Laura Grimm: What Makes the Great Lakes So Great?, August 3, 2022

NOAA Teacher at Sea

Laura Grimm

Aboard NOAA Ship Thomas Jefferson

July 4 – July 22, 2022

Mission: Hydrographic Survey of Lake Erie

Geographic Area of Cruise: Lake Erie

Date: August 3, 2022

Weather Data from my home office in Dalton, Ohio

Latitude: 40 45.5’ N

Longitude: 081 41.5’ W

Sky Conditions: Partly Cloudy

Visibility: 10+ miles

Wind Speed: 9 mph with gusts up to 23 mph

Wind Direction: SW

Air Temperature: 87 F (31 C)

Heat Index: 92 F (33 C)

Relative Humidity: 57%

Science and Technology Log

What is under all that water? 

Have you ever wondered what the seabed (lakebed) made of?  This information is important for several reasons: knowing where to anchor, pipeline &/or structure construction, habitat, dredging, etc.  Information about the sediments can be found on navigational charts.  Periodically, hydrographers need to take bottom samples to update these charts.  To do this, they bring the ship to a halt and drop a spring-loaded sampler to the seafloor.  The sampler snaps shut, capturing a sample of the bottom substrate.  The sediments that are brought aboard are analyzed according to grain size which range from clay (< 0.002 mm) to stones (4.0 mm and larger).

  • a spring-loaded trap attached to a rope, resting on deck
  • two scientists wearing hard hats and life vests prepare to lower the bottom sampler. one is holding on to the rope attached to the sampler, while the other directs the sampler with a pole or a hook
  • Laura, wearing a hard hat and life vest, pulls on the rope attached to the bottom sampler (strung over a pulley)
  • On the top of the chart is a ruler measuring 0-100 millimeters. 0-4 mm is classified as "granules," 4-8 mm as "small pebbles," 8-16 mm as "medium pebbles," 16-32 mm as "large pebbles," 32-64 mm as "very large pebbles," and 64-100 mm as "small cobbles." An inset box notes that 128-256 mm is classified as "large cobbles" and anything larger than 256 mm are "boulders." In the lower part of the chart, there are nine boxes with photos of grains of different sizes, topped by a scale ranging from 0-2000 micrometers. At the low end of the range, 0-125 micrometers is classified as "very fine sand," 125-250 micrometers as "fine sand," 250-500 micrometers as "coarse sand," 1000-2000 micrometers as "very coarse sand." and inset box notes that 3.9-62 micrometers is classified as "silt."
  • Bottom Sample Sediment Classification Tables. Sediment Size Classification, with Grain Size in millimeters: Clay - < 0.002 mm. Silt - 0.002-0.0625 mm. Sand (fine) - 0.00625-0.25 mm. Sand (medium) - 0.25-0.5 mm. Sand (coarse) - 0.5-2.0 mm. Gravel- 2.0-4.0 mm. Pebbles-4.0-64.0 mm. Cobble-64.0-256.0 mm. Boulder- >256.0 mm. Stone - 4.0-256.0+

What is it called to drive a ship?  The action of driving a ship is probably most often called piloting the ship. You may also hear people use the words steer, navigate, guide, maneuver, control, direct, captain, or shepherd.  Whatever you want to call it – I was super excited to pilot the ship.  I was also a bit nervous because it is so big!  Maneuvering a 208’ vessel seemed a bit daunting.

I first got some excellent tutoring by Helmsman AB Kinnett and Conning Officer ENS Brostowski.  All I needed to do was to make a 180ᵒ turn.  How difficult could it be?  I needed to take the ship out of the navigation system (commonly called, Nav Nav), go from autopilot to manual steering, follow the Conning Officer’s rudder directions, do some fine tuning, switch from manual steering to autopilot, and turn on the Nav Nav system.  Easy shmeezy! 

My legs were shaking just a bit.  I guess I did okay.  Someone did call up from the plot room and ask, “Just who is driving the ship?”  Haha.  They calmed down once they learned it was just “the teacher”. 

  • Laura, wearing a Teacher at Sea hat, stands at the helm of NOAA Ship Thomas Jefferson. To her right is AB Kinnett. To her left is ENS Brostowski pointing at a screen.
  • Laura at the helm (now we can see the wheel.) AB Kinnett and ENS Brostowski look on.
  • Laura stands at the helm (the wheel is out view.) ENS Brostowski, standing behind her with arms folded, issues instructoins.
  • Laura, at the helm (wheel visible), looks upward and reaches for something (out of frame) with her right hand. AB Kinnett stands in the background but looks directly at the camera.
  • screenshot of a navigation screen that displays the recent track of NOAA Ship Thomas Jefferson as lines on a nautical map

Parallel Parking

We came into the Port of Cleveland on July 22.  The crew did a super job of parking!  (I am sure “parking” is not the correct term.)  They used the windlass and ropes to secure the ship to the port (on the starboard side) and then put the gangway in place.  Don’t forget to take out the garbage!

  • view of Cleveland over the bow of NOAA Ship Thomas Jefferson
  • the interior of the ship is mostly dark in this photo, but we can see the lighthouse through the circle of porthole.
  • view of the stadium from the water
  • view over the bow of NOAA Ship Thomas Jefferson. three crewmembers, wearing hard hats and life vests, prepare to throw ropes over the rail as the ship pulls up alongside a dock. tall buildings of downtown Cleveland are visible in the background.
  • three crewmembers, wearing hard hats and life jackets, operate the windlass on the bow deck of NOAA Ship Thomas Jefferson.
  • a crane swings the gangway (a ramp with railings) over the side of the ship, ready to lower it into place.
  • crane lowers the gangway into place; crewmembers wearing hard hats and life jackets pull on ropes to help maneavuer it
  • gangway, still attached to crane, in place, connecting the deck of NOAA Ship Thomas Jefferson to the dock.
  • crane lifts a set of six steps, with railings, in the air. a davit of NOAA Ship Thomas Jefferson is visible in the background.
  • the steps lead up from the deck to the top of the gangway, which then ramps down to the dock. the fast rescue boat (stowed on board) is visible in the background.
  • crane lifting a crate filled with blue and black trash bags
Laura, wearing a Teacher at Sea hat, and four crewmembers, wearing hard hats, pose for a photo on the dock, in front of stacks of large coils of metal wiring
On dry land after 19 days!  This crew was amazing!  From left to right: 1AE Perry, ENS Castillo, TAS Grimm, BGL Bayliss, AB Thompson. 

Personal Log

In late April 2022, I was informed by the NOAA Teacher at Sea office that I would sail aboard NOAA Ship Thomas Jefferson on a hydrographic survey of Lake Erie in July.  Truthfully, I didn’t know what hydrography entailed – but I was familiar with Lake Erie.

I grew up only 20 miles from the Port of Cleveland.  As a child, my family spent a week each summer on Middle Bass Island where I learned to swim and fish for walleye and perch.  I was a sun-kissed, towheaded child that liked to catch frogs and talk with insects.  My daughter and I vacationed on Kelleys Island for many summers.  I even took an oceanography class on Gibraltar Island.  I was very excited to learn more about the Lake of my childhood.

  • a satellite map of the Great Lakes, with each lake labeled. no other political features are labeled.
  • a political map of the Great Lakes showing the lakes and the surrounding states and provinces. A dashed white line through Lakes Superior, Huron, Erie, and Ontario marks the division between U.S. and Canadian waters.
  • a political map of the Great Lakes, with the outline of the Great Lakes' watershed superimposed.
  • shapes and positions of Great Lakes superimposed on satellite map of Central Europe. Lake Superior reaches west to the Netherlands, and Lake Ontario east of Budapest.
  • shapes of the 25 largest lakes, to scale, all arranged near one another for comparison.

So, why are the Great Lakes so Great? 

The following video will help you get an idea of why these lakes are so significant.  See if you can answer the following questions while watching the video.

  1. How many lakes make up the Great Lakes?
  2. Why is the word “HOMES” a good way to remember the names of the lakes?
  3. How many states border the Great Lakes?
  4. What country is north of the Great Lakes?
  5. Geologically speaking, how did the Great Lakes come to be?
  6. How much of the world’s fresh surface water is in the Great Lakes?
  7. Which lake is the deepest, coldest, and contains ½ of the water in the Great Lakes system?
  8. Which two lakes are “technically” one lake?  Why?
  9. Which lake has the longest shoreline?
  10. Which lake is the warmest and shallowest?
  11. How does water get from Lake Erie to Lake Ontario?
  12. How does water that starts in Lake Superior finally get to the Atlantic Ocean?
  13. List three reasons why the Great Lakes are so great!
  14. List a few things that are causing problems for the Great Lakes.
  15. What effect is climate change having on the Great Lakes?
  16. How are people and governments trying to protect this GREAT resource?
What is so great about the Great Lakes?

When I travel, I like to read books that have a connection to my experience.  While on Thomas Jefferson, I read The Death and Life of the Great Lakes by Dan Egan.  It outlines the vast resources provided by the Great Lakes.   Not only do they hold 20% of the world’s supply of surface fresh water, they also provide food, transportation, and recreation to tens of millions of Americans and Canadians.   The Great Lakes are so very lifegiving, however, they are in trouble.  They are under threat as never before.  They need our help. 

In his book, Egan describes how invasive species – like the sea lamprey, zebra and quagga mussels – have colonized the lakes, issues associated with these invasions, and what has been done to mediate and prevent the arrival of future invasive species.  He also discusses the massive biological “dead” zones caused by outbreaks of toxic algal blooms.  Lake Erie Harmful Algal Bloom (HAB) Forecasts are a regular part of the NOAA weather forecast for the western basin of Lake Erie.  Human-made climate change, dredging of shipping channels, and threats to siphon off Great Lakes water to be used beyond the watershed boundaries all pose threats to this incredible resource.  He ends the book with what was being done in 2017 (publication date) to “chart a course toward integrity, stability and balance” of the Great Lakes.

All in all, it was a pretty depressing book.  It caused me to reflect, however, on what I can do as an educator to bring this knowledge to my students.  Even more importantly, how can I have students experience and eventually love the lakes and all they represent?  How can I get them to become familiar with and care for the nature in their backyard?  My work is cut out for me.

“We cannot protect something we do not love, we cannot love what we do not know, and we cannot know what we do not see. Or hear. Or sense.”

— Richard Louv

The week before leaving on my “Grand NOAA Adventure”, I was nervous and started to doubt my own abilities and why I had applied to Teacher at Sea in the first place.  Was I cut out to be a successful Teacher at Sea?  Did I have the knowledge, skills, and fortitude to thrive at sea?  What happens if my technology crashes?  What if I am seasick for 19 days? 

Four things happened to help me move forward. 

  1. My husband – my chief cheerleader – gave me many doses of encouragement.  If he believed I could do it – I knew I could.
  2. I came across a saying on a tea bag (of all places) that gave me great strength, “Personal growth lies within the unknown; courage permits you to explore this space.”  This experience would take courage.  I am courageous.
  3. My daughter reminded me of a poem by Mary Oliver.  The last lines of which, “What are you going to do with your one wild, precious life?”  That’s right!  You only go around once.  Take the bull by the horns – so to speak.  Jump on and hold tight.  Life is short, and the world is wide.
  4. NOAA and NOAA’s Teacher at Sea Program believed in me enough to provide me with this awesome opportunity.  They have seen many a teacher come and go.  They believed I had what it took to be successful.  I chose to believe them. 

NOAA TAS stresses the 3 Fs: Flexibility, Following Orders, and Fortitude.  These are words to live by. 

  • Flexibility = Everything doesn’t always turn out as planned.  Be flexible.  Those who are not flexible, break. 
  • Following Orders = On a ship, this is essential.  In life, rules are made for a reason.  Follow them.  If you believe that the rules are unjust, work to change them.
  • Fortitude = Have courage.  Be strong – physically and in your convictions.  Be tenacious and believe in yourself.

I wish to thank NOAA TAS program and all the people who live and work aboard NOAA Ship Thomas Jefferson.  Thank you for the long conversations and my seemingly endless questioning.  My curiosity is insatiable.  Thank you for checking my blog for accuracy – it needed to be “ship shape”!  Thank you for brainstorming with me inventions that could be created to make hydrographic technology easier if there were no budgetary restrictions.  Thank you for opening my eyes to a world of science, technology, and research that I previously did not know existed.  Thank you for teaching me what it meant to be part of the crew. 

This experience has taught me many things about science and technology, career possibilities, what it is like to live on a ship, relationships and work culture, and the power of reflection.  I learned so much more than is represented in my blog posts.  I am looking forward to sharing my experience with my students and the community. 

All my best to my new friends.  May you continue to have fair winds and following seas.

Sincerely,

Laura Grimm

Dalton STEAM & NOAA Teacher at Sea

a bandanda with a pen or marker drawing of NOAA Ship Thomas Jefferson in the center. underneath reads "NOAA Ship Thomas Jefferson Teacher at Sea 2022." surrounding the illustration are handwritten messages from the crew in different colors of ink.
Hand-made bandana signed by the crew of Thomas Jefferson

For the Little Dawgs . . .

Q: Where is Dewey?  Hint: He was getting ready to come home.

  • Dewey the beanie monkey sits on top of a life preserver mounted on NOAA Ship Thomas Jefferson's rail.
  • Dewey the beanie monkey sits on top of a life preserver mounted on NOAA Ship Thomas Jefferson's rail. Setting sun visible in the background.
  • Dewey the beanie monkey peaks out of a black backpack.
  • Dewey the beanie monkey peaks out of a black backpack on the desk in Laura's stateroom. Her Teacher at Sea hat is on the desk next to the backpack.
  • Dewey the beanie monkey sits next to a whiteboard displaying a drawing of a

Kaci Heins: September 19-21, 2011

NOAA Teacher at Sea
Kaci Heins
Aboard NOAA Ship Rainier
September 17 — October 7, 2011

Mission: Hydrographic Survey
Geographical Area: Alaskan Coastline, the Inside Passage
Date: Wednesday, September 21, 2011

Mrs. Heins at the Helm

Weather Data From The Bridge

Clouds: Overcast
Visibility: 4 miles
Wind: 20 kts
Waves: 0-1 feet
Temperature
Dry Bulb: 11.7 degrees Celsius
Barometer: 1000.1 millibars
Latitude: 55 degrees North
Longitude: 133 degrees West

Science and Technology Log

Launch Lowered Into The Water

Today was the first day that the survey launches left the Rainier to install and recover benchmarks and a tidal gauge.  The weather was not great and the crew had a lot of work to do so I was not able to go with them this time.  A benchmark is a small brass disk with information inscribed on it that relates to the station it represents. The benchmark holds the height of the datum.  The purpose of setting a tide gauge is to measure the water level. The water level information is used to reduce the bathymetric data acquired to the chart datum (mean lower-low water, MLLW).   Finding benchmarks has become quite popular through the hobby of geocaching.  This is where participants use latitude and longitude within Global Positioning Systems (GPS) as a way to hunt down “treasures” hidden by other participants.  This also includes finding benchmarks.


I’ve been trying to head up to the bridge as much as I can to learn as much as I can during this Teacher at Sea experience.  The first time I went up at night I had no idea about the environment that the officers work in on the bridge.  At night the officers on the bridge actually work in complete darkness.  All of the computer screens have dimmers or red filters so that the least amount of light affects their eyes in the darkness.  The reason it is so dark is because the officers need to be able to see the lighted navigation buoys to stay on course and to spot the lights of other ships that are heading in our direction.  There are also one or two deck personnel that are lookouts either on the flying bridge or bow to keep watch for ships, lights, and other objects that could potentially be a hazard to the Rainier.  A flying bridge is usually an open area above an enclosed bridge where the ship’s officers have a good view of everything around the front and sides of the ship.  We are traveling through the Inside Passage off the Southeastern coast of Alaska, which is extremely narrow in some places along the way.  This means that it is very important that the officers know exactly where they are and what is around them.

Personal Log

Anchor's Away!

I have been able to do some other neat tasks on the ship while the majority of the crew were out on their launches.  We finally were able to find a place to anchor at Ulloa Channel because we had a good “bite” with the anchor–it is protected somewhat from the weather we are dealing with, and it is close to our tide station.  They also let me run out some chain for the anchor and I was able to practice using the crane on the ship.  However, the best part so far has been being at the helm, or the steering gear of the ship.  I will admit I was pretty nervous the first time I grabbed the wheel because it was at night so I couldn’t see hardly anything.  Today, the officer of the deck (OOD) let me at the helm again because we were in open water.  When I am at the helm I have to watch my gyro-heading, which shows me true North, and my magnetic compass, which is more of a back up if the electronic gyro-heading fails.  If I have a heading of 150 then I have to make tiny adjustments or corrections to try and stay on or close to that number as possible.  Even when I make the tiniest adjustment I can see how much the ship moves.  I did start getting the hang of it and one officer even said he had never seen a visitor do so well!

One other item that I will mention in this blog is that the weather in Alaska during this time of year is overcast, rainy, and cold.

Beautiful Scenery Along the Inside Passage

However, going into this I had an idea of what to expect and I enjoy the fact that I get to see the non-glamorous side of this type of work.  It does not matter if it is rainy, cold, what you are wearing, or what you look like because there is a job to do.  It has been overcast every day, but the pine trees are amazing shades of green and the pictures do not do them justice.  We have also had 15 foot waves and 115 knot wind (this is the same as a category 3 hurricane!).  The wind didn’t bother me as much as the waves did.  I thought it was fun for the first 30 minutes, but then I had to lie down for a while because I wasn’t feeling too well.  I never threw up, but it did become uncomfortable.  Now that we are anchored and have stopped moving I feel funny because my body has been used to moving around so much for the past three days.  I sure hope I don’t get land sickness when I am done with this cruise!

Student Questions Answered: Here are student questions answered about feeding so many people on a boat over 3 weeks time.

Animals Seen

Puffins

Questions of the Day

We experienced 115 knot winds Monday night.  What category hurricane would that be the equivalent to?  Use the website if you need help.

http://www.nhc.noaa.gov/sshws.shtml


Jennifer Goldner: Sea and Anchor, August 27, 2011

 NOAA Teacher at Sea
Jennifer Goldner
Aboard NOAA Ship Oregon II
(NOAA Ship Tracker)
August 11 — August 24, 2011

Mission: Shark Longline Survey
Geographical Area: Southern Atlantic/Gulf of Mexico
Date: August 27, 2011

Science and Technology Log

If you looked at the Ship Tracker today (August 27th), you would see that NOAA Ship Oregon II is docked at Pascagoula, Mississippi.  I am writing to you from Oklahoma to share how we made it back to port safely.  The procedure for making that happen is called “Sea and Anchor” and it’s quite a sight to behold!

Me on my last day at sea
Me on my last day at sea

Over two weeks ago when we were leaving port in Charleston, I heard the Captain announce “Sea and Anchor.”  During Sea and Anchor, every crew member is at his/her station.  For example, the engineers are in the engine room, the deck crew is ready to drop anchor if needed, and all officers are on the bridge.

Not to mention, just to get ready for Sea and Anchor, the Captain must oversee a 4 page checklist of things that must be done before going to sea.  Sea and Anchor detail is done not only as the ship is going out, but also as it is coming in to port.  This is what I got to observe on the bridge as we came into the channel in Pascagoula on August 24, 2011.

But let me back up to the first of the 2 page checklist to get ready for Sea and Anchor as the ship is taken through the channel and docked at the port.  The 1st thing that must happen is the Officer of the Deck transits the ship from the last station to the Pascagoula Ship Channel.  Our last station was north of Tampa, about 300 miles from port.  We steamed at 10 knots/hour.  (1 knot is roughly 1.15 miles per hour.) At this rate, how many hours did it take us to get to port from our last station?

One day prior to arrival, the Captain must call the port and talk to the Pascagoula Port Captain, Jim Rowe.  When he calls, he verifies that line handlers are available at the pier as well as the ETA (Estimated Time of Arrival) of the ship.  Thirty minutes before arrival at the channel sea buoys, the Captain must wake all hands up to prepare for Sea and Anchor.

He then calls the pilot/port for vessel traffic.  According to the Captain, traffic is extremely important.  The channel at Pascagoula is 500 feet in width.  There are buoys at either side of the channel. NOAA Ship Oregon II is 34 feet wide.  If a ship goes outside the buoys, it will run aground.  Outside the buoys the depth of the channel ranges from only 13-18 feet.  NOAA Ship Oregon II has a 15 foot draft.  The larger ships can draw almost the entire depth of the channel which is 40 feet! Many will also take up most of the width of the channel, thus there is no way for 2 large ships to get through the channel at the same time without one running aground.

Model to show that 2 large ships cannot fit through the Pascagoula Ship Channel at the same time
Model to show that 2 large ships cannot fit through the Pascagoula Ship Channel at the same time

These 2 boats, Grand Cheniere and Lady Glenda, were small enough that we could fit through the channel alongside them.
These 2 boats, Grand Cheniere and Lady Glenda, were small enough that we could fit through the channel alongside them.

After traffic is checked, the propulsion and steering is tested, then the crew must ready an anchor to let go in case of an emergency.  Next the call signs/flags are hoisted.

Call flags
Call flags

The deck department breaks out mooring lines for port or starboard side docking.  (We docked on the starboard side, so the deck hands got all the lines to that side.) At this point the Captain pipes (announces), “Set Sea and Anchor detail.”  The engineers go to the engine room, the deck hands are all on deck, and the officers are on the bridge.

As I mentioned, the Pascagoula Ship Channel is 500 feet in width.  Toward the beginning of the Channel, the Barrier Islands (Petit Bois Island, Horn Island, Ship Island, and Cat Island) must be navigated, as well as the entire channel.

One of the barrier islands, Horn Island, off the port side of the ship
One of the barrier islands, Horn Island, off the port side of the ship

One of the Barrier Islands, Petit Bois Island, off the starboard side of the ship
One of the Barrier Islands, Petit Bois Island, off the starboard side of the ship

The Captain and Officers working on the bridge during Sea and Anchor
The Captain and Officers working on the bridge during Sea and Anchor

So how does this happen?  I got to stay on the bridge to find out.  The Captain and the 4 officers are all on the bridge and all have a part to play in this procedure.  The Captain designates what duty each officer will do.  This changes from port to port. He also serves as an overseer.  If at any time he needs to jump in and help any of the officers, he will do so.

Here are the jobs of the officers: 1.  Having the Conn-  This officer conns/manuevers the ship in to port.  2. On the Helm- This officer steers the ship into dock. 3. On the pitch-  This officer controls the throttle.  It is also known as being on the “sticks and log.”  4.  Doing navigation- This officer advises the Conning Officer when to make turns in the channel.

XO, Jason Appler, conning the ship
Jason, XO, conning the ship

Sarah, Operations Officer, is at the helm
Sarah, Operations Officer, is at the helm

Larry, Junior Officer, is on the pitch
Larry, Junior Officer, is on the pitch

Brian, Junior Officer, navigating
Brian, Junior Officer, navigating

Now that everyone is at their stations, at the mouth of the channel the Captain calls the port on the radio.  This time into port, this is what he said,  “Research Vessel NOAA Ship Oregon II inbound at buoys 7 and 8.”  Over the radio a friend of the Captain’s exclaimed, “Welcome back, dude!”  (NOAA Ship Oregon II had not been here at home port for about a month.)

After the Captain makes a securite (pronounced “securitay”) call to the Port Captain over the radio to broadcast or alert any other vessels that the ship is heading in, the ship can then enter the channel.  This was amazing to watch as all the officers and Captain worked together like clockwork to get through the channel.  Here is an example of what you would hear:  Conn to Helm: 3-2-0, Helm to Conn: 3-2-0. Conn: Very Well. . . Conn to Pitch: 4 feet ahead, Pitch to Conn: 4 feet ahead, Conn: Very well.  This is done all the way through the entire channel until the ship is safely docked.

Shipyard
Shipyard

Beach in Pascagoula, Mississippi
Beach in Pascagoula, Mississippi

Personal Log

I already had a great amount of respect for the responsibilities of Commanding Officer- Master Dave Nelson, Executive Officer- LCDR Jason Appler, Operations Officer- LT Sarah Harris, Junior Officer- ENS Larry V. Thomas, and Junior Officer- ENS Brian Adornato, but now I have even a greater respect than I did.  While standing on the bridge during the Sea and Anchor detail, I was honestly in awe.  I had NO idea what went into getting a ship to dock.  It was absolutely a highlight of my trip to see how they make that work so smoothly.  Cap told me, “I have done this Sea and Anchor procedure hundreds and hundreds of times, but I never take it lightly.  I am in charge of all the lives on board and it’s my job to get you home safely.”  Thank you Cap, and your entire crew, for getting this Oklahoman to her “home on the range!”

Pascagoula Port
Pascagoula Port

After we docked, the XO, Chief Scientist, and myself did a Skype interview from the bridge of NOAA Ship Oregon II with NewsOn6.  I appreciate the XO’s help in getting permission for us to do the interview as well as our Electronics Technician for setting up the equipment!

After the interview some of the scientists and I headed to Rob’s BBQ On The Side.  It was wonderful!  Next we were off to the Gulfport airport.  I had a layover in Atlanta.  There I was fortunate to meet and eat dinner with 2 AirTran Airways pilots, Vince-Captain, and John-First Officer.

Me with John and Vince, pilots
Me with John and Vince, Pilots

Bahamas from the air (Courtesy of Vince, Pilot)
Bahamas from the air (Courtesy of Vince, Pilot)

It turns out, while I was in the Atlantic and Gulf of Mexico, they were flying over it.  I thought you’d enjoy their vantage point, so I included a couple of pictures that Vince took.

I asked them how important math and science were to their jobs.  They both said that numbers were their world.  They eat, breathe, and sleep numbers.

Atlantic Ocean from the air (Courtesy of Vince, pilot)
Atlantic Ocean from the air (Courtesy of Vince, Pilot)

On my flight from Atlanta to Tulsa I sat next to Don, Project Engineer-NORDAM Necelle/Thrust Reverser Systems Division.  So for over an hour we had a great conversation about the importance of math and science.  Here is what he said: “Math and science are important to my job (and to any engineer) because they are the basis of everything we do.  An understanding of math and science allows aerospace engineers to understand why things work the way they do, and more importantly, that knowledge allows us to develop better products that can be used in the aerospace industry.  This is possible because at some time or another, some boys and girls were sitting in class and really enjoyed learning about how things work.  Math and science work together to explain those things in a logical manner.  Their desire to continue learning led them down a road to more advanced classes in high school and eventually to math, science, and engineering degrees in college, allowing them the opportunity to get good jobs and to be a part of developing the next great airplane.”

This photo was taken while I was at sea by Don, engineer, as his plane descended into Georgia.
This photo was taken while I was at sea by Don, engineer, as his plane descended into Georgia.

People often ask me how I meet so many interesting and intriguing people.  Do you want to know how?  I take the time to talk to them.  Each of these people I met will now play an integral part in my classroom.  Some will visit my classroom, others will answer our questions via email, and yet others will Skype or call our class during our classroom meetings.

In my classroom I have a sign that has 3 simple words: Find The Time.  I take the time to tell my students the importance of budgeting their time and using it to the fullest each and every day.  Every day is only what you  make it.  Remember to find the time to always keep learning and sharing what you know with others.  It makes the world a better place to live.

My son and Mom surprised me with flowers when they picked me up from the airport!
My son and Mom surprised me with flowers when they picked me up from the airport!