Geographic Area of Cruise: Gulf of Alaska (Kodiak to Aleutian Islands)
Date: Monday, July 15th, 2019
Weather Data from Juneau, AK: 8:50am Lat: 58.35° N Lon: 134.58° W
Personal Log
Hello everyone. In just a few days I will be swapping out halibut fishing in Juneau, AK for surveying walleye pollock in the Gulf of Alaska (GOA)…and I can’t wait! Our cruise on NOAA Ship Oscar Dyson will depart from Kodiak Island and sail out along the Aleutian Islands, a place I have yet to see or experience since moving to Alaska.
Fishing for Halibut near Holkham Bay. This photo was taken just after the fillet had slipped out of my hands and onto the boat deck…guess I’ll benefit from fish handling practice on the cruise!
Photo Credit: Laura Maruhashi
Three years ago, I left a curriculum consulting job in Portland, OR to begin teaching in Juneau. Prior to Oregon, I was living overseas in Australia, where I completed my Masters in Education and spent time with the Australian side of my family. I am incredibly excited to now call Juneau my home and be in the classroom as both an educator and a learner. Alaska is such a unique and special place – sometimes I still can’t believe I live here!
Currently, I work as a 7th grade Life Science teacher at Floyd Dryden Middle School. Not only is middle school my favorite age of kids to teach (yes, you heard that right), but I also love the curriculum we get to share with them. One main focus during the school year is to teach about ecosystems. Two years ago I developed a unit, along with NOAA Scientist Elizabeth Siddon, that focuses on how commercial fisheries quotas are set in Alaska. The lessons range from data collection and stakeholder input to presenting recommendations to the North Pacific Fisheries Management Council. Alaska takes several different aspects of the ecosystem into consideration when setting quotas and I think it is a great way for students to see how the science they learn in school can be applied to real life careers.
Students in my 7th grade life science class presenting ecosystem risk table recommendations to a panel of scientists for sablefish quotas in the Gulf of Alaska.
I myself have never had the chance to work as a scientist. That is why I am so excited for the opportunity to participate in data collection and analysis alongside a research team right here in Alaska. It will be fantastic to bring what I learn back to my students and be able to give them an even better understanding what being a scientist can entail.
Lastly, outside of teaching, I try to enjoy all of the outdoor activities Juneau has to offer. With the recent streak of unusually warm and sunny weather, my friends and I have been boating, swimming, and hiking as much as possible. While it will be hard to leave those things behind, I am looking forward to this next adventure!
Midway through a hike from Granite Creek Basin to Mount Juneau.
Photo Credit: Laura Maruhashi
Science and Technology Log:
The research team on NOAA Ship Oscar Dyson is conducting an acoustic-trawl (AT) survey to collect data, primarily on walleye pollock, to be used in stock assessment models for determining commercial fisheries quotas. When collecting data, scientists will work in 12 hour shifts and be looking to determine things such as species composition, age, length distribution etc.
NOAA Ship Oscar Dyson. Photo Credit: NOAA
Trawl fishing, for those of you unfamiliar, is a method of fishing when a net of particular size is pulled through the water behind a boat. Oscar Dyson is a 64 meter stern trawler that contains acoustic and oceanographic instruments to collect the necessary data. After researching online, I learned that the main instrument used is a Simrad EK60 split-beam echosounder system. Look for more information about what this instrument is (and others) in future blog posts!
Did You Know?
Alaska pollock is one of the largest commercial fisheries in the world!
Thank you for reading and I am looking forward to sharing more about life out at sea!
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: November 11, 2018
Weather Data from home
Conditions at 1615
Latitude: 43° 09’ N
Longitude: 77° 36’ W
Barometric Pressure: 1027 mbar
Air Temperature: 3° C
Wind Speed: SW 10 km/h
Humidity: 74%
Science and Technology Log
View of the ship’s wet lab.
View of the water through the galley sink porthole.
View of the water through a porthole in the galley.
Participating in the Shark/Red Snapper Longline Survey provided a porthole into several different career paths. Each role on board facilitated and contributed to the scientific research being conducted. Daily longline fishing activities involved working closely with the fishermen on deck. I was in awe of their quick-thinking adaptability, as changing weather conditions or lively sharks sometimes required a minor change in plan or approach. Whether tying intricate knots in the monofilament or displaying their familiarity with the various species we caught, the adept fishermen drew upon their seafaring skill sets, allowing the set and haulback processes to go smoothly and safely.
Chief Boatswain Tim Martin deploying the longline gear.
Chief Boatswain Tim Martin preparing to retrieve the longline gear with a grapnel
Even if we were on opposite work shifts, overlapping meal times provided the opportunity to gain insight into some of the careers on board. As we shared meals, many people spoke of their shipboard roles with sentiments that were echoed repeatedly: wanted a career that I could be proud of…a sense of adventure…opportunity to see new places and give back…combining adventure and science…wanted to protect the resources we have…
I had the opportunity to speak with some of the engineers and fishermen about their onboard roles and career paths. It was interesting to learn that many career paths were not direct roads, but winding, multilayered journeys. Some joined NOAA shortly after finishing their education, while others joined after serving in other roles. Some had experience with commercial fishing, and some had served on other NOAA vessels. Many are military veterans. With a name fit for a swashbuckling novel set on the high seas, Junior Unlicensed Engineer Jack Standfast, a United States Navy veteran, explained how the various departments on board worked together. These treasured conversations with the Engineering Department and Deck Department were enlightening, a reminder that everyone has a story to tell. I very much appreciate their patience, kindness, and willingness to share their expertise and experiences.
Hard hats, PFDs, and gloves belonging to the Deck Department
The ship had a small library of books, and several crew members mentioned reading as a favorite way to pass the time at sea. Skilled Fisherman Mike Conway shared several inspiring and philosophical websites that he enjoyed reading.
Lead Fisherman and Divemaster Chris Nichols:
In an unfamiliar setting, familiar topics surfaced in conversations, revealing similarities and common interests. Despite working in very different types of jobs, literacy was a popular subject in many of the conversations I had on the ship. I spoke to some of the crew members about how literacy factored into their daily lives and career paths. Some people described their family literacy routines at home and shared their children’s favorite bedtime stories, while others fondly remembered formative stories from their own childhood. Lead Fisherman Chris Nichols recalled the influence that Captains Courageous by Rudyard Kipling had on him as a young reader. He described how exciting stories such as Captains Courageous and The Adventures of Tom Sawyer inspired a sense of adventure and contributed to pursuing a unique career path. Coming from a family of sailors, soldiers, and adventurers, Chris conveyed the sense of pride that stems from being part of “something bigger.” In this case, a career that combines adventure, conservation, and preservation. His experiences with the United States Navy, commercial fishing, NOAA, and scuba diving have taken him around the world.
Echoing the themes of classic literature, Chris recommended some inspiring nonfiction titles and podcasts that feature true stories about human courage, overcoming challenges, and the search for belonging. As a United States Navy veteran, Chris understood the unique reintegration needs that many veterans face once they’ve completed their military service. He explained the need for a “tribe” found within the structure of the military or a ship. Chris described the teamwork on the ship as “pieces of a puzzle” in a “well-oiled machine.”
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 operation safety briefing. Nichols appears in a white t-shirt, near center.
Chris also shared some advice for students. He felt it was easier for students to become good at math and to get better at reading while younger and still in school. Later in life, the need for math may resurface outside of school: “The things you want to do later…you’ll need that math.” As students grow up to pursue interests, activities, and careers, they will most likely need math and literacy to help them reach their goals. Chris stressed that attention to detail—and paying attention to all of the details—is extremely important. Chris explained the importance of remembering the steps in a process and paying attention to the details. He illustrated the importance of knowing what to do and how to do it, whether it is in class, during training, or while learning to dive.
Chris’ recommendations:
Tribe: On Homecoming and Belonging by Sebastian Junger
Team Never Quit Podcast with Marcus Luttrell & David Rutherford
Sunrise over the Gulf of Mexico
Skilled Fisherman Chuck Godwin:
Before joining NOAA, Skilled Fisherman Chuck Godwin served in the United States Coast Guard for fifteen years (active duty and reserves). After serving in the military, Chuck found himself working in education. While teaching as a substitute teacher, he saw an ad in the newspaper for NOAA careers and applied. Chuck joined NOAA in 2000, and he has served on NOAA Ships Bell M. Shimada, Pisces, Gordon Gunter, and Oregon II.
Echoing Chris Nichols’ description of puzzle pieces in a team, Chuck further explained the hierarchy and structure of the Deck Department on the Oregon II. The Deck Department facilitates the scientific research by deploying and retrieving the longline fishing gear while ensuring a safe working environment. From operating the winches and cranes, to hauling in some of the larger sharks on the shark cradle, the fishermen perform a variety of tasks that require both physical and mental dexterity. Chuck explained that in the event of an unusual situation, the Deck Department leader may work with the Bridge Officer and the Science watch leader and step in as safety dictates.
Skilled Fisherman Chuck Godwin. Photo courtesy of Chuck Godwin.
In addition to his ability to make a fantastic pot of coffee, Chuck has an impish sense of humor that made our twelve-hour work shifts even more interesting and entertaining. Over a late-night cup of coffee, I found out that we shared some similar interests. Chuck attended the University of Florida, where he obtained his bachelor’s degree in Wildlife Management and Ecology. He has an interest in writing and history, particularly military history. He co-authored a published paper on white-tailed deer. An avid reader, Chuck usually completes two or three books during a research cruise leg. He reads a wide range of genres, including sci-fi, westerns, biographies, military history, scientific texts, and gothic horror. Some of his favorite authors include R.A. Salvatore, Ernest Hemingway, and Charles Darwin. In his free time, he enjoys roleplaying games that encourage storytelling and creativity. For Chuck, these adventures are not about the end result, but the plotlines and how the players get there. Like me, Chuck has done volunteer work with veterans. He also values giving back and educating others about the importance of science and the environment, particularly water and the atmosphere. Chuck’s work with NOAA supports the goal of education and conservation to “preserve what we have.”
Longline fishing buoy
Red snapper scales
Personal Log
Far from home, these brief conversations with strangers seemed almost familiar as we discussed shared interests, goals, and experiences. As I continue to search for my own tribe and sense of belonging, I will remember these puzzle pieces in my journey.
A high flyer and buoy mark one end of the longline.
My path to Teacher at Sea was arduous; the result of nearly ten years of sustained effort. The adventure was not solely about the end result, but very much about plotlines, supporting (and supportive) characters, and how I got there: hard work, persistence, grit, and a willingness to fight for the opportunity. Every obstacle and roadblock that I overcame. As a teacher, the longline fishing experience allowed me to be a student once again, learning new skills and complex processes for the first time. Applying that lens to the classroom setting, I am even more aware of the importance of clear instructions, explanations, patience, and encouragement. Now that the school year is underway, I find myself spending more time explaining, modeling, demonstrating, and correcting; much of the same guidance I needed on the ship. If grading myself on my longline fishing prowess, I measured my learning this way:
If I improved a little bit each day by remembering one more thing or forgetting one less thing…
If I had a meaningful exchange with someone on board…
If I learned something new by witnessing natural phenomena or acquired new terminology…
If I encountered an animal I’d never seen in person, then the day was a victory.
And I encountered many creatures I’d never seen before. Several species of sharks: silky, smooth-hound, sandbar, Atlantic sharpnose, blacknose, blacktip, great hammerhead, lemon, tiger, and bull sharks. A variety of other marine life: groupers, red snapper, hake, and blueline tilefish. Pelicans and other seabirds. Sharksuckers, eels, and barracudas.
The diminutive creatures were just as interesting as the larger species we saw. Occasionally, the circle hooks and monofilament would bring up small hitchhikers from the depths. Delicate crinoids and brittle stars. Fragments of coral, scraps of seaweed and sponges, and elegant, intricate shells. One particularly fascinating find: a carrier shell from a marine snail (genus: Xenophora) that cements fragments of shells, rocks, and coral to its own shell. The evenly spaced arrangement of shells seems like a deliberately curated, artistic effort: a tiny calcium carbonate collage or shell sculpture. These tiny hints of what’s down there were just as thrilling as seeing the largest shark because they assured me that there’s so much more to learn about the ocean.
At the base of the spiral-shaped shell, the occupant had cemented other shells at regular intervals.
The underside of the shell.
Like the carrier snail’s shell collection, the small moments and details are what will stay with me:
Daily activities on the ship, and learning more about a field that has captivated my interest for years…
Seeing glimpses of the water column and the seafloor through the GoPro camera attached to the CTD…
Hearing from my aquatic co-author while I was at sea was a surreal role reversal…
Fishing into the middle of the night and watching the ink-black water come alive with squid, jellies, flying fish, dolphins, sailfish, and sharks…
Watching the ever-shifting moon, constellations, clouds, sunsets, and sunrise…
Listening to the unique and almost musical hum of the ship’s machinery and being lulled to sleep by the waves…
And the sharks. The breathtaking, perfectly designed sharks. Seeing and handling creatures that I feel strongly about protecting reinforced my mission to educate, protect, and conserve. The experience reinvigorated my connection to the ocean and reiterated why I choose to reduce, reuse, and recycle. Capturing the experience through the Teacher at Sea blog reinforced my enjoyment of writing, photography, and creative pursuits.
Dawn on the Gulf of Mexico
Sunrise over the Gulf of Mexico
My first glimpse of Florida on the way to the ship.
Participating in Teacher at Sea provided a closer view of some of my favorite things: sharks, ships, the sea, and marine science.
The Gloucester Fisherman’s Memorial Statue
In my introductory post, I wrote about formative visits to New England as a young child. Like so many aspects of my first glimpses of the ocean and maritime life, the Gloucester Fisherman’s Memorial statue intrigued me and sparked my young imagination. At that age, I didn’t fully grasp the solemn nature of the tribute, so the somber sculpture and memorial piqued my interest in fishing and seafaring instead. As wild as my imagination was, my preschool self could never imagine that I would someday partake in longline fishing as part of a Shark/Red Snapper Survey. My affinity for marine life and all things maritime remains just as strong today. Other than being on and around the water, docks and shipyards are some of my favorite places to explore. Living, working, and learning alongside fishermen was an honor.
I was drawn to the sea at a young age.
This statue inspired an interest in fishing and all things maritime. After experiencing longline fishing for myself, I revisited the statue to pay my respects.
A New England commercial longline fisherman’s hand
Water and its fascinating inhabitants have a great deal to teach us. The Atlantic and the Gulf of Mexico reminded me of the notion that: “Education is not the filling of a pail, but the lighting of a fire.” Whether misattributed to Plutarch or Yeats or the wisdom of the Internet, the quote conveys the interest, curiosity, and appreciation I hope to spark in others as I continue to share my experience with my students, colleagues, and the wider community.
I am very grateful for the opportunity to participate in Teacher at Sea, and I am also grateful to those who ignited a fire in me along the way. Thank you to those who supported my journey and adventure. I greatly appreciate your encouragement, support, interest, and positive feedback. Thank you for following my adventure!
Thank you to NOAA Ship Oregon II and Teacher at Sea!
The sun shines on NOAA Ship Oregon II.
Did You Know?
Xenophora shells grow in a spiral, and different species tend to collect different items. The purpose of self-decoration is to provide camouflage and protection from predators. The additional items can also strengthen the snail’s shell and provide more surface area to prevent the snail from sinking into the soft substrate.
Recommended Reading
Essentially two books in one, I recommend the fact-filled Under Water, Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski. The text was translated from Polish by Antonia Lloyd-Jones.
Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016
One half of the book burrows into the Earth, exploring terrestrial topics such as caves, paleontology, tectonic plates, and mining. Municipal matters such as underground utilities, water, natural gas, sewage, and subways are included. Under Earth is a modern, nonfiction, and vividly illustrated Journey to the Center of the Earth.
Under Water written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016
Diving deeper, Under Water explores buoyancy, pressure, marine life, ocean exploration, and several other subjects. My favorite pages discuss diving feats while highlighting a history of diving innovations, including early diving suit designs and recent atmospheric diving systems (ADS). While Under Earth covers more practical topics, Under Water elicits pure wonder, much like the depths themselves.
Better suited for older, more independent readers (or enjoyed as a shared text), the engaging illustrations and interesting facts are easily devoured by curious children (and adults!). Fun-fact finders and trivia collectors will enjoy learning more about earth science and oceanography. Information is communicated through labels, cross sections, cutaway diagrams, and sequenced explanations.
Mission: Juvenile Pollock Survey Geographic Area of Cruise: Gulf of Alaska Date: September 13, 2017
Weather Data from the Bridge
Latitude: 55 06.6N
Longitude:158 39.5W
Winds: 20 S
Temperature: 11 degrees Celsius (51.8 degrees Fahrenheit)
Up. Down. Up. Down. Left. Right….no I’m not in an aerobics class. High winds and seas cause my chair to slide across the floor as I type.
Thus far we’ve been working 12 hour shifts, 24 hours a day. Today we’re sitting about twirling our thumbs as 12 feet seas toss us about. It’s not too bad actually, but it is bad enough to make operations unsafe for both crew and equipment. I’ve been impressed with the safety first culture on-board the Oscar Dyson. Hopefully, it’ll calm down soon, and we can start operations again.
Science and Technology Log
Ship support systems for power, water, sewage treatment, and heating/cooling are all several levels below the main deck, which makes ship engineers a bit like vessel moles. These hard working guys ensure important life support systems work smoothly. Highlights from my time with them include a lesson on the evaporator and engines.
The evaporator, which for some reason I keep calling the vaporizer, produces the fresh water drinking supply. The evaporator works by drawing in cold seawater and then uses excess engine heat to evaporate, or separate, the freshwater from the seawater. The remaining salt is discarded as waste. On average, the evaporator produces approximately 1,400 gallons of water per day.
*Side note: the chief engineer decided vaporizer sounds a lot more interesting than evaporator. Personally, I feel like vaporizer is what Star Trek-y people would have called the system on their ships.
The evaporator in action.
The Oscar Dyson has 4 generators on board, two large, and two small. The generators are coupled with the engines. Combined they produce the electricity for the ship’s motors and onboard electrical needs, such as lights, computers, scientific equipment, etc.
I even got to see the prop shaft.
Personal Log
This week I also spent time in the Galley with Ava and Adam. (For those of you who know me, it’s no surprise that I befriended those in charge of food.) Read on for a summary of Ava’s life at sea story.
Me: How did you get your start as a galley cook?
Ava: When I was about 30 years old, a friend talked me into applying to be a deck hand.
Me: Wait. A deck hand?
Ava: That’s right. I was hired on to a ship and was about to set out for the first time when both the chief steward and 2nd cook on a different ship quit. My CO asked if I cook to which I replied “for my kids,” which was good enough for him. They immediately flew me out to the other ship where I became the 2nd cook. 12 years later I’m now a Chief Steward.
Me: Wow! Going from cooking for your kids to cooking for about forty crew members must have been a huge change. How did that go?
Ava: To be honest, I made a lot phone calls to my mom that first year. She helped me out a lot by giving me recipes and helping me figure out how to increase the serving sizes. Over the years I’ve paid attention to other galley cooks so I now have a lot of recipes that are my own and also borrowed.
Me: What exactly does a Chief Steward do?
Ava: The Chief Steward oversees the running of the galley, orders food and supplies, plans menus, and supervises the 2nd Cook. I’m a little different in that I also get in there to cook, clean, and wash dishes alongside my 2nd Cook. I feel like I can’t ask him to do something that I’m not willing to do too.
Me: So you didn’t actually go to school to be a chef. Did you have to get any certifications along the way?
Ava: When I first started out, certifications weren’t required. Now they are, and I have certifications in food safety and handling.
There are schools for vessel cooking though. My daughter just recently graduated from seafarers school. The school is totally free, except for the cost of your certification at the very end. For people interested in cooking as a career, it’s a great alternative to other, more expensive college/culinary school options. Now she’s traveling the world, doing a job she loves, and putting a lot of money into her savings.
Me: Talking with crew members on this ship, the one thing they all say is how hard it is to be away from family for long stretches of time. A lot of them are on the ship for ten months out of the year, and they do that for years and years. It’s interesting that your daughter decided to follow in your footsteps after experiencing that separation firsthand.
Ava: I was surprised too. Being away from friends and family is very hard on ship crew. Luckily for me, my husband is also part of the NOAA crew system so we get to work and travel together. Nowadays I’m part of the augment program so I get to set my own schedule. It gives me more flexibility to stay home and be a grandma!
Did You Know?
Nautical miles are based on the circumference of the earth and is 1 minute of latitude. 1 nautical mile equals 1.1508 statue miles.
NOAA Teacher at Sea Jenny Smallwood Aboard Oscar Dyson September 4 – 17, 2017
Mission: Juvenile Pollock Survey Geographic Area of Cruise: Gulf of Alaska Date: September 8, 2017
Weather Data from the Bridge
Latitude: 55 20.5 N
Longitude: 156 57.7 W
Clear skies
Winds: 12 knots NNW
Temperature: 11.0 degrees Celsius (51.8 degrees Fahrenheit)
Can I borrow a cup of sugar? Just what does a ship do if it starts running low on critical supplies? In our case, the Oscar Dyson met up with the Fairweather on a super foggy morning to swap some medical supplies and other goods that will be needed on the next leg.
The Fairweather’s fast rescue boat heads out towards us. Photo courtesy: Jim McKinney
Photo courtesy: Jim McKinney
Coming in on approach..
Fairweather’s fast rescue boat pulled alongside and was tied up to us.
Science and Technology Log
You might remember from my first blog post that Alaskan Walleye Pollock is one of the largest fisheries in the world and the largest by volume in the U.S. Because of this, Walleye Pollock is heavily researched and managed. The research cruise I’m on right now is collecting just a small portion of the data that feeds into its management. Being a plankton nerd, I’m interested in the relationship between year 0 Pollock and its zooplankton prey. Year 0 Pollock are the young of the year; fish hatched in Spring 2017.
Year 0 Walleye Pollock
Year 0 Pollock feed on a variety of zooplankton some of which have greater nutritional value than others. Certain zooplankton, such as Calanus spp and euphausiids, are preferred prey items due to high lipid content, which yield fatter year 0 Pollock.
Other less lipid rich zooplankton prey, such as small copepod species, yield skinny fish. The fat, happy Pollock are more likely to survive the winter, and the scrawny, skinny fish aren’t likely to survive the winter. So why is this important to know? Well, surviving its first winter is one of the biggest hurdles in the Pollock’s life. If it can survive that first winter, it’s likely to grow large enough to be incorporated in the Pollock fishery. So you just want to make sure there are lots of Calanus spp in the water right? Wrong….
Knowing Calanus spp and euphausiids possess higher lipid content is just the tip of the iceberg. It turns out that in colder years they have higher lipid content, and in warmer years they have lower lipid content. So it’s not enough to just know how many Calanus spp and euphausiids are out there. You also need to know what their lipid levels are, which is related to water temperatures. Clearly a lot goes into Pollock management, and this is only a small portion of it.
Personal Log
I have a theory that like minded people tend to seek out similar life experiences. For example, yesterday I was in the bridge getting the scoop on Fairweather meet-up when I met one of the fishermen, Derek. Turns out Derek and I both attended UNC-Wilmington, both graduated in 2003, and both majored in environmental studies. For a while growing up, we lived just a couple of towns over from each other too. What. In. The. World. What are the odds that I run into someone like that? It’s such a small world….or is it?
This is where I get back to the theory that like minded people tend to seek out similar life experiences. There are those people in your life that seem to orbit in the same sphere as you. Maybe it’s shared interests, backgrounds, or experiences, but these are the people that totally “get you.” I feel lucky to have so many of them, from my co-workers at the Virginia Aquarium to the Teacher at Sea folks, in my life right now.
Did You Know?
Did you know Alaska has beautiful sunsets?
Carina Fish. Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Hannah Palmer Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
I really enjoyed getting to know all the students, interns and young scientists on board the Fulmar. It was inspiring to learn about what they are studying in their programs at San Francisco State University, University of California at Davis (Bodega Marine Lab), and Sonoma State University. Carina Fish studies geochemistry and paleooceanography as she pursues a PhD in Geology at UC Davis. She is involved in Carbon 14 dating of deep sea corals at the edge of the Cordell Bank. Hannah Palmer (Bodega Marine Lab) is a PhD student at UC Davis studying ocean change in the past, present and future. Kaytlin Ingman studies ecology and marine biology in her graduate program at San Francisco State. Kate Hewett (BML) got her BA and MA in mechanical engineering, and now is working on a PhD in marine science at UC Davis. Sarayu Ramnath and Liz Max conduct experiments on krill at Point Blue Conservation Science and demonstrate their craft at the Exploratorium once a month. Emily Sperou studies marine science at Sonoma State. All these people brought great energy to the mission on board the Fulmar. It’s clear that the senior scientists really enjoyed teaching and mentoring them.
The other day I posed some questions about whale and porpoise behavior:
Photo credit: fisheries.noaa.gov
Why do whales breach? Some hypotheses include that whales breach to shed parasites, slough skin, communicate within their species, exhibit reproductive behavior or just for fun. The consensus within the scientific community is that whales breach to communicate with other whales.
Dall’s porpoise off the bow Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
It’s pretty obvious that the CA sea lion we saw leaping and twisting as he swam behind the boat was enjoying himself surfing the stern wave, but what about porpoises swimming in front of the boat? The ship’s wake also pushes them forward so they can easily surf the water. They like to surf the bow wave – fun, fun, fun!
Surfing the bow – Video credit: J. Jahncke/NOAA/Point Blue/ACCESS
Other Creatures Seen on the Cruise:
Ocean sunfish (mola mola) This giant fish lives on a diet that consists mainly of jellyfish.
No, it’s not an ocean creature! We found these balloons about 40 km out to sea. Marine mammals can mistake this for food and ingest it, resulting in harm or even death. How can we keep balloons from getting out here? Photo credit: J. Jahncke/NOAA/Point Blue/ACCESS
Did you know?
When exploring the coast, you should keep a 100 meter distance from marine mammals. If the animal appears stressed you are too close.
Personal Log:
Well, it’s true. I’ve been home now for 3 days and it still feels like I’m bobbing on the ocean! Kirsten called this “dock rock” and I can see why.
As we arrived in port on the final day of the cruise, someone asked me, “What were some highlights of the week?” Well, here we go…
I came into this hoping I would see whales, and I did! I was thrilled to see humpback and blue whales, whale flukes, and CA sea lions and Dall’s porpoises surfing the boat’s wake!
I gained a much deeper understanding of the ecosystem monitoring being done and how it’s important for the management and preservation of species.
I appreciate the professionalism and collegiality among the scientists. It inspires me to build coalitions among the school system, scientists and community partners to advance ocean literacy.
I am so impressed by the impressive mentoring of the graduate students (and me!)
And finally, I have great respect for the hard work involved in being on the ocean.
Thank you for teaching me how to assist in conducting the research, and including me in the group. It was fun getting to know you and I look forward to staying in touch as I bring this experience back to the classroom. I am doing a lot of thinking about bringing marine science careers back to the classroom.
To all the crew on the Fulmar – thanks for an amazing experience! and… safety first ! Photo credit: B. Yannutz/NOAA/Point Blue/ACCESS
I loved hearing from you. Thanks for posting your comments!
As I described in another blog, the ACCESS cruise records data about top-level predators, plankton, and environmental conditions as indicators of ecosystem health. Today I’ll explain sampling of plankton and environmental conditions.
Krill from the Tucker Trawl Photo credit: J. Jahncke/ NOAA/Point Blue/ACCESS
a single krill. Photo credit: J. Jahncke/NOAA/Point Blue/ACCESS
a small squid – Video credit: J. Jahncke/NOAA/Point Blue/ACCESS
There are two methods of collecting plankton. The Tucker Trawl, a large net with 3 levels is used to sample organisms that live in deep water (200 meters or more) just beyond the continental shelf. The collected krill and plankton are sent to a lab for identification and counting.
Scientist Dani Lipski (left) and myself with the hoop net. Photo credit: C.Fish/NOAA/Point Blue/ACCESS
Another method of sampling producers and organisms is the hoop net, deployed to within 50 meters of the surface.
Here I am with my daily job of cleaning the CTD. I also prepare labels for the samples, assist with the CTD, Niskin and hoop net, and Tucker Trawl if needed. Photo credit: C. Fish/NOAA/Point Blue/ACCESS
Deploying the CTD and hoop net – Video credit: J. Jahncke/NOAA/Point Blue/ACCESS
Environmental conditions are sampled using the Conductivity, Temperature and Depth (CTD) device. It measures conductivity (salinity) of the water, temperature and depth. The CTD is deployed multiple times along one transect line. Nutrients and phytoplankton are also sampled using a net at the surface of the water. I interviewed several scientists and crew who help make this happen.
An Interview with a Scientist:
Danielle Lipski,Research Coordinator, Cordell Bank National Marine Sanctuary
Dani and myself deploying the CTD Photo credit: C. Fish/NOAA/Point Blue/ACCESS
Why is your work important?
The many aspects of the ocean we sample give a good picture of ecosystem health. It affects our management of National Marine Sanctuaries in events such as ship strikes, harmful algal blooms and ocean acidification.
What do you enjoy the most about your work?
I like the variety of the work. I get to collaborate with other scientists, and see the whole project from start to finish.
Where do you do most of your work?
I spend 4 – 5 weeks at sea each year. The rest of the time I’m in the Cordell Bank National Marine Sanctuary office.
When did you know you wanted to pursue a career in science or an ocean career?
In high school I was fascinated with understanding why biological things are the way they are in the world. There are some amazing life forms and adaptations.
How did you become interested in communicating about science?
I want to make a difference in the world by applying science.
What’s at the top of your recommended reading list for a young person exploring ocean or science career options?
Silent Spring by Rachel Carson
An Interview with a Scientist:
Jaime Jahncke, Ph.D., California Current Director, Point Blue Conservation Science
Jaime checks the echo sounder for the location of krill. Photo credit: NOAA/Point Blue/ACCESS
Why is your work important?
We protect wildlife and ecosystems through science and outreach partnerships.
What do you enjoy the most about your work?
-being outside in nature and working with people who appreciate what I do.
When did you know you wanted to pursue a career in science or an ocean Science?
I always wanted a career in marine science.
What part of your job did you least expect to be doing?
I thought whale study would not be a possibility, and I love whale study. (I started my career studying dolphin carcasses!)
What’s at the top of your recommended reading list for a young person exploring ocean or science career options?
The Story of the Essex – the history behind Moby Dick
An Interview with a NOAA Corpsman:
Brian Yannutz, Ensign, NOAA Corps
Brian on the bridge Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Brian retrieving party balloons from the ocean so they won’t harm wildlife. Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
The NOAA Commissioned Officer Corps (NOAA Corps) is a uniformed service of the United States which provides professionals trained in sciences and engineering. Brian has been working for the NOAA Corps for 3 years. He is responsible for the ship while on watch, and other duties such as safety officer.
Why is your work important?
Among other duties, I drive the ship and operate the winch to deploy the trawl and CTD.
What do you enjoy the most about your work?
I enjoy meeting new people.
Where do you do most of your work?
I’m based out of Monterey, and spend 60 – 90 days per year at sea. I spend 40 hours / week maintaining the boat.
What tool do you use in your work that you could not live without?
-the Vessel Inventory Management System, which is a maintenance program.
When did you know you wanted to pursue a career in science or an ocean career?
In the summer of eighth grade I went to visit relatives in Germany. It was my first time in the ocean. I also spent 15 days in the San Juan Islands.
What’s at the top of your recommended reading list for a young person exploring ocean or science career options?
-the movie “The Life Aquatic”
Let’s Talk about Safety:
Brian is responsible for safety aboard ship and it is a high priority. Before sailing I had to do an immersion suit drill where I put on a heavy neoprene suit in 3 minutes. When on deck everyone wears wear a Personal Flotation Device (PFD), which could be a “float coat” or a “work vest”. A “float coat” looks like a giant orange parka with flotation built in. A “work vest” is a life vest. If you are working on the back deck when the winch line is under tension, you must wear a hard hat. Most people wear waterproof pants and boots to stay dry when hosing down nets.
That’s me, wearing the “gumby” immersion suit! Photo credit: J. Jahncke/NOAA/Point Blue/ACCESS
Bird and Mammals Seen Today in the Bodega Bay Wetlands:
35 Egrets, 1 Great Blue Heron, 1 Snowy Egret, many Brandt’s Cormorants, many Western Gulls
Did you know?
A blue whale spout has the general shape of a fire hydrant, and a humpback whale spout looks more like a fan.
Personal Log:
I suppose you are wondering what I do in my free time. Between my tasks on board, eating, and blogging, I am pretty busy. Getting extra rest is a big deal, because it’s hard work just to keep your balance on a ship. Some evenings, I feel like I have been skiing all day long! I spend a lot of my time on the flying bridge watching wildlife through my binoculars, or chatting with the scientists and crew. It is fabulous to be out here on the ocean.
Highlight of Today:
Watching several Dall’s Porpoises surfing the wake in front of the bow!
Questions of the Day:
Why do porpoises swim in front of the boat?
Why do whales breach? (Breaching is a behavior that looks like jumping out of the ocean on their side.)
I love hearing from you. Keep those comments coming!
One aspect of the ACCESS project is to collect data about top-level predators in the marine ecosystem. The scientists do this by recording observations of marine mammals and seabirds from the flying bridge (top deck) of the ship. I am going to tell you about the standardized method they have for recording observations so they can be quantified and compared year to year. Some of the categories include:
First Cue (The first thing you saw – either splash, spout, or body) .
Method (How did you see it? – by eye, binoculars, etc.) .
Bearing (relative to the bow of the boat: 0 – 360º)
Reticule (a scale that tells you how far it is away from the horizon)
Observer Code (Each scientist has a number).
Observer Side (port, starboard)
Behavior of the animal (traveling, milling, feeding, etc.)
Age (if you can tell)
Sex (if you can tell)
Species (humpback, blue whale, CA sea lion, etc.)
Counts (best, high, low)
The flying bridge of the R/V Fulmar. Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Marine mammal and seabird scientists are trained observers for this task that requires complete concentration. I interviewed them to find out more about their jobs.
An Interview with a Scientist:
Jan Roletto, Research Coordinator, Greater Farallones National Marine Sanctuary
Jan assisting with the Tucker Trawl.Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Why is your work important?
This long-term monitoring of the ecosystem helps shape, define and enforce the regulations for the National Marine Sanctuaries.
What do you enjoy the most about your work?
I have the (long-term ecosystem) data when I assess damage and define restoration from oil pollution or boat grounding (incidents).
If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
Funding long-term data studies is a challenge, so I would like a marketing tool such as a fun TV program to market the excitement and drama of marine science.
When did you know you wanted to pursue a career in science or an ocean career?
I enjoyed studying marine mammal behavior, and did a Master’s in anatomy and physiology.
What part of your job did you least expect to be doing? – fundraising!
How did you become interested in communicating about science?
The only way to keep the project sustainable was to communicate in lay terms.
What’s at the top of your recommended reading list for a young person exploring ocean or science career options?
The Doc Ford stories by Randy Wayne White are about a marine biologist ex-CIA agent.
Whatever You Do, Don’t Run (True Tales of a Botswana Safari Guide) by Peter Allison.The stories are based on a Botswana saying “only food runs!”
An Interview with a Scientist:
Ryan Berger, M.Sc., Farallon Program Biologist, Point Blue Conservation Science
Ryan waiting on the back deck while the Tucker Trawl collects krill. Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Why is your work important?
We establish a baseline to more fully understand the effects of climate change on marine animals and thereby protect species.
What do you enjoy the most about your work?
My work feels meaningful, I like its diversity, and I enjoy mentoring the next generation of conservation scientists.
Where do you do most of your work?
-on the Farallones Islands, on the ocean and in the office.
What tool do you use in your work that you could not live without?
-a Leatherman, walkie-talkies and a write-in-the-rain notebook while I’m on the Farallones Islands.
If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
-a tool to see the eggs under the adult birds without disturbing them. You have to have a lot of patience as you wait for the bird to move so you can see if it’s sitting on an egg.
What part of your job did you least expect to be doing?
I did not expect to be an emergency responder for freeing entangled whales.
How did you become interested in communicating about science?
I found a field I’m passionate about and want to communicate an important message about being stewards of the environment for the next generation to enjoy.
What’s at the top of your recommended reading list for a young person exploring ocean or science career options?
The Education of Little Tree is about Native Americans, taking care of the environment.
Do you have an outside hobby?
I enjoy mountain biking, hiking and outdoor activities.
An Interview with a Scientist:
Kirsten Lindquist, Ecosystem Monitoring Manager, Greater Farallones Association
Kirsten spotting seabirds from the flying bridge. Photo credit: NOAA/Point Blue/ACCESS
Why is your work important?
Our Beach Watch and ACCESS program data informs NOAA about the effects of conditions such as oil spills on wildlife. Beach Watch is a citizen science program that extends along the California coast from Año Nuevo to Point Arena.
What do you enjoy the most about your work?
I like being in the field and teaching and communicating why it’s important.
What tool do you use in your work that you could not live without? -binoculars!
When did you know you wanted to pursue a career in science or an ocean career?
When I was a young child I watched “Never Cry Wolf”, a movie about a science researcher named Farley Mowat. I was so taken by it that I told my mom, “I want to do that!”
How do you help wider audiences to understand and appreciate NOAA science?
I teach 150 volunteers through the Beach Watch program.
Do you have an outside hobby?
I like cooking and outdoor activities. Some of the field sites I’ve been are in Antarctica studying penguins, and Guadalupe Island, Mexico, and Chile.
Personal Log:
I am enjoying getting to know the scientists and crew on board. Since I am curious to find out more about what they do, I spend a lot of my free time asking questions. They are interested to know what middle school students learn in science.
the fog bank Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Every day I’m fascinated by life at sea. The fog off the California Coast is so dramatic. The other day we emerged from a huge fog bank into sunny skies where it was 15º F warmer!
I mentioned the galley the other day. It still fascinates me how compact everything is here on the boat. Everyone here has a sense of humor too. Check out the shark silverware we use!
the galley Photo Credit: J. Hartigan/NOAA/Point Blue/ACCESS
Shark silverware! Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Animals Seen Today:
Purple-striped Jelly – This small one was in the hoop net today, and we saw a larger one off the stern of the boat. Photo credit: J. Hartigan/NOAA/Point Blue/ACCESS
Small organisms in the hoop net – Video credit: J. Jahncke/NOAA/Point Blue/ACCESS
Question of the Day:
How do you tell the difference between the blow (spout) of a blue whale and a humpback whale?
I love hearing from you. Keep those comments coming!
It’s deployment day! After months of preparation and days of practice, this buoy is finally going in the water!
The sheer volume of stuff that’s involved is mind boggling. There’s the buoy itself, which is nearly 3 meters (approximately 9 feet) tall; one meter of that sits below the surface. There’s 16 MicroCats (which are instruments measuring temperature, salinity and depth of the water) attached to over 350 meters of chain and wire. Then there’s another 1,800 meters of wire and 3,600 meters of two different types of line (rope) — heavy nylon and polypropylene. Then there’s 68 glass balls, for flotation. After that, there’s another 35 meters of chain and nylon line. Attached to that is an acoustic release, which does exactly what it sounds like it does — if it “hears” a special signal, it detaches from whatever is holding it down. In this case, that’s a 9,300 pound anchor. (The acoustic release and the glass balls make sure that all the instruments on the mooring line can be recovered.) All in all, nearly 6,000 meters — three and a half miles — of equipment and instrumentation is going over the stern of the Hi’ialakai. The length of the mooring line is actually longer (approximately one and a quarter times longer) than the ocean is deep where the buoy is being deployed. This is done so that if (or when) the buoy is pulled by strong winds or currents, there is extra “space” available to keep the buoy from getting pulled under water.
Diagram of the WHOTS station. Notice how many instruments are on the mooring line, below the surface! Photo courtesy of the University of Hawai’i.
Take a look at the diagram of the WHOTS-14 buoy. It’s easy to assume that the everything goes into the water in the exact same order as is shown on the diagram — but the reality of deployment is actually very different.
First, the MicroCats that are attached to the first 30 meters of chain (6 of them) go over the side. Approximately the first five meters of chain stay on board, which is then is attached to the buoy. After that, the buoy is hooked up to the crane, and gently lifted off the deck, over the side, and into the water. Then, the remaining ten MicroCats are attached, one by one, to the 325 meters of wire and, one by one, lowered into the water. Then the additional 3,400 meters of wire and nylon line are slowly eased off the ship and into the ocean. After that, the glass balls (two-foot diameter spheres made of heavy glass and covered by bright yellow plastic “hats”) are attached and join the rest of the mooring line in the ocean. Finally, after hours of hard work, the end of the mooring line is attached to the anchor. Then, with a little help from the ship’s crane, the anchor slides off the stern of the ship, thunks into the water, and slowly starts making its way to the bottom.
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4:18PM HAST: Splashdown! The anchor is dropped.
From the morning-of preparations to the anchor sliding off the Hi’ialakai’s stern, deploying the WHOTS buoy took 9 hours and 41 minutes.
Personal Log:
My laptop, secured for sea!
Another item to file under Things You Never Think About: Velcro is awesome. Ships — all ships, even one the size of the Hi’ialakai — frequently move in unexpected, jarring ways. (If you’ve never been on a ship at sea, it’s a bit like walking through the “Fun House” at a carnival — one of the ones with the moving floors. You try to put your foot down, the floor drops a few inches underneath you, and you’re suddenly trying to walk on air.) For this reason, it’s important to keep everything as secured as possible. Rope and straps are good for tying down things that can stay in one place, but something like a laptop, which needs to be mobile? Velcro!
Did You Know?
Getting ready to attach the glass balls to the mooring line. The light blue Colmega is in the upper right hand corner of the picture, trailing out behind the ship. The buoy, at the end of over three miles of mooring line, is no longer visible.
Not all line is created equal. Aside from obvious differences in the size and color, different lines have different purposes. The heavy nylon line (which is white; see the picture in slideshow of the line being deployed) is actually able to stretch, which is another safety precaution, ensuring that the buoy will not be pulled under water. The light blue polypropylene line, called Colmega, floats. In the picture to the left, you can see a light blue line floating in the water, stretching off into the distance. It’s not floating because it’s attached to the ship — it’s floating all by itself!
Weather Data from the Bridge: I am now back in Longmont, Colorado
Latitude: 40 08.07 N
Longitude: 105 08.56 W
Air temp: 31.1 C
Science and Technology Log
One of the major questions I had before my Teacher at Sea voyage was how the level of oxygen in the water will affect the species we collect. Typically, in the summer, a dead zone forms in the Gulf of Mexico spreading out from the mouth of the Mississippi river. You can see an image of the dead zone from 2011 below.
Bottom Dissolved Oxygen Contours, Gulf of Mexico, 2011
Phytoplankton, or microscopic marine algae, are the base of the marine food web. There are two main classes, diatoms and dinoflagellates, which are both photosynthetic and typically live towards the top of the water column. We did not sample plankton on our leg of the cruise, but if you want to learn more you can check out this site: https://oceanservice.noaa.gov/facts/phyto.html. In the summer, phytoplankton and algae can build up due to excess nutrients in the water that are running off from urban areas, agriculture and industry. Much of our sampling was near the mouth of the Mississippi River, which is a significant source of excess nutrients. The extra nitrogen and phosphorus in the runoff cause the excess growth of photosynthetic organisms which leads to a buildup of zooplankton (heterotrophic plankton). Once the phytoplankton and zooplankton die and sink to the bottom they are decomposed by oxygen consuming bacteria which deplete the oxygen in the water column. According to NOAA, hypoxia in aquatic systems refers to an area where the dissolved oxygen concentration is below 2 mg/L. At this point, most organisms become physiologically stressed and cannot survive.
How The Dead Zone Forms: Infographic by Dan Swenson, NOLA.com/The Times-Picayune
Tropical Storm Cindy, which kicked up just as I was arriving in Galveston, brought significant freshwater into the gulf and mixed that water around so we did not see as many low oxygen readings as expected. While I was talking with Andre about hypoxia when we were on the ship, he used the analogy of stirring a bowl of soup. There is a cool layer on top, but as you stir the top layer and mix it with the lower layers, the whole bowl cools. Similarly, the oxygen rich freshwater from the storm is mixed around with the existing water, reducing the areas of low oxygen. You can see in the map below that we had fewer hypoxic areas than in 2011.
Bottom Dissolved Oxygen Contours, Gulf of Mexico, 2017
We used the CTD to obtain oxygen readings in the water column at each station. In the visuals below you can see a CTD indicating high oxygen levels and a CTD indicating lower, hypoxic, oxygen levels. The low oxygen CTD was from leg one of the survey. It corresponds with the red area in the hypoxia map above.
CTD for a non-hypoxic station
CTD of a hypoxic station
Personal Log and Reflections
Final sunset over the Gulf of Mexico
When I arrived back on land I still felt the rocking of the Oregon II. It took two to three days before I felt stable again. As friends and family ask about my experience, I find it hard to put into words. I am so grateful to the NOAA Teacher at Sea program for giving me this incredible experience and especially thankful to Science Field Party Chief Andre Debose and my day shift science team members, Tyler, David and Sarah, for teaching me so much, being patient and making my experience one that I will never forget.
The ocean is so vast and we have explored so little of it, but now, I have a strong understanding of how a large scale marine survey is conducted. Being an active participant in fisheries research was definitely out of my comfort zone. The experience helped stretch me and my learning and has giving me great insight to bring back to share with my students and school community. The map below shows our journey over the two weeks I was on the ship traveling along the Texas, Louisiana, Mississippi and Florida coasts.
The blue line maps our route on the Oregon II
My experience on Oregon II has also re-engaged me with the ocean. As a child, I spent time each summer on an island off the coast of Maine and even got to go fishing with my Dad and his lobsterman buddies. But for the last 20 years or so, my exposure to the ocean has been limited to just a few visits. My curiosity for the marine world has been reignited; I look forward to bringing more fisheries science and insight into my classroom.
Brown shrimp (Penaeus aztecus) on the left Pink shrimp (Penaeus duorarum) on the right
I mentioned in a previous blog that our shrimp data was sent daily to SEAMAP and made available to fisheries managers and shrimpers to allow them to make the best decisions about when to re-open the shrimp season. According to Texas Parks and Wildlife (TPWD), the commercial shrimp season for both the state and federal waters re-opened just after sunset on July 15, 2017. TPWD said, “The opening date is based on an evaluation of the biological, social and economic impact to maximize the benefits to the industry and the public.” It is satisfying to know that I was part of the “biological evaluation” to which they refer.
Finally, I took some video while out at sea and now with more bandwidth and time, I’ve been able to process some of that video to shed additional light on how fisheries research is conducted. I’ve added two videos. The first one shows the process of conducting a bottom trawl and the second one show the fish sorting and measuring process. Enjoy!
Did You Know?
You can use the following sites to help you make smart sustainable seafood choices:
Monterey Bay Aquarium (http://www.seafoodwatch.org). There is also a free app you can put on your phone so you can do a quick look up when you are at a restaurant, the grocery or a fish market.
The largest Gulf of Mexico dead zone recorded was in 2002, encompassing 8,497 square miles. The smallest recorded dead zone measured 15 square miles in 1988. The average size of the dead zone from 2010-2015 was about 5,500 square miles, nearly three times the 1,900 square mile goal set by the Hypoxia Task Force in 2001 and reaffirmed in 2008.
Thank you to the Dawson sixth graders (now seventh graders!) for your great questions. I look forward to speaking with you all when school starts in a few weeks.
What is at the bottom of the low oxygen part of the ocean? (Allison)
There is a lot of accumulated dead organic matter that is decomposed by oxygen consuming bacteria.
What do you find in the dead zone? Do less animals live there? (Leeham, Mae, Shane, Alfie, Bennett)
Typically, trawls are smaller and the diversity of organisms decreases in the low oxygen areas. Often you will find resilient organisms like croaker. There is a lot of research looking at which organisms can live in dead zones and how these organisms compensate for the low levels of oxygen.
Is there any way to fix the dead zone? What can we do about the dead zone? (Isaac, Owen, Ava)
It is estimated that seventy percent of the excess nitrogen and phosphorus that runs off into the Gulf of Mexico comes from industrial agriculture. Reducing the amount of fertilizer used to grow our food would help decrease the extent of the dead zone area. Perhaps one of you will come up with a way to feed our communities in a more sustainable way or a technology that can remove these excess nutrients before the water reaches the Gulf.
Geographic Area: Northwest Hawaiian Island Chain, Just past Mokumanamana (Necker Island)
Date: July 20, 2017
Weather Data from the Bridge:
Science and Technology Log:
As promised in Blog Post #3, I mentioned that “Thing number four we deliberately throw overboard” would have a dedicated blog post because it was so involved. Well, grab some popcorn, because the time has arrived!
Thing number 4 we deliberately throw over the side of a ship does not get thrown overboard very often, but when it does, it causes much hubbub and hullaballoo on the ship. I had the unique opportunity to witness one of only ten ocean noise sensors that are deployed in US waters come aboard the ship and get redeployed. These sensors are found all over US waters – from Alaska to the Atlantic. One is located in the Catalina Marine Sanctuary, and still others are hanging out in the Gulf of Mexico, and we are going to be sailing right past one! To see more about the Ocean Noise Sensors, visit the HICEAS website “other projects” tab, or just click here. To see where the Ocean Noise Recorders are, click here.
The Ocean Noise Sensor system is a group of 10 microphones placed in the “SOFAR” channel all over US waters. Once deployed, they collect data for two years in order to track the level of ocean noise over time. It’s no secret that our oceans are getting louder. Shipping routes, oil and gas exploration, and even natural sources of noise like earthquakes all contribute to the underwater noise that our cetacean friends must chatter through. Imagine sitting at far ends of the table at a dinner party with a friend you have not caught up with in a while. While other guests chat away, you and the friend must raise your voices slightly to remain in contact. As the night progresses on, plates start clanging, glasses are clinking, servers are asking questions, and music is playing in the background. The frustration of trying to communicate over the din is tolerable, but not insurmountable. Now imagine the host turning on the Super Bowl at full volume for entertainment. Now the noise in the room is incorrigible, and you and your friend have lost all hope of even hearing a simple greeting, let alone have a conversation. In fact, you can hardly get anyone’s attention to get them to pass you the potatoes. This is similar to the noise levels in our world’s ocean. As time goes on, more noise is being added to the system. This could potentially interfere with multiple species and their communications abilities. Calling out to find a mate, forage for food, or simply find a group to associate with must now be done in the equivalent din of a ticker-tape parade, complete with bands, floats, and fire engines blaring their horns. This is what the Ocean Noise Sensor is hoping to get a handle on. By placing sensors in the ocean to passively collect ambient noise, we can answer two important questions: How have the noise levels changed over time? To what extent are these changes in noise levels impacting marine life?
Many smaller isolated studies have been done on ocean noise levels in the past, but a few years ago, scientists from Cornell partnered with NOAA and the Pacific Islands Fisheries Science Center (PIFSC) and the Pacific Marine Environmental Lab to streamline this study in order to get a unified, global data source of ocean noise levels. The Pacific Marine Environmental Lab built a unified sound recording system for all groups involved in the study, and undertook the deployments of the hydrophones. They also took on the task of processing the data once it is recovered. The HICEAS team is in a timely and geographical position to assist in recovery of the data box and redeploying the hydrophone. This was how we spent the day.
The recovery and re-deployment of the buoy started just before dawn, and ended just before dinner.
Our standard effort of marine mammal observation was put on hold so that we could recover and re-deploy the hydrophone. It was an exciting day for a few reasons – one, it was definitely a novel way to spend the day. There was much to do on the part of the crew, and much to watch on the part of those who didn’t have the know-how to assist. (This was the category I fell in to.)
At dawn, an underwater acoustic command was sent to the depths to release a buoy held underwater attached to the hydrophone. While the hydrophone is only 1000m below the surface seated nice and squarely in the SOFAR channel, the entire system is anchored to the ocean floor at a depth of 4000m. Once the buoy was released, crew members stationed themselves around the ship on the Big Eyes and with binoculars to watch for the buoy to surface. It took approximately 45 minutes before the buoy was spotted just off our port side. The sighting award goes to CDR Stephanie Koes, our fearless CO. A crewmember pointed out the advancement in our technologies in the following way: “We can use GPS to find a buried hydrophone in the middle of the ocean…and then send a signal…down 4000m…to a buoy anchored to the ocean floor…cut the buoy loose remotely, and then actually have the buoy come up to the surface near enough to the ship where we can find it.” Pretty impressive if you think about it.
The buoy was tied to the line that is attached to the hydrophone, so once the buoy surfaced, “all” we had to do was send a fast rescue boat out to retrieve it, bring the buoy and line back to the ship, bring the crew safely back aboard the ship, hook the line up through a pulley overhead and back to a deck wench, pull the line through, take off the hydrophone, pull the rest of the line up, unspool the line on the wench to re-set the line, re-spool the winch, and then reverse the whole process.
Watching the crew work on this process was impressive at least, and a fully orchestrated symphony at best. There were many tyings of knots and transfers of lines, and all crew members worked like the well-seasoned deck crew that they are. Chief Bos’n Chris Kaanaana is no stranger to hauling in and maintaining buoys, so his deck crew were well prepared to take on this monumental task.
Much of the day went exactly according to plan. The buoy was safely retrieved, the hydrophone brought on board, the lines pulled in, re-spooled, and all sent back out again. But I am here to tell you that 4000m of line to haul in and pay back out takes. A Long. Time. We worked through a rainstorm spooling the line off the winch to reset it, through the glare of the tropical sun and the gentle and steadfast breeze of the trade winds. By dinner time, all was back in place, the buoy safely submerged deep in the ocean waters, waiting to be released again in another two years to repeat the process all over again. With any luck, the noise levels in the ocean will have improved. Many commercial vessels have committed to adopting “quiet ship” technology to assist in the reduction of noise levels. If this continues to improve, our cetacean friends just might be able to hear one another again at dinner.
Personal Log
So, I guess it’s pretty fair to say that once you’re a teacher, you’re always a teacher. I could not fully escape my August to May duties onboard, despite my best efforts. This week, I found myself on the bridge, doing a science experiment with the Wardroom (These are what all of the officers onboard as a group are called). How is this even happening, you ask? (Trust me, I asked myself the same thing when I was in the middle of it, running around to different “lab groups” just like in class.) Our CO, CDR Koes, is committed to ensuring that her crew is always learning on the ship.
If her staff do not know the answer to a question, she will guide them through the process of seeking out the correct answer so that all officers learn as much as they can when it comes to being underway – steering the ship, preparing for emergencies, and working with engineers, scientists, and crew. For example, I found out that while I was off “small-boating” near Pilot Whales, the Wardroom was busy working on maneuvering the ship in practice of man overboard scenarios. She is committed to ensuring that all of her staff knows all parts of this moving city, or at a minimum know how to find the answers to any questions they may have. It’s become clear just how much the crew and the entire ship have a deep respect and admiration for CDR Koes. I knew she was going to be great when we were at training and word got out that she would be the CO of this Leg on Sette and everyone had a range of positive emotions from elated to relieved to ecstatic.
As part of this training, she gives regular “quizzes” to her staff each day – many of them in good fun with questions for scientists, crew, engineers, and I. Some questions are nautical “things” that the Wardroom should know or are nice to know (for example, knowing the locations of Material Safety Data Sheets or calculating dew point temperatures), some questions are about the scientific work done onboard, while others are questions about personal lives of onboard members.
The Chief Medical Officer, “Doc” gives a lesson on water quality testing.
It has been a lot of fun watching the Wardroom and Crew seek out others and ask them where they live while showing them their “whale dance” to encourage sightings. It has exponentially increased the interactions between everyone onboard in a positive and productive way.
The other teaching element that CDR Koes has implemented is a daily lesson each day from Monday to Friday just after lunch. All NOAA Officers meet on the bridge, while one officer takes the lead to teach a quick, fifteen minute lesson on any topic of their choosing. It could be to refresh scientific knowledge, general ship operations, nautical concepts, or anything else that would be considered “good to know.”
The Chief Engineer gives a rundown on the various ship emergency alarms.
This sharing of knowledge builds trust among the Wardroom because it honors each officer’s strong suits and reminds us that we all have something to contribute while onboard.
I started attending these lunchtime sessions and volunteered to take on a lesson. So, this past Tuesday, I rounded up some supplies and did what I know best – we all participated in the Cloud in a Bottle Lesson!
Here I am learning to use a sextant for navigation.
The Wardroom had fun (I think?) making bottle clouds, talking about the three conditions for cloud formation, and refreshing their memories on adiabatic heating and cooling. It was a little nerve wracking for me as a teacher because two of the officers are meteorologists by trade, but I think I passed the bar. (I hope I did!)
Teaching about adiabatic cooling with the the Cloud in a Bottle Demo with the Wardroom!
It was fun to slide back into the role of teacher, if only for a brief while, and served as a reminder that I’m on my way back to work in a few weeks! Thanks to the Wardroom for calling on me to dust up my teacher skills for the upcoming first weeks of school!
ENS Holland and ENS Frederick working hard making clouds.
Facebook Asks, DeSchryver Answers
I polled all of my Facebook friends, fishing (ha ha, see what I did there?) for questions about the ship, and here are some of the questions and my answers!
Q: LC asks, “What has been your most exciting moment on the ship?”
It’s hard to pick just one, so I’ll tell you the times I was held at a little tear: a) Any sighting of a new species is a solid winner, especially the rare ones b) The first time I heard Sperm Whales on the acoustic detector c) The first time we took the small boat out for UAS operations….annnndddd d) The first time I was on Independent Observation and we had a sighting!
A group of Melon-Headed Whales, or PEPs, cruise along with the ship.
Q: JK asks, “What are your thoughts on the breakoff of Larsen C? And have there been any effects from the Alaskan quake and tsunami?”
We’re actually pretty isolated on board! Limited internet makes it hard to hear of all the current events. I had only briefly heard about Larsen C, and just that it broke, not anything else. I had no clue there was a quake and tsunami! But! I will tell a cool sort of related story. On Ford Island, right where Sette is docked, the parking lot is holding three pretty banged up boats. If you look closely, they all have Japanese markings on them. Turns out they washed up on Oahu after the Japan Tsunami. They tracked down the owners, and they came out to confirm those boats were theirs, but left them with NOAA as a donation. So? There’s tsunami debris on Oahu and I saw it.
Q: NG asks, “Any aha moments when it comes to being on the ocean? And anything to bring back to Earth Science class?”
So many aha moments, but one in particular that comes to mind is just how difficult it is to spot cetaceans and how talented the marine mammal observers are! They can quite literally spot animals from miles away! There are a lot of measures put in place to help the marine mammal observers, but at the end of the day, there are some species that are just tougher than nails to spot, or to spot and keep an eye on since their behaviors are all so different. And as far as anything to bring back to our class? Tons. I got a cool trick to make a range finder using a pencil. I think we should use it!
Q: MJB asks, “Have you had some peaceful moments to process and just take it all in?”
Yes. At night between the sonobuoy launches, I get two miles of transit time out on the back deck to just absorb the day and be thankful for the opportunities. The area of Hawai’i we are in right now is considered sacred ground, so it’s very powerful to just be here and be here.
These sunsets will give Colorado sunsets a run for their money. No green flash in Colorado = point awarded to Hawai’i.
Q: SC asks, “What souvenir are you bringing me?”
Well, we saw a glass fishing float, and we tried to catch it for you, but it got away.
Q: LC asks, “What’s the most disgusting ocean creature?”
Boy that’s a loaded question because I guarantee if I name a creature, someone out there studies it for a living. But! I will tell you the most delicious ocean creature. That would be Ono. In sashimi form. Also, there is a bird called a Great Frigate bird – it feeds via something called Klepto-parasitism, which is exactly how it sounds. It basically finds other birds, harasses them until they give up whatever they just caught or in some cases until it pukes, and then it steals their food. So, yeah. I’d say that’s pretty gross. But everyone’s gotta eat, right?
Q: KI asks, “Have you eaten all that ginger?”
I’m about two weeks in and I’m pretty sure I’ve eaten about a pound. I’m still working on it!
Q: HC asks, ”Have you seen or heard any species outside of their normal ocean territory?”
Sort of. Yesterday we saw Orca! They are tropical Orca, so they are found in this area, but they aren’t very common. The scientific team was thinking we’d maybe see one or two out of the entire seven legs of the trip, and we saw some yesterday! (I can’t say how many, and you’ll find out why in an upcoming post.) We have also seen a little bird that wasn’t really technically out of his territory, but the poor fella sure was a little far from home.
Q: JPK asks, “What kinds of data have you accumulated to use in a cross-curricular experience for math?”
We can do abundance estimates with a reasonably simplified equation. It’s pretty neat how we can take everything that we see from this study, and use those numbers to extrapolate how many of each species is estimated to be “out there.”
Q: AP asks, “What has surprised you about this trip?”
Many, many things, but I’ll mention a couple fun ones. The ship has an enormous movie collection – even of movies that aren’t out on DVD yet because they get them ahead of time! Also? The food on the ship is amazing. We’re halfway through the trip and the lettuce is still green. I have to find out the chef’s secret! And the desserts are to die for. It’s a wonder I haven’t put on twenty pounds. The crew does a lot of little things to celebrate and keep morale up, like birthday parties, and music at dinner, and shave ice once a week. Lots of people take turns barbecuing and cooking traditional foods and desserts special to them from home and they share with everyone. They are always in really high spirits and don’t let morale drop to begin with, so it’s always fun.
Celebrating Engineer Jerry’s Birthday.
Q: TS asks, “What’s the most exciting thing you’ve done?”
I’ve done lots of exciting things, but the one thing that comes to mind is launching on the small boat to go take photos of the pilot whales. Such a cool experience, and I hope we get good enough weather to do it again while we’re out here! Everything about ship life is brand new to me, so I like to help out as much as I can. Any time someone says, “Will you help with this?” I get excited, because I know I’m about to learn something new and also lend a hand.
