Mission: Summer Ecosystem Monitoring Survey Geographic Area of Cruise: Northeast Atlantic Ocean Date: August 28, 2018
Weather Data from the Bridge
Latitude: 39.487 N
Longitude: 73.885 W
Water Temperature: 25.2◦C
Wind Speed: 13.1 knots
Wind Direction: WSW
Air Temperature: 26.1◦C
Atmospheric Pressure: 1017.28 millibars
Depth: 30 meters
Science and Technology Log
This is the underwater spectrophotometer!
“Underwater spectrophotometer”… say that 10 times fast! I was lucky enough to steal a few minutes of Audrey Ciochetto’s time while we admired the views from the fly bridge today. Audrey works with the Colleen Mouw Lab at the University of Rhode Island. Her lab studies phytoplankton (you may remember that phytoplankton is plankton that is like a plant) and how light from the sun interacts with plankton. I bet you never thought about that! It’s amazing stuff!
Audrey and a graduate student from the lab, Kyle Turner, have brought another cool science tool on board, an underwater spectrophotometer. The ship has pipes hooked up that take water in from 4 meters under the surface of the ocean at a constant flow. This water goes into the spectrophotometer and the machine gets to work. It shines light through the water and measures how the light is absorbed (taken in). Did you know that light travels in waves? Different colors of light that you see are different wavelengths. The spectrophotometer can measure 83 different color wavelengths and what happens to them when they shine on the water.
What does happen to light when it shines into the water? First of all, the water itself absorbs some of the light. There are also a lot of tiny things in the water that absorb light. Can you think of some tiny things that might be in the water? You guessed it again! Phytoplankton is absorbing some of the light, but also other things like tiny particles and dissolved matter will absorb light. These items will also scatter the light, making it bounce in different directions. The underwater spectrophotometer measures that too!
Audrey filtering water samples to separate particles and plankton
Audrey and Kyle spend some of their day taking samples of the water and filtering out the plankton and particles, leaving only the dissolved matter. They will also bring some sea water samples back to their lab to separate the phytoplankton from the rest of the particles. By separating all of these factors, scientists can get an idea of how each of these components in the water are responding to light.
The goal of this work is to understand what satellites are seeing. Scientists rely on satellites out in space to take pictures of what’s happening on Earth. These satellites can detect the light from the sun shining on Earth. They can see some color wavelengths as they are absorbed or scattered by different things on our planet. With the work that Audrey and Kyle are doing, we can better understand the satellite pictures of the ocean and what they mean. We can understand what’s in the ocean by looking at what the sunlight is doing when it touches the water. Pretty incredible, right?
The Design of Experiments
Hearing all of these brilliant ideas from Audrey got me thinking about how creative scientists must be to design experiments and investigations to answer questions.
Remember the hypothesis example that Chief Scientist Harvey mentioned in his interview? It was an idea that scientists came up with after they used monitoring data to discover a pattern of lower populations of herring (fish).
Hypothesis: “Increasing haddock populations lead to a lower stable state of herring because haddock feed on herring eggs.”
Scientists can study the stomach contents of fish to learn what they are eating. Photo courtesy of The Fisherman Magazine.
How would you design an experiment to test this?
Well, the real scientists who did this work examined the stomach contents of haddock to see how much of their diet consisted of herring eggs! Would you have thought of that?
It was interesting to read about this study in a scientific journal called PNAS (it stands for Proceedings of the National Academy of Sciences), “Role of egg predation by haddock in the decline of an Atlantic herring population.” By Richardson et. al.
Get creative and start thinking of your own ideas to answer questions you have about the world!
Tamara is the physical science technician for NOAA National Marine Fisheries Service (NMFS) at Woods Hole. A technician is someone who is an expert on the equipment and technology used by the scientists. Today I had a chance to ask Tamara some more questions about her work.
Me – Tell me more about your job.
Tamara – I provide quality control for all of the data brought back by all of the ships involved in our study. A lot of it is statistical analysis of data [this means looking at data and making sure that it makes sense and is accurate]. I calibrate sensors [make sure they are accurate], process data, and write reports based on the data we find. We create a yearly atlas of information based on our data that anyone can use to look for trends (such as changes in plankton populations). I also maintain and coordinate equipment that is needed for the studies.
Me – What part of your job with NOAA did you least expect to be doing?Tamara – I least expected to be so involved with plankton! I used to do only the hydrography (water chemistry and physical properties) but now I am also involved with plankton data collection.
Tamara keeps track of a lot of different things during her watch.
Me – How do you help other people understand and appreciate NOAA’s work?
Tamara – I write the reports and make data available to the public. People can be reassured that quality control is in place in our monitoring and the data is as accurate as possible. It is my job to make sure of it!
Me – What do you love about going out to sea?
Tamara – I love the experience of being out at sea and meeting new people!
Personal Log
Our days on the ship are spent collecting data at stations, storytelling and watching the water on the fly bridge, catching up on work, watching sunrises and sunsets. I’ve been pleasantly surprised by the comfort and commodities (like comfy mattresses and hot showers) and especially, THE FOOD!
The food options are outstanding. One night we had king crab legs and tuna steaks.Margaret is the best chef EVER.
Here on NOAA Ship Gordon Gunter, we have a wonderful steward staff (cooks and kitchen managers), Margaret and Paul. They always have smiles on their faces when you walk in for meal time and are happy to spread their cheerfulness. There is always an amazing menu with many items to choose from. As a vegetarian, I have been blown away by all of the delicious veggie options. But there is plenty of meat for the carnivores too! There are always a variety of snacks available as well as healthy options.
Margaret makes homemade cookies and pies, guacamole, crab salad, and eggplant curry, just to name a few. We all sit down for meals together and share stories. And there is always dessert!
Did You Know?
Water absorbs red light first. So, if a fish has red scales when it’s out of the water, under water he will look brown and blend in to his surroundings. All of the red light will have already been absorbed by the water and there won’t be enough left to reflect off the fish’s scales!
A squirrelfish can blend in to its surroundings under water. Since it is a red fish, it is hard to see its color since the water has already absorbed the red light from the sun. Photo courtesy of NOAA.
Animals Seen Today
Common dolphins, green sea turtle, brown booby bird, larval hake, larval flounder, larval sea bass, jellyfish
Bobby the brown booby stayed with our ship for several hours.A jellyfish we caught in the plankton net!
Mission: Long-Term Ecological Research in the North Gulf of Alaska, aka The Seward Line Transects
Geographic Area of Cruise: North Gulf of Alaska
Date: September 5, 2018
Latitude: 61.3293° N Longitude: 149.5680° W Air Temperature: 60° F Sky: Clear
Logistics Log
When I read the instructions for my application to NOAA Teacher at Sea, they emphasized the necessity for flexibility. Alaskans, in my mind, epitomize flexibility. The climate demands it. When the weather changes, you have to adjust to it. Not doing so can put you or others at risk.
My original cruise should have departed this weekend into the Bering Sea, but NOAA Ship Oscar Dyson developed problems with its propulsion system. Rather than sailing this research cruise, she will be in Kodiak under repair. I was pretty bummed when I got the news, but I really feel for all of those PhD students whose thesis projects needed the data from that trip.
RV Tiglax
The wonderful folks at NOAA told me that they were working on a new assignment, most likely in Southeastern US. I tried to wait patiently, but I was thinking about how much I wanted to teach Alaskan kids about the ocean just a few miles from them. Meanwhile, I had to cancel my substitute teacher. My sub has done some biological fieldwork, and when I talked to him he was very understanding. The funny thing was I got an email from his wife the next day, saying that she might have a berth for me. It turns out she works for the North Pacific Research Board and was familiar with most of the fisheries and ecological research going on in coastal Alaska. The berth was on the R/V Tiglax (TEKH-lah – Aleut for eagle). The Tiglax is not a NOAA vessel. It is owned by U.S. Fish and Wildlife Service and operated jointly by the National Science Foundation. NOAA Teacher at Sea does occasionally partner with other organizations. After a few days of waiting, I was told that this cruise met the NOAA Teacher at Sea criteria.
Bringing an end to my long logistical story, I leave Monday on a trip into the Gulf of Alaska for seventeen days aboard the Tiglax.
Science Log
The science behind my new project is pretty exciting. The Seward Line Transects have been run every summer since 1997 – every May and every September. Weather permitting, we will repeat the Seward Line Transect (seen below in black) along with four other transects. Each transect begins at a near shore location and makes it past the edge of the continental shelf into the deep waters of the Pacific. At each transect station, water is collected using a CTD to test the physical and chemical properties of the water at that location. A variety of plankton collection nets will be also be deployed. One of these sampling stations (GAK-1) has been sampled continuously for plankton and water chemistry for forty-eight years, representing an incredible wealth of long term ecological data.
Here is Caitlin Smoot (who will be on board with me) talking about how Zooplankton is collected aboard the R/V Sikuliaq, another vessel that operates in the Gulf of Alaska.
Personal Log
The transect lines that make the North Gulf of Alaska Long Term Ecological Research Project
My job will be working the night shift, helping to collect plankton. I go out of my way in all of my classes to look at plankton. I even wrote a lab using diatoms to investigate a suspicious drowning death for my forensic science class. I’ve been collecting and examining freshwater plankton around my home in Eagle River, Alaska with my science classes for years, but rarely have I gotten to look at marine plankton. I’m excited to learning how plankton is collected at sea and how those collections are used to calculate relative abundance of plankton in the Gulf of Alaska from these samples.
In my classroom, I am always on the look out for how to better connect students to the science I am teaching. I’ve taught Oceanography for fifteen years but never been on an oceanographic cruise. I am hopeful this trip gives me a depth of experience that my students will benefit from.
As I get closer, I am not without some anxieties. I’m the very definition of a morning person, so working the night shift is going to be an adjustment. Just being aboard the Tiglax is going to be an adjustment. At a length of 120 feet, the Tiglax is a small research vessel with pretty limited facilities and no Internet connection. I’ve been in a lot of boats, but I don’t recall ever being beyond the sight of land. Those transect lines go way out into the ocean, and I wonder what it will feel like to be 150 miles from shore.
Did You Know?
The average depth of the ocean approaches 3,700 meters (12,000 feet.) The Seward Line transect begins in water only 100 meters deep and moves into water greater than 4000 meters in depth.
NOAA Teacher at Sea Justin Garritt NOAA Ship Bell M. Shimada September 5, 2018
Topic Today: Calibrating the Equipment and ship tour
Geographical area of cruise: Seattle, Washington to Newport, Oregon
Today’s Location and Weather: Beautiful sunny skies calibrating in Elliot Bay, Seattle, Washington
Date: September 5, 2018
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Today’s blog will focus on calibration and a tour of the beautiful ship.
Calibration is the act of evaluating and adjusting the precision and accuracy of measurement equipment. It is intended to eliminate or reduce bias in an instrument’s readings. It compares the standard measurement with the measurement being made by the equipment. The accuracy of all measurements degrade over time by normal wear and tear. The purpose of calibration is to check the accuracy of the instrument and with this information, adjustments can be made if it is out of calibration. The bottom line is that calibration improves the accuracy of the measurement device which improves quality.
We calibrate many things in life. For an example, many teachers at my school have smart boards or promethean boards. These boards are interactive white boards that allow teachers to teach using more interactive tools. As a math teacher, I have had a promethean board in my classroom which acts like a large touch screen computer that I take notes on, teach lectures on, give student feedback on, and play math games on.
A teacher calibrating their smart board in a classroom
They have improved the learning experience for students in my class and across the globe. In order for the screen to work most accurately, we must perform routine calibrations on the board. If we don’t, there is often errors and where we touch the screen is not what actually shows up on the board. When these errors begin to occur, we must calibrate the board or else we won’t be as accurate when writing on the board.
Police officers and military personnel must also use calibration in their work. Officers must routinely calibrate their weapons for accuracy. When at a safe and secure range, officers will “site-in” their weapons to determine if their scope is accurate. They will then make modifications to their weapons based on the calibration tests. This is another form of calibrating that improves the quality and accuracy of the equipment.
On board the NOAA Ship Bell M. Shimada, calibration typically happens at the start and end of most legs. Sometimes the Chief Scientist will also make the decision to calibrate mid-leg. For the past two days we have been spending 12 to 15 hours per day calibrating the equipment to ensure the most accurate research can be completed and we can meet the goals of the leg.
All of the scientists aboard
Me using a down rigger during calibration
Calibrating the equipment is an interesting process that involves the teamwork of all the scientists on board. The process begins with three scientists setting up down riggers on the outside of the boat. Two are set up on starboard side (right side of the ship) and one is set up on port side (left side of the ship). This creates a triangle which will allow the calibration sphere or what I like to call, “the magic sphere” to move in whatever direction needed. This same triangle shaped design is used to move cameras that fly above players in the Superbowl.
This same triangle shaped design is used to move cameras that fly above players in the Superbowl.
Another image of camera that flies above Superbowl
The picture above shows how three lines suspended from down riggers that are attached to the sphere.
The pictures (with captions) show the process step by step.
Scientist Steve de Blois setting up one of the down riggers
Scientist Dezhang Chu prepares the “magic sphere” before dropping it in the water for calibration
Scientist Dezhang Chu drops the “magic sphere” in the water
Dropping the sphere in the water for calibration
Chief Scientist Rebecca Thomas checking in with her team
The three-line triangle shape is used to maneuver the “magic sphere” below the boat during calibration
Scientist Dezhang Chu leads the calibration from the acoustics lab
Scientist Dezhang Chu communicates with the team at the down riggers on where to move the “magic sphere” for calibration
This screen monitors where the sphere is under the ship. The goal during calibration is to move the sphere is all four quadrants of the screen.
We calibrated for two full days. It was surprising how long the process took. After explanations from the many scientists on board I learned that the process is so long because we are assessing numerous acoustic transducers under the ship. Then, for each transducer, we are calibrating the old acoustic system and the new acoustic system.
All smiles at the end of calibration as we head out to continue our mission at sea:-) In this photo: NOAA TAS Justin Garritt, Scientist Volunteer Heather Rippman, and Future Scientist Charlie Donahue (and roommate)
NOAA Ship Bell M. Shimada is an incredible vessel that sails for months at a time. It has a crew of over 40 people (who I will be discussing in future blogs). The ship is a science lab with most state of the art equipment and also home for the crew on board that make the boat run 24 hours a day for 365 days a year. Here is a quick behind the scenes look at this remarkable vessel.
The Deck:When you embark the ship, the first thing you see is a huge deck with massive pieces of equipment. Each item has a different purpose based on what scientific study is taking place throughout the leg of the journey.
Two of the nets we will be using to catch hake and other organisms. Each net has different size liners which we will be testing.
A view of the back deck and all the equipment
Another view of the back deck
A view looking up from the deck at the top vessel
The Bridge: This is where the captain and his crew spend most of their day. The bridge has all of the most up-to-date technology to ensure we are all safe while on board. Operations occur 24 hours a day, so the ship never sleeps. Officers on the bridge must know what is happening on the ship, what the weather and traffic is like around the ship. The bridge has highly advanced radar to spot obstacles and other vessels. It also is the center of communication for all units on board the ship.
The officers of NOAA Ship Bell M. Shimada.
The bridge of NOAA Ship Bell M. Shimada
The Galley and Mess Hall:I expected to come on board and lose weight. Then I met Arnold. He is our incredible galley master who makes some of the best meals I have had on a ship. Yes, this better than food on a buffet line on a cruise. Arnold works his magic in a small kitchen and has to plan, order, and organize food two weeks out. Breakfast, lunch, and dinner are all served at the same time everyday. The food is prepared and everyone eats in the mess hall. Beverages, cereal, salad, and most importantly, ice cream are available 24 hours a day, so there is no need to ever be hungry. Every meal has a large menu posted on the television monitor and you can eat whatever you want. Every meal so far has been amazing.
Master Chef Arnold showing me his organized refrigerator
In the food storage closet
The mess hall
The mess hall
An amazing buffet is served three times a day at 7am, 11am, and 5pm.
The menu is posted for every meal
Salad is available 24 hours a day
Ice cream and snacks available 24 hours a day
Drinks are always available
Staterooms:Sleeping quarters are called staterooms and most commonly sleep two people. Each stateroom has its own television and a bathroom, which is called a head. As The bunks have these neat curtains that keep out the light just in case you and your roommate are working different shifts.
My stateroom which I share with Charlie, a volunteer college student
Names on our door
Laundry Room: There are three washer machines and three dryers that crew can use to clean their clothes during off-duty hours
The laundry room
The laundry room
The Entertainment Room:The living room of the ship. This room has a large screen TV, comfy recliners, and hundreds of movies, including new releases.
The gym
The entertainment room
The entertainment room
The Acoustics Lab:The acoustics lab is like the situation room for the scientists. There are large computer screens every where that can monitor all of the things the scientists are doing. For the past two days, Rebecca, our Chief Scientist, along with other scientists, lead the calibration from that room.
Scientist Steve de Blois hard at work in the acoustics lab
Scientist Dezhang Chu hard at work in the acoustics lab
A look at the entire acoustics lab
The Wet Lab: The wet lab will be used to inspect and survey the hake when we start fishing later this week.
The wet lab which will be used when we start fishing later this week
A random look in the freezer in the wet lab:-)
I only just began my exploration of the ship. I will have so many more places to share throughout the journey. Later this week I will be asking our Chief Engineer to take me on a behind the scenes tour of “below deck” which is where they turn salt water to freshwater, handle all trash on board, etc. I will also be asking a member of captain’s officers to teach me a little about the navigation equipment up in the bridge. I will be sure to write about all I learn in future blogs.
Thank you for continuing to join me on this epic adventure.
Justin
Calibrating with the Seattle skyline in the distance
Primary longline stations are indicated in purple. The red line represents the path the Oregon II.
Weather Data from the Bridge:
Latitude: 28 02.2N
Longitude: 96 23.8W
Wind speed: 13 Knots
Wind direction: 080 (from North)
Sky cover: Broken
Visibility: 10 miles
Barometric pressure: 1014.1atm
Sea wave height: 2 feet
Sea Water Temp: 30.6°C
Dry Bulb: 28.1°C
Wet Bulb: 25.3°C
Science and Technology Log:
After a long two day cruise to the southern tip of Texas, we finally started fishing. I learned quickly that everyone has a job, and when you are done with your job, you help members of your team complete their tasks. The coordinates of all of the survey locations are charted using a program called Novel Tec, and once the captain has determined that we have reached our designated location, the fun begins. To deploy the longline there are many important responsibilities that are delegated by the Chief NOAA Scientist.
Baited hooks
#1- All scientists work together to bait 100 hooks with mackerel (Scomber scombrus).
High-Flyer deployment
#2- High-Flyer Release – Once the long line has been attached to the high-flyer, it is released from the stern of the boat. The high-flyer consists of a buoy to keep it above water, and a flashing light, so we know the exact location of the beginning of the longline.
Attaching a weight and TDR
#3 Weight Attachment – A NOAA fisherman is responsible for attaching the weight at the appropriate distance, based on the depth of that station to ensure the gear is on the sea floor. This also keeps the high-flyer from drifting. Alongside the weight, a TDR is attached to the line, which records temperature and depth.
Each baited hook is identified with a number.
#4 Numbering of baited hooks – After the first weight goes out, one by one the gangions are numbered and set over the edge of the ship, but not let go. A gangion consists of a 12ft line, a baited hook, and hook number.
Attaching the Hooks
# 5 Hook Attachment – A NOAA fisherman will receive one gangion at a time, and attach it to the line. Another weight is attached to the line after 50 hooks have been deployed, and once all 100 hooks are deployed the final weight is attached. Then the line is cut, and the second high-flyer is attached and set free to mark the end of the survey area. This process goes fairly quickly, as the longline is continuously being fed into the water.
Data Collection
#6 Data Collection – Each piece of equipment that enters the water is recorded in a database on the computer. There should always be 2 high-flyers, 3 weights, and 100 gangions entered into the database.
Scrubbing buckets
#7 Bucket Clean-up – The buckets that were holding the baited hooks need to be scrubbed and prepared for when we haul the line back in.
Once all of the gear is in the water we wait for approximately one hour until we start to haul back each hook one by one. The anticipation is exciting to see if a shark or other fish has hooked itself.
This image illustrates what the longline, including all the gear, would look like once completely placed in the water. (Image courtesy of Stephan Kade, 2018 Teacher at Sea).
Personal Log
I would say that my body has fully adjusted to living at sea. I took off my sea sickness patch and I feel great! Currently, Tropical Storm Gordon is nearing to hit Mississippi this evening. We are far enough out of the storm’s path that it will not affect our fishing track. I am having the time of my life and learning so much about the Oregon II, sharks, and many other organisms that we’ve seen or caught.
This sharksucker (Echeneis nautratus) was sucking on a blacktip shark that we caught. He instantly attached to my arm to complete his duty as a cleaner fish.
Did you know?:
William Osborn (1st Engineer) and Fred Abaka (3rd Engineer).
NOAA Ship Oregon II creates freshwater via reverse osmosis. Sea water is pumped in and passed through a high pressure pump at 1,000psi. The pump contains a membrane (filter), which salt is too big to pass through, so it is disposed overboard. The clean freshwater is collected and can be used for showering, cooking, and drinking. In addition to creating freshwater, the engineers are also responsible for the two engines and the generators.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 24, 2018
Weather Data from the Bridge
Conditions at 1705
Latitude: 29° 15.17’ N
Longitude: 86° 11.34’ W
Barometric Pressure: 1014.82 mbar
Air Temperature: 31.2° C
Sea Temperature: 32.6° C
Wind Speed: 2.44 knots
Relative Humidity: 57%
Science and Technology Log
Life at sea provides fathoms of real-life examples of the nonfiction text structures I teach my students to identify: description, order and sequence, compare and contrast, fact vs. opinion, problem-solution, cause and effect, and several others.
While on the Oregon II, I was very fortunate to observe a dive operation that took place.
Here’s how an account of the dive operation might read for my elementary school students. Embedded in the text, I’ve included opportunities for developing readers to use context clues, to notice words that signal order/sequence (first, next, then…), to notice words that signal compare and contrast (similar, unlike), etc.
A ‘diver down’ scuba flag on the Oregon II.
Today’s lesson: Problem-Solution.
Problem: Sometimes, the hull (or watertight body) of a vessel can become encrusted with marine life such as algae or barnacles. This is called biofouling. To prevent biofouling, underwater surfaces are inspected and cleaned regularly. To further prevent creatures from making the body of the Oregon II their home, the hull is painted with a special anti-fouling paint.
Occasionally, man-made materials, like rope and fishing gear, can get tangled in the equipment that sits below the surface of the water, such as the rudder or propeller.
Underwater GoPro camera footage suggested that a piece of thick plastic fishing line (called monofilament) was near the Oregon II’s bow thruster. The bow thruster, located in the front of the ship, is a propulsion device that helps to steer the ship to the port (left) or starboard (right) side. This makes navigating and docking the 170-foot ship easier. When the powerful bow thruster is engaged, the entire ship rumbles, sounding like a thunderous jet soaring through the sky.
Something like entangled fishing line is problematic for navigation and safety, so the line must be removed if found. Because the bow thruster is located beneath the water’s surface, this task cannot be completed while on the ship. So how can the crew remove any tangled line and inspect the hull for damage?
Solution: Divers must swim under the ship to inspect the hull. If fishing line is suspected, divers can investigate further. This opportunity to “inspect and correct” allows them to take a closer look at the hull. If fishing line or other damage is found, divers cut away the line and report the damage. Routine hull inspections are part of regular ship maintenance.
Led by Divemaster Chris Nichols, also the Oregon II’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive safety briefing. Nichols appears in a white t-shirt, near center.
The entire process is not as simple as, “Let’s go check it out!” NOAA divers must follow certain rules and safety regulations.
First, the Oregon II’s dive team developed a Dive Operations Plan to investigate the bow thruster and hull. Dive details were discussed in a pre-dive briefing, or meeting. The Diving Emergency Assistance Plan (DEAP) was reviewed and a safety checklist completed.
The team prepared to send two divers, Lead Fisherman (LF) Chris Nichols and Navigation Officer Ensign (ENS) Chelsea Parrish, to inspect the bow thruster and remove any fishing line if needed. For this task, they carried scrapers and line-cutting tools.
To prepare for the dive operation, ship navigation plans were made. Equipment beneath the boat was secured. This ensured that the divers would be kept safe from any moving parts such as the propeller or rudder.
Next, announcements were made before and after the dive to notify the entire ship that divers would be entering and exiting the water. That way, everyone on board knew to stop any fishing activity and avoid putting fishing gear in the water.
To let nearby vessels know that divers are in the water, two flags are hoisted. The scuba flag (red and white) indicates “diver down,” and the International Code of Signals flag ‘Alfa’ (blue and white; sometimes spelled ‘Alpha’) lets other vessels know that the ship is engaged in a dive operation. This tells other vessels to ‘keep well clear at slow speed’.Maritime communication flags are stored on the bridge. Learn your A, B, Seas: https://en.wikipedia.org/wiki/International_maritime_signal_flags
During the pre-dive briefing, procedures were reviewed and agreed upon. If needed, clarifying questions were asked to make sure that everyone knew and understood exactly what to do. This was similar to the ‘Checking for Understanding’ that I do with my students after giving directions.
Then the team agreed upon a dive time and a maximum diving depth. In this case, the team planned to dive a maximum of 25 fsw (feet of sea water). The surrounding water was about 160 feet deep.
A smaller, 18-foot rigid rescue boat was launched from the Oregon II, prepared to assist the divers in the water if needed.
On the deck of the Oregon II, a Topside Supervisor and Line Tender kept watchful eyes on the divers. Chief Boatswain (pronounced “boh-suhn”) Tim Martin was the standby diver, prepared to provide immediate assistance to the other divers if needed.
Before entering the water, the divers checked one another’s gear for safety.Potential risks and hazards, such as currents, obstacles, and dangerous marine life, were identified ahead of time. Multiple solutions were in place to minimize or eliminate these risks. Checking equipment before entering the water ensures that divers are prepared.
As the divers prepared to enter the water, the rest of the team was equally well prepared with checks, double-checks, back-up plans, communication, and contingency (emergency) plans. Hopefully, emergency plans are never needed during a dive operation, but just in case, everyone was well-trained and prepared to jump into action.
Plans for entry into the water and exit from the water were reviewed in the pre-dive briefing. In this case, Lead Fisherman Chris Nichols entered the water with an entry method called a Giant Stride.Ensign Chelsea Parrish enters the water with a Giant Stride. An exit plan, plus two back-up exit options, were also reviewed beforehand. If needed, the divers had three possible ways to exit the water.
The water was calm and the weather fair. The divers signaled to the ship that they were OK in the water, and slipped beneath the surface. Soon, the only trace of them was a lighter blue trail of bubbles.
The divers are OK and ready to dive. For breathing under water, the divers used compressed air in tanks. Because this was open circuit scuba (self-contained underwater breathing apparatus) equipment, air bubbles could be seen in the water once they disappeared beneath the surface.As divers descended, air bubbles could be seen beneath the surface. For safety, a Reserve Air Supply System (RASS) was also worn by each diver.
This was a working dive. Unlike recreational diving, this was not the time for the divers to leisurely swim and explore, but to follow the plan precisely. To communicate with each other under water, hand signals were used.
The dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). Photo credit: Ensign Chelsea Parrish, NOAAThe bow thruster looked fine…no fishing line nearby! Photo credit: Ensign Chelsea Parrish, NOAAThe dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). All looked well! Photo credit: Ensign Chelsea Parrish, NOAAWhile in the water, the divers also practiced a ‘sick diver’ drill to rehearse what to do if a diver needed medical attention. Similar to a fire drill or other safety drill, but performed in the water, this was one of several drills performed on the Oregon II.After the dive was completed, a post-dive briefing was held to review and critique the dive operation. The dive team discussed how the dive actually went, in comparison to the dive plan. This was similar to the reflection I do after teaching lesson plans.
The divers reported back on the condition of the bow thruster and hull, as well as the dive conditions. They discussed their equipment, the undercurrent, and how they felt while under the pressure of the water. Dive data was collected from each diver and recorded on a form. The divers reached a depth of 21 feet.
Success! After inspecting the hull, the divers reported that they didn’t see any fishing line on the bow thruster or damage to the hull. Instead, they saw some small fish called jacks and some moon jellies drifting by.
Finally, the scuba equipment is removed and rinsed with fresh water. Once dry, it will be carefully stowed away until the next dive.
Dive operations don’t happen often on the Oregon II. Normally, the team practices and performs their dives in a swimming pool in Mobile, Alabama. This dive near the Florida Keys was the first at-sea operational dive in two years as a full team—a rare and exciting treat to witness!
Personal Log
This reflection captures my own dive into the world of longline fishing. Switching roles from educator to student, this is also where I transition from writing for my students to writing for my peers and colleagues.
Gloves for handling bait (left) and grippy gloves for handling live fish (right)
Every time I attempt something brand new, some optimistic part of me hopes that I’ll be a natural at it. If I just try, perhaps I’ll discover some latent proclivity. Or perhaps I’ll find my raison d’être—the reason why I was placed on this planet.
So I try something new and quickly recognize my naïveté. Many of these new skills and sequences are difficult, and I’m slow to master them. I compare my still-developing ability to that exhibited by seasoned veterans, and I feel bad for not grasping it quickly.
Spoiler alert: Longline fishing may not be my calling in life.
Life on and around the water, however, suits me quite well. As I’ve acclimated to life on a ship, the very act of being at sea comes naturally. Questions and curiosity flow freely. An already-strong appreciation for the water and its inhabitants deepens daily. And while I may not learn new concepts quickly, I eventually learn them thoroughly because I care. This journey has been a culminating opportunity in which I’ve been able to apply the nautical knowledge and marine biology fun facts I’ve been collecting since childhood.
Much of the daily work is rote, best learned through repetition, muscle memory, and experience. Very little of it is intuitive or commonsense, and my existing nautical know-how isn’t transferable to the longline gear because I’ve never handled it before.
The tops of two high flyersBuoys and snap clipsAdditional buoys are sometimes added to the mainline.At first, making sense of the various steps and equipment used in longline fishing felt like a jumbled, tangled barrel of gangions.
At any point during my twelve hour shift, I’m keeping track of: the time, several other people, several locations on the ship, my deck boots (for working outside), sneakers (for walking inside), personal flotation device (PFD), sun hat, hard hat, bait gloves (for setting bait on hooks), grippy work gloves (for handling equipment and slippery, slimy fish), water bottle, camera, and rain gear…not to mention the marine life and specialized equipment for the particular task we’re performing.
The longline gear is deployed off the stern.
Somewhere, Mr. Rogers is feeding his fish and chuckling with approval every time I sit down to swap out my deck boots several times a day.
Swapping out my sneakers for deck boots…again.
There’s a great deal of repetition, which is why it’s so frustrating that these work habits haven’t solidified yet. It should be predictable, but I’m not there…yet. Researchers believe it takes, on average, more than two months before a new behavior becomes automatic. Maybe I’m being hard on myself for not mastering this in less than two weeks.
Unlatch the door. Relatch the door. Fill water bottle. Sunscreen on. Sneakers off. Boots on. Boots off. Sneakers on. Bait gloves on. Bait gloves off. Work gloves on. Work gloves off. Regular glasses off. Sunglasses on. Sunglasses off. Refill water bottle. Regular glasses on. Unpack the tool bag. Repack the tool bag. Hat on. Hat off. Repeat sunscreen. Refill water bottle. PFD on. PFD off. Hard hat on. Hard hat off…and repeat.
It seems simple enough in writing, but I struggle to remember what I need to be wearing when, not to mention the various sub-steps involved in longline fishing and scientific research.
How do you catch a cloud and pin it down?
During the dive operation, I ventured up to the bow for a better vantage point. Alone on the bow, glorious water teemed with fascinating marine life as far as I could see. Below me—and well below the surface—an actual dive operation was taking place: an opportunity to apply the diving knowledge I’ve absorbed and acquired over the past several years.
If I were in a certain movie musical, I would have burst into song, twirling in circles on the bow, unable to resist the siren song of the sea. (And, as I’ve discovered from handling a few of the slimier species we’ve caught, the depths are alive…with the stench of mucus. And its slimy feel.)
As I struggle to keep track of all of the routines, equipment, and fishing gear, I feel like Maria in the opening scene of The Sound of Music. Lost in reverie and communing with nature, she suddenly remembers she’s supposed to be somewhere and rushes off to chapel, wimple in hand. She’s supposed to be wearing it, of course, but at least she made it there and remembered it at all.
My Teacher at Sea path was filled with an Alpine range of mountains to climb, but I climbed every mountain, and I’m here on the Oregon II. All of the hard work I’ve put in for the past ten years culminated into that harmonized, synchronous moment on the bow…
And then I remembered that my shift was starting soon, so I dashed off, PFD in hand.
I know that I’ll need a PFD at some point. And my gloves. And my boots. And a hard hat. I have them all at the ready, but I’m not always sure which one to wear when. As I fumble through the transitions, routines, and equipment, I sympathize with Maria’s difficult search for belonging. I certainly mean well, and my appreciation for the water around us cannot be contained.
Being on and around the water fills me with joy…
Eventually, Maria realizes that she’s better suited to life as a governess and later, a sea captain’s wife. I’m discovering that perhaps I was not destined to be a skilled longline fisherman, but perhaps there is some latent proclivity related to the life aquatic. I may not always know which equipment to use when, but I know—with certainty—that I definitely need the ocean.
Taking a curtain cue from Maria, perhaps I could fashion a dress or a wetsuit from the curtains hanging near my berth…?
Did You Know?
Sharks secrete a type of mucus, or slime, from their skin. The mucus provides protection against infection, barnacles, and parasites. It also helps sharks to move faster through the water. Ship builders are inspired by sharks’ natural ability to resist biofouling and move through the water efficiently.
Recommended Reading
Students may be surprised to learn that barnacles are not only marine animals, but they begin their life as active swimmers and later attach themselves permanently to a variety of surfaces: docks, ships, rocks, and even other animals.
Barnacles by Lola M. Schaefer is part of the Musty-Crusty Animals series, exploring how the animal looks and feels, where it lives, how it moves, what it eats, and how it reproduces. This title is part of Heinemann’s Read and Learn collection of nonfiction books for young readers. Other creatures in the series include: crayfish, hermit crabs, horseshoe crabs, lobsters, and sea horses. These books are a great introduction to nonfiction reading skills and strategies, especially for younger readers who are interested in fascinating, unconventional creatures.
Each chapter begins with a question, tapping into children’s natural curiosity and modeling how to develop and ask questions about topics. Supportive nonfiction text features include a table of contents, bold words, simple labels (as an introduction to diagrams), size comparisons, a picture glossary, and index.
Barnacles by Lola M. Schaefer (Reed Educational & Professional Publishing; published by Heinemann Library, an imprint of Reed Educational & Professional Publishing, Chicago, Illinois 2002)
ards or promethean boards. These boards are interactive white boards that allow teachers to teach using more interactive tools. As a math teacher, I have had a promethean board in my classroom which acts like a large touch screen computer that I take notes on, teach lectures on, give student feedback on, and play math games on.
