web Dynamics Program in Woods Hole. I participated in two habitat cruises to Georges Bank and the Great South Channel, examining fish communities in areas closed to commercial fishing. The biodiversity and fish abundance in closed areas was astounding!
During my NOAA years, we also welcomed two sons into our family, and my priorities shifted. With both of us working in marine science—and sometimes going to sea—I decided to transition into teaching full-time so I could be home with our kids. I took a one-year project mapping herring runs across Massachusetts (an adventure in itself!) and completed an accelerated teacher certification program designed for mid-career professionals.
That leap into education turned out to be the perfect fit.
Annual family gathering for Christmas 2024.
This upcoming expedition feels like a full-circle moment—reconnecting with the marine science field I love and bringing that experience back to my students. I can’t wait to share what I learn with them and continue to inspire the next generation of ocean explorers.
Preparing for My Mission
I’m thrilled to share that I’ll be heading out on a new research adventure! This week, I’ll board the NOAA Ship Oregon II in Pascagoula, Mississippi, to begin Leg 1 of the Bottom Longline (BLL) Survey. Our mission is to assess the abundance and distribution of coastal sharks and reef fish, including red snapper, throughout the Southeast.
This will be my first time sailing in the Gulf—and my first time traveling through the Straits of Florida—so I’m eager to experience these regions and learn more about the diverse marine life they support.
One of the highlights of this mission will be launching a NOAA ocean drifter as part of the Adopt a Drifter program. This initiative is a collaboration between NOAA’s Global Ocean Monitoring and Observing (GOMO) program and the Global Drifter Program, which began in 1979.
The drifter is a sophisticated tool: it consists of a surface buoy, a tether, and a drogue (a long, submerged component that ensures the buoy follows ocean currents rather than just surface winds). The buoy includes a satellite antenna that transmits data such as sea surface temperature, location, and time. These data are crucial for forecasting weather, predicting the movement of oil spills and marine debris, and tracking hurricanes and storms.
Illustration of NOAA drogue drifter, showing surface float with the capability to send location and data via satellite, and drogue or sea anchor suspended in the water column.
I’ll be working with scientists and data specialists from NOAA’s Atlantic Oceanographic and Meteorological Laboratory (AOML) in Miami, Florida, to launch the drifter and monitor its path over the next 18 months. As someone who has long been involved with student drifter programs, I’m excited to share this experience with my students. It’s a powerful way to connect them to real-world ocean science and to explore how currents influence ecosystems far beyond our local waters off Cape Cod.
Stay tuned for updates from the field—I can’t wait to share what we discover!
Mission: Oceanographic and Biological Monitoring of Davidson Seamount
Geographic Area: Davidson Seamount/Monterey Bay National Marine Sanctuary
Date: July 16, 2025
Weather Data from the Bridge
Latitude: 35° 42.48’ N
Longitude: 122° 22.29’ W
Wind Speed: 3.1 knots
Wave Height: 3-4 ft.
Air Temperature: 16.2°C/ 61°F
Sky: Overcast
Science and Technology Log:
After a day of transit, we reached our location in Monterey Bay National Marine Sanctuary, the Davidson Seamount, an undersea mountain habitat 80 miles southwest of Monterey. At 7,480 feet tall and with its summit still 4,101 feet below the ocean surface, Davidson Seamount is one of the largest known seamounts in U.S. waters. It hosts a large number of deep-sea species-like coral forests, sponge fields, crabs, shrimps and deep-sea fish-as well as a great diversity of marine mammals and sea birds. While the deep-sea habitat of the seamount has been well studied, the area above the top of the seamount has not. Thus, this environment is the focus of our research. We are working to observe marine mammal and bird life and to measure water conductivity (salinity), temperature, and depth (also known as CTD), and to collect environmental DNA (or eDNA, the genetic material shed by organisms in the water) data to give a more complete picture of the rich and interdependent food web above the seamount.
At the moment, we have completed our first day of observations and collections. The scientists work in two groups. One group is on the flying bridge (highest deck) and is observing and recording birds and mammals over a set distance with the ship traveling at the same speed (10 knots) each time.. The other group, in the wet lab, is managing the CTD data and eDNA collection. The chart below shows our CTD data collection stops on the transects over the seamount. We started at 24W and progressed to 24E on day one. Now as I write on day two, we are on 20M.
Map of planned transects around Davidson Seamount. Image Credit: Chad King/MBNMS
What is a CTD?
A CTD rosette is an instrument used to measure conductivity, temperature and depth. Conductivity readings tell us how salty the water is because salinity affects how electricity moves through water. The device is a large cylindrical instrument, with a circle of 12 Niskin bottles, that is lifted by a very large winch and pulley system into the ocean. The caps to the bottles are open as the CTD rosette descends into the ocean. The device itself electronically collects CTD data along the round trip to 1000 meters and will do so at every location on the transect both in the day and in the night. For the water samples which capture the eDNA, the scientists close the caps on the bottles remotely to capture water at the depth of choice. For our eDNA samples at the yellow dots, we are collecting at 500 meters and the surface (0 meters) as the CTD rosette travels up. For the blue dots, we will collect eDNA at 0m, 500m and 1500-1700m. We are working hard to collect as much data as we can above the Davidson Seamount to better understand the relationship between oceanographic variables and the lives of marine organisms.
Raising the CTD back up to the LaskerCTD reaches deck
Landing the CTD on deck
Science in the Wet Lab:
Once the CTD rosette returns, the scientists collect sterile samples in small vials. First (image 1), 500ml of water is slowly run through a tube that forces the water through a very fine filter (imagine something like a disk shaped coffee filter). The filter (image 2), captures the eDNA which is then put into a small 2 ml vial with a preservative. This vial (image 3) will be processed by MBARI (Monterey Bay Aquarium Research Institute) which is dedicated to the study of our ever-changing ocean. The eDNA samples will allow scientists to identify species which have been in the area, although we have not physically seen them, by analyzing the genetic materials the organisms have shed. Thus, when combined with the actual physical observations, we will have a more complete picture of the ecosystem at Davidson Seamount.
(1) Filtering the water samples
(2) Preserving the filter
(3) Labels and datasheets
Science on the Flying Bridge:
The flying bridge, the highest deck on the ship (about 50 ft. above sea level), is where the mammal and bird scientists work. They divide the areas of observation into two 90 degree quadrants facing the direction of travel. Observations are recorded at specific time intervals from 7:30 am to 5 pm and only happen when the ship is traveling. As the observers call out, a recorder enters the data. There is a special order in which behaviors and details are entered. For birds the order of details recorded is: species, number, distance from ship (100m, 200m etc.), behavior (sitting on water, eating etc.) and direction of flight. For marine mammals, the order is: how first seen, what method (eye, binoculars), direction from ship, reticule (distance taken from binocular lines), animal’s activity, age/sex, species, number and any other comments. Since there are 4 observers calling out, taking turns is necessary. Also spotting a mammal takes precedence over birds- so mammal observers are allowed to interrupt and share their observations. All of this data is compiled daily. On our first day, we noted 331 sightings of which 284 were birds and 47 mammals. Today, Wednesday, we had 303 observations with 274 birds and 29 mammals. Most of the birds today were Red-necked Phalaropes and the mammals were fur seals. Red-necked Phalaropes, of which we saw 107 individuals, breed in the Arctic and then migrate to winter in South America.
The Flying Bridge
Mammal and bird scientists
All of this research is possible through excellent teamwork. Just as in our school, Oxford Elementary, we have a team of the principal, a secretary, teachers, instructional assistants, specialists, afterschool staff, maintenance and food service, our work on Rueben Lasker requires a team of the scientists, the ship crew and the NOAA Corps officers. I am part of the science team which is led by chief scientist Chad King from Monterey Bay National Marine Sanctuary and has four scientists from the sanctuary and four from Point Blue, a conservation organization that works both on land and sea. In future blogs, I will be spotlighting members of both the science team and the ship team to share their work.
Personal Log:
My first days on the ship have been wonderful. The entire community is so welcoming and are always checking in and willing to share their work. I have learned a great deal of new vocabulary that is important to get around the ship. My room is called “a stateroom,” the bathroom “a head,” and each floor is a “deck.” We eat in the dining room called the “ mess” and the food is made in the “galley” (kitchen). The front of the ship is “bow” and the back “stern,” while the right side is “starboard” and the left is “port.” I am learning my way around the ship- it is a bit of a maze of doors and levels. The first day, I spent an hour going up and down and around trying to find the acoustic lab to join the card games without luck. Now my orientation is better, and I know where the acoustic lab is; each day, though, I continue to notice more special doors or sections of the ship that I have never seen before.
I feel incredibly safe at sea due to the great teamwork. Chad, our chief scientist, meets with NOAA Corps and the crew twice a day- at sunrise and sunset- to discuss operations and gain feedback on the day. Our science team also meets at 8 pm daily to discuss both science and general well-being. On our second day at sea, the entire ship had both a fire drill and an abandon ship drill. For the fire drill, we had to go to our muster station- indicated on our bunk card – and wait for the ship crew to do their practice. This experience is much like fire drills at school where we make sure everyone is accounted for. For the abandoned ship drill, we had to put on the red survival suit. We were lucky we got to practice in the mess. It is a bit like struggling into the most awkward Elmo costume. Once you get your hands in, you lose dexterity and yet you still need to zip up your suit and pull up the head covering all on your own. With coaching by NOAA Corps officer, Lt. Mike Fuller, I made it! This suit will give you insulation and buoyancy to prevent hypothermia and drowning in case of the need to abandon ship.
Emergency Bunk Card
Immersion Suit Practice with coach Lt. Fuller.Success! Photo Credit: Holly Lohuis
Life aboard Rueben Lasker is quite comfortable. I share a stateroom with Amity Wood, who works with Monterey Bay National Marine Sanctuary in education and communication. She kindly let me have the bottom bunk. We have our own bathroom and shower and lockers to store our clothes in. Now, a few nights in, I am getting used to sleeping with the constant rocking. Overall, life aboard the ship is like being forever in a fun house. Everything moves- the hallways, the doors, the decks and the ladder like stairs. As you walk, you learn to keep your steadiness and constantly adjust despite it all. Metaphorically, this skill of always adjusting and adapting yourself to stay balanced no matter what happens is a great life skill.
StateroomHallway
The highlight of my experience so far is being able to spend my day 50 ft above sea level on the flying bridge surrounded by the deep blues to silver greys of the ever-changing Pacific Ocean. We began with amazing views of the Bay Bridge and the Golden Gate Bridge after we left our port of Alameda. Though I know the San Francisco Bay well, the chance to see it with the birds’ eye view was a special gift. I could see details I’d never seen before- such as the inside of a container loader’s cabin and the underside of both bridges.
Oakland Bay BridgeGolden Gate BridgeGolden Gate BridgeScience Team
Once we left the Bay, heading toward Monterey Bay National Marine Sanctuary, we sailed past several humpback whales, brown pelicans and cormorants. Each day, I learn more about scientific animal observation. I now know how to first spot an animal with your eye and then bring your binocular up to your face at the line of vision. You must not look down ever in the process or you will lose the animal you are focusing on. I am fairly new to birding- even though I started birding with my class this year. We gave ourselves the challenge to learn 6 local Berkeley birds and experienced birding at the Berkeley Marina, where most children saw their first ‘lifer’ – the Great Blue Heron. I’d love my students to see me now– as I am seeing ‘lifers’ every hour of the day! (A ‘lifer’ is the first time a bird species is seen by an observer.)
Observing on the Flying Bridge
Animal observation takes time and patience and precision. At first, every time I spotted an animal, by the time I lifted the binoculars, it was gone. With practice, I’ve gotten better and each day is filled with wonder. I have a goal to personally see at least one new species a day. On Monday it was a Black-footed Albatross. On Tuesday, after missing out time after time…. I actually saw -– a Mola mola!
Did you know?
The Mola mola, also known as Ocean Sunfish, is the heaviest bony fish in the world. They can be up to 14 feet long and weigh 4,400 pounds. They average at 550-2200 pounds. Mola mola are silvery grey with a tiny mouth, big eyes, a flattened body and no tail. Because they spend much of their time near the surface, they are very sensitive to entanglement and plastic pollution. In my sighting, I saw the dorsal fin first and then the giant body through the water. You can see Mola mola at the Monterey Bay Aquarium.
Geographic Area of Cruise: North Atlantic Ocean, Slope Sea
Date: July 15, 2025
Weather Data:
6:29 PM Eastern Time
The current temperature is 27°C (80°F). The wind speed is 6 knots. Source: Windy app.
Science Log
Uplift Education, Mighty Primary students: Ahoy from the sea! We’ve set sail this morning to Newport, Rhode Island. There’s a port there that our ship will dock at. NOAA Ship Pisces has been sailing smoothly, or without any issues.
We spotted a lighthouse! Did you know that lighthouses were made to help ships travel safely? They shine bright light at night to warn sailors about dangerous rocks, reefs, or shorelines. They’re almost like traffic signals for boats.
It’s colder inside the Lab Room to make sure the computers don’t overheat. I’m typing this post on one of the deck tables. It feels amazing with the ocean view and breeze.
Today, I’m introducing you to a special instrument, or tool, that helps us learn about sea water. It’s called a CTD instrument.
CTD stands for Conductivity-Temperature-Depth. Video credit: NOAA
The CTD is very important for science missions at sea. Do you remember the goal, or purpose, of our mission? Here’s a hint….
Yes, that’s right. We’re surveying, which means collecting and studying, baby bluefin tuna (larvae). The CTD will help us learn about the sea water where we find the larvae. Like how warm the water is and what it’s made of.
Conductivity tells us what’s in the water, like salt. Salt helps electricity move through water. If the water has more salt, that means it has higher conductivity.
Temperature tells us how warm or cold the water is. Some sea animals like warm water and some like cold water.
Bluefin tuna larvae like warmer water, so that means grown-up bluefin tuna swim a long way to find warm water to lay eggs. The area where they lay eggs in are called spawning areas. Photo credit: NOAA
The life cycle of bluefin tuna. Photo credit: Planet Tuna
Depth tells us how deep the water is. The deeper you go, the darker and colder it gets, so we have find the depth where temperature and conductivity are just right for bluefin tuna larvae.
This information helps scientists learn the physical properties of water where bluefin tuna larvae are found. This is important because larvae need just the right kind of living conditions to grow and survive. Photo credit: Discover Wildlife
By using the CTD, scientists can figure out where the best places are for them to live. This helps protect their habitat and make sure their population can last a long time. It also helps us find them next time, knowing where to come back to find them.
During this mission, we’ll be using the CTD to sample, or study, the water. This requires a big crane like what you see at a construction site! Photo credit: NOAA
The CTD is connected to computers in our Dry Lab. This means we can see water information live, or real-time.
The CTD (Conductivity, Temperature, and Depth) apparatus.
Learning how to read data, or information, from the CTD!
Personal Log
There’s been plenty of time to review, practice, and set up equipment for our mission. Here are some updates.
Do you remember the drifters from our last post? Well, they’re finished! Look at the photos below. These traps will be attached to the drifters. The drifters will be thrown into the ocean. The light will attract bluefin tuna larvae and then trap them in the net. Each drifter also has a GPS so we know where they are always. Here, scientist Kristen was making sure the nets stay in place.
Kristen adjusts a trap
Larval fish trap
Two larval fish traps
Discussing the trap design
Scientists Chrissy and Sarah were helping me review this blog post. I wanted to make sure I can explain everything to you correctly. All scientists have been helpful. They’ve been explaining a lot of scientific words and information that I don’t know.
Scientist Betsy was working on a part of the CTD (right). Bongo nets (left) are also in this picture. They are shaped like a pair of bongo drums and used to catch very small sea creatures.
Scientists were walking me through books that scientists have created to identify sea animals.
Here’s scientific information about Atlantic bluefin tuna larvae. They’re called Thunnus thynnus.
Scientists Amanda and Allison were observing birds.
In the lounge room with Autumn, one of the scientists who will be on 3PM – 3 AM duty with me once we begin our survey. Here, crew members can watch TV, read books, or work on their laptops during free time.
Tomorrow, there’s a full day of practicing emergency drills. I’m about to sleep early to rest and to feel better from sea sickness. The ship’s been rocking back and forth so it’s time to turn off my laptop for the day!
Did you know?
Chief Scientist Dave was tying each drifter to a float.
To make sure each drifter is tied securely to a float, we tied a special knot called the bowline knot.
People have been using this knot for a very long time. It was confusing for me, so Dave and Kristen gave me plenty of chances to practice!
Can you find some rope and try to tie a bowline knot?
Here’s a helpful video! Video credit: Youtuber NightHawkInLight
Here’s a fun way to memorize it!
“The rabbit comes out of the hole, Goes around the tree, And back down the hole.”
