Latitude: 26.17 Longitude: 81.34 Temperature: 89° F Wind Speeds: ESE 11 mph
Personal Log
Our last day on Oregon II together was filled with lots of hugs and new Facebook friends. I left Pascagoula, MS and arrived back in Naples, FL around midnight. It was nice to be back in my big bed but I really missed the rocking of the ship to put me to sleep.
The next morning I was greeted at my classroom door at 7 am by my students who had a lot of questions. They all had been following along on my blog and have seen a few pictures that were posted. I made a PowerPoint of pictures from the ship so they could see what my living and working arrangements were like. The funniest part was when I showed them my sleeping arrangements. They thought it was great that I was on the top bunk, but surprised at how small the room was and how I didn’t have a TV. (I think some thought it was more like a hotel room – boy were they wrong.) The part they were shocked the most was the size of the shower and the toilet area. I was able to organize my pictures into folders of the same species. I was then able to show them all of the wonderful pictures that the crew, scientists, volunteers and I had taken during our excursion.
The following week a reporter from the Naples Daily News and her photographer came to my classroom to interview me about my trip as well as what the students were learning in AICE Marine.
I was able to bring back with me the one of the 12 foot monofilament line and hook that is attached to the longline. I was able to explain to them how the lines are attached and the process for leaving the longline in the water for exactly an hour. We also started a lesson on random sampling. I discussed how the location for the longline deployment is chosen and why scientist make sure they are randomly chosen.
My biggest surprise was a package I received from my Uncle Tom a few days after I returned home. He is a fantastic artist that paints his own Christmas cards every year. In the package I received he painted the sunset picture I had taken of Oregon II when we were docked in Galveston. It is now hanging in my classroom.
NOAA Ship Oregon II, September 16, 2019. Photo by Kathy Schroeder.
Painting by my Uncle Tom Eckert from the picture I took
In December I will be presenting about my experiences with
NOAA. Students, their families, and
people from the Naples community will all be welcome to attend. I will be working with fellow colleagues from
other high schools in Naples that also teach marine to spread the word to their
students. My goal is to get as many
students who are interested in a marine career to attend the presentation so
that going forward I will be able to work with them in a small group setting to
help with college preferences and contacts for marine careers.
I can’t thank NOAA enough for choosing me to participate as
the NOAA Teacher at Sea Alumnus. The
experiences I have received and the information I will be able to pass along to
my students is priceless!
Science and Technology Log
My students have been able to see and touch some of the items I was able to bring home from Oregon II that I discussed. I was able to answer so many questions and show them a lot of the pictures I took. We are anxiously awaiting the arrival of a sharp-nosed shark that is being sent to us from the lab in Pascagoula, MS. For students that are interested I will be conducting a dissection after school to show the anatomy of the shark as well as let them touch and feel the shark. (An additional blog will be posted once the dissection is competed)
One hour after the last highflyer is entered into the water it is time to retrieve the longline. The ship pulls alongside the first highflyer and brings it on board. Two people carry the highflyer to the stern of the ship. The longline is then re-attached to a large reel so that the mainline can be spooled back onto the ship. As the line comes back on board one scientist takes the gangion removes the tag and coils it back into the barrel. The bait condition and/or catch are added into the computer system by a second scientist. If there is a fish on the hook then it is determined if the fish can be brought on board by hand or if the cradle needs to be lowered into the water to bring up the species.
Retrieving the high flyer on the well deck
Protective eye wear must be worn at all times, but if a shark is being brought up in the cradle we must all also put on hard hats due to the crane being used to move the cradle. Once a fish is on board two scientists are responsible for weighing and taking three measurements: pre-caudal, fork, and total length in mm. Often, a small fin clip is taken for genetics and if it is a shark, depending on the size, a dart or rototag is inserted into the shark either at the base of the dorsal fin or on the fin itself. The shark tag is recorded and the species is then put back into the ocean. Once all 100 gangions, weights and highflyers are brought on board it is time to cleanup and properly store the samples.
Taking the measurements on a sandbar shark (Carcharhinus plumbeus) Measurements: 1080 precaudal, 1200 fork, 1486 total (4’10”)l, 20.2 kg (44.5 lbs)
Placing a rototag in a Gulf smooth-hound (Mustelus sinusmexicanus)
Tiger shark (Galeocerdo cuvier) on the cradle getting ready for a dart tag
Data station for recording measurements, weight, sex, and tag numbers
Fish Data: Some species of snapper, grouper and tile fish that are brought on board will have their otoliths removed for ageing, a gonad sample taken for reproduction studies and a muscle sample for feeding studies and genetics. These are stored and sent back to the lab for further processing.
It has been a busy last few days. We have caught some really cool species like king snake eels (Ophichthus rex), gulper sharks (Centrophorus granulosus), yellow edge grouper (Hyporthodus flavolimbatus) and golden tile fish (Lopholaatilus chamaeleontiiceps). There have been thousands of moon jelly fish (Aurelia aurita) the size of dinner plates and larger all around the boat when we are setting and retrieving the longline. They look so peaceful and gentle just floating along with the current. When we were by the Florida-Alabama line there were so many oil rigs out in the distant. It was very interesting learning about them and seeing their lights glowing. One of them actually had a real fire to burn off the gases. There were also a couple sharks that swam by in our ship lights last night. One of the best things we got to witness was a huge leatherback sea turtle (Dermochelys coriacea) that came up for a breath of air about 50 feet from the ship.
yellow edge grouper (Hyporthodus flavolimbatus) 891 mm (2′ 11″), 9.2 kg (20.3 pounds)
My last blog left off with a late night longline
going in the water around 9:00pm on 9/23/19.
We were able to successfully tag a great hammerhead, a scalloped
hammerhead, and a tiger shark. We also
caught a blacknose shark, three gafftopsail catfish (Bagre marinus), and three red snappers.
Female great hammerhead caught on 9/23/19 aboard NOAA Ship Oregon II
Male scalloped hammerhead caught on 9/23/19 aboard NOAA Ship Oregon II
Deploying the Longline
Today I’m going to explain to you the five jobs that we rotate through when we are deploying the longline. When there are about 15-20 minutes before deployment we grab our sunglasses, personal floatation device (pfd) and rubber boats and head to the stern of the ship. All scientists are responsible for helping to cut and bait all 100 gangions (hooks and line). The hooks are 15/0mm circle hooks and the gangion length is 3.7m long. The bait used for this is Atlantic mackerel cut into chunks to fit the hooks. We are all responsible for cleaning the deck and the table and cutting boards that were used.
Kristin cutting bait and Taniya and Ryan baiting the 100 hooks
The first job on the deployment is setting up the laptop computer. The scientist on computer is responsible for entering information when the high flyer, the three weights (entered after first high flyer, after gangion 50 and before final high flyer), and the 100 baited gangions entered into the water. This gives the time and the latitude and longitude of each to keep track of for comparison data.
The second job is the person actually putting the high flyer and buoy in the water. Once the ship is in position and we receive the ok from the bridge it is released into the water. The high flyer is 14ft from the weight at the bottom to the flashing light at the top. (see picture)
Kristin and Kathy getting ready to put the first high flyer in the water
The third job is the “slinger”. The slinger takes each hook, one by one, off of the barrel, lowers the baited hook into the water, and then holds the end clamp so that the fourth scientist can put a tag number on each one (1-100). It is then handed to the deckhand who clamps it onto the mainline where it is lowered into the water off the stern.
Placing the numbers on the gangion before being put on the mainline
The final job is the barrel cleaner. Once all the lines are in the water the barrel cleaner takes a large brush with soap and scrubs down the inside and outside of the barrel. The barrels are then taken to the well deck to get ready for the haul in. The last weight and high flyer are put into the water to complete the longline set, which will remain in the water for one hour. Everyone now helps out cleaning the stern deck and bringing any supplies to the dry lab. At this time the CTD unit is put in the water (this will be described at a later time).
Personal Log
Last night was so exciting, catching the three large sharks. During this station I was responsible for the data so I was able to take a few pictures once I recorded the precaudal, fork, and total length measurements as well as take a very small fin sample and place it in a vial, and record the tagging numbers.
Shout
Out: Today’s shout out goes to
my wonderful 161 students, all my former students, fellow teachers, especially
those in my hallway, my guest teachers and all the staff and administration at
Palmetto Ridge High School. I would also
like to thank Mr. Bremseth and Michelle Joyce for my letters of
recommendations!
I
couldn’t have been able to do this without all of your help and support. I have sooo much to tell you about when I get
back. Go Bears!!
Weather
Data from the Bridge (at beginning of log)
Latitude: 28.07 Longitude: 93.27.45 Temperature: 84°F Wind Speeds: ESE 13 mph large swells
Science and Technology Log
9/21/19-We left Galveston, TX late in the afternoon once the backup parts arrived. After a few changes because of boat traffic near us, were able to get to station 1 around 21:00 (9:00 pm). We baited the 100 hooks with Atlantic Mackerel. Minutes later the computers were up and running logging information as the high flyer and the 100 hooks on 1 mile of 4mm 1000# test monofilament line were placed in the Gulf of Mexico for 60 minutes. My job on this station was to enter the information from each hook into the computer when it was released and also when it was brought onboard. When the hook is brought onboard they would let me know the status: fish on hook, whole bait, damaged bait, or no bait. Our first night was a huge success. We had a total of 28 catches on our one deployed longline.
NOAA TAS Kathy Schroeder with a red snapper caught on the Oregon II
We caught 1 bull shark (Carcharhinus leucas), 2 tiger sharks (Galeocerdo cuvier), 14 sharp nose sharks (Rhizoprionodon terraenovae), 2 black tip sharks (Carcharhinus limbatus), 7 black nose sharks (Carcharhinus acronotus), and 2 red snappers (Lutjanus campechanus). There were also 3 shark suckers (remoras) that came along for the ride.
Sandbar shark – no tag. Oregon II
I was lucky to be asked by the Chief Scientist Kristin to tag the large tiger shark that was in the cradle. It took me about 3 tries but it eventually went in right at the bottom of his dorsal fin. He was on hook #79 and was 2300mm total length. What a great way to start our first day of fishing. After a nice warm, but “rolling” shower I made it to bed around 1:00 am. The boat was really rocking and I could hear things rolling around in cabinets. I think I finally fell asleep around 3:00.
9/22- The night shift works from midnight to noon doing exactly what we do during the day. They were able to complete two stations last night. They caught some tilefish (Lopholatilus chamaeleonticeps) and a couple sandbar sharks (Carcharhinus plumbeus). My shift consists of Kristin, Christian, Taniya, and Ryan: we begin our daily shifts at noon and end around midnight. The ship arrived at our next location right at noon so the night shift had already prepared our baits for us. We didn’t have a lot on this station but we did get a Gulf smooth hound shark (Mustelus sinusmexicanus), 2 king snake eels (Ophichthus rex), and a red snapper that weighed 7.2 kg (15.87 lbs). We completed a second station around 4:00 pm where our best catch was a sandbar shark. Due to the swells, we couldn’t use the crane for the shark basket so Kristin tried to tag her from the starboard side of the ship.
We were able to complete a third station tonight at 8:45 pm. My job this time was in charge of data recording. When a “fish is on,” the following is written down: hook number, mortality status, genus and species, precaudal measurement, fork measurement, and total length measurement, weight, sex, stage, samples taken, and tag number/comments. We had total of 13 Mustelus sinusmexicanus; common name Gulf smooth-hound shark. The females are ovoviviparous, meaning the embryos feed solely on the yolk but still develop inside the mother, before being born. The sharks caught tonight ranged in length from 765mm to 1291mm. There were 10 females and 3 male, and all of the males were of mature status. We took a small tissue sample from all but two of the sharks, which are used for genetic testing. Three of the larger sharks were tagged with rototags. (Those are the orange tags you see in the picture of the dorsal fin below).
Taking the three measurements
King snake eel caught on a longline.
Personal Log
I spend most of my downtime between stations in the science dry lab. I have my laptop to work on my blog and there are 5 computers and a TV with Direct TV. We were watching Top Gun as we were waiting for our first station. I tried to watch the finale of Big Brother Sunday night but it was on just as we had to leave to pull in our longline. So I still don’t know who won. 🙂 I slept good last night until something started beeping in my room around 4:00 am. It finally stopped around 6:30. They went and checked out my desk/safe where the sound was coming from and there was nothing. Guess I’m hearing things 🙂
Shout out! – Today’s shout out goes to the Sturgeon Family – Ben and Dillon I hope you are enjoying all the pictures – love Aunt Kathy
While we are waiting to get started with our research survey that collects fisheries-independent data about sharks, I’ll tell you a little about how other NOAA scientists collect information directly from the commercial shark fisheries in the Gulf of Mexico.
The Shark Bottom Longline
Observer Program works to gather reliable data on catch, bycatch, and discards
in the Shark Bottom Longline Fishery, as well as document interactions with
protected species. Administered by the Southeast Fishery Science Center’s Panama
City Laboratory, the data collected by observers helps inform management
decisions. NOAA hires one to six observer personnel under
contractual agreements to be placed on commercial fishing vessels targeting
shark species. Program coordinators maintain data storage and retrieval,
quality control, observer support services (training, observer gear,
documents, debriefing, data entry), and administrative support.
Fishery
This shark bottom longline fishery targets large coastal sharks (e.g., blacktip shark) and small coastal sharks (e.g., Atlantic sharpnose). Groupers, snappers, and tilefish are also taken. The shark bottom longline fishery is active on the southeast coast of the United States and throughout the Gulf of Mexico. Vessels in this fishery average 50 feet long, with longline gear consisting of 5 to 15 miles of mainline and 500 to 1500 hooks being set. Each trip has a catch limit ranging from 3 to 45 large coastal sharks, depending on the time of year and the region (Gulf of Mexico or south Atlantic). Shark directed trips can range from 3-5 days at sea.
In 2007, NOAA Fisheries created a shark research fishery to continue collection of life history data and catch data from sandbar sharks for future stock assessment. This was created as sandbar sharks are protected due to lower population numbers that allowed for some very limited commercial take of the animals and allows for collection of scientific data on life history etc. A limited number of commercial shark vessels are selected annually and may land sandbar sharks, which are otherwise prohibited. Observer coverage is mandatory within this research fishery (compared to coverage level of 4 percent to 6 percent for the regular shark bottom longline fishery).
Well, I guess you were hoping to hear from me sooner than this. I arrived in Galveston, TX on September 15th. I boarded NOAA Ship Oregon II and got settled in my room. The 170 foot ship was tugged into port early due to a broken part. Today is Wednesday September 18th , and we are still waiting to leave. Fingers crossed it will be tomorrow morning. During this time I was able to meet with the crew members and scientists and familiarize myself with the ship. I was able to walk around Galveston and learn about its history. We were able to go out to dinner where I have had amazing oysters and a new dish “Snapper Wings” at Katie’s Seafood Restaurant. It was delicious and so tender. I would definitely recommend it!
During our time in port we were also hit with Tropical Storm Imelda. We have had lots of rain and flooding in the area.
Snapper Wings at Katie’s Seafood Restaurant, Galveston, TX
Fresh Oysters at the Fisherman’s Wharf, Galveston, TX
Shout Out: Today’s shout out goes to my nephews Eastwood and Austin and my sister Karen and her husband Casey in Dallas, TX. I also want to say Hi to all of my marine students at PRHS. Hope I didn’t leave you all too much work to do 🙂 Keep up with your blog ws!
Latitude: 26° 17’ 45” Longitude: 81° 34’ 40” Temperature: 91° F Wind Speeds: NNE 7 mph
Personal Log
Before
I leave on my “Twice in a Lifetime Experience” I thought I’d let you know a little
more about me.
In May of 2010, I participated in the NOAA TAS program. The hardest part was leaving my 1 ½ year old son Jonah while I was gone for three weeks. At the time I was teaching science at Key Biscayne K-8 School, which was located on an island off of Miami, Florida. I wanted to have my students experience something new so I chose to go to Alaska aboard NOAA Ship Oscar Dyson. The ship left out of Dutch Harbor, Alaska where the Deadliest Catch is filmed. We spent the days and night doing neuston and bongo tows to study the walleye pollock (imitation crab meat). I couldn’t have asked for a better experience and crew! For more information you can look up my blog in the past season 2010. I applied for the NOAA TAS Alumni position and now I’m happy to say I will be having a “Twice in a Lifetime Experience” with NOAA! This time I will be on NOAA Ship Oregon II where we will be tagging and monitoring sharks and red snappers in the Gulf of Mexico.
I
grew up in Louisville, KY where I spent most of my summers boating and skiing on
the Ohio River. When I was 10 years old
my parents, sister and I got scuba certified.
I guess you could say this is when my love for the ocean began! Our first trip was to Grand Cayman and we experienced
things underwater that were even more beautiful than books and videos could
ever show. I have been back numerous
times, but when I went back this past June you can obviously see the changes
that are occurring in the ocean and the beaches. I currently volunteer with Rookery Bay
Estuarine Reserve and help with turtle patrol, shark tagging, and trawls. The amount of garbage we collect is getting
out of control. Teaching the importance
of this to my students is one of my top priorities.
I currently teach AICE Marine and Marine Regular at Palmetto Ridge High School in Naples, Florida. For the past 5 years I have grown the program into a class that is not just “inside” the classroom. What better way to learn about marine species and water quality than taking care of your own aquarium? Throughout the school there are 24 aquariums. The tanks include saltwater, fresh water, and brackish water. My students are taught how to properly maintain a tank, checking the water quality and salinity, as well as feeding and caring for their organisms. In addition to the aquariums they have a quarterly enrichment grade that has them getting outside in our environment and learning about the canals, lakes, and ocean that are just miles from us. We work with Keeping Collier Beautiful to do canal cleanups twice a year and they also visit Rookery Bay and the Conservancy for educational lessons. Thanks to the science department at Collier County Public Schools we are also given the opportunity to go out into the estuaries. Rookery Bay and FGCU Vester lab work with us to get the students out on the water to experience the ecology around them. Even though we are only miles from the Gulf of Mexico some students have never been out on a boat. This day trip gives them a hands on learning experience where we complete a trawl and water sampling.
As
I leave this weekend I know my students will be in good hands and will be following
my blog throughout my journey. The value
of what I am going to be sharing with them far outweighs my short time
away. My goal is to show them you are
never too old to try something new and hopefully my experience will get more
students into a career in marine sciences.
Shout outs: First one goes to my son Jonah (11), my parents Bud and Diane for taking care of him while I’m off having the time of my life, my boyfriend Michael who is currently deployed with the Air Force SFS, and his two kids Andrew (17) and Mackenna (10). Thanks for your support. Love and miss you all! <(((><
Rookery Bay Shark Tagging in the estuaries
NOAA Gulf of Mexico TAS Alumni workshop
My son Jonah’s first mini-lobster season
PRHS Keeping Collier Beautiful Canal Cleanup
Rookery Bay Sea Turtle Patrol – rescued and released
Mission: Leg III of SEAMAP Summer Groundfish Survey Geographic Area of Cruise: Gulf of Mexico Date: July 18, 2019
Weather Data from the Bridge Latitude: 29.43° N Longitude: 86.24° W Wave Height: 1 foot Wind Speed: 7 knots Wind Direction: 220 Visibility: 10 nm Air Temperature: 31°C Barometric Pressure: 1017.5 mb Sky: Few clouds
Science Log
Over the course of this research experience, I have realized that I was not entirely prepared to assist on this voyage. While I think I have pulled my weight in terms of manpower and eagerness, I quickly realized that not having a background in the biological sciences limits my capacity to identify species of fish. Not growing up in the Gulf region, I am already limited in my understanding and recognition of fish variety through their common names like shrimp, grouper, and snapper. Countless other varieties exist most of which have no commercial fishing value such as boxfish, sea robin, spadefish, and scorpionfish. Fortunately, the microbiology grad student paired with me during wet lab processing has been patient and the fishery biologists assigned to this research party have been informative showing me the basics to fish identification (or taxonomy).
Sorting fish species in the wet lab.
Measuring and weighing a specimen in the wet lab.
The wet lab aboard Oregon II is the nexus of the research team’s work. While the aft deck and the computer lab adjacent to the wet lab are important for conducting research and collecting data, the wet lab is where species are sorted, identified, and entered into the computer. The lab has a faint smell of dead fish and briny water. While the lab is kept clean, it is hard to wash the salt off the surfaces of the lab entirely after every research station.
Alongside the buckets and processing equipment are textbooks, quick reference guides, and huge laminated charts of fish species. Most of the reference material has distinctive color photographs of each fish species with its scientific name listed as the caption. The books in this lab are focused on Gulf and Atlantic varieties as these are what are likely to be found during the surveys. Fishery biologists have a wealth of knowledge, and they pride themselves on knowing all the species that come through the lab. However, occasionally a variety comes through the lab they cannot identify. Some species are less common than others. Even the experts get stumped from time to time and have to rely on the books and charts for identification. To get experience in this process, the biologists have given me crustaceans to look up. I struggle to make matches against pictures, but I have gotten better at the process over the weeks.
Calappa flammea.
As I have learned more about the scientific names of each species we have caught, I have also learned that scientists use a two-name system called a Binomial Nomenclature. Scientists name animals and plants using the system that describes the genus and species of the organism (often based on Latin words and meaning. The first word is the genus and the second is the species. Some species have names that align close to the common name such as scorpionfish (Scorpaena brasiliensis). Others seem almost unrelated to their common name such as scrawled cowfish (Acanthostracion quadricornis).
Acanthostracion quadricornis
Fortunately for those of us who do not identify fish for a living, technology has provided resources to aid in learning about and identifying species of fish we encounter. The FishVerify app, for example, can identify a species, bring up information on its habitat and edibility, and tell you its size and bag limits in area based on your phone’s Global Positioning System (GPS). The app is trained on over a thousand different species with the beta version of the app focused on 150 species caught in the waters of Florida. On our research cruise, we have encountered over 150 species so far.
Me and a large specimen of Epinephelus moiro.
Did You Know?
The naming system for plant and animal species was invented by the Swedish botanist Carl Linnaeus in the 1700s. It is based on the science of taxonomy, and uses a hierarchical system called binomial nomenclature. It started out as a naming system for plants but was adapted to animals over time. The Linnaean system has progressed to a system of modern biological classification based on the evolutionary relationships between organisms, both living and extinct.
Personal Log
Nearly two weeks into this experience and the end of my time with NOAA aboard Oregon II, I find that I have settled into a routine. Being assigned to the “dayshift,” I have seen several sunsets over my shoulder as I have helped deploy research equipment or managed the bounty of a recent trawls. I have missed nearly all the sunrises as the sun comes up five hours after I have gone to bed.
However, these two features along the horizon cannot match the view I have in the morning or late at night. After breakfast and a shower midmorning, I like to spend about 30 minutes gazing at the water from one of the upper decks. The clean light low along the water accentuates its blueish-green hue. In my mind, I roll through an old pack of crayons trying to figure out what color the water most closely represents. Then I realize it’s the Green-Blue one. It is not Blue-Green, which is a lighter, brighter color. The first part of the crayon color name is an adjective describing the second color name on the crayon. Green-blue is really blue with a touch of green, while blue-green is really green with some blue pigment in the crayon. Green-Blue in the crayon world is remarkably blue with a hint of green. The water I have admired on this cruise is that color.
View from fore deck of NOAA Ship Oregon II.
The Gulf in the east feels like an exotic place when cruising so far away from shore. While I have been to every Gulf state in the U.S. and visited their beaches, the blue waters off Florida seem like something more foreign than I am accustomed. When I think of beaches and seawater in the U.S., I think of algae and silt mixed with the sand creating water with a brown or greenish hue: sometimes opaque if the tide is rough such as the coast of Texas and sometimes clear like the tidal pools in Southern California. Neither place has blue water, which is okay. Each place in this world is distinct, but to experience an endless sea of blue is exotic to me.
Retrieving the trawling net at night.
In contrast to vibrant colors of the morning, the late evening is its own special experience. Each night I have been surprised at how few stars I can see. Unfortunately, the tropic storm earlier in the week has produced sparse, lingering clouds and a slight haze. At night the horizon shows little distinction between the water and the sky. The moon has glided in and out of cover. However, the lights atop the ship’s cranes provide a halo around the ship as it cruises across the open water. What nature fails to illuminate, the ship provides. The water under this harsh, unnatural light is dark. It churns with the movement of the boat like thick goo. Yet that goo teems with life. Every so often a crab floats by along the ships current. Flying fish leap from the water and skip along the surface. Glimpses of larger inhabitants dancing on the edge of the ship’s ring: creatures that are much larger than we work up in the wet lab but illusive enough that it can be hard to determine if they are fish or mammal. (I am hopeful they are pods of dolphins and not a frenzy of sharks).
Mission: Leg III of SEAMAP Summer Groundfish Survey Geographic Area of Cruise: Gulf of Mexico Date: July 16, 2019
Weather Data from the Bridge Latitude: 28.51° N Longitude: 84.40° W Wave Height: 1 foot Wind Speed: 6 knots Wind Direction: 115 Visibility: 10 nm Air Temperature: 30.8°C Barometric Pressure: 1021 mb Sky: Clear
Science Log
In my previous blog, I mentioned the challenges of doing survey work on the eastern side of the Gulf near Florida. I also mentioned the use of a probe to scan the sea floor in advance of trawling for fish samples. That probe is called the EdgeTech 4125 Side Scan Sonar. Since it plays a major role in the scientific research we have completed, I wanted to focus on it a bit more in this blog. Using a scanner such as this for a groundfish survey in the Gulf by NOAA is not typical. This system was added as a precaution in advance of trawling due to the uneven nature of the Gulf floor off the Florida Coast, which is not as much of a problem the further west one goes in the Gulf. Scanners such as these have been useful on other NOAA and marine conservation research cruises especially working to map and assess reefs in the Gulf.
Preparing to put the side scan over board.
Having seen the side scanner used at a dozen different research stations on this cruise, I wanted to learn more about capabilities of this scientific instrument. From the manufacturer’s information, I have learned that it was designed for search and recovery and shallow water surveys. The side scanner provides higher resolution imagery. While the imagining sent to our computer monitors have been mostly sand and rock, one researcher in our crew said he has seen tanks, washing machines, and other junk clearly on the monitors during other research cruises.
This means that the side scanner provides fast survey results, but the accuracy of the results becomes the challenge. While EdgeTech praises the accuracy of its own technology, we have learned that accurate readings of data on the monitor can be more taxing. Certainly, the side scanner is great for defining large items or structures on the sea floor, but in areas where the contour of the floor is more subtle, picking out distinctions on the monitor can be harder to discern. On some scans, we have found the surface of the sea floor to be generally sandy and suitable for trawling, but then on another scan with similar data results, chunks of coral and rock have impeded our trawls and damaged the net.
Sample scan from monitor in the computer lab. The light areas are sandy bottom. The dark is either seaweed or other plant material or rocks. The challenge is telling the difference.
Did You Know?
In 1906, American naval architect Lewis Nixon invented the first sonar-like listening device to detect icebergs. During World War I, a need to detect submarines increased interest in sonar. French physicist Paul Langévin constructed the first sonar set to detect submarines in 1915. Today, sonar has evolved into more sophisticated forms of digital imaging multibeam technology and side scan sonar (see https://oceanexplorer.noaa.gov/explorations/lewis_clark01/background/seafloormapping/seafloormapping.html for more information).
Personal Log
When I first arrived aboard Oregon II, the new environment was striking. I have never spent a significant amount of time on a trawling vessel or a research ship. Looking around, I took many pictures of the various features with an eye on the architectural elements of the ship. One of the most common fixtures throughout the vessel are posted signs. Lamented signs and stickers can be found all over the ship. At first, I was amused at the volume and redundancy, but then I realized that this ship is a communal space. Throughout the year, various individuals work and dwell on this vessel. The signs serve to direct and try to create consistency in the overall operation of the ship and the experience people have aboard it. Some call the ship “home” for extended periods of time such as most of the operational crew. Others, mostly those who are part of the science party, use the vessel for weeks at a time intermittently. Before I was allowed join the science party, I was required to complete an orientation. That orientation aligns with policies of NOAA and the expectation aboard Oregon II of its crew. From the training, I primarily learned that the most important policy is safety, which interestingly is emblazoned on the front of the ship just below the bridge.
Safety First!
The signs seem to be reflective of past experiences on the ship. Signs are not only reminders of important policies and protocols, but also remembrances of challenges confronted during past cruises. Like the additional equipment that has been added to Oregon II since its commission in 1967, the added signs illustrate the history the vessel has endured through hundreds of excursions.
Bureau of Commercial Fisheries Ship Oregon II (1967), which was later transferred to NOAA when the administration was formed in 1970.
NOAA Ship Oregon II in 2017 on its 50th Anniversary.
Examples of that history is latent in the location and wording of signs. Posted across from me in the computer lab are three instructional signs: “Do not mark or alter hard hats,” “Keep clear of sightglass do not secure gear to sightglass” (a sightglass is an oil gauge), and “(Notice) scientist are to clear freezers out after every survey.”
A collage of four signs around NOAA Ship Oregon II
Another collage of four signs around NOAA Ship Oregon II
Another collage of signs around NOAA Ship Oregon II
Author and journalist Daniel Pink talks about the importance of signs in our daily lives. His most recent work has focused on the emotional intelligence associated with signs. Emotional intelligence refers to the way we handle interpersonal relationships judiciously and empathetically. He is all about the way signs are crafted and displayed, but signs should also be thought of in relation to how informative and symbolic they can be within the environment we exist. While the information is usually direct, the symbolism comes from the way we interpret the overall context of the signs in relation to or role they play in that environment.
Mission: Leg III of SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of Mexico
Date: July 14, 2019
Weather Data from the Bridge: Latitude: 29.19° N Longitude: 83.45° W Wave Height: 1-2 feet Wind Speed: 10 knots Wind Direction: 180 Visibility: 10 nm Air Temperature: 30.5°C Barometric Pressure: 1019 mb Sky: Few clouds
Science Log
NOAA Ship Oregon II includes many departments and sections of the ship. As part of the TAS program (Teacher at Sea), I spend most of my time assisting the research team in the wet lab, which occurs in 12-hour shifts. The wet lab is where each catch is brought after it is hauled aboard. The process involves bringing what we find in the trawling net on deck so that we can weigh, sort, count, and measure a subsample of what is found. Fortunately, we do not have to weigh and determine the sex of everything that comes aboard in the net; otherwise, it would take hours when the catch is large. By taking a subsample, fishery biologists can split the catch into percentages depending on the weight of the entire catch and sample size. This subsample’s diversity can then be used as a basis for the entire catch. This conserves our efforts and while still providing an accurate representation of what was caught.
Pulling in the trawling net.
Opening and sorting the catch.
Wet Lab aboard NOAA Ship Oregon II.
Sorted samples ready to be cataloged.
In order to ensure that our leg of the groundfish survey covers the maximum area possible, NOAA uses a method called independent random sampling. A computer program randomly selects stations or research sites based on depth data and spatial area. By choosing random samples independently, fishery biologists can ensure that they have not inadvertently singled out or favored one area over another and that the data collected represents an accurate picture of the fish population in the Gulf. Previous legs of the groundfish survey this summer have focused on research stations along the Texas and Louisiana Gulf coast. Our sampling takes place along the Florida side of the Gulf. The goal is to hit 45-50 research sites during our trip.
So far, I have learned that the eastern side of Gulf can be more challenging to survey than the west. NOAA and its SEAMAP partners have covered less area in the eastern part of the Gulf. While the eastern Gulf is not exactly uncharted waters, NOAA is still perfecting its research techniques in this part of the Gulf. As early as the 1970s, NOAA has surveyed the muddy bottom of the western Gulf off the coast of Texas. In that part of the Gulf, silt from rivers (mostly the Mississippi) makes for a more uniform surface to trawl for fish samples. East of Mobile, Alabama, tends to be rocky and sandy with outcrops of coral and sponge. The craggy surface, while ideal for a host of aquatic species, can create challenges for collecting samples. With each research station we visit on our cruise, we have to be careful not to cause too much damage to the sea floor. Therefore, we have been using a torpedo-shaped probe to scan our trawling paths before we drop the net. While this doubles the time it takes to complete each research station, it does improve our odds of collecting good samples as well as protecting our trawling net from jagged objects that might tear the net.
Did You Know?
A fishery biologist is a scientist who studies fish and their habitats. As biologists, they mostly focus on the behavior of fish in their natural surroundings. Some biologists work mostly in a lab or sorting data in a research facility like NOAA’s office in Pascagoula, but many spend quite a bit of time collecting field samples in various ecological settings. To become a fishery biologist, scientists have to study botany, zoology, fishery management, and wildlife management as a prerequisite to a career in the fish and game biology field. A bachelor’s degree may be acceptable for managerial positions, but many fishery biologists have advanced degrees such as a Master’s or Doctorate.
Personal Log
At the beginning of the cruise, we conducted safety drills aboard Oregon II. Safety drills include fire, man overboard, and abandon ship. Each drill requires the crew to go to various parts of the ship. For fire, the research crew (including myself) heads to the stern (or back of the ship) to wait instructions and to be out of the way of the deck crew working the fire. For man overboard, we are instructed to keep eyes on the individual in the water, yelling for help, and throw life preservers in the water to help mark the person’s location. For abandon ship, the crew meets on the fore deck with their life jackets and “gumby” survival suits (see picture). If life rafts can be deployed, we put on our life jackets and all of us file into groups. If we have to jump into the water, we are asked to put on our red survival suits, which are a cross between a wetsuit and a personal inflatable raft.
Practicing donning my survival suit.
I asked Acting Commanding Officer Andrew Ostapenko (normally the Executive Officer but is the acting “captain” of our cruise) about what we would do in the event of a storm. With a length of 170 feet and a width of 34 feet, Oregon II is large enough to handle normal summer squalls and moderate weather like the ones we have sailed through the first few days our trip, but it is important to avoid tropical storms or hurricanes (like Barry, which is gathering near the coast of Louisiana), which are just too big to contend. On the ship, the officers keep a constant watch on the weather forecast with real-time data feeds from the National Weather Service (NWS).
As part of my orientation to the ship, I took a tour of the safety features of Oregon II with the officer in charge of safety for our cruise, OPS Officer LT Ryan Belcher. He showed us what would happen in case of an emergency. There are 6 life rafts on board, and each can hold 16 people. Three rafts position on each side of the ship, and they automatically float free and inflate if that side of the ship goes underwater. An orange rescue boat can be deployed if someone falls overboard, but that craft is more It is more regularly used for man overboard drills and to support periodic dives for underwater hull inspections and maintenance.
Rescue vessel.
NOAA Ship Oregon II funnel with radio and satellite receivers.
Foghorn is a device that uses sound to warn vehicles of navigational hazards and hazards or emergencies aboard the ship.
If an emergency on the ship did occur, it would be essential to send out a call for help. First, they would try the radio, but if radio communication no longer worked, we also have a satellite phone, EPIRBS (satellite beacons), and a radar reflector (that lets ships nearby know there is an emergency). On the lower tech end, old fashion emergency flares and parachute signals can be launched into the air so other ships could locate us.
Mission: Leg III of SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of Mexico
Date: July 11, 2019
Weather Data from the Bridge: Latitude: 28.29° N Longitude: 83.18° W Wave Height: 1-2 feet Wind Speed: 11 knots Wind Direction: 190 Visibility: 10 nm Air Temperature: 29.8°C Barometric Pressure: 1013.6 mb Sky: Few clouds
Science Log
As I mentioned in my introductory post, the purpose of the SEAMAP Summer Groundfish Survey is to collect data for managing commercial fisheries in the Gulf of Mexico. However, the science involved is much more complex than counting and measuring fish varieties.
The research crew gathers data in three ways. The first way involves trawling for fish. The bulk of the work on-board focuses on trawling or dragging a 42-foot net along the bottom of the Gulf floor for 30 minutes. Then cranes haul the net and its catch, and the research team and other personnel weigh the catch. The shift team sorts the haul which involves pulling out all of the shrimp and red snapper, which are the most commercially important species, and taking random samples of the rest. Then the team counts each species in the sample and record weights and measurements in a database called FSCS (Fisheries Scientific Computer System).
Trawling nets waiting on aft deck.
SEAMAP can be used by various government, educational, and private entities. For example, in the Gulf data is used to protect the shrimp and red snapper populations. For several years, Gulf states have been closing the shrimp fishery and putting limits on the snapper catches seasonally to allow the population to reproduce and grow. The SEAMAP data helps determine the length of the season and size limits for each species.
Digital chart of the waters off the Tampa Bay area. Black dots represent research stations or stops for our cruise.
Another method of data collection is conductivity, temperature, and depth measurements (CTD). The process involves taking readings on the surface, the bottom of Gulf floor, and at least two other points between in order to create a CTD profile of the water sampled at each trawling locations. The data becomes important in order to assess the extent of hypoxia or “dead zones” in the Gulf (see how compounded data is used to build maps of hypoxic areas of the Gulf: https://www.noaa.gov/media-release/noaa-forecasts-very-large-dead-zone-for-gulf-of-mexico). Plotting and measuring characteristics of hypoxia have become a major part of fishery research especially in the Gulf, which has the second largest area of seasonal hypoxia in the world around the Mississippi Delta area. SEAMAP data collected since the early 1980s show that the zone of hypoxia in the Gulf has been spreading, unfortunately. One recent research sample taken near Corpus Christi, TX indicated that hypoxia was occurring further south than in the past. This summer, during surveys two CTD devices are being used. The first is a large cylinder-shaped machine that travels the depth of the water for its readings. It provides a single snapshot. The second CTD is called a “Manta,” which is a multi-parameter water quality sonde (or probe). While it can be used for many kinds of water quality tests, NOAA is using it to test for hypoxia across a swath of sea while pulling the trawling net. This help determine the rate of oxygenation at a different depth in the water and across a wider field than the other CTD can provide.
Setting up the CTD for its first dive of our research cruise.
Did You Know?
Algae is a major problem in the Gulf of Mexico. Hypoxia is often associated with the overgrowth of certain species of algae, which can lead to oxygen depletion when they die, sink to the bottom, and decompose. Two major outbreaks of algae contamination have occurred in the past three years. From 2017-2018, red algae, which is common in the Gulf, began washing ashore in Florida. “Red Tide” is the common name for these algae blooms, which are large concentrations of aquatic microorganisms, such as protozoans and unicellular algae. The upwelling of nutrients from the sea floor, often following massive storms, provides for the algae and triggers bloom events. The wave of hurricanes (including Irma and during this period caused the bloom. The second is more recent. Currently, beaches nearest the Mississippi Delta have been closed due to an abundance of green algae. This toxic algae bloom resulted from large amounts of nutrients, pesticides, fertilizers being released into the Bonnet Carre Spillway in Louisiana because of the record-high Mississippi River levels near Lake Pontchartrain. The spillway opening is being blamed for high mortality rates of dolphins, oysters and other aquatic life, as well as the algae blooms plaguing Louisiana and Mississippi waters.
Personal Log
Pulling away from Pascagoula yesterday, I knew we were headed into open waters for the next day and half as we traveled east down the coast to the Tampa Bay, FL area. I stood on the fore deck and watched Oregon II cruise past the shipyard, the old naval station, the refinery, navigation buoys, barrier islands, and returning vessels. The Gulf is a busy place. While the two major oceans that flank either side of the U.S. seem so dominant, the Gulf as the ninth largest body of water in the world and has just as much importance. As a basin linked to the Atlantic Ocean, the tidal ranges in the Gulf are extremely small due to the narrow connection with the ocean. This means that outside of major weather, the Gulf is relatively calm, which is not the case with our trip.
Navigation buoy that we passed leaving Pascagoula harbor.
As we cruise into open waters, along the horizon we can see drilling platforms jutting out of the Gulf like skyscrapers or resorts lining the distant shore. Oil and gas extraction are huge in this region. Steaming alongside us are oil tankers coming up from the south and cargo ships with towering containers moving back and forth between Latin America and the US Coast. What’s in the Gulf (marine wildlife and natural resources) has geographic importance, but what comes across the Gulf has strategic value too.
The further we cruised away from Mississippi, the water became choppy. The storm clouds that delayed our departure the day before were now overhead. In the distances, rain connected the sky to sea. While the storm is predicted to move northwest, the hope is that we can avoid its intensification over the Gulf Stream as we move southeasterly.
Choppy seas as we cruise across the Gulf to the West Coast of Florida to start our research.
I learned that water in the Gulf this July is much warmer than normal. As a result, locally produced tropical storms have formed over the Gulf. Typically, tropical storms (the prelude to a hurricane) form over the Atlantic closer to the Equator and move North. Sometimes they can form in isolated areas like the Gulf. Near us, an isolated tropical storm (named Barry) is pushing us toward research stations closer to the coast in order to avoid more turbulent and windy working conditions. While the research we are conducting is important, safety and security aboard the ship comes first.
Mission: Leg III of SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of Mexico
Date: July 8, 2019
Weather Data from the Bridge
Latitude: 30.35° N Longitude: 88.6° W Wave Height: 1-2 feet Wind Speed: 10 knots Wind Direction: Northwest Visibility: 10 nm Air Temperature: 33°C Barometric Pressure: 1012 mb Sky: Few clouds
Science Log
Day one of my trip and we are delayed leaving. Growing up in Oklahoma, you think you know weather until one of the NOAA fishery biologists assigned to the ship provides you a lengthy explanation about the challenges of weather on setting sail. As he put it, the jet stream is throwing off the weather. This is true. Studies have suggested that for a few years the polar jet stream has been fluctuating more than normal as it passes over parts of the Northern Hemisphere. The jet stream is like a river of wind that circles the Northern Hemisphere continuously. That river meanders north and south along the way. When those meanders occur over the Atlantic and the Pacific Oceans, it can alter pressure systems and wind patterns at lower latitudes and that affects how warm or raining it is across North America and Europe.
This spring in Oklahoma, it has led to record-breaking rains that have flooded low lying areas across the Great Plains and parts of the southeastern United States. Thunderstorms have generally been concentrated in the southern and middle section of the US as the jet stream dips down. The NOAA biologist also indicated that the delay in our departure could be blamed on the El Niño effect.
El Niño is a natural climate pattern where sea water in the central and eastern tropical Pacific Ocean is warmer than average. This leads to greater precipitation originating from the ocean. According to NOAA scientists, El Niño is calculated by averaging the sea-surface temperature each month, then averaging it with the previous and following months. That number is compared to average temperatures for the same three-month period between 1986 and 2015, called the Oceanic Niño index. When the index hits 0.5 degrees Celsius warmer or more, such as right now, it’s classified as an El Niño. When it’s 0.5 degrees Celsius cooler or more, it’s a La Niña. During an El Niño, the southern part of the U.S. typically experiences wetter than average conditions, while the northern part is less stormy and milder than usual. During a La Niña, it flips, with colder and stormier conditions to the north and warmer, less stormy conditions across the south. However, the El Niño this year has been classified as weak, which means typically the wetter conditions do not push into the Gulf of Mexico region, but exceptions can occur. With the fluctuating jet stream, the El Nino has vacillated between the Plains region and the upper South and regions closer to the Gulf. Thus, the storm causing our delayed departure comes from a weather condition that has been pushed further south by the jet stream.
While these may be causes for the delayed departure, the actual sailing conditions at the time of our voyage are the main concerns. Looking at the NOAA Marine Forecast webpage (https://www.nws.noaa.gov/om/marine/zone/off/offnt4mz.htm), the decision for our delay is based on a storm producing significant wave heights, which are the average height of the highest 1/3 of the waves. Individual waves may be more than twice the average wave heights. In addition, weak high pressure appears to dominate the western Gulf and will likely last mid-week. Fortunately, we are set sail into the eastern Gulf off the coast of Florida. We should be able to sail behind the storm as it moves west. We do have to watch the surface low forming along a trough over the northeast Gulf later in the week. The National Hurricane Center in Miami (which provided weather data in the Atlantic and the Gulf for NOAA) predicts that all of this will intensify through Friday (July 12) as it drifts westward. This will produce strong to near gale force winds and building seas for the north central Gulf. Hopefully by then we will be sailing south of it.
Digital interface map for regions of the Gulf of Mexico and its weather forecasts (National Weather Service, NOAA)
Did You Know?
The weather terms El Niño and La Niña can be translated from Spanish to English as boy and girl, respectively. El Niño originally applied to an annual weak warm ocean current that ran southwards along the coast of Peru and Ecuador around Christmas time before it was linked to a global phenomenon now referred to as El Niño–Southern Oscillation. La Niña is sometimes called El Viejo, anti-El Niño, or simply “a cold event.” El Niño events have been occurring for thousands of years with at least 26 occurring since 1900.
Personal Log
I boarded NOAA’s Oregon II yesterday when the ship was virtually empty. It was Sunday, and we were not set to leave until mid-afternoon the following day (and now Tuesday, July 9). Spending the night on the ship was more comfortable than I had expected. While the stateroom was cramped (I share it with one other crew member), the space is surprisingly efficient. I had plenty of space to store my gear. The bunkbed was more cozy than restricted.
Even though it was Sunday and everything was closed, I had to stop for a selfie.
My first look at NOAA Ship Oregon II.
My first day in Pascagoula, MS was spent learning about the town. Pascagoula is a port city with a historic shipyard. Pascagoula is home to the state’s largest employer, Ingalls Shipbuilding, the largest Chevron refinery in the world, and Signal International, an oil platform builder. Prior to World War II, the town was a small fishing community, but the population jumped with war-driven shipbuilding. The city’s population peak in the late 1970s, but today, there are less than 25,000 in the area. Pascagoula continues to be an industrial center surrounded by the growing tourism industry across the Gulf region to the east and west of the port. The population also declined when Naval Station Pascagoula was decommissioned in 2006. The old naval base is located on manmade strip of land called Singing River Island and is in the middle of the port. The port still maintains a large Coast Guard contingent as well as serving as the home portfor the NOAA Ships Gordon Gunter, Oregon II, and Pisces. The NOAA port is actually called the Gulf Marine Support Facility and is located a block from NOAA’s National Marine Fisheries Service Mississippi Laboratory.
Mission: Leg III of SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of Mexico
Date: July 2, 2019
Introduction
“There are many good
fishermen and some great ones. But there is only one you.”
–Ernest Hemingway (Old Man and the Sea)
As I sit at my home computer, my mind is racing with thoughts of what I need to do before leaving for Mississippi. My family doesn’t quite know what I am doing aboard NOAA Ship Oregon II, not that I am sure either! They vacillate between images of cramped, hot quarters portrayed in old World War II movies like Das Boot (1981), which is about a German submarine crew. In contrast to the sailors traversing icy, choppy waters as in the reality TV show Deadliest Catch, which is about King Crab fishermen in Alaska’s Bering Sea. I am not sure my time aboard Oregon II will be either, but perhaps they will think me braver if I leave that picture in their minds ahead of my trip [wink, wink].
Roberts Family. From left to right: Owen, Hayden, Jackson, and Sarah.
However, before I talk about my trip, I should take a step back and talk about where I came. I am from Oklahoma, one of the most landlocked areas of North America. I grew up in Oklahoma (both Tulsa and Oklahoma City), but have had many other experiences since then. I have been teaching at the collegiate level for 15 years. I mostly instruct high school students taking concurrent enrollment classes and community college students working on undergraduate general education requirements. I teach regional geography, folklife and traditional culture, and introduction to the humanities at Oklahoma State University—Oklahoma City (OSU-OKC) and Oklahoma City Community College. I am lead faculty in geography at OSU-OKC.
My wife Sarah and I at one of our favorite date night adventures, Thunder basketball games.
I earned my BA
from Sarah Lawrence College in New York (1994). I studied visual arts,
primarily painting and filmmaking, and cultural studies. I earned my MA in Folk
Studies from Western Kentucky University, Bowling Green (1998), and I earned my
PhD in Geography from the University of Oklahoma, Norman (2015). Through my
education and early adult life, I lived coast to coast in seven different
states. This education prepared me to work in the field of public history,
historic interpretation, community development, and arts administration in
addition to teaching at the collegiate level. Before teaching, I worked in
Washington, DC for Ralph Nader (yes, the clean water, clean air, clean
everything guy…oh, and he ran for president). I worked for several historic sites
and cultural agencies, including Mammoth Cave National Park, Kentucky Museum,
Historic Carnton, and the Tennessee Arts Commission. I have also worked in
education administration. I served as the director the Oklahoma Center for Arts
Education for the University of Central Oklahoma, as executive director of the
Oklahoma Folklife Council for the Oklahoma Historical Society, and recently, as
Director of Community Resources for Western Heights Public Schools. At Western
Heights, I have been fortunate to work close to a younger group of students. I
have been a part of the expanding arts and science curriculum at the high
school. The school district is in the process of renovating the high school
science wing and building a new arts and science high school building for an
emerging STEAM program. STEAM stands for science, technology, engineering,
arts, and math instruction. Working with community partners, I am also involved
in promoting college and career readiness at the secondary level.
Gardening with 5th and 6th grade students during their after school STEAM program in Western Heights’ outdoor classroom.
My research
interests include the cultural geography of Oklahoma, family stories and
cultural expressions, and community building. However, through
my research in folk studies (similar to anthropology) and cultural geography, I
have studied human interconnectivity associated with occupations, which is what
initially drew my interest to the NOAA Teacher at Sea (TAS) program. In the
past, I have studied occupations associated with rural culture and how
environment and increased urbanization have effected work settings and their
relationship to identity. My research
interest aside, I am excited to learn more about the science of fishery surveys.
I think learning about the maritime career opportunities associated with NOAA
programs will be important to convey to the students I teach. Especially
because so many of my students come from economically challenged, urban
settings, and the thought of pursuing a career based on scientific research is
foreign. As a geographer, I am also excited to share with students ways they
can connect to geography as an influence on their career plans.
Mayes County Fair in Pryor, Oklahoma. Shot as part of my fieldwork on rural culture and place identity.
Mission Information
I
will be part of the third leg of the Southeast Area Monitoring and Assessment
Program (SEAMAP) sailing out of the NOAA Pascagoula, MS facility. SEAMAP is a
State/Federal/university program for collecting, managing, and disseminating
fishery-independent data in the southeastern US. The Gulf of Mexico survey work
began in 1981. I have read blogs and videos from NOAA TAS alum that have been
part of the similar research cruises, and I have reviewed the NOAA website
under the SEAMAP pages and NOAA Oregon II
pages. TAS alumni Angela Hung from the 2018 SEAMAP survey crew posted a great
blog on roughly what Oregon II crew
will be doing while I am sailing (see https://noaateacheratsea.blog/2018/07/03/angela-hung-dont-give-it-a-knife-june-30-2018/). However, I am still
working to understand exactly what I will be doing. Coastal culture and
scientific research of this nature is new to me. The closest experience I have
goes back to my childhood when in the 1980s my mom built a catfish hatchery and
commercial pond operation on 10 acres of farmland in southeastern Oklahoma. The
“catfish farm” as we called was only in our family for a few years. The next
closest experience I have to coastal fisheries is chartering boats for near
shore and deep sea fishing adventures on vacation. Clearly, I am in for a
lesson on the broader science of understanding and maintaining the ecology of
our domestic waterways in the US. This will be an interesting trip, for sure!
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.
My entire teaching career has been spent seeking ways to inspire my students to be happy, caring, thoughtful, and courageous stewards of the earth. It is so easy for someone to go through their day to day life without thinking about the impact that their actions have on the ocean, and the organisms that inhabit its waters. For as long as I can remember my inspiration has come from Robert Wyland, a renowned marine artist that focuses on teaching awareness about environmental conservation. Until I completed my Teacher at Sea experience, I had no idea that Robert Wyland has partnered with NOAA in outreach programs to actively engage in teaching students about the importance of marine life conservation. I am completely humbled knowing that as a Teacher at Sea Alumni, I have also now partnered with NOAA in creating opportunities for kids to become informed and aware of life beyond the classroom.
The ocean stirs the heart,
inspires the imagination and
brings eternal joy to the soul.
Robert Wyland
I love the ocean! I love the feeling of ‘not knowing’ when I look out over the water. There are so many unanswered questions about the systems, processes, and organisms that lie beneath the surface. I cannot express enough the gratitude that I have towards NOAA for choosing me to embark on an adventure that I will remember and share with others for the rest of my life. The Teacher at Sea experience has changed me. I am more patient with my students, and I have this unexplained excitement every day in the classroom. I have always been an upbeat teacher, but my passion for educating my students about the importance of scientific research has taken over. When I was aboard NOAA Ship Oregon II, I could feel the desire from the NOAA scientists towards their work. It is amazing to be able to be a part of a team that gets to explore a territory on earth where most humans will never go. The ocean will always remain to be a mystery, and scientists will forever be challenged to explore, collect data, and draw conclusions about the existence of life offshore. Wyland once said, “the world’s finest wilderness lies beneath the waves….”. Knowing that I have been a part of exploring the ocean’s wilderness with NOAA scientists is something that I will cherish forever.
Students checking out a few samples that I brought back from my Teacher at Sea exploration.
My co-teacher, Ashley Henderson (8 months pregnant), and me on our last day of Ocean Adventure Camp 2018.
Each summer my co-teacher, Ashley Henderson, and I host a science camp called Ocean Adventure. This coming summer (2019) we will be adding a new camp called Shark Camp. Both camps will provide a unique way to educate the young ‘explorers’ in our community on the biological, chemical, and physical forces of the ocean, as well as human impact. Teacher at Sea has provided me with the opportunity to strengthen my knowledge of the ocean, including SHARKS, and will help us create a more impactful experience for the youngsters that attend the camps. It is important to me to reach out to the children in my community to develop an early interest in science, and nurture that awareness as the students flow through the different grade levels.
A group of kids from my community at Ocean Adventure Camp 2018. This is my passion!
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: September 30, 2018
Weather Data from Home
Conditions at 1515
Latitude: 43° 09’ N
Longitude: 77° 36’ W
Barometric Pressure: 1026.3 mbar
Air Temperature: 14° C
Wind Speed: S 10 km/h
Humidity: 71%
Science and Technology Log
My students sent me off with many shark questions before I left for the Shark/Red Snapper Longline Survey. Much of their curiosity revolved around one of the most fear-inducing features of a shark: their teeth! Students wanted to know:
Why do sharks eat fish? How and why do sharks have so many teeth? Why do sharks have different kinds of teeth? Do sharks eat each other? What hunts sharks, besides other sharks?
And one of my favorite student questions: Why do sharks eat regular people, but not scientists?
Most people think of sharks as stalking, stealthy, steel-grey hunters. With a variety of colors, patterns, fin shapes, and body designs, sharks do not look the same. They do not eat the same things, or even get their food the same way. Instead, they employ a variety of feeding strategies. Some gentle giants, like the whale shark (Rhincodon typus), are filter feeders. They strain tiny plants and animals, as well as small fish, from the water. Others, such as the angel shark (Squatina spp.), rely on their flattened bodies, camouflage, and the lightning-fast element of surprise. Instead of actively pursuing their prey, they wait for food to come to them and ambush their meal. These suction-feeding sharks have tiny, pointed, rearward-facing teeth to trap the prey that has been sucked into the shark’s mouth. This video demonstrates how the angel shark uses clever camouflaging and special adaptations to get a meal:
Circle hooks are used in longline fishing. Each hook is baited with mackerel (Scomber scombrus).
Frozen mackerel (Scomber scombrus) is used as bait.
The circle hooks and gangions are stored in barrels. The hooks are attached to thick, plastic fishing line called monofilament.
All 100 circle hooks were baited with mackerel, but sharks also eat a variety of other fish.
The sharks we caught through longline fishing methods were attracted to the Atlantic mackerel (Scomber scombrus) that we used as bait. Depending on the species of shark and its diet, shark teeth can come in dozens of different shapes and sizes. Instead of just two sets of teeth like we have, a shark has many rows of teeth. Each series is known as a tooth file. As its teeth fall out, the shark will continually grow and replace teeth throughout its lifetime—a “conveyor belt” of new teeth. Some sharks have 5 rows of teeth, while the bull shark (Carcharhinus leucas) may have as many as 50 rows of teeth!
The sandbar shark (Carcharhinus plumbeus) usually has about 14 rows of teeth. They may lose teeth every ten days or so, and most sharks typically lose at least one tooth a week. Why? Their teeth may get stuck in their prey, which can be tough and bony. When you don’t have hands, and need to explore the world with your mouth, it’s easy to lose or break a tooth now and then. Throughout its lifetime, a shark may go through over 30,000 teeth. The shark tooth fairy must be very busy!
Sandbar shark (Carcharhinus plumbeus) tooth. The sandbar shark is distinguishable by its tall, triangular first dorsal fin. Sharks’ teeth are equally as hard as human teeth, but they are not attached to the gums by a root, like human teeth. Image credit: Apex Predators Program, NEFSC/NOAA
Similar to our dining utensils, sharks’ teeth are designed for cutting, spearing, and/or crushing. The tooth shape depends upon the shark’s diet. Sharks’ teeth are not uniform (exactly the same), so the size and shape of the teeth vary, depending on their location in the upper and lower jaws. Some sharks have long, angled, and pointed teeth for piercing and spearing their food. Similar to a fork, this ensures that their slippery meals don’t escape. Other sharks and rays have strong, flattened teeth for crushing the hard shells of their prey. These teeth work like a nutcracker or shellfish-cracking tool. Still others, like the famously fierce-looking teeth of the great white, are triangular and serrated. Like a steak knife, these teeth are used for tearing, sawing, and cutting into their prey.
A shortfin mako shark (Isurus oxyrinchus) tooth is narrow and pointed. Image credit: Apex Predators Program, NEFSC/NOAA
Smooth dogfish (Mustelus canis) teeth are flattened for crushing prey. Image credit: Apex Predators Program, NEFSC/NOAA
A silky shark (Carcharhinus falciformis) tooth has serrated edges. Image credit: Apex Predators Program, NEFSC/NOAA
A tiger shark (Galeocerdo cuvier) tooth is jagged and serrated. Image credit: Apex Predators Program, NEFSC/NOAA
Beyond their teeth, other body features contribute to a shark’s ability to bite, crush, pursue, or ambush their prey. The powerful muscles that control their jaws and swimming ability, the position of their mouth, and the shape of their caudal (tail) fin all influence how a shark gets its food. Unlike humans, sharks do not chew their food. They swallow their food whole, or use their teeth to rip, shred, crush, and tear their food into smaller chunks that the shark can swallow. No need to floss or brush after a meal: sharks’ teeth contain fluoride, which helps to prevent cavities and decay.
Some people may find it hard to swallow the idea that sharks aren’t mindless menaces, but shark encounters are quite rare. Sharks have many extraordinary adaptations that make them efficient swimmers and hunters of other marine life, not humans. Whenever sharks come up in conversation, I am careful to dispel myths about these captivating creatures, trying to replace fear with facts (and hopefully, curiosity and respect). Since sharks can’t talk, I’m happy to advocate for them. Despite the way sharks are negatively portrayed in the media, I assure my students that sharks far prefer to eat bony fish, smaller sharks, skates, rays, octopus, squid, bivalves, crustaceans, marine mammals, plankton, and other marine life over humans. Instead of fear, I try to instill awareness of the vital role sharks fulfill in the ecosystem. We are a far greater threat to them, and they require our respect and protection.
As storms and hurricanes tear across the Gulf of Mexico, causing destruction and devastation, my thoughts are with the impacted areas. Before my Teacher at Sea placement, I never thought I’d spend time in the region, so it’s interesting to see now-familiar locations on the news and weather maps. One of my favorite aspects of being at sea was watching the sky: recognizing constellations while fishing at night, gazing at glorious, melting sunsets, and observing storm clouds gathering in the distance. The colors and clouds were ever-changing, a reminder of the dynamic power of nature.
The sky was vibrant.
Storm clouds gathered over Tampa, Florida.
The clouds clustered around Tampa. The city looked very small on the horizon.
As the rain started, the clouds darkened.
The colors changed and darkened as lightning started in the distance.
Dramatic dark clouds and lightning.
Watching the recent storm coverage on TV reinforced the importance of strong and accurate communication skills. Similar to a sidebar on the page, much of the supplementary storm information was printed on the screen. For someone who needed to evacuate quickly or was worried about loved ones in the area, this printed information could be crucial. As I listened to the reporters’ updates on the storm damage, aware that they were most likely reading from scripted notes, I was reminded of the challenge of conveying complex science through everyday language.
The top image from Google Maps shows one research station where we were longline fishing in August (marked in red). The bottom satellite image shows Hurricane Michael moving through the same area. Image credits: Map of the Gulf of Mexico. Google Maps, 17 August 2018, maps.google.com; satellite image: NOAA via Associated Press.
One might assume that a typical day at sea only focused on science, technology, and math. In fact, all school subjects surfaced at some point in my experience at sea. For example, an understanding of geography helped me to understand where we were sailing and how our location influenced the type of wildlife we were seeing. People who were more familiar with the Gulf of Mexico shared some facts about the cultural, economic, and historical significance of certain locations, shedding light on our relationship with water.
Fishing is an old practice steeped in tradition, but throughout the ship, modern navigation equipment made it possible to fish more efficiently by plotting our locations while avoiding hazards such as natural formations and other vessels. Feats of engineering provided speed, power, drinkable water, and technological conveniences such as GPS, air conditioning, and Wi-Fi. In contrast to the natural evolution of sharks, these artificial adaptations provided many advantages at sea. To utilize the modern technology, however, literacy was required to input data and interpret the information on the dozens of monitors on board. Literacy and strong communication skills were required to understand and convey data to others. Reading and critical thinking allowed us to interpret maps and data, understand charts and graphs, and access news articles about the red tide we encountered.
I witnessed almost every person on board applying literacy skills throughout their day. Whether they were reading and understanding crucial written communication, reading instructions, selecting a dinner option from the menu, or referencing a field guide, they were applying reading strategies. In the offices and work spaces on board, there was no shortage of instructional manuals, safe operating procedures, informational binders, or wildlife field guides.
Writing helped to organize important tasks and schedules. To manage and organize daily tasks and responsibilities, many people utilized sticky notes and checklists. Computer and typing skills were also important. Some people were inputting data, writing research papers and projects, sharing their work through social media, or simply responding to work-related emails. The dive operation that I observed started as a thoroughly written dive plan. All of these tasks required clear and accurate written communication.
Junior Unlicensed Engineer (JUE) Jack Standfast carried a small notebook in his pocket, recording the various engineering tasks he’d completed throughout the day.
Each day, I saw real-life examples of the strong ties between science and language arts. Recording accurate scientific data required measurement, weight, and observational skills, but literacy was required to read and interpret the data recording sheets. Neat handwriting and careful letter spacing were important for recording accurate data, reinforcing why we practice these skills in school. To ensure that a species was correctly identified and recorded, spelling could be an important factor. Throughout the experience, writing was essential for taking interview notes and brainstorming blog ideas, as well as following the writing process for my blog posts. If I had any energy left at the end of my day (usually around 2:00 AM), I consulted one of my shark field guides to read more about the intriguing species we saw.
Did You Know?
No need for a teething ring: Sharks begin shedding their teeth before they are even born. Shark pups (baby sharks) are born with complete sets of teeth. Sharks aren’t mammals, so they don’t rely upon their mothers for food after they’re born. They swim away and must fend for themselves, so those born-to-bite teeth come in handy.
Recommended Reading
Smart About Sharks written and illustrated by Owen Davey
Appropriate for older readers, the clever, comprehensive text offers interesting facts, tidbits, and trivia. The book dives a bit deeper to go beyond basic shark facts and knowledge. I’ve read hundreds of shark books, and I appreciated learning something new. The text doesn’t shy away from scientific terminology and concepts, such as phylogeny (eight orders of sharks and representative species). The facts reflect recent research findings on shark behavior. Lesser-known species are included, highlighting the diversity in body shapes, sizes, and specialized features. From a design standpoint, the aesthetically appealing illustrations are stylized, colorful, and engaging. Simple infographics provide explanations of complex ideas. Fact meets fiction in a section about shark mythology from around the world. The book concludes with a discussion of threats to sharks, as well as ocean conservation tips.
Smart About Sharks written and illustrated by Owen Davey; published by Flying Eye Books, New York, 2016
Weather Data from the Bridge
Date: 2018/10/21
Time: 12:52
Latitude: 029 23.89 N
Longitude 094 14.260 W
Barometric Pressure 1022.22mbar
Air Temperature: 69 degrees F
The isness of things is well worth studying; but it is their whyness that makes life worth living.
– William Beebe
My last sunset aboard the Oregon II.
Science and Technology Log
Today is our last day at sea and we have currently completed 53 stations!At each station we send out the CTD. CTD stands for Conductivity, Temperature and Depth. However, this device measures much more than that.During this mission we are looking at 4 parameters: temperature, conductivity, dissolved oxygen and fluorescence which can be used to measure the productivity of an area based on photosynthetic organisms.
Some of the science team with the CTD.
Once the CTD is deployed, it is held at the surface for three minutes.During this time, 4,320 scans are completed!However, this data, which is used to acclimate the system, is discarded from the information that is collected for this station.
The crane lifts the CTD from the well deck and deploys it into the water.
Next, the CTD is slowly lowered through the water until it is about 1 meter from the bottom.In about 30 meters of water this round trip takes about 5 minutes during which the CTD conducts 241 scans every 10 seconds for a grand total of approximately 7,230 scans collected at each station.
The computer readout of the data collected at one of the stations.
Our CTD scans have gathered the expected data but during the summer months the CTD has found areas of hypoxia off the coast of Louisiana and Texas.
Data from CTD scans was used to create this map of hypoxic zones off the coast of Louisiana in summer of 2018.
Personal Log
The gloomy weather has made the last few days of the voyage tricky. Wind and rough seas have made sleeping and working difficult. Plus, I have missed my morning visits with dolphins at the bow of the ship due to the poor weather.But seeing the dark blue water and big waves has added to the adventure of the trip.
The gloom is lifting as a tanker passes in the distance.
We have had some interesting catches including one that weighed over 800 pounds and was mostly jellyfish.Some of the catches are filled with heavy mud while others a very clean. Some have lots of shells or debris.I am pleasantly surprised to see that even though I notice the occasional plastic bottle floating by, there has not been much human litter included in our catches.I am constantly amazed by the diversity in each haul.There are species that we see at just about every station and there are others that we have only seen once or twice during the whole trip.
A few of the most unique catches.
I am thrilled to have had the experience of being a NOAA Teacher at Sea and I am excited to bring what I have learned back to the classroom to share with my students.
Challenge Question:
Bonus points for the first student in each class to send me the correct answer!
These are Calico Crabs, but this little one has something growing on it?What is it?
Calico crabs… but what is that growing on this small one?
Did you know…
That you can tell the gender of a flat fish by holding it up to the light?
The image on the top is a female and the one of the bottom is the male. Can you tell the difference?
Today’s Shout Out!
Kudos to all of my students who followed along, answered the challenge questions, played species BINGO, and plotted my course!You made this adventure even more enjoyable!See you soon 🙂
Weather Data from the Bridge
Date: 2018/10/17
Time: 13:10
Latitude: 027 39.81 N
Longitude 096 57.670 W
Barometric Pressure 1022.08mbar
Air Temperature: 61 degrees F
Those of us who love the sea wish everyone would be aware of the need to protect it. – Eugenie Clark
Science and Technology Log
After our delayed departure, we are finally off and running! The science team on Oregon II has currently completed 28 out of the 56 stations that are scheduled for the first leg of this mission. Seventy-five stations were originally planned but due to inclement weather some stations had to be postponed until the 2nd leg. The stations are pre-arranged and randomly selected by a computer system to include a distributions of stations within each shrimp statistical zone and by depth from 5-20 and 21-60 fathoms.
Planned stations and routes
At each station there is an established routine that requires precise teamwork from the NOAA Corps officers, the professional mariners and the scientists. The first step when we arrive at a station, is to launch the CTD. The officers position the ship at the appropriate location. The mariners use the crane and the winch to move the CTD into the water and control the decent and return. The scientists set up the CTD and run the computer that collects and analyzes the data. Once the CTD is safely returned to the well deck, the team proceeds to the next step.
Some members of the science team with the CTD
Step two is to launch the trawling net to take a sample of the biodiversity of the station. Again, this is a team effort with everyone working together to ensure success. The trawl net is launched on either the port or starboard side from the aft deck. The net is pulled behind the boat for exactly thirty minutes. When the net returns, the contents are emptied into the wooden pen or into baskets depending on the size of the haul.
This unusual haul weighed over 900 pounds and contained mostly red snapper. Though the population is improving, scientists do not typically catch so many red snapper in a single tow.
The baskets are weighed and brought into the wet lab. The scientists use smaller baskets to sort the catch by species. A sample of 20 individuals of each species is examined more closely and data about length, weight, and sex is collected.
The information gathered becomes part of a database and is used to monitor the health of the populations of fish in the Gulf. It is used to help make annual decisions for fishing regulations like catch and bag limits. In addition, the data collected from the groundfish survey can drive policy changes if significant issues are identified.
Personal Log
I have been keeping in touch with my students via the Remind App, Twitter, and this Blog. Each class has submitted a question for me to answer. I would like to use the personal log of this blog to do that.
3rd Period – Marine Science II: What have you learned so far on your expedition that you can bring back to the class and teach us?
The thing I am most excited to bring back to Marine 2 is the story of recovery for the Red Snapper in the Gulf of Mexico. I learned that due to improved fishing methods and growth in commercial fishing of this species, their decline was severe. The groundfish survey that I am working with is one way that data about the population of Red Snapper has been collected. This data has led to the creation of an action plan to help stop the decline and improve the future for this species.
4th Period – Marine Science I: What challenges have you had so far?
Our biggest challenge has been the weather! We left late due to Hurricane Michael and the weather over the past few days has meant that we had to miss a few stations. We are also expecting some bad weather in a couple of days that might mean we are not able to trawl.
5th Period – Marine Science I: How does the NOAA Teacher at Sea program support or help our environment?
The number one way that the NOAA Teacher at Sea program supports our environment is EDUCATION! What I learn here, I will share with my students and hopefully they will pass it on as well. If more people know about the dangers facing our ocean then I think more people will want to see changes to protect the ocean and all marine species.
7th Period – Marine Science I: What is the rarest or most interesting organism you have discovered throughout your exploration?
We have not seen anything that is rare for the Gulf of Mexico but I have seen two fish that I have never seen before, the singlespot frogfish and the Conger Eel. So for me these were really cool sightings.
Singlespot Frogfish
Conger Eel
8th Period – Marine Science I: What organism that you have observed is by far the most intriguing?
I have to admit that the most intriguing organism was not anything that came in via the trawl net. Instead it was the Atlantic Spotted Dolphin that greeted me one morning at the bow of the boat. There were a total of 7 and one was a baby about half the size of the others. As the boat moved through the water they jumped and played in the splashing water. I watched them for over a half hour and only stopped because it was time for my shift. I could watch them all day!
Do you know …
What the Oregon II looks like on the inside?
Here is a tour video that I created before we set sail.
Transcript: A Tour of NOAA Ship Oregon II.
(0:00) Hi, I’m Andria Keene from Plant High School in Tampa, Florida. And I’d like to take you for a tour aboard Oregon II, my NOAA Teacher at Sea home for the next two weeks.
Oregon II is a 170-foot research vessel that recently celebrated 50 years of service with NOAA. The gold lettering you see here commemorates this honor.
As we cross the gangway, our first stop is the well deck, where we can find equipment including the forecrane and winch used for the CTD and bongo nets. The starboard breezeway leads us along the exterior of the main deck, towards the aft deck.
Much of our scientific trawling operations will begin here. The nets will be unloaded and the organisms will be sorted on the fantail.
(1:00) From there, the baskets will be brought into the wet lab, for deeper investigation. They will be categorized and numerous sets of data will be collected, including size, sex, and stomach contents.
Next up is the dry lab. Additional data will be collected and analyzed here. Take notice of the CTD PC.
There is also a chemistry lab where further tests will be conducted, and it’s located right next to the wet lab.
Across from the ship’s office, you will find the mess hall and galley. The galley is where the stewards prepare meals for a hungry group of 19 crew and 12 scientists. But there are only 12 seats, so eating quickly is serious business.
(2:20) Moving further inside on the main deck, we pass lots of safety equipment and several staterooms. I’m currently thrilled to be staying here, in the Field Party Chief’s stateroom, a single room with a private shower and water closet.
Leaving my room, with can travel down the stairs to the lower level. This area has lots of storage and a large freezer for scientific samples.
There are community showers and additional staterooms, as well as laundry facilities, more bathrooms, and even a small exercise room.
(3:15) If we travel up both sets of stairs, we will arrive on the upper deck. On the starboard side, we can find the scientific data room.
And here, on the port side, is the radio and chart room. Heading to the stern of the upper deck will lead us to the conference room. I’m told that this is a great place for the staff to gather and watch movies.
Traveling back down the hall toward the bow of the ship, we will pass the senior officers’ staterooms, and arrive at the pilot house, also called the bridge.
(4:04) This is the command and control center for the entire ship. Look at all the amazing technology you will find here to help keep the ship safe and ensure the goals of each mission.
Just one last stop on our tour: the house top. From here, we have excellent views of the forecastle, the aft winch, and the crane control room. Also visible are lots of safety features, as well as an amazing array of technology.
Well, that’s it for now! Hope you enjoyed this tour of NOAA Ship Oregon II.
Challenge Question of the Day
Bonus Points for the first student in each class period to come up with the correct answer!
We have found a handful of these smooth bodied organisms which like to burrow into the sediment. What type of animal are they?
What type of animal are these?
Today’s Shout Out: To my family, I miss you guys terribly and am excited to get back home and show you all my pictures! Love ya, lots!
Weather Data from the Bridge
Date: 2018/10/12
Time: 14:58:22
Latitude: 27 37.15 N
Longitude 091 23.21 W
Barometric Pressure 1015.69mbar
Relative Humidity 60 %
Air Temperature: 27.1 0C
Everyone is an explorer. How could you possibly live your life looking at a door and not open it? – Robert Ballard
Science/Technology and Personal Log
Hurricane Michael brought a three day delay to our departure. At first, I was a little disappointed that we were not setting sail right away but now I am glad because I had some extra time to explore Pascagoula, familiarize myself with the ship, and slowly meet the crew as they arrived spread out over several days. Plus, the additional time allowed me to start working on my career lesson plan and to prepare a video tour of the ship. I will upload the video to this blog page as soon as it is complete.
#1 – My first tour of Oregon II #2 – Hurricane Michael arrives in the center of where I am and my hometown of Tampa #3 – Exploring Round Point Lighthouse #4 – My first sunset aboard.
On Thursday, Oct 11th at 9:00am, we departed from Pascagoula and headed out into the Gulf of Mexico. I was amazed at how quickly we lost sight of land and at the vastness of this body of water with which I thought I was so familiar. My favorite part was watching the color of the water change from a dark teal to a deep blue.
The various colors of the water of the Gulf
On the “Plan of the Day” board under schedule it reads “Steam and Dream til Saturday Afternoon” and that is just what we are doing. Our path will lead us north of the Mexican border and south of Corpus Christi, Texas, where we will find our first station. Until then, in between steaming and dreaming, we are getting to know each other and learning about our roles and responsibilities.
Abandon ship drill! Here I am in my survival suit.
For example, today we practiced our Fire and Abandon Ship Drills. While it is a little nerve-racking to think that something like that could actually happen, it was reassuring to see that everyone was well-trained and the operations ran smoothly.
My first lesson plan will focus on careers available through NOAA. It is amazing to see the variation in the positions and the backgrounds of the workers on this ship. Basically, on the Oregon II there are three types of employees who make up the ship’s complement.
This graphic illustrates the structure of the employees aboard Oregon II.
I feel like NOAA has something to offer everyone from entry level positions that require no experience to positions requiring years of experience or advanced college degrees. The best part is that no matter where you start there is always room to advance through hard work and certification. I can’t wait to share all the opportunities with my students!
Did You Know?
Oregon II has a reverse osmosis system that uses salt water to create the freshwater needed aboard. The salt that is removed is returned back to the Gulf.
Challenge Question of the Day
(For my students: bonus points for the first person from each class period to answer it correctly):
This picture was taken from the screen of one of the navigation systems on the bridge.
Screenshot from one of the navigation systems
What do you think is represented by each of the black squares with a dot inside?
The past three days were light catch days. One day, we only caught a snake fish, which, as you can see, is a pretty tiny little guy. But, the data from a catch that brings up nothing is just as important as a catch that brings up 50 fish. As the saying goes, “If we always caught something, we would call it catching, not fishing.” We have brought up a few Sandbar sharks and Tiger sharks, some of them large enough to have to cradle. I have gotten to tag a few of the Sandbar sharks, which is still an amazing experience.
Snakefish, our only catch one day
While we did not see many sharks, I had fun seeing the other organisms at the surface. There have been a lot of moon jellyfish as we have been pulling the line in, and it was clear enough that I was able to get a picture of a few of them as they floated by. One night, there were flying fish next to the ship, and one of them jumped onto the deck, so I was able to see one up close. One of the days, a pod of dolphins joined us on a run, and followed the boat for quite a while. So, while we did not see many sharks, I was able to see some awesome animals throughout the past few days.
Moon Jellyfish
The last night on the ship, I finished cleaning my shark jaws. Overnight, they soaked in hydrogen peroxide to whiten them, and today I set them to dry. I’m looking forward to taking them home and sharing them with all of my students.
Drying Shark Jaws
It was an amazing two weeks. On Friday night, we set our last line, and it was bittersweet. Over the past two weeks, I have been able to fish with an amazing group of people. They allowed me to be a part of the team, and attempt each job setting and pulling in the line. I was able to put out the high flyer, sling bait, place numbers, clean barrels, and keep data on the computer. I learned how to tie a double-overhand knot, handle small sharks, tag sharks of all sizes, and had lots of fun doing it. I’m excited to head back to T-STEM Academy at East High School, but I will always fondly remember my time on the Oregon II.
Day Shift Group Photo
Personal Log
One of the things that the night shift has done a few times is midnight hot dogs. Chris, the night shift lead fisherman, brings different types of hot dogs on the boat and will cook them at midnight for the shift change. It gives the night shift members something to eat before breakfast at 7 AM, and gives the day shift something to eat before bed. They go all out, with a condiment bar and gourmet buns.
Did You Know?
Once the Oregon II returns to port from this fourth leg of the Shark/Red Snapper Longline Survey, they will spend a week cleaning and preparing the ship to return to the Gulf of Mexico on a Groundfish Survey that will run from October 8-November 21. NOAA Groundfish surveys allow for the collection of data on the distribution of flora and fauna within the target region through the use of trawl nets.
Quote of the Day
The charm of fishing is that it is the pursuit of what is elusive but attainable, a perpetual series of occasions for hope.
~ John Buchan
Question of the Day
Sharks have teeth that are constantly being replaced. How many teeth will the average shark go through in their lifetime?
We have moved from the coast of Texas, past Louisiana, Mississippi, and Alabama, to the coast of Florida. When watching the video from the CTD, we have seen the sea floors go from mostly mud to sand. The water has decreased in turbidity, and the growth on the sea floor has increased. The make-up of our catches has changed too. We moved outside of the productive waters associated with the Mississippi River discharge, so our catch rates have decreased significantly.
Yesterday, we had a fun day of catching sharks I had never seen. Our first catch of the day brought up a juvenile Tiger shark (Galeocerdo cuvier). I was excited to be able to see this shark, which is listed as near threatened by the International Union for Conservation of Nature. On our later catch, we brought up three sharks large enough to require the cradle. First, we brought up a Sandbar shark (Carcharhinus plumbeus). Then, we were lucky enough to bring up a Nurse Shark (Ginglymostoma cirratum). The mouth of the nurse shark has barbles, which it uses to feed from the sea floor. Our final shark of the evening was a much more developed Tiger Shark. I was lucky enough to help with the tagging of the animal.
Kristin Hennessy-McDonald with a juvenile Tiger Shark
Closeup of a Nurse Shark
Nurse Shark release
Last night, we set a line at the end of day shift, and night shift brought it in. A few of the day shift science team members decided to stay up and watch some of the haul back, and were rewarded with seeing them bring in, not one, but two Silky sharks (Carcharhinus falciformis), back to back. From the upper deck of the ship, so that I was not in their way, I was able to observe the night shift work together to bring up these two large animals.
Night Shift retrieving a Silky Shark
The night shift has gotten some pretty amazing catches, and they have enjoyed sharing them with us at shift change. The two shifts spend about half an hour together around noon and midnight sharing stories of the time when the other shift was asleep. The other day, the night shift caught Gulper Sharks (Centrophorus uyato) and Tile Fish (Lopholatilus chamaeleonticeps). These are two species we have not seen on the day shift, so it was fun to look at their pictures and hear the stories of how they caught these fish.
Gulper Shark Photo Credit: Gregg Lawrence
Tilefish Photo Credit: Gregg Lawrence
Personal Log
When we have a long run between stations, once I have gotten done sending emails and grading student work, we will spend some time watching movies in the lounge. The ship has a large collection of movies, both classic and recent. Watching movies keeps us awake during the late night runs, when we have to stay up until midnight to set a line.
The day shift has started to ask one another riddles as we are baiting and setting lines. It’s a fun way to bond as we are doing our work. One of my favorites have been: “1=3, 2=3, 3=5, 4=4, 5=4, 6=3, 7=5, 8=5, 9=4, 10=3. What’s the code?”
Did You Know?
Sharks don’t have the same type of skin that we do. Sharks have dermal denticles, which are tiny scales, similar to teeth, which are covered with enamel.
Quote of the Day
Teach all men to fish, but first teach all men to be fair. Take less, give more. Give more of yourself, take less from the world. Nobody owes you anything, you owe the world everything.
~Suzy Kassem
Question of the Day
I have a lot of teeth but I’m not a cog
I scare a lot of people but I’m not a spider
I have a fin but I’m not a boat
I’m found in the ocean but I’m not a buoy
I sometimes have a hammerhead but I don’t hit nails
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: Southeastern U.S. coast
Date: September 21, 2018
Watercolor painting of Thresher shark, Stephen Kade TAS 2018
Scientific Journal:
While aboard the NOAA Ship Oregon II, I was able to create some art, which is my absolute passion in life. I was able use my time before and after most shifts to draw and paint the fish and sharks with watercolor paint and water from the ocean. It was tricky to paint with the constant movement of the ship, but I was able to paint over 20 paintings of sharks, fish, and the Oregon II over the 16 days on board the ship.
various watercolor paintings done aboard Oregon II, by Stephen Kade, TAS 2018
Now that I’ve been home for a month, I’ve had some time to reflect on my NOAA Teacher at Sea experience. If I told you my NOAA Teacher At Sea experience was incredible, I would be understating it quite a bit. I knew the excitement of working on the mighty NOAA Ship Oregon II and participating in the shark survey would be a highlight of my lifetime for sure. The opportunity to work with NOAA scientists, fishermen, and the rest of the crew was the best learning experience a teacher and artist could ask for. But just a week after returning, it was back to school and I needed to find ways to convey what I learned to my students. I began by creating a digital infographic about Longline Fishing so they would have a visual to go along with my explanation.
Digital Longline Fishing infographic by Stephen Kade, TAS 2018
I wanted to inform my students to create awareness about the species of shark and other ocean inhabitants that are threatened and endangered. I also wanted them to learn science about the animals and incorporate some of that data into their art to make their images more impactful to those that see them. We want to compile related projects together until later in the year for our annual Night of the Arts- NOAA Edition.
Student Art from OL Smith Middle School, Dearborn, MI
Student Art from OL Smith Middle School, Dearborn, MI
We also created three life size Art Shark paintings and posted them in the hallways of our school to advocate for sharks through art and work to give sharks a more positive community image, and not the sensational, fearful media portrayal of sharks.
Student Art from OL Smith Middle School, Dearborn, MI
Student Art from OL Smith Middle School, Dearborn, MI
3′ x 8′ painting of Great Hammerhead shark, Stephen Kade TAS 2018
As a fine artist painter, the Teacher At Sea experience has helped to make my artwork much more accurate for several reasons. Primarily the reason was proximity. I was able to see the sharks and fish first hand everyday, and take many reference photos of our catch each day. I could now see the beautiful colors of different sharks while out of the water, which I never had seen before. I was also able to speak to the fishermen and scientists each day about the behaviors and biology of the fish and I gained insight from listening to their vast experiences in the oceans all around the globe.
Since being home, I’ve begun to paint a series of scientifically accurate side views of my favorite sharks, and eventually I will digitally compile them into one poster after I get 15 to 18 completed. After that, I’ll begin a series of paintings with sharks swimming in their natural environment to bring more color and visual dynamics onto the canvas. This has been the most inspiring adventure of my life, and I will continue to advocate for my favorite ocean animals by using art to bring the respect and admiration that these beautiful sharks deserve to continue to thrive long into Earth’s distant future.
Watercolor painting of Great Hammerhead Shark by Stephen Kade, TAS 2018
Watercolor painting of Great White Shark by Stephen Kade, TAS 2018
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 26, 2018
Weather Data from the Air
Conditions at 0634
Altitude: 9585 meters
Outside Temperature: -38 ℃
Distance to Destination: 362 km
Tail Wind: 0 km/h
Ground Speed: 837 km/h
(While NOAA Ship Oregon II has many capabilities, flight isn’t one of them. These were the conditions on my flight home.)
Science and Technology Log
The idea of placing an elementary school teacher on a Shark/Red Snapper Longline Survey seems like a reality show premise, and I couldn’t believe that it was my surreal reality. Several times a day, I took a moment to appreciate my surroundings and the amazing opportunity to get so close to my favorite creatures: sharks!
Anyone who knows me is aware of my obsession with sharks. Seeing several sharks up close was a hallowed, reverential experience. Reading about sharks, studying them through coursework, and seeing them on TV or in an aquarium is one thing. Being only a few feet away from a large tiger shark (Galeocerdo cuvier) or a great hammerhead (Sphyrna mokarran) is quite another. Seeing the sharks briefly out of the water provided a quick glimpse of their sinewy, efficient design…truly a natural work of art. Regardless of size, shape, or species, the sharks were powerful, feisty, and awe-inspiring. The diversity in design is what makes sharks so fascinating!
Even just a quick peek of this tiger shark (Galeocerdo cuvier) reveals her strong muscles and powerful, flexible design.
This female tiger shark was large enough to require the shark cradle. The reinforced netting on the cradle provided support for the 10.5 foot shark.
The shape of this sandbar shark’s (Carcharhinus plumbeus) head and eye is quite different from the tiger shark’s distinct design.
Even in the dark, the shape of the great hammerhead’s (Sphyrna mokarran) cephalofoil is unmistakable.
I envied the remora, or sharksucker, that was attached to one of the sharks we caught. Imagine being able to observe what the shark had been doing, prior to encountering the bait on our longline fishing gear. What did the shark and its passenger think of their strange encounter with us? Where would the shark swim off to once it was released back into the water? If only sharks could talk. I had many questions about how the tagging process impacts sharks. As we started catching and tagging sharks, I couldn’t help but think of a twist on the opening of MTV’s The Real World: “…To find out what happens…when sharks stop being polite…and start getting reeled.”
Sadly for my curiosity, sharks have yet to acquire the ability to communicate verbally, despite their many advantageous adaptations over millions of years. To catch a glimpse of their actions in their watery world, scientists sometimes attach cameras to their fins or enlist the help of autonomous underwater vehicles (AUVs) to learn more. The secret lives of sharks… reality TV at its finest.
Underwater camera footage is beginning to reveal the answers to many of the questions my Kindergarten-5th grade students have about sharks:
How deep can sharks swim?
How big can sharks get? How old can sharks get?
Do sharks sleep? Do sharks stop swimming when they sleep? Can sharks ever stop swimming?
Do sharks have friends? Do sharks hunt cooperatively or alone?
Is the megalodon (Carcharocles megalodon) still swimming around down there? (This is a very common question among kids!)
The answers vary by species, but an individual shark can reveal quite a bit of information about shark biology and behavior. Tagging sharks can provide insight about migratory patterns and population distribution. This information can help us to better understand, manage, and protect shark populations.
These tools are used to weigh (scales on bottom right), collect samples (scissors and vials), remove hooks (pliers, plus other instruments not pictured), apply tags (leather punch, piercing implement, and tags), and record data (clipboard and data sheet).
Using several low-tech methods, a great deal of information could be gleaned from our very brief encounters with the sharks we caught and released. In a very short amount of time, the following information was collected and recorded:
• hook number (which of the 100 longline circle hooks the shark was caught on)
• genus and species name (we recorded scientific and common names)
• four measurements on various points of the shark’s body (sometimes lasers were used on the larger sharks)
• weight (if it was possible to weigh the shark: this was harder to do with the larger, heavier sharks)
• whether the shark was male or female, noting observations about its maturity (if male)
• fin clip samples (for genetic information)
• photographs of the shark (we also filmed the process with a GoPro camera that was mounted to a scientist’s hardhat)
• applying a tag on or near the shark’s first dorsal fin; the tag number was carefully recorded on the data sheet
• additional comments about the shark
Finally, the hook was removed from the shark’s mouth, and the shark was released back into the water (we watched carefully to make sure it swam off successfully)!
Longline fishing uses 100 numbered hooks. When a fish is caught, it’s important to record the hook number it was caught on.
Depending on the shark’s size, we either attached a swivel tag (on left and middle, sometimes called a Rototag or fin tag; used for smaller sharks) or a dart tag (on right, sometimes called an “M” tag; used for larger sharks).
Other fish were retained for scientific samples. Yellowedge grouper (Epinephelus flavolimbatus), blueline tilefish (Caulolatilus microps), and red snapper (Lutjanus campechanus) were some of species we caught and sampled. Specific samples from specific species were requested from various organizations. Generally, we collected five different samples:
• fin clips: provide genetic information
• liver: provides information about the health of the fish, such as the presence of toxins
• muscle tissue: can also provide information about the health of the fish
• gonads: provide information about reproduction
• otoliths: These bony structures are found in the inner ear. Similar to tree rings, counting the annual growth rings on the otoliths can help scientists estimate the age of the fish.
Samples were taken from this yellowedge grouper (Epinephelus flavolimbatus).
Samples were preserved and stored in vials, jars, and plastic sample bags, including a Whirl-Pak. These bags and containers were carefully numbered and labeled, corresponding with the information on the data sheets. Other information was noted about the fish, including maturity and stomach contents. Sometimes, photos were taken to further document the fish.
This Whirl-Pak sample bag will be used to store samples from a bony fish. To close it, the yellow tabs are held tight and the bag is whirled around until it closes.
A tissue sample containing muscle from a fish was placed inside the Whirl-Pak and frozen. Later, it will be studied at a lab.
Personal Log
Thinking of the Oregon II as my floating classroom, I looked for analogous activities that mirrored my elementary students’ school day. Many key parts of the elementary school day could be found on board.
Sometimes, my students struggle to tell the time with analog clocks. The ship uses military time, so this 24-hour clock would probably cause some perplexed looks at first! We usually ate dinner between 1700-1800.
Physical Education: Fitness equipment could be found in three locations on the ship.
Health: To stay energized for the twelve-hour shifts, it was important to get enough sleep, make healthy food choices, and stay hydrated. With lots of exercise, fresh air, and plenty of water, protein, and vegetables, I felt amazing. To sample some local flavors, I tried a different hot sauce or Southern-style seasoning at every meal.
There wasn’t a nurse’s office, but first aid and trained medical personnel were available if needed.
Some fresh paint for the ship.
Fresh NOAA blue stripes echoed the sky and surrounding water.
Art and music: While I was there, the ship received a fresh coat of paint. Many people on board enjoyed creative pursuits in their free time. We listened to and talked about music while deploying the longline gear.
With my young readers and writers in mind, I applied my literacy lens to many of the ship’s activities. Literacy was the thread that ran through many of our daily tasks, and literacy was the cornerstone of every career on board. Several ship personnel described the written exams they’d taken to advance in their chosen careers. Reading and writing were used in everything from the recipes and daily menu prepared by Second Cook Arlene Beahm and Chief Steward Valerie McCaskill in the galley to the navigation logs maintained by Ensign Chelsea Parrish on the ship’s bridge.
The menu changed every day. You could also make your own salad, sandwiches, and snacks. If you had to work through mealtime, you could ‘save-a-meal,’ and write down your food choices to eat later. This was kind of like indicating your lunch choice at school. Instead of a cafeteria, food was prepared and cooked in the ship’s galley.
Library: The ship had a small library on board. To pass the time, many people enjoyed reading. (And for my students who live vicariously through YouTube: that sign at the bottom does say, ‘No YouTube’! Computers were available in the lab, but streaming wasn’t allowed.)
I often start the school year off with some lessons on reading and following directions. In the school setting, this is done to establish routines and expectations, as well as independence. On the ship, reading and following directions was essential for safety! Throughout the Oregon II, I encountered lots of printed information and many safety signs. Some of the signs included pictures, but many of them did not. This made me think of my readers who rely on pictures for comprehension. Some important safety information was shared verbally during our training and safety drills, but some of it could only be accessed through reading.
Without a visual aid, the reader must rely on the printed words. In this environment, skipping words, misreading words, or misunderstanding the meaning of the text could result in unsafe conditions.
On a watertight door, for example, overlooking the opposite meanings of ‘open’ and ‘closed’ could have very serious consequences.
Not being able to read the sign or the words ‘open’ and ‘closed’ could result in a scary situation.
Did You Know?
Thomas Jefferson collected fossils and owned a megalodon tooth. The Carcharocles megalodon tooth was found in South Carolina. One of the reasons why Jefferson supported expeditions to lands west of the Mississippi? He believed that a herd of mammoths might still be roaming there. Jefferson didn’t believe that animal species could go extinct, so he probably liked the idea that the megalodon was still swimming around somewhere! (There’s no scientific evidence to support the idea that either Thomas Jefferson or the megalodon are still around.)
Recommended Reading
If Sharks Disappeared written and illustrated by Lily Williams
This picture book acknowledges the scariness of sharks, but explains that a world without sharks would be even scarier. Shown through the eyes of a curious young girl and her family, the book highlights the important role that sharks play in the ocean food web. As apex predators, sharks help to keep the ocean healthy and balanced.
The book includes some mind-blowing facts, such as the concept that sharks existed on Earth before trees. Through easy-to-follow examples of cause and effect, the author and illustrator explores complex, sophisticated concepts such as overfishing, extinction, and trophic cascade. The glossary includes well-selected words that are important to know and understand about the environment. Additional information is provided about shark finning and ways to help save sharks. An author’s note, bibliography, and additional sources are also included.
If Sharks Disappeared written and illustrated by Lily Williams; Published by Roaring Brook Press, New York, 2017
Latitude: 27º56’38”N
Longitude: 82º30’12”W
Temperature: 33º Partly Cloudy
Winds Speed: S 4.34 knots
20% chance of rain
The sea, once it casts its spell, holds one in its net of wonder forever.
-Jacques Cousteau
My first SCUBA gear! Age 3
My love for all things related to the ocean started at a very early age and grew into a passion by the time I graduated high school. As a young Floridian, exploring the beaches, boating through the intercoastal waterways, and visiting the Miami SeaQuarium were my way of life. When I was in elementary school, my family moved to Virginia and even though we spent the next ten years trading seahorses for Tennessee Walking horses, I still watched every rerun of Flipper and waited with anticipation for each Jacques Cousteau TV special. Then, when I was in high school, my grandparents moved from New Jersey to the Florida Keys and I was reunited once again with the beautiful underwater world that brought me such fascination. We spent our summers snorkeling, sailing, and fishing. In the evenings, we drove around searching for the elusive Key Deer. When we visited the Dolphin Research Center and the Turtle Hospital, I was shocked to learn that my beloved ocean was facing some serious threats.
Enjoying a day at the beach! Age 5
As I entered college, my interest transformed from a hobby to a lifestyle. I earned my first SCUBA certification, participated in my first coastal clean-up, and volunteered for restoration projects and turtle walks. I signed up for every life science course I could find. In my senior year at Stetson University, I registered for a class before I even knew what the title meant. Ornithology, with Dr. Stock. I found myself canoeing through alligator-infested waterways to investigate snowy egret rookeries, hiking through the forest at 5am to identify birds by only their calls, and conducting a post-mortem investigation on one of his road-kill specimens to determine its cause of death. Dr. Stock’s class was so different than anything I had experienced. I was in my element. I found myself constantly wanting to learn more. Not just about the organisms around me, but about how to fix the negative impacts we have on their environment. As I learned, I became motivated to teach others about what they could do to make a difference. My passion for teaching was born.
It is hard to believe that I have been teaching science in Hillsborough County for almost twenty years and that approximately 3,000 students have filled the chairs of my classroom. Years ago, I realized that even though we are located in west-central Florida, many of my students have little involvement with the ocean or our local beaches. I decided to change that fact by extending my classroom outside of my four walls. In true Dr. Stock fashion, I attempt to bring the ocean to life for my students through field trips, restoration projects, and guest speakers. With the help of some amazing organizations like the Florida Aquarium, Tampa Bay Watch, and Keep Tampa Bay Beautiful, we have participated in many activities to help us learn about the ocean and about how to remedy our impacts.
Oyster Shell Beach Stabilization
Sea grass planting
Biodiversity studies
We also love to get out in nature and explore the splendor that awaits us. In the pictures below, students from Plant High enjoy a day at the Suncoast Youth Conservation Center where we participated in fishing and kayaking clinics and learned about protecting our local estuarine species.
A day of adventure focused on the importance of our beautiful estuaries!
As I head out for two weeks on NOAA Ship Oregon II, I am leaving my classroom and students behind but I know that the value of what I will bring back to them far outweighs the short time I will be away. I hope through my experience my students will see that you are never too old to learn something new and that even the teacher can improve her knowledge.
I am eager to develop first-hand experience with the technology and research methods currently being used to study the ocean. I look forward to meeting the scientists and the crew of my ship and learning about all of the career opportunities that are available to my students through NOAA. I am ready to turn my NOAA education into lessons that will benefit my students and infuse my curriculum with new life.
I cannot wait to see the beautiful sunsets over the gulf and maybe I’ll even catch a few sunrises. I am hoping for the occasional visit from a whale, a dolphin, or a sea turtle. Who knows? Maybe I will even get a chance to see a few of my favorite ornithological species!
Counting down … 12 days to go.
Fair Winds!
Today’s Shout Out: To Mr. Johnny Bush (Plant High School Principal), Mr. Larry Plank (SDHC Director of STEM), and Mr. Dan McFarland (SDHC Science Supervisor) for all of their support in making this trip possible for me.
Over the past few days, we’ve fished a mix of station depths, so I’ve gotten to see a number of new species as we’ve moved out into deeper waters.
At a C station, which is a station at depths between 183 and 366 meters, we caught a Mako Shark (Isurus oxyrinchus). This catch was so unexpected that a number of crew members ventured out to the well deck to snap a picture. She was a beautiful juvenile between 1-2 years old.
Our current NOAA Teacher at Sea, Kristin Hennessy-McDonald is all smiles when grabbing this quick picture before releasing the female Mako shark. [Photo Credit: Ensign Chelsea Parrish, NOAA]
Juvenile Female Mako Shark
I also saw my first kingsnake eel, a long eel with a set of very sharp teeth. On a later station, we caught a juvenile that we were able to bring on deck and examine. We also caught a Warsaw grouper (Hyporthodus nigritus), which had parasites on its gills and in its fins. Gregg Lawrence, a member of the night shift on loan from Texas Parks and Wildlife Coastal Fisheries unit, and I removed the otoliths and took samples of the parasites.
Measuring the Warsaw Grouper [Photo Credit: Gregg Lawrence]
Dissecting a Warsaw Grouper
We had one catch that brought in 20 Red Snappers. Red Snappers are brought on deck, and a number of samples are taken from each one of them for ongoing assessment of the Red Snapper population. In addition to the otoliths, which allow the scientists to determine the age of the fish, we also take samples of the gonads, the muscle, the fins, and the stomach. These allow the scientists to perform reproductive and genetic tests and determine what the snappers ate. While 4 members of the science team onboard collected samples, Caroline Collatos, the volunteer on the day shift, and I insured that the samples were properly packaged and tagged. Everyone working together allowed the process to run smoothly.
On the latest B station, which was about 110 meters deep, we caught a number of species, some of which I had not gotten to see yet. In addition to Gulf smoothound sharks (Mustelus sinusmexicanus), we caught a Scalloped hammerhead shark (Sphyrna lewini) and a Sandbar shark (Carcharhinus plumbeus) that we had to cradle due to their size. The Sandbar shark was a bit feisty, but I got the chance to tag her before we released her.
Gulf smoothound shark (Mustelus sinusmexicanus)
Scalloped hammerhead shark (Sphyrna lewini)
Sandbar shark (Carcharhinus plumbeus)
We work in the rain. Thankfully, they had some extra rain gear for me to put on, so that I would not get drenched while we were setting the line. For the most part, the rainstorms have been sprinkles, but we did have one downpour while we were going toward a station.
We work in the rain, so I was loaned some rain gear.
Personal Log
Between setting lines, I have been busy checking up on my studenats’ work back in Memphis. One of the great things about having a one-to-one school is that the students are able to do their work on Microsoft Teams and turn it in for me to grade it thousands of miles away. I have loved seeing their how they are doing, and answering questions while they are working, because I know that they are learning about the cell cycle while I am out at sea learning about sharks.
One of the things that has really surprised me over the past week is how much my hands hurt. It was unexpected, but it makes sense, given how much of the work requires good grip strength. From insuring that the sharks are handled properly to clipping numbers on the gangions to removing circle hooks from fish on the lines, much of the work on the science team requires much more thumb strength than I had thought about. I know my students have commented that their hands hurt after taking notes in my class, so I thought they would get a kick out of the fact that the work on the ship has made my hands hurt.
Did You Know?
Sharks are able to sense electrical fields generated by their prey through a network of sensory organs known as ampullae of Lorenzini. These special pores are filled with a conductive jelly composed primarily of proteins, which send the signals to nerve fibers at the base of the pore.
Quote of the Day
Remove the predators, and the whole ecosystem begins to crash like a house of cards. As the sharks disappear, the predator prey balance dramatically shifts, and the health of our oceans declines.
We’ve been out at sea for three full days now and have traveled along the Gulf coast from Alabama to Texas. The Science Team has run mostly shallow longline sets during this time, meaning that we have fished in depths from 9 to 55 meters. As we move forward, we will fish stations at these depths and stations at depths of 55 to 183 meters, and from 183 to 366 meters. The locations of the stations are randomized based on depth and the area that is being fished. Due to the weather that hit south Texas the week before we joined this leg of the survey, we have been fishing the area that was impassable on the last leg of the survey.
As a member of the science team, there are five jobs that need to be done on each side of the set. When the line is being cast, someone needs to release the highflyer, clip numbers, sling the bait, work the computer, or cleanup. When the line comes in, there is a data collector, 2 fish handlers, a hook collector, and the computer person. The highflyer is the marker that is put on either end of the line, so that the line can be seen from the bridge. The data that is collected on paper and on the computer on each fish includes the number of the hook that they are on, species, length, and gender. Additionally, some sharks are tagged and a fin clip is taken.
After a line is set, we check the water using a CTD (Conductivity Temperature Depth) Probe. It has a GoPro video recorder that takes a video of the water and the sea floor at the site of the line.
Field Party Chief Kristin Hannan setting up the CTD
CTD ready for deployment
A few of the highlights from the catches so far: We had one catch that was coming up with mostly empty hooks, but then we caught a scalloped hammerhead shark (Sphyrna lewini). The shark was large enough that we used a cradle to pull it up to deck level. I got to insert the tag right below the dorsal fin.
Kristin Hennessy-McDonald tagging a scalloped hammerhead Photo Credit: Caroline Collatos
We had another survey that caught 49 sharks, including Atlantic Sharpnose Sharks (Rhizoprionodon terraenovae), Blacknose Sharks (Carcharhinus acronotus), Spinner Sharks (Carcharhinus brevipinna), and Blacktip Sharks (Carcharhinus limbatus). Between these, we had a number of lines that brought up some sharks and a few Red Snapper (Lutjanus campechanus). I have been able to dissect some of the Red Snapper, and collect their otoliths, which are their ear bones.
Kristin Hennessy-McDonald holding a Red Snapper
In the time between setting and retrieving lines, one of the ways we kept ourselves busy was by cleaning shark jaws that we had collected. I look forward to using these in my classroom as an example of an apex predator species adaptation.
Personal Log
During much the 12 hours of off time, I spend my time in my bunk. Working for 12 hours in the hot sun is exhausting, and it’s nice to have the room to myself while I try to get some rest. Though I share a bunk with another member of the Science Team, we work opposite shifts. So, while I’m on deck, she’s sleeping, and visa versa. As you can see, my daughter sent me with her shark doll, which I thought was appropriate, given that I was taking part in shark research on this ship.
Kristin’s bunk on the Oregon II
While we were going slow one day, we had a pod of dolphins who swam along with us for a while. They were right beside the ship, and I was able to get a video of a few of them surfacing next to us.
Did You Know?
Many shark species, including the Atlantic Sharpnose shark, are viviparous, meaning they give birth to live young. These sharks form a placenta from the yolk sac while the embryo develops.
Quote of the Day
Without sharks, you take away the apex predator of the ocean, and you destroy the entire food chain
~Peter Benchley
Question of the Day
While it is a common misconception that sharks do not get cancer, sharks have been found to get cancer, including chondromas. What type of cancer is that?
My first day onboard was spent following around 2nd Engineer Will Osborn. Will is an officer in the Merchant Marines, and a NOAA Augmentation Pool Engineer assigned to the Oregon II. He invited me to follow him around and learn how the engineers prepare the ship for sea. One of the duties of the engineers is to check the liquid levels of each of the tanks prior to sailing. They do this by performing soundings, where they use a weighted measuring tape and a conversion chart to determine the number of gallons in each of the tanks.
2nd Engineer Will Osborne performing a sounding on deck
Performing a sounding on the dirty oil tank
The engineering team then prepared the ship to sail by disconnecting shore power and turning on the engines aboard ship. I got to flip the switch that disconnects the ship from shore power. I followed the engineering team as they disconnected the very large cable that the ship uses to draw power from shore. I then got to follow 2nd Engineer Will as he turned on the engines aboard ship.
Kristin Hennessy-McDonald turning off the shore power in the engine room
Once we set sail, the science team met and discussed how longline surveys would work. I am on the day shift, which is from noon to midnight. We got the rest of the day, after onboard training and group meetings, to get used to our new sleep schedule. Because I was on the day shift, I stayed up and got to watch an amazing sunset over the Gulf.
Gulf Sunset
Gulf Sunset
Our second day out, we set our first two longlines. The first one was set before shift change, so the night shift crew bated the hooks and set the line. My shift brought the line in, and mostly got back unbaited hooks. We got a few small Atlantic Sharpnose (Rhizoprionodon terraenovae) sharks on the line, and used those to go over internal and external features that differentiated the various species we might find.
After the lines were in, it was time for safety drills. These included the abandon ship drill, which required us to put on a submersion suit, which is affectionately referred to as a Gumby suit. You can see why below. It was as hard to get into as it looks, but it will keep you warm and afloat if you end up in the water after you abandon ship.
Kristin Hennessy-McDonald in the Gumby Suit
Personal Log
I have learned a few rules of the boat on my first days at sea. First, always watch your head. The stairwells sometimes have short spaces, and you have to make sure not to hit them on your way up. Second, always keep a hand free for the boat. It is imperative at sea that you always have a hand free, in case the boat rocks and you need to catch yourself. Third, mealtimes are sacred. There are 31 people aboard the boat, with seating for 12 in the galley. In order for everyone to get a chance to sit down and eat, you can’t socialize in the galley.
Did You Know?
In order for the crew to have freshwater to drink, the Oregon II uses a reverse osmosis machine. They create 1000-1200 gallons of drinkable water per day, running the ocean water through the reverse osmosis generator at a pressure of 950 psi.
Quote of the Day
And when there are enough outsiders together in one place, a mystic osmosis takes place and you’re inside.
Greetings to those following my adventure from afar. My name is Kristin Hennessy-McDonald, but my students and fellow faculty call me Dr. Hen-Mc. I am so excited to have been selected to be a member of the NOAA Teacher at Sea Program aboard the Oregon II. I am the science lead at T-STEM Academy at East High School, where I teach Honors Biology. My path to the classroom was far from straight. I attended the University of Notre Dame, where I earned a B.S. in Biology. I then continued my academic path at the University of Alabama, Birmingham, where I earned my PhD in Cell Physiology. After spending a little less than 3 years at St. Jude Children’s Research Hospital, I had an epiphany. I found that I enjoyed sharing my passion about science more than doing research at the bench. I made the decision to transition to the classroom and have not looked back. 8 years later, I have found my home at T-STEM, and my family in Team East.
The journey to boarding the Oregon II has been a long one, but well worth it. When my boss brought the opportunity to me, I applied with hope. When I got the acceptance letter, I gasped and started jumping up and down in my classroom. My students were confused, but then excited when they found out that I had gotten this opportunity. I teach many of the same students who were in that class, and they have all been sharing in my excitement over the past months as I have prepared for this adventure.
My first view of the Oregon II
Boarding the NOAA Ship Oregon II
I have always been fascinated by water. From the time I was a small child, my parents would have to watch carefully when we went to the pool or the beach, because I was liable to jump right in. As I grew up, that love of water has remained, and I spend time each summer on the Gulf. I am thrilled to have a chance to study ecosystem of the Gulf of Mexico, and see things that I only read about in National Geographic magazine.
Me and my husband in Gulfport, MS
I have passed my love of water on to my daughter. Beth is the same way I was when I was young. She wants to run into the water, to play in the waves. She sees the beauty of the sea, watching dolphins alongside the boat when we take trips to Ship Island out of Gulfport, MS. I look forward to sharing my adventures at sea with her. I am sad to leave her and my husband for two weeks, but grateful that they waved me off on my adventures with a smile.
Beth at Ship Island building a sandcastle
I began my career as a teacher because I wanted to share my love of science with young people. I dreamed of someday being a child’s gateway to the wonders and knowledge of science. While none of my students have stood on a desk reciting Whitman, some of my students have allowed my love of science to guide them along science career paths. When I joined Team East at T-STEM Academy at East High School, I knew that I was in a place that would foster the idea of learning by doing. I wanted to exemplify that going on this trip. I cannot wait to bring all of the knowledge and experiences of this trip back to my classroom. Instead of just sharing case studies of Gulf Coast ecosystems, I will be able to share what I learned as a NOAA Teacher at Sea.
Personal Quote of the day
“Somewhere, something incredible is waiting to be known.”
~Carl Sagan
Did You Know?
Red Snappers are considered to be one of the top predators in the Gulf of Mexico?
Question of the day
Given that red snapper hatch at 0.0625 inches long, and can reach sizes of 16 inches within two years, do you think their cells have a long or short G1 phase?
The one thing that pops into most people’s mind when they hear the word ‘shark’ is their sharp teeth. Surprisingly, not all sharks have sharp teeth. The diet of a shark determines the shape of their teeth. The picture below is a set of jaws from two different species of sharks. The jaws on the right are from an Atlantic sharpnose shark (Rhizoprionodon terraenovae), and the set of jaws on the left is from a gulf smoothhound (Mustelus sinusmexicanus). The Atlantic sharpnose shark possesses small razor blade-like teeth because their diet consists of many different species of fish, as well as worms, crabs, and mollusks. The gulf smoothhound possess teeth that are shorter, less sharp, and more closely packed together. Their diet consists mainly of crustaceans and smaller species of fish.
Jaws from a gulf smoothhound (Mustelus sinusmexicanus) and an Atlantic sharpnose shark (Rhizoprionodon terraenovae)
Personal Log:
Shark/Red Snapper Survey Day Crew
We completed our last haulback tonight and we caught a whopping 48 fish. Just before the haulback I watched the sun set one last time before I head home tomorrow. These past two weeks have been so rewarding for me professionally and personally. There were times when I felt like a college intern again, and I loved the feeling of not knowing all the answers. So often my students think I have the answer to everything, and it was so refreshing to be back in their shoes for two weeks. The NOAA scientists and fisherman expressed so much patience with me. It reminded me that my students are learning most of the material in my classroom for the first time, and they will be more successful if I show them patience as they work through understanding the many details that I throw at them in one class period.
I most excited to get back to my family. I fly in very late tomorrow night so I will not see my kids until they wake up on Saturday morning. I can’t wait to see the look on their faces when they see that Mommy is finally home! Once everyone is awake I am driving straight to Dunkin’ Donuts for an iced coffee.
When NOAA Corps officers go through training they learn a poem to help them remember how to identify Special Situation Lights on other vessels.
Red over green, sailing machine.
Red over white, fishing boat in sight.
Green over white, trawling at night.
White over red, pilot ahead.
Red over red, captain is dead.
The mast of the Oregon II is identified by the arrow.
When driving a vessel like the Oregon II it is always important to have the ability to analyze the radar, locate other vessels in the water, and determine their current situation by reading their mast lights. Line 1 of the poem describes a vessel that is currently sailing by use of wind without the use of an engine, line 2 describes a boat engaged in fishing operations, line 3 indicates that the vessel is currently trawling a net behind the boat, line 4 indicates that the vessel is a pilot boat (a boat containing a pilot, who helps guide larger tanker and cargo ships into harbors), and line 5 of the poem is used for a situation when the vessel is not operating properly and other vessels should steer clear.
Personal Log:
NOAA Scientist, Adam, Pollack, and I measuring and tagging a blacktip shark (Carcharhinus limbatus)
There are currently three named storms in the Atlantic, including a category 4 hurricane (Florence) that is headed towards the Carolinas. I have never experienced a bad storm while out on the water. The waves the last 24 hours have ranged from 3-5 feet, with an occasional 8 foot wave. We have changed our port call location and will now be going back to Pascagoula, Mississippi instead of Galveston, Texas. There was also no internet for part of the day so my team and I sat in the dry lab and told ghost stories. I was also introduced to the “dinosaur game” in Google Chrome, which is sort of like a low budget Mario. Apparently it is the dinosaur’s birthday so he is wearing a birthday hat.
I am still making the most of every minute that I am out here. Our last haulback was very active with many large blacktip sharks. It is a workout trying to handle the sharks on deck, while collecting all required data, and getting them back in the water as fast as possible. I am loving every second!
Did you know:
Sharks possess dermal denticles (skin teeth) that makes their skin feel rough when running your hand tail to nose. Shark skin used to be used as sandpaper before it was commercially manufactured. It can also give you shark burn, which is sort of like a rug burn, if the shark brushes up against you.
In addition to collecting data on the many species of sharks in the Gulf of Mexico, this survey also collects data that will go towards assessing the population of red snapper (Lutjanus campechanus). One piece of evidence that is collected from the red snapper is their two distinct otoliths. Otoliths are structures that are used for balance and orientation in bony fish. One fascinating characteristic of the otolith is that they contain natural growth rings that researchers can count in order to determine the age of the fish. This information is important for stock assessment of the red snapper in the Gulf of Mexico.
Otoliths from a red snapper (Lutjanus campechanus)
Personal Log:
I would have to say that the hardest part about being out at sea is not being able to see Coral and Kai. I miss them so much and think about them nonstop. Coral is at a very curious stage in her life (I hope the curiosity stays with her forever) and I cannot wait to get home and tell her about all the animals that I have been lucky enough to witness on this adventure. Kai is just the sweetest little boy and I can only imagine the way he will react when I get home.
Bearing Down on the Oregon II
I am very busy on the boat and when there is down time my team and I are getting shark lessons from the incredibly intelligent Chief NOAA Scientist, Kristin Hannan, or we are in the movie room catching up on all the Annabelle movies. It is almost impossible to get scared while aboard a ship. It may seem that many things could go wrong, but the lights are always on and someone is always awake. It is the perfect environment to watch any horror film because this atmosphere makes it much less scary.
Probably the scariest thing that is happening on this boat is the amount of weight I have gained. All of the meals are delicious and they come with dessert. It is kind of nice to not have to worry about going to the gym or staying on a normal routine. Life is always so hectic day to day when I am at home, but being out here on the water gives me time to relax and reflect on the amazing people I have in my life that made this opportunity possible.
I am sad to report that the Chicago Bears lost tonight to Greenbay, but I did show support for my team! I think the best part of the day was when I was on the bow of the boat and Kristin announced over the radio that the Bears were winning 7 to 0. It is exciting being out here seeing everyone cheer for their fantasy team, as well as their home town team.
Primary longline stations are indicated in purple. The red line represents the path the Oregon II.
Weather Data from the Bridge:
Latitude: 28 02.2N
Longitude: 96 23.8W
Wind speed: 13 Knots
Wind direction: 080 (from North)
Sky cover: Broken
Visibility: 10 miles
Barometric pressure: 1014.1atm
Sea wave height: 2 feet
Sea Water Temp: 30.6°C
Dry Bulb: 28.1°C
Wet Bulb: 25.3°C
Science and Technology Log:
After a long two day cruise to the southern tip of Texas, we finally started fishing. I learned quickly that everyone has a job, and when you are done with your job, you help members of your team complete their tasks. The coordinates of all of the survey locations are charted using a program called Novel Tec, and once the captain has determined that we have reached our designated location, the fun begins. To deploy the longline there are many important responsibilities that are delegated by the Chief NOAA Scientist.
Baited hooks
#1- All scientists work together to bait 100 hooks with mackerel (Scomber scombrus).
High-Flyer deployment
#2- High-Flyer Release – Once the long line has been attached to the high-flyer, it is released from the stern of the boat. The high-flyer consists of a buoy to keep it above water, and a flashing light, so we know the exact location of the beginning of the longline.
Attaching a weight and TDR
#3 Weight Attachment – A NOAA fisherman is responsible for attaching the weight at the appropriate distance, based on the depth of that station to ensure the gear is on the sea floor. This also keeps the high-flyer from drifting. Alongside the weight, a TDR is attached to the line, which records temperature and depth.
Each baited hook is identified with a number.
#4 Numbering of baited hooks – After the first weight goes out, one by one the gangions are numbered and set over the edge of the ship, but not let go. A gangion consists of a 12ft line, a baited hook, and hook number.
Attaching the Hooks
# 5 Hook Attachment – A NOAA fisherman will receive one gangion at a time, and attach it to the line. Another weight is attached to the line after 50 hooks have been deployed, and once all 100 hooks are deployed the final weight is attached. Then the line is cut, and the second high-flyer is attached and set free to mark the end of the survey area. This process goes fairly quickly, as the longline is continuously being fed into the water.
Data Collection
#6 Data Collection – Each piece of equipment that enters the water is recorded in a database on the computer. There should always be 2 high-flyers, 3 weights, and 100 gangions entered into the database.
Scrubbing buckets
#7 Bucket Clean-up – The buckets that were holding the baited hooks need to be scrubbed and prepared for when we haul the line back in.
Once all of the gear is in the water we wait for approximately one hour until we start to haul back each hook one by one. The anticipation is exciting to see if a shark or other fish has hooked itself.
This image illustrates what the longline, including all the gear, would look like once completely placed in the water. (Image courtesy of Stephan Kade, 2018 Teacher at Sea).
Personal Log
I would say that my body has fully adjusted to living at sea. I took off my sea sickness patch and I feel great! Currently, Tropical Storm Gordon is nearing to hit Mississippi this evening. We are far enough out of the storm’s path that it will not affect our fishing track. I am having the time of my life and learning so much about the Oregon II, sharks, and many other organisms that we’ve seen or caught.
This sharksucker (Echeneis nautratus) was sucking on a blacktip shark that we caught. He instantly attached to my arm to complete his duty as a cleaner fish.
Did you know?:
William Osborn (1st Engineer) and Fred Abaka (3rd Engineer).
NOAA Ship Oregon II creates freshwater via reverse osmosis. Sea water is pumped in and passed through a high pressure pump at 1,000psi. The pump contains a membrane (filter), which salt is too big to pass through, so it is disposed overboard. The clean freshwater is collected and can be used for showering, cooking, and drinking. In addition to creating freshwater, the engineers are also responsible for the two engines and the generators.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 24, 2018
Weather Data from the Bridge
Conditions at 1705
Latitude: 29° 15.17’ N
Longitude: 86° 11.34’ W
Barometric Pressure: 1014.82 mbar
Air Temperature: 31.2° C
Sea Temperature: 32.6° C
Wind Speed: 2.44 knots
Relative Humidity: 57%
Science and Technology Log
Life at sea provides fathoms of real-life examples of the nonfiction text structures I teach my students to identify: description, order and sequence, compare and contrast, fact vs. opinion, problem-solution, cause and effect, and several others.
While on the Oregon II, I was very fortunate to observe a dive operation that took place.
Here’s how an account of the dive operation might read for my elementary school students. Embedded in the text, I’ve included opportunities for developing readers to use context clues, to notice words that signal order/sequence (first, next, then…), to notice words that signal compare and contrast (similar, unlike), etc.
A ‘diver down’ scuba flag on the Oregon II.
Today’s lesson: Problem-Solution.
Problem: Sometimes, the hull (or watertight body) of a vessel can become encrusted with marine life such as algae or barnacles. This is called biofouling. To prevent biofouling, underwater surfaces are inspected and cleaned regularly. To further prevent creatures from making the body of the Oregon II their home, the hull is painted with a special anti-fouling paint.
Occasionally, man-made materials, like rope and fishing gear, can get tangled in the equipment that sits below the surface of the water, such as the rudder or propeller.
Underwater GoPro camera footage suggested that a piece of thick plastic fishing line (called monofilament) was near the Oregon II’s bow thruster. The bow thruster, located in the front of the ship, is a propulsion device that helps to steer the ship to the port (left) or starboard (right) side. This makes navigating and docking the 170-foot ship easier. When the powerful bow thruster is engaged, the entire ship rumbles, sounding like a thunderous jet soaring through the sky.
Something like entangled fishing line is problematic for navigation and safety, so the line must be removed if found. Because the bow thruster is located beneath the water’s surface, this task cannot be completed while on the ship. So how can the crew remove any tangled line and inspect the hull for damage?
Solution: Divers must swim under the ship to inspect the hull. If fishing line is suspected, divers can investigate further. This opportunity to “inspect and correct” allows them to take a closer look at the hull. If fishing line or other damage is found, divers cut away the line and report the damage. Routine hull inspections are part of regular ship maintenance.
Led by Divemaster Chris Nichols, also the Oregon II’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive safety briefing. Nichols appears in a white t-shirt, near center.
The entire process is not as simple as, “Let’s go check it out!” NOAA divers must follow certain rules and safety regulations.
First, the Oregon II’s dive team developed a Dive Operations Plan to investigate the bow thruster and hull. Dive details were discussed in a pre-dive briefing, or meeting. The Diving Emergency Assistance Plan (DEAP) was reviewed and a safety checklist completed.
The team prepared to send two divers, Lead Fisherman (LF) Chris Nichols and Navigation Officer Ensign (ENS) Chelsea Parrish, to inspect the bow thruster and remove any fishing line if needed. For this task, they carried scrapers and line-cutting tools.
To prepare for the dive operation, ship navigation plans were made. Equipment beneath the boat was secured. This ensured that the divers would be kept safe from any moving parts such as the propeller or rudder.
Next, announcements were made before and after the dive to notify the entire ship that divers would be entering and exiting the water. That way, everyone on board knew to stop any fishing activity and avoid putting fishing gear in the water.
To let nearby vessels know that divers are in the water, two flags are hoisted. The scuba flag (red and white) indicates “diver down,” and the International Code of Signals flag ‘Alfa’ (blue and white; sometimes spelled ‘Alpha’) lets other vessels know that the ship is engaged in a dive operation. This tells other vessels to ‘keep well clear at slow speed’.
During the pre-dive briefing, procedures were reviewed and agreed upon. If needed, clarifying questions were asked to make sure that everyone knew and understood exactly what to do. This was similar to the ‘Checking for Understanding’ that I do with my students after giving directions.
Then the team agreed upon a dive time and a maximum diving depth. In this case, the team planned to dive a maximum of 25 fsw (feet of sea water). The surrounding water was about 160 feet deep.
A smaller, 18-foot rigid rescue boat was launched from the Oregon II, prepared to assist the divers in the water if needed.
On the deck of the Oregon II, a Topside Supervisor and Line Tender kept watchful eyes on the divers. Chief Boatswain (pronounced “boh-suhn”) Tim Martin was the standby diver, prepared to provide immediate assistance to the other divers if needed.
Before entering the water, the divers checked one another’s gear for safety.
Potential risks and hazards, such as currents, obstacles, and dangerous marine life, were identified ahead of time. Multiple solutions were in place to minimize or eliminate these risks. Checking equipment before entering the water ensures that divers are prepared.
As the divers prepared to enter the water, the rest of the team was equally well prepared with checks, double-checks, back-up plans, communication, and contingency (emergency) plans. Hopefully, emergency plans are never needed during a dive operation, but just in case, everyone was well-trained and prepared to jump into action.
Plans for entry into the water and exit from the water were reviewed in the pre-dive briefing. In this case, Lead Fisherman Chris Nichols entered the water with an entry method called a Giant Stride.
Ensign Chelsea Parrish enters the water with a Giant Stride. An exit plan, plus two back-up exit options, were also reviewed beforehand. If needed, the divers had three possible ways to exit the water.
The water was calm and the weather fair. The divers signaled to the ship that they were OK in the water, and slipped beneath the surface. Soon, the only trace of them was a lighter blue trail of bubbles.
The divers are OK and ready to dive. For breathing under water, the divers used compressed air in tanks. Because this was open circuit scuba (self-contained underwater breathing apparatus) equipment, air bubbles could be seen in the water once they disappeared beneath the surface.
As divers descended, air bubbles could be seen beneath the surface. For safety, a Reserve Air Supply System (RASS) was also worn by each diver.
This was a working dive. Unlike recreational diving, this was not the time for the divers to leisurely swim and explore, but to follow the plan precisely. To communicate with each other under water, hand signals were used.
The dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). Photo credit: Ensign Chelsea Parrish, NOAA
The bow thruster looked fine…no fishing line nearby! Photo credit: Ensign Chelsea Parrish, NOAA
The dive was an opportunity to inspect the hull. Divers checked fore (front, toward the bow of the ship) and aft (rear, toward the stern of the ship). All looked well! Photo credit: Ensign Chelsea Parrish, NOAA
While in the water, the divers also practiced a ‘sick diver’ drill to rehearse what to do if a diver needed medical attention. Similar to a fire drill or other safety drill, but performed in the water, this was one of several drills performed on the Oregon II.
After the dive was completed, a post-dive briefing was held to review and critique the dive operation. The dive team discussed how the dive actually went, in comparison to the dive plan. This was similar to the reflection I do after teaching lesson plans.
The divers reported back on the condition of the bow thruster and hull, as well as the dive conditions. They discussed their equipment, the undercurrent, and how they felt while under the pressure of the water. Dive data was collected from each diver and recorded on a form. The divers reached a depth of 21 feet.
Success! After inspecting the hull, the divers reported that they didn’t see any fishing line on the bow thruster or damage to the hull. Instead, they saw some small fish called jacks and some moon jellies drifting by.
Finally, the scuba equipment is removed and rinsed with fresh water. Once dry, it will be carefully stowed away until the next dive.
Dive operations don’t happen often on the Oregon II. Normally, the team practices and performs their dives in a swimming pool in Mobile, Alabama. This dive near the Florida Keys was the first at-sea operational dive in two years as a full team—a rare and exciting treat to witness!
Personal Log
This reflection captures my own dive into the world of longline fishing. Switching roles from educator to student, this is also where I transition from writing for my students to writing for my peers and colleagues.
Gloves for handling bait (left) and grippy gloves for handling live fish (right)
Every time I attempt something brand new, some optimistic part of me hopes that I’ll be a natural at it. If I just try, perhaps I’ll discover some latent proclivity. Or perhaps I’ll find my raison d’être—the reason why I was placed on this planet.
So I try something new and quickly recognize my naïveté. Many of these new skills and sequences are difficult, and I’m slow to master them. I compare my still-developing ability to that exhibited by seasoned veterans, and I feel bad for not grasping it quickly.
Spoiler alert: Longline fishing may not be my calling in life.
Life on and around the water, however, suits me quite well. As I’ve acclimated to life on a ship, the very act of being at sea comes naturally. Questions and curiosity flow freely. An already-strong appreciation for the water and its inhabitants deepens daily. And while I may not learn new concepts quickly, I eventually learn them thoroughly because I care. This journey has been a culminating opportunity in which I’ve been able to apply the nautical knowledge and marine biology fun facts I’ve been collecting since childhood.
Much of the daily work is rote, best learned through repetition, muscle memory, and experience. Very little of it is intuitive or commonsense, and my existing nautical know-how isn’t transferable to the longline gear because I’ve never handled it before.
The tops of two high flyers
Buoys and snap clips
Additional buoys are sometimes added to the mainline.
At first, making sense of the various steps and equipment used in longline fishing felt like a jumbled, tangled barrel of gangions.
At any point during my twelve hour shift, I’m keeping track of: the time, several other people, several locations on the ship, my deck boots (for working outside), sneakers (for walking inside), personal flotation device (PFD), sun hat, hard hat, bait gloves (for setting bait on hooks), grippy work gloves (for handling equipment and slippery, slimy fish), water bottle, camera, and rain gear…not to mention the marine life and specialized equipment for the particular task we’re performing.
The longline gear is deployed off the stern.
Somewhere, Mr. Rogers is feeding his fish and chuckling with approval every time I sit down to swap out my deck boots several times a day.
Swapping out my sneakers for deck boots…again.
There’s a great deal of repetition, which is why it’s so frustrating that these work habits haven’t solidified yet. It should be predictable, but I’m not there…yet. Researchers believe it takes, on average, more than two months before a new behavior becomes automatic. Maybe I’m being hard on myself for not mastering this in less than two weeks.
Unlatch the door. Relatch the door. Fill water bottle. Sunscreen on. Sneakers off. Boots on. Boots off. Sneakers on. Bait gloves on. Bait gloves off. Work gloves on. Work gloves off. Regular glasses off. Sunglasses on. Sunglasses off. Refill water bottle. Regular glasses on. Unpack the tool bag. Repack the tool bag. Hat on. Hat off. Repeat sunscreen. Refill water bottle. PFD on. PFD off. Hard hat on. Hard hat off…and repeat.
It seems simple enough in writing, but I struggle to remember what I need to be wearing when, not to mention the various sub-steps involved in longline fishing and scientific research.
How do you catch a cloud and pin it down?
During the dive operation, I ventured up to the bow for a better vantage point. Alone on the bow, glorious water teemed with fascinating marine life as far as I could see. Below me—and well below the surface—an actual dive operation was taking place: an opportunity to apply the diving knowledge I’ve absorbed and acquired over the past several years.
If I were in a certain movie musical, I would have burst into song, twirling in circles on the bow, unable to resist the siren song of the sea. (And, as I’ve discovered from handling a few of the slimier species we’ve caught, the depths are alive…with the stench of mucus. And its slimy feel.)
As I struggle to keep track of all of the routines, equipment, and fishing gear, I feel like Maria in the opening scene of The Sound of Music. Lost in reverie and communing with nature, she suddenly remembers she’s supposed to be somewhere and rushes off to chapel, wimple in hand. She’s supposed to be wearing it, of course, but at least she made it there and remembered it at all.
My Teacher at Sea path was filled with an Alpine range of mountains to climb, but I climbed every mountain, and I’m here on the Oregon II. All of the hard work I’ve put in for the past ten years culminated into that harmonized, synchronous moment on the bow…
And then I remembered that my shift was starting soon, so I dashed off, PFD in hand.
I know that I’ll need a PFD at some point. And my gloves. And my boots. And a hard hat. I have them all at the ready, but I’m not always sure which one to wear when. As I fumble through the transitions, routines, and equipment, I sympathize with Maria’s difficult search for belonging. I certainly mean well, and my appreciation for the water around us cannot be contained.
Being on and around the water fills me with joy…
Eventually, Maria realizes that she’s better suited to life as a governess and later, a sea captain’s wife. I’m discovering that perhaps I was not destined to be a skilled longline fisherman, but perhaps there is some latent proclivity related to the life aquatic. I may not always know which equipment to use when, but I know—with certainty—that I definitely need the ocean.
Taking a curtain cue from Maria, perhaps I could fashion a dress or a wetsuit from the curtains hanging near my berth…?
Did You Know?
Sharks secrete a type of mucus, or slime, from their skin. The mucus provides protection against infection, barnacles, and parasites. It also helps sharks to move faster through the water. Ship builders are inspired by sharks’ natural ability to resist biofouling and move through the water efficiently.
Recommended Reading
Students may be surprised to learn that barnacles are not only marine animals, but they begin their life as active swimmers and later attach themselves permanently to a variety of surfaces: docks, ships, rocks, and even other animals.
Barnacles by Lola M. Schaefer is part of the Musty-Crusty Animals series, exploring how the animal looks and feels, where it lives, how it moves, what it eats, and how it reproduces. This title is part of Heinemann’s Read and Learn collection of nonfiction books for young readers. Other creatures in the series include: crayfish, hermit crabs, horseshoe crabs, lobsters, and sea horses. These books are a great introduction to nonfiction reading skills and strategies, especially for younger readers who are interested in fascinating, unconventional creatures.
Each chapter begins with a question, tapping into children’s natural curiosity and modeling how to develop and ask questions about topics. Supportive nonfiction text features include a table of contents, bold words, simple labels (as an introduction to diagrams), size comparisons, a picture glossary, and index.
Barnacles by Lola M. Schaefer (Reed Educational & Professional Publishing; published by Heinemann Library, an imprint of Reed Educational & Professional Publishing, Chicago, Illinois 2002)
Current location of NOAA Ship Oregon II (Photo courtesy of NOAA Ship Tracker)
Date: September 2nd, 2018
Weather Data from the Bridge:
Latitude: 27.16233N
Longitude: 94.45417W
Wind speed: 10 Knots
Wind direction: South
Sky cover: Scattered
Visibility: 10 miles
Barometric pressure: 1012.5 atm
Sea wave height: 3 feet
Sea Water Temp: 30.9 °C
Dry Bulb: 29.4°C
Wet Bulb: 26.0°C
Science and Technology Log:
When one hears that there is an ET aboard NOAA Ship Oregon II, they might imagine E.T., the extra terrestrial, wearing a sailor hat and driving the boat. Fortunately for everyone aboard, E.T. is not driving the boat and the ET aboard the Oregon II is Lester S. Andreasen. Lester, known as Les, is a rotational Electronic Technician (ET). Les is responsible for the network and communication while out at sea. He also provides support to the NOAA scientists by assisting them in maintaining shipboard scientific data collection.
Les Andreason working in his ‘office’ aboard NOAA Ship Oregon II.
Prior to his career aboard NOAA Ship Oregon II, Les was in the Navy for 23 years. His first station right out of boot camp was Key West, FL. That is where he learned about navigational radar, and preformed corrective and preventative maintenance on electronics on the unique squadron of Patrol Hydrofoil Missiles (PHMs). Les started in the Navy as an electronic technician seaman (E3), and worked his way to a command master chief (E9). When he left the Navy he began his career aboard dynamic positioning ships. When the oil field began to struggle, Les was hired by NOAA.
Les describes NOAA Ship Oregon II as a “fun ship”, as he really enjoys the people. He finds it fascinating to see how the crew interacts with the scientists while completing the shark surveys. Les’s advice to anyone who wants to pursue a career as an ET would be to study computer science, mathematics, or computer engineering. I guess he is a little like E.T. the extra terrestrial, because without Les we wouldn’t be able to ‘Phone Home’ and talk to our families or anyone on shore.
Very Small Aperture Terminal (VSAT) used to maintain the Internet and phone connection.
The smaller white satellite is responsible for ship to shore communication. The satellite larger white satellite connects to the VSAT inside the ship.
Personal Log:
We have been cruising for two days now, and won’t start fishing until tonight. Since I have had some extra time on my hands, I got to try out the nifty workout equipment. I did a circuit of 2 minutes on the bike, 20 kettle bell swings, and 10 dumbbell squats. I completed 10 rounds. Then I proceeded to the stern where I did planks, sit-ups, and stretched. It was very relaxing to be able to look out over the water. I didn’t even feel like I was working out because it was so peaceful.
My new best friend, the stationary bike!
View from the stern while working out.
This is what I will be wearing in case an emergency situation occurs and I have to abandon NOAA Ship Oregon II.
We also ran ship drills so everyone is prepared on where to go in an emergency situation. Aboard any ship, safety is the number one goal. I feel more comfortable knowing that I will have a suit and life jacket on if I need to abandon the ship.
Did You Know?:
The NOAA fishermen stated that they have seen killer whales (Orcinus orca) in the Gulf of Mexico. Normally this species is found in colder water, but according the NOAA Marine Mammal Stock Assessment Report (2012) there were approximately 28 killer whales reported in the Gulf of Mexico in 2009.
This Masked Booby flew beside the ship as we cruised through the Gulf of Mexico.
Figure 1. Current location of NOAA Ship Oregon II (Photo courtesy of NOAA Ship Tracker)
Latitude: 28.378N
Longitude: 90.05717W
Wind speed: 10 Knots
Wind direction: South
Sky cover: Scattered
Visibility: 10 miles
Barometric pressure: 1014.2 atm
Sea wave height: 1-2 feet
Swell: 140 (2-3 feet)
Sea Water Temp: 30.3 °C
Dry Bulb: 27.8 °C
Wet Blub: 24.3 °C
Science, Technology, and Career Log:
I arrived to NOAA Ship Oregon II on Thursday afternoon, August 30th, after traveling from Chicago. The very first person I met aboard the ship was my stateroom roomie, Valerie McCaskill. Valerie is a full time NOAA employee, as she holds the position as Chief Steward. NOAA Ship Oregon II would not function daily if her position did not exist.
Valerie is from Naples, FL and attended the Art Institute of Atlanta where she studied culinary arts. She has been with NOAA for three years, and also has a cousin that works on a different NOAA vessel. She stated that she is “responsible for the morale of the ship”. Her daily duties include making sure everyone has fresh linens, grocery shopping while on shore, preparing all meals, and she even takes special meal request from her fellow crew members.
Her position on NOAA Ship Oregon II is crucial for all to run smoothly while out at sea. Valerie truly is the heart and Mom of the ship. She is constantly making sure all crew members are fed and remain steady emotionally. It takes a special person to hold down the ship and Valerie does just that, while leaving behind her 9 year old son, Kain, for 8 months out the year. She is also forced to get creative in the kitchen, as there is no stove. All food is prepared on a grill, in the oven, or in a kettle.
As I am sitting here with Valerie writing this piece of my blog, she rushes out the door because we just heard dishes fall in the kitchen. She takes care of all the little things aboard the ship, and most expeditions would not be successful without crew members like Valerie.
Today I went or 5 mile walk/run to explore the area around the port. I have always been fascinated by lighthouses, and I was fortunate to come across the Round Island Lighthouse. The original Round Island Lighthouse was built on Round Island in 1833, but it was relocated and renovated due to damage from Hurricane George in the 90’s. The lighthouse now sits inland on the western gateway into Pascagoula, Mississippi.
Figure 3. Round Island Lighthouse by the gateway into Pascagoula, Mississippi.
We left the port in Pascagoula, Mississippi around 1400. I made sure I put on my sea sickness patch last night to give the medicine time to get in my system. I woke up with one dilated eye on the side that I placed the patch. I much rather have a funny looking eye than get nauseous.
Figure 4. Last time on land for two weeks. Getting ready to board NOAA Ship Oregon II.
Did You Know?:
There are numerous oil rigs throughout the Gulf of Mexico. Many bird species that are migrating across the Gulf will stop to rest on the oil rigs. Unfortunately, most of these birds will not continue on and they will end up dying of exhaustion and dehydration. A possible reason for the birds interrupting their flight is a change in the wind pattern. If they are unable to cruise in the jet stream they will be forced to expend more energy to get where they are going. Sometimes they don’t have that extra energy to go against the wind and will stop their flight on an oil rig.
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: Southeastern U.S. coast
Date: August 29, 2018
Scientific Journal
“Shark On!” was the shout from the first person that sees a shark hooked to the long line that was being hauled up from the floor of the ocean. I heard this phrase often during the first leg of the long line Red Snapper/ shark survey on the NOAA ship Oregon II. We began fishing in the Northwest Atlantic Ocean, off the coast of West Palm Beach, Florida. We traveled north to Cape Hatteras, North Carolina, and back south to Port Canaveral over 12 days this summer.
Oregon II scientific crew, Chief Boatswain, and skilled fishermen hauling in the long line.
During our long line deployments each day, we were able to catch, measure, tag and photograph many sharks, before returning them to the ocean quickly and safely. During these surveys, we caught the species of sharks listed below, in addition to other interesting fish from the ocean. This blog has scientific information about each shark, and photographs taken by myself and other scientists on board the Oregon II. The following information on sharks, in addition to scientific data about hundreds of other marine wildlife can be found online at the NOAA Fisheries site: http://fisheries.noaa.gov.
Great Hammerhead Shark-Sphyrna mokarran Hammerhead sharks are recognized by their long, strange hammer-like heads which are called cephalofoils. Great hammerheads are the largest species of hammerheads, and can grow to a length of 20 feet. The great hammerhead can be distinguished from other hammerheads as they have a much taller dorsal fin than other hammerheads.
Great Hammerhead in cradle for data collection and return to sea.
When moving through the ocean, they swing their broad heads from side to side and this motion provides them a much wider field of vision than other sharks. It provides them an all around view of their environment as their eyes are far apart at either end of the long hammers. They have only two small blind spots, in front of the snout, and behind the cephalofoil. Their wide heads also have many tiny pores, called ampullae of Lorenzini. They can sense tiny electric currents generated by fish or other prey in distress from far distances.
Male Great Hammerhead 10. 5 ft.
Great Hammerhead cephalofoil
The great hammerhead are found in tropical and temperate waters worldwide, and inhabiting coastal areas in and around the continental shelf. They usually are solitary swimmers, and they eat prey ranging from crustaceans and squid, to a variety of bony fish, smaller sharks and stingrays. The great hammerhead can bear litters of up to 55 pups every two years.
Nurse Shark-Ginglymostoma cirratum Nurse sharks are bottom dwellers. They spend their life in shallow water, near the sandy bottom, and their orangish- pinkish color and rough skin helps them camouflage them. At night they come out to hunt. Nurse sharks have short, serrated teeth that can eat through crustaceans such as crabs, urchins, shrimp, and lobsters. They also eat fish, squid, and stingrays. They have two feelers, or barbels, which hang from either side of their mouth. They use their barbels to search for prey in the sand. Their average adult size is 7.5- 9 feet in length and they weigh between 160-230 lbs. Adult females reach a larger size than the males at 7- 8.5 feet long and can weigh from 200-267 lbs.
Nurse Shark- Ginglymostoma cirratum
Nurse sharks are common in the coastal tropical waters of the Atlantic and also in the eastern Pacific Ocean. This species is locally very common in shallow waters throughout the Caribbean, south Florida to the Florida Keys. Large juveniles and adults are usually found around deeper reefs and rocky areas at depths of 10-250 feet during the daytime and migrate into shallower waters of less than 70 feet deep after dark.
Nurse shark in cradle
Nurse shark in cradle
Juveniles up to 6 feet are generally found around shallow coral reefs, grass flats or mangrove islands in shallow water. They often lie in groups of forty on the ocean floor or under rock ledges. Nurse sharks show a preference for a certain resting site, and will repeatedly go back to to the same caves for shelter or rest after leaving the area to feed.
Tiger Shark-Galeocerdo cuvier Adult Tiger sharks average between 10 -14 feet in length and weigh up to 1,400 lbs. The largest sharks can grow to 20 feet and weigh nearly 2,000 lbs. They mature between 5 and 10 years, and their life span is 30 years or more. Tiger sharks are named for the brown stripes and patches they have on their sides when they are young. As they get older, they stripes eventually fade away.
juvenile tiger shark
juvenile tiger shark
They will eat almost anything they come across, and have been referred to as the “garbage cans of the sea”. Their habitat ranges from shallow coastal waters when they are young, to deep waters over 1,500 feet deep. They swim in shallow waters to hunt lobster, squid, fish, sea turtles, birds, and smaller sharks.
10.5 foot Tiger shark caught and returned by NOAA ship Oregon II. photo by Will Tilley
They migrate with the seasons to follow prey and to give birth to young. They swim in cool waters in the summer, and in fall and winter they migrate to warm tropical waters. Their young grow in eggs inside the mother’s body and after 13 months the sharks hatch. The mother gives birth to a litter of 10 – 80 pups. Their current status is currently Near Threatened.
TAS 2018 Stephen Kade returning sharpnose shark to ocean.
Sharpnose Shark-Rhizoprionodon terraenovae Atlantic sharpnose sharks are small for sharks and have a streamlined body, and get their name from their long, pointy snout. They are several different shades of gray and have a white underside. Atlantic sharpnose sharks can grow to up to 32 inches in length. Atlantic sharpnose sharks have been observed to live up to 18 years. Females mature at around 2 years old in the Atlantic when they reach approximately 24 inches in length. Atlantic sharpnose sharks are commonly found in the western Atlantic from New Brunswick, Canada, right through the Gulf of Mexico. They are commonly caught in U.S. coastal waters from Virginia around to Texas.
Sharpnose shark
Atlantic sharpnose sharks eat small fish, including menhaden, eels, silversides, wrasses, jacks, toadfish, and filefish. The lower and upper jaws of an Atlantic sharpnose shark have 24 or 25 rows of triangular teeth. Atlantic sharpnose sharks mate annually between mid-May and mid-July in inshore waters, and after mating, they migrate offshore to deeper waters. They also eat worms, shrimp, crabs, and mollusks.
Sandbar Shark on long line
Sandbar Shark in cradle
Sandbar Shark-Carcharhinus plumbeus. The most distinctive feature of this stocky, grey shark is its huge pectoral fins, and long dorsal fin that increases its stability while swimming. Females can grow between 6 – 8.5 feet, and males grow up to 6ft. Its body color can vary from a blue to a light brown grey with a pale white underside. The sandbar shark lives in coastal waters, living in water that is 20 to 200 feet deep. Rarely is its large dorsal fin seen above the water’s surface, as the sandbars prefer to remain near the bottom. It commonly lives in harbors, lagoons, muddy and sandy bays, and river mouths, but never moves into freshwater. The sandbar shark lives in warm and tropical waters in various parts of the world including in the Western Atlantic, from Massachusetts down to southern Brazil.
Sandbar shark tagged, measured, weighed and ready to go back after photo.
The sandbar shark spends the majority of its time near the ocean floor, where it looks continuously for prey, such as small fish, mollusks, and various crustaceans. Their main diet consists largely of fish. Sandbar sharks give birth to between 1 and 14 pups in each litter. The size of the litter depends on the size of the mother, with large females giving birth to larger litters. Pregnancy is estimated to last between 8- 12 months. Females move near shore to shallow nursery areas to give birth. The females leave coastal areas after giving birth, while the young remain in the nursery grounds until winter, when they move into warmer and deeper water.
remora sucker pad
remora being weighed
Fun Fact- Remoras, or shark suckers, live in tropical oceans around the world. They have a rigid oval- shaped sucker pad on top of their head that it uses to attach itself to sharks and rays. It is symbiotic relationship where both animals gain something from their temporary union. Remoras mouths are at the top front of the body so while attached to a shark’s body, they do their host a favor by nibbling off skin parasites. They can also eat scraps of leftover food the shark leaves behind while they also enjoy a free ride. The shark gains a day at the spa for a body scrub, and can rid itself of parasites in a way it couldn’t have before!
Personal Journal
It was certainly an unforgettable experience being able to work with the scientific and fishing team for this shark survey. The opportunity to see and handle these sharks up close for two weeks has informed me of so many interesting things about these wonderful and vital members of the ocean. I can now take this information and share it first hand with students in my classroom, and members of my community. I also want to work to bring a positive awareness to these vital members of the ocean food web so they can thrive well into the future. As an artist, this trip has been invaluable for me, as now I’ve seen the how colorful and varied sharks are and other various anatomy details you just can’t see in books or television. This new awareness will help to make my future paintings more accurate than before.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 16, 2018
Weather Data from the Bridge
Conditions at 1106
Latitude: 25° 17.10’ N
Longitude: 82° 53.58’ W
Barometric Pressure: 1020.17 mbar
Air Temperature: 29.5° C
Sea Temperature: 30.8° C
Wind Speed: 12.98 knots
Relative Humidity: 76%
Science and Technology Log
Before getting into the technology that allows the scientific work to be completed, it’s important to mention the science and technology that make daily life on the ship safer, easier, and more convenient. Electricity powers everything from the powerful deck lights used for working at night to the vital navigation equipment on the bridge (main control and navigation center). Whether it makes things safer or more efficient, the work we’re doing would not be possible without power. Just in case, several digital devices have an analog (non-electronic) counterpart as a back-up, particularly those used for navigation, such as the magnetic compass.
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To keep things cool, large freezers are used for storing bait, preserving scientific samples, and even storing ice cream (no chumsicles for dessert—they’re not all stored in the same freezer!). After one particularly sweltering shift, I was able to cool off with some frozen coffee milk (I improvised with cold coffee, ice cream, and milk). More importantly, without the freezers, the scientific samples we’re collecting wouldn’t last long enough to be studied further back at the lab on land.
Electricity also makes life at sea more convenient, comfortable, and even entertaining. We have access to many of the same devices, conveniences, and appliances we have at home: laundry machines, warm showers, air conditioning, home cooked meals, a coffee maker, TVs, computers with Wi-Fi, and special phones that allow calls to and from sea. A large collection of current movies is available in the lounge. During my downtime, I’ve been writing, exploring, enjoying the water, and learning more about the various NOAA careers on board.
To use my computer, I first needed to meet with Roy Toliver, Chief Electronics Technician, and connect to the ship’s Wi-Fi. While meeting with him, I asked about some of the devices I’d seen up on the flying bridge, the top deck of the ship. The modern conveniences on board are connected to several antennae, and Roy explained that I was looking at important navigation and communication equipment such as the ship’s GPS (Global Positioning System), radar, satellite, and weather instrumentation.
The weather devices on top are called anemometers, and they measure true wind speed and direction relative to the ship’s speed and direction. The term comes from the Greek word ‘anemos,’ which means wind. On the right is the fishing day shape, indicating to nearby ships that the Oregon II is using fishing gear.
These satellites help to provide the television and internet on the ship.
I was also intrigued by the net-like item (called a Day Shape) that communicates to other ships that we are deploying fishing equipment. This lets nearby ships know that the Oregon II has restricted maneuverability when the gear is in the water. At night, lights are used to communicate to other ships. Communication is crucial for safety at sea.
When I stopped by, Roy had just finished replacing some oxygen sensors for the CTD (that stands for Conductivity, Temperature, and Depth). For more information about CTDs click here: https://oceanexplorer.noaa.gov/facts/ctd.html
A dissolved oxygen sensor to be mounted on the environmental profiler, which collects environmental data through the water column.
A CTD refers to several electronic instruments that measure conductivity, temperature, depth, and other properties in the water column. Scientists are interested in changes in these properties relative to depth.
Without accurate sensors, it’s very difficult for the scientists to get the data they need. If the sensors are not working or calibrated correctly, the information collected could be inaccurate or not register at all. The combination of salt water and electronics poses many interesting problems and solutions. I noticed that several electronic devices, such as computers and cameras, are built for outdoor use or housed in durable plastic cases.
On this particular day, the ship sailed closer to an algal bloom (a large collection of tiny organisms in the water) responsible for red tide. Red tide can produce harmful toxins, and the most visible effect was the presence of dead fish drifting by. As I moved throughout the ship, the red tide was a red hot topic of conversation among both the scientists and the deck department. Everyone seemed to be discussing it. One scientist explained that dissolved oxygen levels in the Gulf of Mexico can vary based on temperature and depth, with average readings being higher than about 5 milligrams per milliliter. The algal bloom seemed to impact the readings by depleting the oxygen level, and I was able to see how that algal bloom registered and affected the dissolved oxygen readings on the electronics Roy was working on. It was fascinating to witness a real life example of cause and effect. For more information about red tide in Florida, click here: https://oceanservice.noaa.gov/news/redtide-florida/
Chief Electronics Technician Roy Toliver in his office on the Oregon II. The office is like the ship’s computer lab. When he’s not working on the ship’s electronics, Roy enjoys reading out on the stern. It’s a great place for fresh air, beautiful views, and a good book!
Personal Log
Preparing and packing for my time on the Oregon II reminded me of TheOregon Trail video game. How to pack for a lengthy journey to the unfamiliar and unknown?
I had a hard time finding bib overalls and deck boots at the general store.
I didn’t want to run out of toiletries or over pack, so before leaving home, I tracked how many uses I could get out of a travel-sized tube of toothpaste, shampoo bottle, and bar of soap, and that helped me to ration out how much to bring for fifteen days (with a few extras, just in case). The scientists and crew of the Oregon II also have to plan, prepare, and pack all of their food, clothing, supplies, tools, and equipment carefully. Unlike The Oregon Trail game, I didn’t need oxen for my journey, but I needed some special gear: deck boots, foul weather gear (rain jacket with a hood and bib overalls), polarized sunglasses (to protect my eyes by reducing the sun’s glare on the water), lots of potent sunscreen, and other items to make my time at sea safe and comfortable.
I was able to anticipate what I might need to make this a more efficient, comfortable experience, and my maritime instincts were accurate. Mesh packing cubes and small plastic baskets help to organize my drawers and shower items, making it easier to find things quickly in an unfamiliar setting.
This is where we sleep in the stateroom. The blue curtains can be closed to darken the room when sleeping during the day. On the left is a sink.
Reading and dreaming about sharks!
Dirt, guts, slime, and grime are part of the job. A bar of scrubby lemon soap takes off any leftover sunscreen, grime, or oceanic odors that leaked through my gloves. Little things like that make ship life pleasant. Not worrying about how I look is freeing, and I enjoy moving about the ship, being physically active. It reminds me of the summers I spent as a camp counselor working in the woods. The grubbier and more worn out I was, the more fun we were having.
The NOAA Corps is a uniformed service, so the officers wear their uniforms while on duty. For everyone else, old clothes are the uniform around here because the work is often messy, dirty, and sweaty. With tiny holes, frayed seams, mystery stains, cutoff sleeves, and nautical imagery, I am intrigued by the faded t-shirts from long-ago surveys and previous sailing adventures. Some of the shirts date back several years. The well-worn, faded fabric reveals the owner’s experience at sea and history with the ship. The shirts almost seem to have sea stories to tell of their own.
As we sail, the view is always changing and always interesting!
Being at sea is a very natural feeling for me, and I haven’t experienced any seasickness. One thing I didn’t fully expect: being cold at night. The inside of the ship is air-conditioned, which provides refreshing relief from the scorching sun outside. I expected cooler temperatures at night, so I brought some lightweight sweatshirts and an extra wool blanket from home. On my first night, I didn’t realize that I could control the temperature in my stateroom, so I shivered all night long.
It’s heavy, tough, and grey, but it’s not a shark!
My preparing and packing didn’t end once I embarked (got on) on the ship. Every day, I have to think ahead, plan, and make sure I have everything I need before I start my day. This may seem like the least interesting aspect of my day, but it was the biggest adjustment at first.
To put yourself in my shoes (well, my deck boots), imagine this:
Get a backpack. Transport yourself to completely new and unfamiliar surroundings. Try to adapt to strange new routines and procedures. Prepare to spend the next 12+ hours working, learning, exploring, and conducting daily routines, such as eating meals. Fill your backpack with anything you might possibly need or want for those twelve hours. Plan for the outdoor heat and the indoor chill, as well as rain. If you forgot something, you can’t just go back to your room or run to the store to get it because
Your roommate is sleeping while you’re working (and vice versa), so you need to be quiet and respectful of their sleep schedule. That means you need to gather anything you may need for the day (or night, if you’re assigned to the night watch), and bring it with you. No going back into the room while your roommate is getting some much-needed rest.
Land is not in sight, so everything you need must be on the ship. Going to the store is not an option.
Just some of the items in my backpack: sunscreen, sunglasses, a hat, sweatshirt, a water bottle, my camera, my phone, my computer, chargers for my electronics, an extra shirt, extra socks, snacks, etc.
I am assigned to the day watch, so my work shift is from noon-midnight. During those hours, I am a member of the science team. While on the day watch, the five of us rotate roles and responsibilities, and we work closely with the deck crew to complete our tasks. The deck department is responsible for rigging and handling the heavier equipment needed for fishing and sampling the water: the monofilament (thick, strong fishing line made from plastic), cranes and winches for lifting the CTD, and the cradle used for safely bringing up larger, heavier sharks. In addition to keeping the ship running smoothly and safely, they also deploy and retrieve the longline gear.
Pulleys, winches, and cranes are found throughout the boat.
Another adjustment has been learning the routines, procedures, and equipment. For the first week, it’s been a daily game of What-Am-I-Looking-At? as I try to decipher and comprehend the various monitors displayed throughout the ship. I follow this with a regular round of Now-What-Did-I-Forget? as I attempt to finesse my daily hygiene routine. The showers and bathroom (on a ship, it’s called the head) are down the hall from my shared stateroom, and so far, I’ve managed to forget my socks (day one), towel (day two), and an entire change of clothes (day four). With the unfamiliar setting and routine, it’s easy to forget something, and I’m often showering very late at night after a long day of work.
I’m more than ready to cool off and clean up after my shift.
One thing I never forget? Water. I am surrounded by glittering, glistening water or pitch-black water; water that churns and swells and soothingly rocks the ship. Swirling water that sometimes looks like ink or teal or indigo or navy, depending on the conditions and time of day.
Another thing I’ll never forget? This experience.
In case I forget, the heat of the sun reminds me to drink water all day long.
Did You Know?
The Gulf of Mexico is home to five species, or types, or sea turtles: Leatherback, Loggerhead, Green, Hawksbill, and Kemp’s Ridley.
Recommended Reading
Many of my students have never seen or experienced the ocean. To make the ocean more relevant and relatable to their environment, I recommend the picture book Skyfishing written by Gideon Sterer and illustrated by Poly Bernatene. A young girl’s grandfather moves to the city and notices there’s nowhere to fish. She and her grandfather imagine fishing from their high-rise apartment fire escape. The “fish” they catch are inspired by the vibrant ecosystem around them: the citizens and bustling activity in an urban environment. The catch of the day: “Flying Litterfish,” “Laundry Eels,” a “Constructionfish,” and many others, all inspired by the sights and sounds of the busy city around them.
The book could be used to make abstract, geographically far away concepts, such as coral ecosystems, more relatable for students in urban, suburban, and rural settings, or as a way for students in rural settings to learn more about urban communities. The young girl’s observations and imagination could spark a discussion about how prominent traits influence species’ common names, identification, and scientific naming conventions.
Skyfishing written by Gideon Sterer and illustrated by Poly Bernatene (Abrams Books for Young Readers, 2017)
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: 30 35’ 34’’ N, 80 56’ 48’’ W, 20 miles off the coast of Jessup, Georgia
Date: August 2, 2018
Weather Data from Bridge: Wind speed 14 knots, Air Temp: 27c, Visibility 10 nautical miles, Wave height 2 ft.
Science and Technology Log
Longline fishing is a technique that consists of one main fishing line with many baited hooks that come of that line on shorter lines, (like branches off a tree) attached at various distances. Long lines are used in both coastal areas and the open ocean and are often placed to target specific species. If the long line is suspended in the top or mid depth water, it is called pelagic longline fishing. If it is on or near the ocean floor by weighting it down to the sea floor, it is called bottom longline fishing. A high-flyer buoy is placed at either end to mark the position of the line in the water so boats can see it while submerged, and so it can be found when it needs to be retrieved. Weights are placed on each end and the middle of the line to hold the line down to a specified depth.
Computer created infographic of long line fishing process by NOAA TAS 2018 Stephen Kade
On board NOAA Ship Oregon II, the mission is a red snapper/shark longline fishing survey in the Gulf of Mexico and the Western North Atlantic coast. I was on the first of four legs of the survey that left Pascagoula, Mississippi, rounded the bottom of Florida and stopped for 44 stations between West Palm Beach FL, up to Cape Hatteras, NC, and back down to Port Canaveral, FL. NOAA’s mission is to research current shark and snapper populations in specific areas as determined by NOAA shark scientists and related state Fishery Departments.
The Oregon II has a large spool of 3mm monofilament fishing line on deck. For our survey, we used a line that was one mile long, and had 100 baited hooks approximately 50 feet apart. The hooks are attached to the line by gangions. Gangions are 12 foot long monofilament lines with a hook on one end and a manual fastener at the other end that can be taken on and off each time the line is deployed. All 100 hooks on the gangions are baited with Atlantic mackerel.
The team attaches the gangion numbers and hands over for deployment
To deploy the line into the water, it takes a team of 6 people. The first person strings the line from the spool and through various pulleys along the length of the ship moving toward the back of the boat before tying it to the high flyer buoy and returning to the spool control to deploy the mile long line into the water. A team of two works to attach a specific number tag onto each gangion, and then to retrieve the 12 foot long gangion from a barrel. The numbered, baited, gangions are handed one by one to the next team member who attaches the gangion of the main long line every 60 feet as the line descends into the water. This crewman also places three weights on the line to hold it onto the ocean floor, one at each end, and one in the middle. When all hooks are deployed, the line is cut from the spool and the high-flyer buoy is attached to mark the end of the line in the water.
Deploying the high-flyer buoy after all 100 gangions and weights are attached.
The last member of the science team is at a computer station on deck and they are in charge of inputting data into the computer. Each time a buoy, weight, or gangion goes into the water, a specific button is pushed to mark the items place in the water. This is done so when a shark comes up on a numbered hook, NOAA scientists know exactly the latitude, longitude and depth of where that specific shark was caught. Scientists upload this important data immediately to NOAA servers for later use so they can assess average populations in specific areas, among many other data points.
Each time a gangion, weight, or high-flyer buoy is deployed, its location is input in the computer.
The bait stays down on the ocean floor for about an hour before the boat returns to retrieve it. The retrieval process is similar to deploying the line except that it takes longer to bring it in, as there are now some fish and sharks attached to the hooks. If the hooks are empty, the number is taken off the line, and the gangion is placed back in the barrel until the next station. If there is a shark or fish on the line, it is pulled onto the deck and data is collected before the shark is safely placed back into the water. The first step is unhooking the fish, before it is measured. The shark is measured from the tip of the nose to various parts of the body to determine the size in those areas. The gender of the shark is also determined, as well as the maturity. Finally, the shark is weighed on a scale and most are tagged before being photographed and released. The process only takes about two minutes to safely ensure the shark survives. The data is recorded on a data log, and after the retrieval, the data is input into a database.
Gangions are taken off the long line, de-baited, de-numbered and put back in barrel.
Personal Log
Before coming on the Oregon II, I knew only about the fishing process on a larger scale from what I’d read about, or seen on television. I was slightly intimidated that without experience, I’d likely be slowing down the experienced team of professionals from their difficult job. As we headed out to sea, I found out it would take a few days before we reached our first station and that gave me time to get to know the crew, which was very valuable. There are two crews, each work 12 hours a day, so fishing was happening around the clock. I was able to listen to their advice and explanation of the techniques used in the long line process, and also some fantastic stories about their lives and families. Their patience with me and the other volunteers during those first few stations gave us time to get up to their speed, and from then out it was like clockwork. It was certainly hard to work outside all day, but the passion, skill, and humor of the crew made it quite fun work each day and night. It was impressive and amazing to see how this efficient process is used to help NOAA scientists and fishermen collect data from vast areas of the ocean for two weeks. I am proud to say I helped a great team to get information that can help us understand how to help populations of sharks and fish for long into the future.
TAS 2018 Stephen Kade taking shark off gangion, ready to measure, weigh, and put back in ocean
Weather: The weather in Crown Point, IN is 80 degrees and sunny!
Introduction:
According to Greek mythology, coral first originated in the Red Sea. The story has been told that after Perseus, a Greek hero, beheaded Medusa, he set her head down on a clump of seaweed to wash his hands. The blood from Medusa’s head soaked into the seaweed forming what we know today as coral. Ironically, coral polyps contain tentacles reminiscent of the snakes consuming Medusa’s head. I am lucky enough to have my own piece of Coral. Three and half years ago my husband and I had our first child and named her Coral. The only aspect of Coral’s life that is even a slight resemblance of Medusa is her crazy curly hair! As we know, coral in the ocean is a beautiful animal that houses thousands of marine organisms. Similarly, my daughter has an enormous heart for living creatures, and her curiosity for the natural world inspires me every day.
We also have a son named Kai. In Hawaiian, Kai means ‘the sea’, and in Japanese one of its meanings is ‘ocean.’ I love watching Kai grow daily, and learn new ways to survive having Coral as his big sister. Although I will have to say a heartbreaking temporary goodbye to Coral and Kai, I will be embarking on a journey of a lifetime. My expedition starts in Pascagoula, Mississippi on August 31st aboard NOAA Ship Oregon II, where I will participate in a shark/red snapper longline survey in the Gulf of Mexico.
Coral (CoCo) and Kai on the 4th of July 2018
NOAA Ship Oregon II (Photo courtesy of NOAA)
I have always been fascinated by the water. Growing up near Lake Michigan, family trips consisted of going to the beach and searching for “seashells” along the shore. My passion for the ocean also began during my childhood, which was sparked by my interest in turtles. I was a captivated 15 year old when I saw a sea turtle for the first time as I snorkeled on a patch reef near Key Largo. The speed at which the juvenile loggerhead sea turtle (Caretta caretta) glided through the water was astonishing. I was fortunate to capture a few pictures of the critically threatened animal as it sped by, which was then painted onto a beautiful canvas by a dear friend of mine.
That moment inspired and motivated me to study the ocean, and I went on to obtain a Bachelor of Science degree in marine biology from Eckerd College in St. Petersburg, FL. During my time at Eckerd College, I had the opportunity to intern for the University of Florida’s Cape San Blas sea turtle surveying program. It was during this internship that I had my first indirect encounter with a shark. Well, not really an actual shark, but Yolanda, a nesting loggerhead sea turtle. I first met Yolanda in the summer of 2004. She was a healthy adult sea turtle and a regular nester on Cape San Blas, as her tag had been recorded since the 90’s on the exact same beach that I first saw her. What I have failed to mention is that she had an enormous shark bite through her carapace and plastron just above her right rear flipper. Remarkably, the shark missed all major organs and the bite had healed completely into a perfect mandible mold. Besides Yolanda’s shark bite, and small reef sharks that I’ve seen diving, I never thought I would experience an up close meeting with a shark. For two weeks straight I will be assisting NOAA scientists with catching and tagging a variety of different species of sharks.
I stumbled upon on this endangered nesting leatherback sea turtle (Dermochelys coriaceaone) one morning on Juno Beach, FL.
I am most excited for the impact that the Teacher at Sea adventure will have on me personally, and as an educator at Crown Point High School. I hope to take what I learn while aboard NOAA Ship Oregon II and aide my students in better hypothesis-generation, experimental testing, and presentation skills to cultivate major changes in their approach to scientific research. Ultimately, I can’t wait to share my experience with the Crown Point community, and continue to create an atmosphere where kids are excited about learning science!
Ocean Adventure campers at Crown Point High School.
A classroom full of young explorers learning about the ocean.
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 14, 2018
Weather Data from the Bridge
Conditions at 0030
Latitude: 25° 22.6’ N
Longitude: 84° 03.6’ W
Barometric Pressure: 1017.4 mb
Air Temperature: 28.8° C
Wind Speed: 9.1 knots
Science and Technology Log
For the first few days, we steamed, or traveled, to our first station. Each station is a research location where several activities will take place:
Preparing and setting out the longline gear.
Letting the line soak (fish on the bottom) for one hour while other tasks are performed.
Deploying a CTD (Conductivity Temperature Salinity) to collect samples and information about the water.
Hauling back the longline gear.
Recording data from the longline set and haulback.
Collecting measurements and samples from anything caught on the longline.
Depending on what is caught: attaching tags and releasing the animal back into the water (sharks) or collecting requested samples for further study (bony fish).
This is a very simplified summary of the various activities, and I’ll explore some of the steps in further detail in other posts.
During these operations and in between tasks, scientists and crew are very busy. As I watched and participated, the highly organized, well-coordinated flurry of activity on deck was an incredible demonstration of verbs (action words): clean, rinse, prepare, gather, tie, hook, set, haul, calibrate, operate, hoist, deploy, retrieve, cut, measure, weigh, tag, count, record, release, communicate…
Last night, I witnessed and participated in my first longline station. I baited 100 hooks with mackerel. I recorded set and haulback data on the computer as the gear was deployed (set) and hauled back in (haulback). I attached 100 numbered tags to the longline gangions (attached to the hooks). I recorded measurements and other data about SHARKS!
We caught, measured, sampled, tagged, and released four sharks last night: a silky, smooth-hound, sandbar, and tiger shark! I’ve never seen any of these species, or types, in person. Seeing the first shark burst onto the deck was a moment I’ll remember for the rest of my life!
A sandbar shark being measured on the cradle or sling used for measuring larger, heavier sharks.
Sometimes, we didn’t catch any fish, but we did bring up a small piece of coral, brittle sea stars, and a crinoid. All three are marine animals, so I was excited to see them in person.
In between stations, there was some downtime to prepare for the next one. One of my favorite moments was watching the GoPro camera footage from the CTD. A camera is attached to the device as it sinks down through the depths to the bottom and back up to the surface again. The camera allowed me to visually ‘dive along’ as it collected water samples and data about the water temperature, salinity, pressure, and other information. Even though I watch ocean documentaries frequently and am used to seeing underwater footage on a screen, this was extremely exciting because the intriguing ecosystem on the screen was just below my feet!
Personal Log
Perhaps it is sea lore and superstition, but so far, the journey has been peppered with fortuitous omens. One of my ocean-loving former students and her Disney-bound family just happened to be on my flight to Orlando. Yes, it’s a small world after all. Her work samples were featured in our published case study, reminding me of the importance and impact of ocean literacy education. Very early the next morning, NASA’s promising Parker Solar Probe thunderously left the Sunshine State, hurtling toward the sun. New York’s state motto: Excelsior. Later that morning, a rainbow appeared shortly before the Oregon II left Port Canaveral. Although an old weather proverb states: “rainbow in the morning gives you fair warning,” we’ve had very pleasant weather, and I chose to interpret it as a reassuring sign. Sailing on the Oregon II as a Teacher at Sea is certainly my pot of gold at the end of the rainbow.
In fifth grade, celebrating Halloween with the clingfish (Derilissus lombardii)
Now in middle school, celebrating summer!
According to seafaring superstition, women on board, whistling, and bananas are supposed to be bad luck on a boat. On the Oregon II, folks do not seem to put much stock into these old beliefs since I’ve encountered all three aboard the ship and still feel very lucky to be here.
The rest of the fruit seems to think that bananas are bad luck…the crew doesn’t!
In another small-world coincidence, two of the volunteers on the Second Leg of the Shark/Red Snapper Longline Survey recently graduated from SUNY Potsdam, my undergrad alma mater. What drew us from the North Country of New York to Southern waters? A collective love of sharks.
These small-world coincidences seemed indicate that I was on the right path. Out on the ocean, however, the watery world seems anything but small. The blue vastness and unseen depths fill me with excitement and curiosity, and I cannot wait to learn more. For the next two weeks, the Oregon II will be my floating classroom. Instead of teaching, I am here to learn.
As a fourth generation teacher, education is in my blood. One great-grandmother taught in a one-room schoolhouse in 1894. My other great-grandmother was also a teacher and a Potsdam alumna (Class of 1892). As we traverse the Atlantic Ocean, I wonder what my academic ancestors would think of their great-granddaughter following in their footsteps…whilst studying sharks and snapper at sea. Salt water equally runs through my veins.
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As we steamed, or traveled, to our first station (research location), I wondered about the unfamiliar waters and equipment around me. Before I could indulge my questions about marine life, however, I first needed to focus on the mundane: daily life at sea. In many ways, I was reminded of the first day at a new school. It was junior high all over again, minus the braces and bad bangs. At first, those long-forgotten new school worries resurfaced: What if I get lost? Where is my locker (or, in this case, my stateroom)? What if I forget my schedule? What if I have to sit by myself at lunch? To combat these thoughts, I draw upon a variety of previous travel and life experiences: studying abroad, backpacking, camping, meeting new friends, volunteering, working with a marine science colleague, and sailing on other vessels. Combined, those experiences provided me with the skills to successfully navigate this one.
The Atlantic Ocean and a high flyer buoy
I’ve spent the first few days getting acquainted with the layout, personnel, safety rules, and routines of the Oregon II. My students wondered about some of the same aspects of life at sea.
Where do I sleep on the ship?
The staterooms remind me of a floating college dorm, only much quieter. I’m sharing a small stateroom with Kristin Hannan, a scientist. We are on opposite work shifts, so one of us is sleeping while the other is working. I am assigned to the day shift (noon to midnight) while she is assigned to the night shift (midnight to noon). Inside the stateroom, we have berths (similar to bunk beds), a sink, and large metal storage cabinets that are used like a closet or dresser. Space is limited on the ship, so it must be used efficiently and sometimes creatively.
The view as we leave Port Canaveral.
Do you know anyone else on the ship?
No, but I’m meeting lots of new people. They have been welcoming, offering interesting information and helpful reminders and pointers. Those first-day-of-school jitters are fading quickly. I didn’t get lost, but I got a bit turned around at first, trying to figure out which deck I needed for the galley (like the ship’s cafeteria), where we eat our meals. And I only had to eat lunch by myself once. On the first day at sea, I made a PB & J sandwich. Eating that, I felt like a kid again (only without my lunchbox), but it was nice to be at a point in my life where I’m confident enough to be all by myself and feel a bit out of place. That’s how you learn and grow. Everything is new to me right now, but with time, it’ll start to make sense. Pretty soon, the equipment and unfamiliar routines will start to feel more familiar. Hopefully, the sharks will like me.
Did You Know?
The Gulf of Mexico is home to approximately 200 orcas (scientific name: Orcinus orca, also known as killer whales).
Recommended Reading
As an introduction to biographies in grades 4 and up, I recommend Women and the Sea and Ruth! written and illustrated by Richard J. King, with additional text by Elysa R. Engelman. Ruth and her stuffed shark explore a maritime history museum, learning about the important roles women have held at sea. Inspired by female sea captains, explorers, and naturalists, Ruth imagines herself in the photographs and paintings, part of an actual exhibit in the Mystic Seaport Museum in Mystic, Connecticut. For more information about the intrepid women featured in the book, brief biographical information is provided at the end. Ruth would no doubt be impressed with the seafaring women (and men) aboard NOAA Ship Oregon II.
Women and the Sea and Ruth! written and illustrated by Richard J. King, with additional text by Elysa R. Engelman; published by Mystic Seaport (2004)
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: 30 19’ 54’’ N, 81 39’ 20’’ W, 10 nautical miles NE of Jacksonville, Florida
Date: August 9, 2018
Weather Data from Bridge: Wind speed 11 knots, Air Temp: 30c, Visibility 10 nautical miles, Wave height 3 ft.
Science and Technology Log
Sharks have senses similar to humans that help them interact with their environment. They use them in a specific order and rely on each one to get them closer for navigational reasons, and to find any food sources in the area around them. The largest part of the shark’s brain is devoted to their strong sense of smell, so we’ll start there.
snout of Tiger shark
snout of sharpnose shark
Smell– Sharks first rely on their strong sense of smell to detect potential food sources and other movement around them from a great distance. Odor travels into the nostrils on either side of the underside of the snout. As the water passes through the olfactory tissue inside the nostrils, the shark can sense or taste what the odor is, and depending which nostril it goes into, which direction it’s coming from. It is said that sharks can smell one drop of blood in a billion parts of water from up to several hundred meters away.
Ampullae of Lorenzini and nostrils of a sharpnose shark
Sharks can also sense electrical currents in animals from long distances in several ways. Sharks have many electro sensitive holes along the snout and jaw called the Ampullae of Lorenzini. These holes detect weak electrical fields generated by the muscles in all living things. They work to help sharks feel the slightest movement in the water and sand and direct them to it from hundreds of meters away. This system can also help them detect the magnetic field of the earth and sharks use it to navigate as well.
Ampullae of Lorenzini and nostrils of a sharpnose shark
Hearing– Sharks also heavily use their sense of smell to initially locate objects in the water. There are small interior holes behind their eyes that can sense vibrations up to 200 yards away. Sound waves travel much further in water than in the air allowing them to hear a great distance away in all directions. They also use their lateral lines, which are a fluid filled canal that runs down both sides of the body. It contains tiny pores with microscopic hairs inside that can detect changes in water pressure and the movement and direction of objects around them.
Sight– Once sharks get close enough to see an object, their eyes take over. Their eyes are placed on either side of their head to provide an excellent range of vision. They are adapted to low light environments, and are roughly ten times more sensitive to light than human eyes. Most sharks see in color and can dilate their pupils to adapt to hunting at different times of day. Some sharks have upper and lower eyelids that do not move. Some sharks have a third eyelid called a nictitating membrane, which is an eyelid that comes up from the bottom of the eye to protect it when the shark is feeding or in other dangerous situations. Other sharks without the membrane can roll their eyes back into their head to protect them from injury.
dilated pupil of sharpnose shark
Touch– After using the previous senses, sometimes a shark will swim up and bump into an object to obtain some tactile information. They will then decide whether it is food to eat and attack, or possibly another shark of the opposite gender, so they can mate.
Taste– Sharks are most famous for their impressive teeth. Most people are not aware that sharks do not have bones, only cartilage (like our nose and ears) that make up their skeletal system, including their jaw that holds the teeth. The jaw is only connected to the skull by muscles and ligaments and it can project forward when opening to create a stronger bite force. Surface feeding sharks have sharp teeth to seize and hold prey, while bottom feeding sharks teeth are flatter to crush shellfish and other crustaceans. The teeth are embedded in the gums, not the jaw, and there are many rows of teeth behind the front teeth. It a tooth is damaged or lost, a new one comes from behind to replace it soon after. Some sharks can produce up to 30,000 teeth in their lifetime.
Sandbar Shark teeth
Great Hammerhead Shark teeth
Personal Log
While I had a general knowledge of shark biology before coming on this trip, I’ve learned a great deal about sharks during my Teacher at Sea experience aboard the Oregon II. Seeing, observing, and holding sharks every day has given me first hand knowledge that has aided my understanding of these great creatures. The pictures you see of the sharks in this post were taken by me during our research at sea. I could now see evidence of all their features up close and I could ask questions to the fishermen and scientists onboard to add to the things I read from books. As an artist, I can now draw and paint these beautiful creatures more accurately based on my reference photos and first hand observations for the deck. It was amazing to see that sharks are many different colors and not just different shades of grey and white you see in most print photographs. I highly encourage everyone that has an interest in animals or specific areas of nature to get out there and observe the animals and places firsthand. I guarantee the experience will inspire you, and everyone you tell of the many great things to be found in the outdoors.
TAS Stephen Kade with a sharpnose shark
TAS Stephen Kade removes the hook from a sharpnose shark
Animals Seen Today: Sandbar shark, Great Hammerhead shark, Sharp nose shark
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area: 31 41 010 N, 80 06 062 W, 30 nautical miles NE of Savannah, North Carolina
Date: August 8, 2018
Weather Data from Bridge:
Wind speed 11 knots,
Air Temp: 30c,
Visibility 10 nautical miles,
Wave height 3 ft.
Science and Technology Log
Normally you wouldn’t hear the words shark and cradle in the same sentence, but in our case, the cradle is one of the most important pieces of equipment we use each day. Our mission on the Oregon II is to survey sharks to provide data for further study by NOAA scientists. We use the long line fishing method where 100 hooks are put out on a mile long line for about an hour, and then slowly hauled up by a large mechanical reel. If a shark is generally three feet and weighs 30lbs or less, it is handled by hand to carefully unhook, measure and throw back. If the shark is much larger and cannot be managed safely by hand, it is then held on the line by the ships rail until it can be lifted on deck by the cradle to be quickly measured, tagged, and put back into the ocean.
The shark cradle
The shark cradle is 10 ft. long, with a bed width of roughly 4 feet. It is made from thick aluminum tubing and strong synthetic netting to provide the bed for the shark to lie on. It is lifted from the ship’s deck by a large crane and lowered over the ships rail into the ocean. The shark is still on the line and is guided by a skilled fisherman into the cradle. The crane operator slowly lifts the cradle out of the water, up to the rail, so work can begin.
Hammerhead shark in the cradle
Nurse shark in the cradle
A team of 3 highly skilled fishermen quickly begin to safely secure the shark to protect it, and the team of scientists collecting data. They secure the shark at 3 points, the head, body and tail. Then the scientists come in to take 3 measurements of the shark. The precaudal measurement is from the tip of nose to the start of the tail. The fork measurement is from the tip of the nose to the fork of the tail (the place where the top and bottom of the tail meet). Finally there is a total length taken from the tip of the nose to the furthest tip of the tail.
Measuring tools
Data sheet
Yellow tags
When all measurements are complete, a tag is then placed at the base of the first dorsal (top) fin. First a small incision is made, and then the tagger pushes the tag just below the skin. The tag contains a tracking number and total length to be taken by the person who finds the shark next, and a phone number to call NOAA, so the data can recorded and compared to the previous time data is recorded. The yellow swivel tags, used for smaller sharks, are identical to ones used in sheep ears in the farming industry, and are placed on the front of the dorsal fin. The measurements and tag number are collected on the data sheet for each station. The data is input to a computer and uploaded to the NOAA shark database so populations and numbers can be assessed at any time by NOAA and state Departments of Natural Resources.
A skilled fisherman removes the hook so the shark can be released.
The longline is mile long and carries up to 100 hooks.
The shark is then unhooked safely by a skilled fisherman while the other two are keeping the shark still to protect both the shark and the fishermen from injury. The cradle is then slowly lowered by crane back into the ocean where the shark can easily glide back into its environment unharmed. The cradle is then raised back on deck by the crane operator, and guided by the two fishermen. All crew on deck must wear hardhats during this operation as safety for all is one of NOAA’s top priorities. This process is usually completed within 2 minutes, or the time it took you to read this post. It can happen many times during a station, as there are 100 hooks on the one mile line.
Personal Log
It is amazing for me to see and participate in the long line fishing process. I find it similar to watching medical television shows like “ER” where you see a highly skilled team of individually talented members working together quickly and efficiently to perform an operation. It can be highly stressful if the shark is not cooperating, or the conditions aren’t ideal, but each member always keeps their cool under this intense work. It’s also amazing to see the wealth of knowledge each person has so when an issue arises, someone always knows the answer to the problem, or the right tool to use to fix the situation, as they’ve done it before.
Animals Seen Today: Sandbar shark, Tiger shark, Sharpnose Shark, Sea Robin, Toadfish, Flying Fish
We arrived off the coast of Florida on the evening of Sunday, July 15, and sampled stations in the eastern Gulf until the afternoon of Thursday, July 19. We used the same fishing method during this part of the cruise (bottom trawling), but added a step in the process, deploying side scan sonar in advance of every trawl. This measure was taken both to protect sea life on the ocean floor (sponges and corals) and to avoid damaging equipment. The sea bottom in this part of the Gulf—east of the DeSoto Canyon—is harder (less muddy) and, in addition to coral and sponge, supports a number of species markedly different than those seen in the western Gulf.
Side Scan Sonar
In contrast to single-beam sonar, which bounces a single focused beam of sound off the bottom to measure depth, side scan sonar casts a broader, fan-like signal, creating nuanced readings of the contour of the ocean floor and yielding photo-like images.
Rigged and ready for deployment. Signals from the sonar are conducted up the cable and picked up by the electrically powered lead on the block.
Side scan sonar on its way in astern.
Side scan sonar just beneath the surface & descending.
When we arrive a station in this part of the Gulf, we begin by traversing, covering the usual distance (1.5 miles), but then turn around, deploy the side scan sonar, and retrace our course. Once we’ve returned to our starting point, we recover the sonar, turn around again, and—provided the path on the sea bottom looks clear—resume our course through the station, this time lowering the trawl. If the side scan reveals obstructions, it’s a no-go and the station is “ditched.”
Coming about before deploying the side scan sonar.
And Now for Something Completely Different . . . Fish of the Eastern Gulf
Off Panama City, Florida – Tuesday morning, July 17, 2018
We spent the first half of this leg of the survey in the western Gulf of Mexico, going as far west as the Texas-Louisiana border. The second half we’re spending in the eastern Gulf, going as far east as Panama City. From here we’ll work our way westward, back to our homeport in Pascagoula.
Thanks to different submarine terrain in the northeastern Gulf—not to mention the upwelling of nutrients from the DeSoto Canyon—it’s a different marine biological world off the coast of Florida.
Here’s a closer look at the submarine canyon that, roughly speaking, forms a dividing line between characteristic species of the western Gulf and those of the eastern Gulf:
Bathymetric map of the Gulf of Mexico, with proposed dive sites for Operation Deep-Scope 2005 indicated by red arrows and yellow numbers. Site #1 is on the southwest Florida Shelf in the Gulf of Mexico, where deep-water Lophilia coral lithoherms are found. #2 is DeSoto Canyon, a deep erosional valley where upwelling of deep nutrient rich water means greater animal abundances. #3 is Viosca Knoll, the shallowest site, where spectacular stands of Lophelia provide abundant habitat for other species. See: https://oceanexplorer.noaa.gov/explorations/05deepscope/background/geology/media/map.html
And here’s a selection of the weird and wonderful creatures we sampled in the eastern Gulf. As this basket suggests, they’re a more brightly colored, vibrant bunch:
A basket of fish. Upper right: Lane Snapper, Lutjanus synagris. On the left: Sand Perch, Diplectrum formosum. The plentiful scallops? Argopecten gibbus.
Sand Perch, Diplectrum formosum
Razorfish, Xyrichtys novacula
A basket of Xyrichtys novacula
Angelfish, Holacanthus bermudensis
Holacanthus bermudensis details: tail fins (front specimen), pectoral fin & gill (behind)
Jackknife Fish, Equetus lanceolatus
Lined Seahorse, Hippocampus erectus
Argopecten gibbus (all 2,827 of them)
Pink Shrimp, Farfantepenaeus duorarum. Note the signature “pink” spot by my thumb.
Calamus
Invasive scourge of the Gulf: Lionfish, Pterois volitans
Our move into the eastern Gulf marks the midpoint of the cruise, and we’ll be back to Pascagoula in a few short days. The seas haven’t been as serenely flat as they were in the eastern Gulf, nor has the sky (or sea) been its stereotypically Floridian blue, but I’ve found life aboard ship just as pleasurable and stimulating.
A squall on Monday morning, July 16, 2018. Off the stern there to starboard, Blackfin Tuna were jumping.
In my final blog post, I’ll have more to say about all the great folks I’ve met aboard NOAA Ship Oregon II—from its Deck Department members and Engineers, to its Stewards and NOAA Corps officers and inimitable Captain—but here want to reiterate just how thoughtful and generous everybody’s been. The “O2” is a class act—a community of professionals who know what they’re about and love what they do—and I couldn’t be more grateful to have visited their world for a while and shared their good company.
Busy as we’ve been, I haven’t had much time for sketching during this part of the cruise, and, as the selection of photos above suggests, I’ve concentrated more on taking pictures than making them. Still, I’ve begun a small sketch of the ship that I hope to complete before we reach Pascagoula. It’s based on a photograph that hangs in the galley, and that I’m going to attempt to reproduce actual size (3 3/8” x 7”) . Here’s where things stand early on in the process:
Work in progress: sketch of NOAA Ship Oregon II
Did You Know?
Any of the western Gulf fish in the basket from my last blog post? Here it is again:
Basket of Fish from Western Gulf
And here is a visual key to the four species I was fishing for, each figuring prominently in my blog post for July 15:
Basket of Fish from Western Gulf: now color-coded
1: Red Snapper, Lutjanus campechanus
2: Longspined Porgy, Stenotomus caprinus
3: Gulf Butterfish, Peprilus burti
4: Brown Shrimp, Farfantepenaeus aztecus
A few Stenotomus caprinus and Peprilus burti have been left unhighlighted. Can you find them?
Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico
Date: August 4, 2018
Introductory Personal Log
I’m thrilled to be joining NOAA Ship Oregon II for the second leg of the Shark/Red Snapper Longline Survey. The adventure of a lifetime begins in Canaveral, Florida and concludes in Pascagoula, Mississippi. For two weeks, we’ll be studying sharks, red snapper, and other marine life in the Atlantic Ocean and Gulf of Mexico. Scientists will collect data on fish populations to find out more about their distribution, age, weight, length, reproduction, and other important information. Along the way, we’ll also sample water quality and collect other environmental data. Learning more about these creatures and their surroundings can help to keep their habitats safe and thriving.
This exciting opportunity is the next chapter in my lifelong appreciation for sharks and the sea. During a formative visit to the ocean at age three, I quickly acquired a taste for salt water, seafaring, and sharks. I saw my first shark, a hammerhead, in the New England Aquarium, and I was transfixed. I wanted to know everything about the water and what lived beneath the surface.
Enthralled by the ocean at age three. This trip launched a lifelong love of New England.
Revisiting the same beach as an adult…still enthralled.
The Giant Ocean Tank at the New England Aquarium
I had the same reaction when I found out I was selected for Teacher at Sea!
After discovering nonfiction in fourth grade, I could access the depths through reading. I was riveted to books about deep-sea creatures and pioneering undersea explorers. The more I learned, the more curious I became. As a younger student, I never indulged my aquatic interests in any formal academic sense beyond prerequisites because of my epic, giant-squid-versus-whale-like struggle with math. Because I was much stronger in humanities and social sciences, I pursued a predictable path into writing, literature, and education.
As a Literacy Specialist, I support developing readers and writers in grades K-5 by providing supplemental Language Arts instruction (Response to Intervention). To motivate and inspire my students, I share my zeal for the ocean, incorporating developmentally appropriate topics to teach requisite Language Arts skills and strategies.
In 2011, I initiated an ocean literacy collaboration with undersea explorer Michael Lombardi and Ocean Opportunity Inc. so that I could better answer my students’ questions about marine science careers and marine life. Our first meeting involved swimming with blue sharks offshore, and I knew I needed more experiences like that in my life. From chumming to helping with the equipment to observing pelagic sharks without a cage, I loved every aspect. This life-changing experience (both the collaboration and the shark encounter) transformed my instruction, reigniting my curiosity and ambition. Our educator-explorer partnership has inspired and motivated my students for the past seven years. After supporting and following my colleague’s field work with my students, I wanted a field experience of my own so that I can experience living, researching, and working at sea firsthand.
The only time I was in the shark cage.
The Snappa, Galilee/Point Judith, Rhode Island
Although my fascination with all things maritime began at an early age, working closely with someone in the field transformed my life. Instead of tumbling, I feel like Alice plunging into a watery wonderland, chasing after a neoprene-clad rabbit to learn more. Finding someone who was willing to share their field experience and make it accessible gave me the confidence to revisit my childhood interests through any available, affordable means: online courses, documentaries, piles of nonfiction books, social media, workshops, symposiums, aquaria, snorkeling, and the occasional, cherished seaside visit.
From Walt Disney’s Alice in Wonderland: A Big Golden Book; picture by the Walt Disney Studio, adapted by Al Dempster (Golden Press, 1978); from the motion picture based on the story by Lewis Carroll
We co-authored and published a case study about our collaboration in Current: The Journal of Marine Education, the peer-reviewed journal of the National Marine Educators Association (Fall/Winter 2016). We wrote about bringing the discovery of a new species of mesophotic clingfish to fourth and fifth grade struggling readers. Since a student-friendly text about the fish did not exist, I wrote one for my students at their instructional reading level, incorporating supportive nonfiction text features.
It’s reinvigorating to switch roles from teacher to student. Ultimately, this unconventional path has made me a more effective, empathetic educator. My students witness how I employ many of the same literacy skills and strategies that I teach. By challenging myself with material outside my area of expertise, I am better able to anticipate and accommodate my students’ challenges and misconceptions in Language Arts. When comprehension of a scientific research paper does not come to me easily on the first, second, or even third attempt, I can better understand my students’ occasional reluctance and frustration in Language Arts. At times, learning a different field reminds me of learning a second language. Because I’m such a word nerd, I savor learning the discourse and technical terminology for scientific phenomena. Acquiring new content area vocabulary is rewarding and delicious. It requires word roots and context clues (and sometimes, trial and error), and I model this process for my students.
Lake Ontario
Alexandria Bay, Thousand Islands
Being selected for Teacher at Sea is an incredible opportunity that required determination, grit, and perseverance. Although my curiosity and excitement come very naturally, the command over marine science content has not. I’ve had to be an active reader and work hard in order to acquire and understand new concepts. Sometimes, the scientific content challenges me to retrain my language arts brain while simultaneously altering my perception of myself as a learner. Ultimately, that is what I want for my students: to see themselves as ever-curious, ever-improving readers, writers, critical thinkers, and hopefully, lifelong learners.
I am so grateful for the opportunities to learn and grow. I deeply appreciate the support, interest, and encouragement I’ve received from friends, family, and colleagues along the way. I will chronicle my experiences on NOAA Ship Oregon II while also capturing how the scientific research may translate to the elementary school classroom. Please share your questions and comments in the comments section below, and I will do my best to reply from sea. My students sent me off with many thoughtful questions to address, and I’ll share the answers in subsequent posts.
Did You Know?
Pelagic fish have bodies designed for long-distance swimming. With their long pectoral fins, the blue shark (Prionace glauca) is highly migratory, traveling great distances across oceans.
Look carefully: This graceful blue shark was the first shark I saw in the open ocean. Swimming with them was exhilarating!
Recommended Reading
An engaging read-aloud for younger readers.
For a simplified introduction to how scientists study sharks, I recommend the picture book How to Spy on a Shark written by Lori Haskins Houran and illustrated by Francisca Marquez. This read-aloud science book portrays the process of catching, tagging, and releasing mako sharks. The book includes shark facts as well as an introduction to tagging and tracking technology. For more information on how scientists use underwater robots such as remotely operated vehicles (ROVs) and autonomous underwater vehicles (AUVs) to study sharks: https://oceanexplorer.noaa.gov/explorations/18whitesharkcafe/welcome.html
While our main mission aboard the NOAA Ship Oregon II is to survey and study sharks and red snapper, it is also very important to understand the environmental conditions and physical properties of the sea water in which these animals live. The CTD instrument is used to help understand many different properties within the water itself. The acronym CTD stands for Conductivity (salinity), Temperature, and Depth. Sensors also measure dissolved oxygen content and fluorescence (presence of cholorphyll).
The CTD instrument itself is housed in a steel container and is surrounded by a ring of of steel tubing to protect it.
Conductivity is a measure of how well a solution conducts electricity and it is directly related to salinity, or the salt that is within ocean water. When salinity measurements are combined with temperature readings, seawater density can be determined. This is crucial information since seawater density is a driving force for major ocean currents. The physical properties and the depth of the water is recorded continuously both on the way down to the ocean floor, and on the way back up to the surface. There is a light, and a video camera attached to the CTD to provide a look at the bottom type, as that is where the long line is deployed, and gives us a good look at the environment where our catch is made. These data can explain why certain animals gather in areas with certain bottom types or physical parameters. This can be particularly important in areas such as the hypoxic zone in the Gulf of Mexico. This is an area of low oxygen water caused by algal blooms related to runoff of chemical fertilizers from the Mississippi River drainage.
Ready to deploy the CTD
Calibrating the CTD
The CTD instrument itself is housed in a steel container and is surrounded by a ring of of steel tubing to protect it while deployed and from bumping against the ship or sea floor. Attached water sampling bottles can be individually triggered at various depths to collect water samples allowing scientists to analyze water at specific depths at a particular place and time. The entire structure is slowly lowered by a hydraulic winch, and is capable of making vertical profiles to depths over 500 meters. An interior computer display in the ship’s Dry Science Lab profiles the current location of the CTD and shows when the winch should stop. We have found this to be a tricky job, during large wave swells, as the boat rocks quite a bit and changes the depth by a meter or more. The operator must be very careful that the CTD doesn’t hit the ocean floor too hard which can damage the equipment.
An interior computer display in the ship’s Dry Science Lab profiles the current location of the CTD and shows when the winch should stop.
The data collected while deployed at each station is instantly uploaded to NOAA servers for immediate use by researchers and scientists. The current data is also available the general public as well, on the NOAA website. Once safely back aboard the Oregon II, the CTD video camera is taken off and uploaded to the computer, The CTD must be washed off and the lines flushed for one minute with fresh water, as the salt water from the ocean can damage and corrode the very sensitive equipment inside. The instrument is also calibrated regularly to ensure it is working correctly throughout all legs of the long line survey.
Personal Log
TAS Stephen Kade
I am having such a great time during my Teacher at Sea experience. In the 9 days aboard ship so far, we have traveled the entire coasts of Mississippi, Arkansas, Florida, South Carolina, and North Carolina. Never in my life did I think I would get an opportunity to do something like this as I’ve dreamed about it for decades, and now my dreams have come true. I’m learning so much about fishing procedures, the biology of sharks, navigational charting, and the science of collecting data for further study while back on land at the lab. I can’t wait to get home and spread the word about NOAA’s mission and how they are helping make the world a better place, and are advocating for the conservation of these beautiful animals!
Animals Seen: Sharpnose shark, Tiger Shark, Grouper, Red Drum fish, Moray Eel, Blue Line Tile fish
Mission: Long Line Shark/ Red Snapper survey Leg 1
Geographic Area:32 nautical miles SE of Key West Florida
Date: July 28, 2018
Weather Data from the Bridge: Wind speed 11 knots, Air Temp: 27.6c, Visibility 10 nautical miles, Wave height 1 foot
Science and Technology Log: As we move through the Gulf of Mexico headed to our first research station, I didn’t have a job most of the day, so I sought to find out more information about what makes the great Oregon ll function to serve it’s crew of 28. One of the Engineers kindly offered me a tour of the engine room to see what lies below the service decks.
The ship is powered by twin 900 horse power engines that turn the propeller shaft up to 12 knots. When sailing between work stations, generally both engines are used, and when long line fishing begins, only one engine provides power as the ship moves around 2- 3 knots. The ship holds up to 70,000 gallons of fuel, and when both engines are running,1,000 gallons are used daily. There is also a bow thruster engine near the front of the ship that is much smaller and helps with finer movements at the dock, in stations, or when seas get rough.
There are 2 large electrical power generators that provide electricity to the ship for the multitude of research computers and data collectors. While out at sea, Oregon ll is always tracking weather data, water quality, live radar from above the ship, and also sonar from below the ocean. The generators also provide power for all the creature comforts you would need in any living environment, as this ship is the crew’s home during each leg of the trip. At times when less power is needed, one generator is shut down to conserve energy for later use.
The Oregon ll also provides it’s own clean water for equipment and human consumption. The Water Purification System uses Reverse Osmosis to take salt water from the ocean and turn it into potable water to wash, cook, clean with, and drink. A Reverse Osmosis System uses high pressure and pushes impure water through a semi-permeable membrane which allows clean water through the membrane, while allowing impurities (such as salt, bacteria, and sediment) to be blocked from coming through, and discharges the impurities back into the ocean.
Personal Log: I am having a great time getting to know the crew and their many jobs around the ship, and how each one affects the other. This symbiotic relationship is the heart of what makes every mission successful. There are the Ship’s Officers who chart the course, drive the ship, and oversee all Crew Members. The Deck Department makes sure the work areas are safe and equipment is working correctly. The Fishermen are in charge of the process of the Long Line Survey, from preparation, to process, to clean-up. The Engineering Department makes sure the interior of the ship and it’s equipment are functioning properly, which is a very wide ranging. I certainly wish I had these guys around my house during those tricky repairs!
The Steward Department is in charge of ordering, cooking, serving, and cleaning up of all meals for the crew. Finally, the Electronic Department has the complicated job of installing, operating, and fixing any electronic equipment. Let me tell you, there are miles of wires running through this ship and all of it is used to make the mission successful. All data is continually collected, and preserved for later study. Some of the water and weather data is uploaded to the NOAA website for the public’s use as well.
I really enjoyed hearing the wide ranges of places in America the Oregon ll crew come from. It is also impressive to hear the various places all around the world they’ve sailed before joining NOAA, and which other NOAA ships they’ve been crew members on. The diverse experience each crew person has in their field has really helped the mission many times over since I’ve been here. One thing I know is true is that each of them is happy to tell you about their families, and how much they love them and miss them while they’re away. Many of them have long seasons away from the ones they love, and count the days until they can come home.
Fun Fact: NOAA Ship Oregon ll turned 50 years old last year, and was honored for making the half century mark of service. It was built in 1967, right in it’s home port of Pascagoula, Mississippi
Animals Seen Today: Bottlenose Dolphin, Atlantic Spotted Dolphins, Flying Fish, Jelly Fish
My name is Stephen Kade, and I’m a middle school art teacher at OL Smith Middle School in Dearborn, Michigan. I’ll be joining the crew of the NOAA Ship Oregon II for a few weeks this summer as part of the 2018 NOAA Teacher at Sea program. We’ll be starting in Pascagoula, Mississippi, and working along the Gulf of Mexico to the Florida Keys, and then moving north in the Atlantic to Cape Canaveral, Florida. We’ll be long line fishing for red snapper and sharks to research. I can’t wait to get aboard and find new ways I learn learn about these fish, and how I can use art to help bring awareness to, and advocate for, all threatened and endangered sea creatures and their ocean environments.
This opportunity is a great chance for me to fulfill a lifelong dream of working with sharks as a marine biologist (at least for a few weeks). As I study in preparation for the coming trip, I’ve realized the many hours of my life spent watching nature documentaries have paid off, as I’ve retained more knowledge of sharks than I thought! I’m also trying to study more about the crew and their roles on the ship, and all the working schedules and procedures to keep myself and other crew safe while we work. I’m finding this process is much like prepping for a lesson as a teacher and bringing many social and logistical resources together to create a strong foundation for learning while working.
I’ll be posting several times during the trip to keep everyone up to date with my findings during the adventure of a lifetime. This photo is of my art students and me in class, after creating their Endangered Animal Awareness Posters for our first annual Night of the Arts 2018.
TAS Stephen Kade and his art students, sharing their Endangered Animal Awareness Posters
SEFIS Leg 2 Science Crew (left to right): Julia Reynolds, Rob Cheshire, Dave Hoke, Brad Teer, John Brusher, Nate Bacheler, Anne Markwith, Christina Schobernd, Zach Gillium, and David Knight (photo taken by Todd Walsh)
As I have only a couple more days aboard the NOAA Ship Pisces, I have begun to reflect on what I have learned and experienced, and am grateful for the chance to further develop as a scientist and educator. From my first day on board, the scientists have been willing to mentor and teach me about the role they play in the conservation of marine fisheries, and have patiently answered my many questions and taught me techniques I did not previously know. The science crew includes NOAA scientists from labs in Beaufort, the Outer Banks and Panama City, as well as scientists from the South Carolina Department of Natural Resources (SCDNR) and North Carolina Division of Marine Fisheries (NCDMF). Although these men and woman have a common interest in studying fish and their population dynamics, the routes that they have taken to get to their present job are diverse and examples of determination and drive, being at the right place and the right time, and most importantly, pursuing something that you are truly passionate about.
Anne M. of North Carolina Department of Marine Fisheries (photo by David Knight)
The scientists attribute their choice of careers to a lifetime of enjoying the natural world, fishing and hunting as a youth, and an interest in conservation. Anne M. of the NCDMF recalls attending a marine science summer camp during middle school that piqued her interest in aquatic life, Dave H. of NOAA spent a lot of time outdoors growing up in Texas and set up aquariums as a kid, John B. of NOAA followed in his father’s footsteps by becoming a marine biologist, and Julia R. of the SCDNR vacationed on and around the ocean most of her life so working in fisheries seemed like a natural fit. All of the scientists on board have advanced degrees in Marine Biology or Biology with an emphasis in fisheries and more than one has served our country by being in the armed services. Each person has a story to tell about the many paths and detours that eventually led them to a career in fisheries. No one moved from college directly to NOAA; each scientist attributes their current position to being open to new opportunities and forming genuine, professional relationships with coworkers. The road to NOAA has been long in some cases and is paved with unique experiences, each offering new skills and a chance to learn. Zach G. scraped barnacles from acoustic sensors and buoys, Rob C. scrubbed tanks used to raise brine shrimp, Brad T. worked in marsh restoration in Delaware Bay, Christina S. trudged through mud to study shrimp, John B. tagged sharks and has helped map Oculina coral reefs, and Dave H. trapped snakes and turtles in Louisiana. Each person would tell you that no matter how difficult these jobs may have been, they played an important part in their journey. Through it all, each continually pursued their passion and were willing to be adaptable.
Rob C. escapes the rain (photo by David Knight)
Julie P. holding a Nurse Shark that was trapped before releasing it. (photo by David Knight)
John B. and Dave H. are port agents, sampling fish that are brought in by commercial fisherman in Florida and North Carolina. Over the years they have formed relationships with the fisherman in their region and are responsible for collecting data as fish come off the boats into a fish house, measuring specific species and removing otoliths. Each collect fishery dependent data that, when taken together with the fishery independent data like that being gathered today on NOAA Ship Pisces, is used to create population models of fish such as king mackerel, grouper, and snapper species. Todd W. uses his skills as a hydrographer to create detailed images of the seafloor and operates the CTD to gather valuable physical chemistry data on a site so that the physical and biological data can be amalgamated. Christina S. loves good data. As a member of the SEFIS group in Beaufort, Christina is responsible for taking all of the data that are collected throughout the various surveys and making sure it is useful for modeling. Her field experience in a number of agencies throughout the country has given her the ability to understand how best to gather, process and store data to make it useful. Once data have been collected, Rob C. works hard to make sure that the best science available is used for modeling. His innovative and informative statistics serve as a resource to researchers and fisheries commissions that ultimately create state and federal policies and programs. As state fisheries scientists in North and South Carolina one would assume that Anne M. and Julia R. have similar jobs, however, they both have very different roles in their respective agencies. Anne M. is primarily involved in independent sampling; gathering data from gill netting, trawls, and seines that then play a role in stock assessments for certain species in North Carolina waters. Julia R. collects gonad samples, looking for cellular clues to help determine the gender of certain species (remember, some transition from female to male) and the sex ratio of a particular population. Both play a role in helping the public understand state and federal regulations and for conducting research to help create state fisheries management plans. The point of all of this is to demonstrate to you, my students and readers, that a degree in biology can be just the beginning of an interesting and rewarding career in science.
Zach G. of NOAA holding a Red Grouper (Epinephelus morio) (photo by David Knight)
Being outside in the field or on the sea, studying wildlife and seeing new fish or animals drives most of them, and is the reason they enjoy what they do. While the fish may be the same, the behavior or the habitats they study are different. Additionally, being able to travel and meeting lots of interesting, diverse people with a similar interest is rewarding. Like any career, there are drawbacks. Being in a field that is driven by state or federal politics does create challenges. While a team my sample and analyze vast amounts of data and generate scientifically sound conclusions, sometimes stakeholders determine that the sciences does not reflect their interests, therefore, they want to reject or ignore the findings. Furthermore, sufficient funding is a constant issue. Being away from your family, tedious paperwork like filling out government timecards, and typical “office politics” are never fun no matter where you work, although Zach G.’s dislike of splicing lines may be unique to his choice of career!
Chief Scientist. Dr. Nate Bacheler
As coordinator of SEFIS (SouthEast Fishery Independent Survey), Dr. Nate Bacheler wears many hats. As a research scientist, Nate is interested in how best to survey fish using traps and cameras in order to improve the data that are used to make stock assessments. Like others, his transit (to use a nautical term) to NOAA was indirect and includes stops in Michigan, North Carolina, Oregon, and Wisconsin. Having always enjoyed the outdoors and biology, he was fortunate to work with professors and advisors that gave him a firm foundation in conservation biology and helped him to know the right questions to ask and cultivated in him an inquisitive nature and strong desire to learn. Nate has studied nesting behavior in largemouth bass, conducted research into the diet and reproduction of freshwater fish in Puerto Rico, and implanted transmitters in fish. Like the other scientists I have been fortunate to work with as a Teacher at Sea, Nate is passionate about what he does and cannot see himself doing anything but studying marine fish. For Dr. Bacheler and all of the scientists I have gotten to know and work with the past two weeks, It’s All About the Fish.
At the time of writing, we’ve completed the “stations” (i.e., the appointed stops where we trawl to collect specimens) in the western Gulf of Mexico, and are headed to the Florida coast, where we’ll conclude the 3rd leg of the Summer Groundfish Survey. Sometime tonight we’ll arrive and resume work, trawling and identifying fish. What follows is my attempt to furnish a detailed description of where we are and what we’re doing.
Stations: Where We Stop & Why
As I explained in my previous blog post, “Learner at Sea: Day 1,” the survey work being performed on this cruise contributes to a larger collective enterprise called SEAMAP, the Southeast Area Monitoring and Assessment Program. The “sample area” of SEAMAP is considerable, ranging from Texas-Mexico border to the Florida Keys.
Spatial coverage of SEAMAP Summer and Fall Trawl Surveys in the northern Gulf of Mexico
Fisheries biologist Adam Pollack tells me that the total trawlable area–that is, excluding such features as known reefs, oil rigs, and sanctuaries–consists of 228,943.65 square kilometers or 88,943.65 square miles. That’s a piece of ocean of considerable size: nearly as big as Louisiana and Mississippi combined.
SEAMAP divides the sample area into a series of statistically comparable “zones” (there are two zones within each of the numbered areas in the diagram above), taking into account a key variable (or stratum): depth. It then assigns a proportionate number of randomized locations to every zone, arriving at 360-400 stations for the sample area as a whole. Statisticians call this method a “stratified random design.”
While Louisiana, Mississippi, Alabama, and Florida participate in the SEAMAP, the lion’s share of stations are surveyed by NOAA.
These are the 49 stations we sampled during the first half of the cruise, off the shore of Louisiana:
Stations covered in the western Gulf during the 3rd leg of the Summer Groundfish Survey
The data from the Summer Survey is analyzed in the fall and available the following spring. NOAA’s assessments are then passed along to the regional Fisheries Management Councils who take them into account in setting guidelines.
The Trawl: How we Get Fish Aboard
NOAA Ship Oregon II brings fish aboard using an otter trawl. As described in “Mississippi Trawl Gear Characterization,” “The basic otter trawl is the most common type of trawl used in Mississippi waters to harvest shrimp. The otter trawl is constructed of twine webbing that when fully deployed makes a cone shape. Floats on the head-rope (top line) and chains on the foot rope (bottom line) of are used to open the mouth of the trawl vertically. To spread the mouth of the trawl open as large as possible, each side (wing) is attached to trawl doors” (http://www.nmfs.noaa.gov/pr/pdfs/strategy/ms_trawl_gear.pdf). Positioned by chains so that their leading edges flare out, those doors are sizable and heavy, 40 inches high and 8 feet long, and help not only to spread the net open (and ‘herd’ fish in) but also to keep it seated on the ocean floor.
An otter trawl deployed
To mitigate environmental harm–and, in particular, to help save inadvertently caught sea turtles—trawling time is limited to 30 minutes. The trawl is 40 feet wide and is dragged over 1.5 miles of ocean bottom.
Here are the trawl’s technical specifications:
Trawl schematic, courtesy of NOAA fishing gear specialist Nicholas Hopkins
It should not go without saying that deploying and retrieving gear like this is mission critical, and requires physical might, agility, and vigilance. Those tasks (and others) are performed expertly by the Deck Department, manned on the day watch by Chief Boatswain Tim Martin and Fisherman James Rhue. Fisherman Chris Rawley joins them on the swing shift, coming on deck in the evening.
The process of bringing the trawl aboard looks like this:
Trawl doors on their way up toward the starboard outrigger
Seizing the “lazy line” with the hook pole
The “elephant ear” (orange section) secured
Chief Boatswain Tim Martin brings a catch over the rail
The bottom of the trawl is secured with a special knot that permits controlled release of the catch.
Among other names, this piece of handiwork is known as the “double daisy chain” or “zipper knot”
The catch emptied into baskets
CTD
Before every trawl, the CTD is deployed from the well deck (port side) to collect data on, as its acronym suggests: Conductivity, Temperature, and Depth. According to NOAA’s Ocean Explorer website, “A CTD device’s primary function is to detect how the conductivity and temperature of the water column changes relative to depth. Conductivity is a measure of how well a solution conducts electricity. Conductivity is directly related to salinity, which is the concentration of salt and other inorganic compounds in seawater. Salinity is one of the most basic measurements used by ocean scientists. When combined with temperature data, salinity measurements can be used to determine seawater density which is a primary driving force for major ocean currents” (https://oceanexplorer.noaa.gov/facts/ctd.html).
The CTD secured on deck
The CTD suspended at the surface, awaiting descent
During daylight hours, a scientist assists with the deployment of the CTD, contributing observations on wave height and water color. For the latter, we use a Forel-Ule scale, which furnishes a gradation of chemically simulated water colors.
Forel-Ule scale
The Wet Lab: How We Turn Fish into Information
Once in baskets, the catch is weighed and then taken inside the wet lab.
The wet lab: looking forward. Fish are sorted on the conveyor belt (on the right) and identified, measured, weighed, and sexed using the computers (on the left).
Once inside the wet lab, the catch is emptied onto the conveyor belt
Fish ready for sorting
A small catch with a big Snapper
Next the catch is sorting into smaller, species-specific baskets:
Emily McMullen sorting fish
Say hello to the Bat Fish: Ogecephalus declivirostris
Calico Box Crab, Hepatus epheliticus
Blue Crab, Callinectes sapidus
At this stage, fish are ready to be represented as data in the Fisheries Scientific Computing System (FSCS). This is a two-step process. First, each basket of fish is entered by genus and species name, and its number recorded in the aggregate.
Andre DeBose entering initial fish data in FSCS
Then, a selection individual specimens from each basket (up to 20, if there are that many) are measured and weighed and sexed.
Andre and Emily measuring and sexing fish
Occasionally researchers from particular laboratories have made special requests for species, and so we label them, bag them, and stow them in the bait freezer room.
Special requests for specimens
Red Snapper, Lutjanus campechanus, for Beverly Barnett
Once every animal in the trawl has been accounted for and its data duly recorded, it’s time to wash everything down and get ready to do it all over again.
Late afternoon view from the wet lab porthole
Personal Log
The key to enjoying work in the wet lab is, as I see it, the enduring promise of novelty: the possibility of surprise at finding something you’ve never seen before! For me, that promise offsets the bracing physical rigors of the work and leavens its repetitiveness. (Breathtaking cloudscapes and gorgeous sunsets do, too, just for the record. Out here on the water, there seem to be incidental beauties in every direction.) Think of the movie Groundhog Day or Camus’s “The Myth of Sisyphus” and cross either of them with the joys of beach-combing on an unbelievably bounteous beach, and you’ll have a sense of the absurd excitement of identifying fish at the sorting stage. Life in the wet lab is a lot like Bubba Gump’s box of chocolates: “You never know what you’re gonna get.”
At the next stage, data entry, the challenge for the novice is auditory and linguistic. Between the continual growl the engine makes and the prop noise of the wet lab’s constantly whirring fans, you’ve got the soundscape of an industrial workplace. Amid that cascade of sound, you need to discern unfamiliar (scientific) names for unfamiliar creatures, catching genus and species distinctions as they’re called out by your watch-mates. The good news is that the scientists you’re working with are living and breathing field guides, capable of identifying just about any animal you hold up with a quizzical look. It’s a relative rarity that we have to consult printed guides for IDs, but when we do and that task falls to me, the shell-collector kid in me secretly rejoices.
I found it! Ethusa microphthalma (female)
I’m enjoying the camaraderie of my watch, led by Andre DeBose, and, as my posts suggest, I’ve had some good opportunities to pick Adam Pollack’s brain on fisheries issues. My partner in fish data-entry, Emily McMullen–an aspiring marine scientist who’ll be applying to graduate programs this fall–did this cruise last summer and has been an easy-going co-worker, patient and understanding as I learn the ropes. I’ve also had some wonderful conversations with folks like Skilled Fisherman Mike Conway, First Assistant Engineer Will Osborn, and Fisheries Biologist Alonzo Hamilton.
It’s been a busy week, as you’ll have gathered, but I’ve still managed to do some sketching. Here’s a page from my sketchbook on the CTD:
Sketch of the CTD. The main upright tanks, I learned, are Niskin Bottles
And here’s a page from my journal that pictures three species we saw quite often in the western Gulf:
Longspine Porgy (Stenotomus caprinus), Butterfish (Peprilus burti), and Brown Shrimp (Farfanepenaeus aztectus)
Had I the time, I’d sketch the rest of my “Top 10” species we’ve seen most commonly in the western Gulf. That list would include (in no particular order): the Paper Scallop, Amusium papyraceum; Lookdown, Selene vomer; Blue Crab, Callinectes sapidus; Squid, Loligo; Lizardfish, Synodus foetens; Croaker, Micropogonias undulatus; and Red Snapper:
Presented for your inspection: Red Snapper, Lutjanus campechanus
Did You Know?
Four of the species visible on the surface of this basket have been identified in the blog post you’ve just read. Can you ID them? And how many of each would you say there are here on the surface?
This is the 3rd and final leg of the SEAMAP Summer Groundfish Survey for 2018, taking place between July 9 and July 20 in the Gulf of Mexico. “Groundfish” refers to fish that live on, in, or near the bottom of the ocean. SEAMAP stands for “Southeast Area Monitoring and Assessment Program,” and as the Gulf States Marine Fisheries Commission defines it, it’s an interagency (State, Federal, and university) “program for collection, management and dissemination of fishery-independent data and information in the southeastern United States” (https://www.gsmfc.org/seamap.php).
What is “fishery-independent data,” you ask? The key is understanding its converse: “fishery-dependent data.” Fishery-dependent data is gathered directly from (and in that sense, depends on) commercial and recreational fisheries. It’s furnished by “dockside monitors, at-sea observers, logbooks, electronic monitoring and reporting systems.” In other words, it’s all about what is caught for recreational or commercial purposes. By contrast, “fishery-independent data” are collected by “scientists from NOAA Fisheries science centers and partner agencies/institutes,” who seek to gather “information on fish stock abundance, biology and their ecosystem for inclusion in stock assessments.” Roughly speaking, then, the distinction is one between a particular target and that target’s larger biological context and ecological surround. Though I had an intuitive sense of this distinction, I wanted to hold myself to account and really learn what it meant. I’m a “Teacher at Sea,” yes, but I’m really a “Learner at Sea.”
I turned to a fellow member of the day watch, fisheries biologist Adam Pollack, and, after sketching the basic distinction for me, he directed me to the website for NOAA’s Office of Science and Technology, National Marine Fisheries Service, pointing me in particular to the webpage on Stock Assessment Basics, where, among other things, one can find terms like “fishery-dependent” and “fishery-independent data” neatly defined: https://www.st.nmfs.noaa.gov/stock-assessment/stock-assessment-101). Not sure what stock assessments are? Watch theNational Marine Fisheries Service video: “The ABCs of Stock Assessments.” As I was going online to check out the definition of “fishery-independent data,” Adam told me this: “This is the world I live in.”
The purpose of the Summer Groundfish Survey is three-fold: “to monitor size and distribution of penaeid shrimp during or prior to migration of brown shrimp from bays to the open Gulf; aid in evaluating the ‘Texas Closure’ management measure of the Gulf of Mexico Fishery Management Council’s Shrimp Fishery Management Plan; and provide information on shrimp and groundfish stocks across the Gulf of Mexico from inshore waters to 50 fm [fathoms]” (https://www.gsmfc.org/seamap-gomrs.php). (A quick note on the Texas Closure. In order to protect young brown shrimp and help ensure that the shrimp harvest is more mature and hence more commercially valuable, the Texas shrimp fishery is closed annually between May 15 and July 17.)
On the first leg (June 7 to 20) of the Survey, the Teacher at Sea aboard was Geoff Carlisle; on the second leg (June 27 to July 5, 2018), the Teacher at Sea aboard was Angela Hung. You can find the first two “chapters” of our collective TAS Summer Groundfish Survery story here: https://noaateacheratsea.blog/
At the time of writing we’re still on our way to the fish survey station; it’s a 30-hour steam out of Pascagoula. I look forward to reporting on our catches and the technology we’ll be using in a future post.
Personal Log
NOAA Ship Oregon II at its homeport in Pascagoula, MS
I flew into Gulfport, MS, from San Francisco, on the afternoon of Sunday, July 8, and was met at the airport by friendly and informed Field Party Chief Christina Stepongzi. As we crossed the bridge over the Pascagoula River and NOAA Ship Oregon II came into view, Chrissy said proudly: “There’s home.” On arrival, I got a quick tour of the vessel I’ll have the privilege of calling home for the next 12 days, and Chrissy introduced me around. The folks I met that afternoon (and since) were all just great: gracious and good humored, warm and welcoming. That first jovial bunch consisted of Chief Marine Engineer Joe Howe, Chief Steward Lydell Reed, and Junior Unlicensed Engineer Jack Steadfast. I got settled into my stateroom, and, jet-lagged and short on sleep, I turned in early.
Stateroom 103: That’s my gear on the top bunk
I woke rested Sunday morning and went out onto the dock to look around. I’d brought a sketchbook with me (intending to keep a sketch-journal as both a pastime and an aid to learning), and, since I had a couple of hours to myself before a meeting at 1230 hours, I decided to try sketching the ship. I found a comfortable spot in the shade, and got busy. I’d hoped to sketch the ship from stem to stern, realizing I wouldn’t be able to take it all in once aboard. I planned to divide the ship in half and draw the halves on facing pages in my sketchbook. Stores arrived at 1000 hours, and I watched various preparations taking place fore and aft. I also helped carry a few bags of groceries aboard.
NOAA ship Oregon II
Working briefly in pencil and mostly in ink, I committed myself to certain shapes and proportions early on, and it soon became clear that I’d have to omit the bow and stern, focusing on the middle of the ship and making the best of things. Many of the objects, devices, and structural forms I was drawing were unfamiliar, and I looked forward to having a crew member explain what I’d been drawing later on.
Sketch of NOAA ship Oregon II
It was an absorbing and thoroughly satisfying way of introducing myself to the ship, and I had the pleasure of meeting a few more members of the crew while I sketched. Skilled Fisherman Mike Conway introduced himself and very generously offered to grab me a fast-food lunch, since meals aboard weren’t being prepared yet. Arlene Beahm, the Second Cook, stopped by to say hello, as did First Assistant Engineer William Osborn. When the time came, I went aboard for the “Welcome Aboard” meeting, an orientation to the ship and shipboard courtesies by Operations Officer Ryan Belcher. Thereafter we had a little time to ourselves, so I meandered about the ship, meeting fisheries biologist Alonzo Hamilton in the galley. He kindly answered my questions about the version of the ship I’d sketched in the morning. (What were the white cylinders with domed tops amidships? Satellite antennas. What where the propeller-like forms forward of them, above the bridge? Radar.) We embarked at 1400 hours, and I up went to the flying bridge (i.e., the open deck above the bridge) to watch our passage down and out the mouth of the Pascagoula River and into the Gulf of Mexico.
View from the flying bridge, minutes after embaraking
I got good looks at some Laughing Gulls and some Terns (that I’ll need to ID later), and watched a shrimp trawler working next to the channel behind Petit Bois and Horn Islands.
Laughing Gull, Leucophaeus atricilla
The shrimp trawler Evening Star
Once we were in the Gulf proper, we were joined for a while by some Bottlenose Dolphins. An hour or two later, as I sat astern watching the sun set, I caught sight of a pair of Frigatebirds, high above the ship, their stunning forked tails trailing behind them. I’d never seen one, let alone two, and I didn’t sketch them or take a photograph of them. But you know I’ll remember them.
Sunset
Did You Know?
Magnificent Frigatebirds don’t dive after fish. They skim themfrom the surface or chase after other birds, stealing their catches. To learn more about the Magnificent Frigatebird, visit Cornell Lab of Ornithology’s “All About Birds” website: https://www.allaboutbirds.org/guide/Magnificent_Frigatebird/
Happy Independence Day! Valerie and Arlene broke out the festive tablecloths, beads, an ice cream sundae bar and even some soda. In the fridge, there are a half a dozen types of mustard alone for midnight hot dogs on the Fourth. And always, each of the two tables in the galley is a stocked with its own assortment of about 20 hot sauces and seasonings.
Sauce collection 1 on Oregon II
Sauce collection 2 on Oregon II
Hot dogs for Independence Day
The Fourth of July is often a day of transitions for me. In 1994, it was the day my family moved from Virginia to Florida. In 2014, it was the day I left New Mexico where I earned my graduate degree to Illinois. This year, I have the pleasure of spending the Fourth with the Oregon II family. The research is complete for this leg and we are heading back to land; after three weeks onboard, it feels like leaving another home.
The sauce bosses are about 30 men and women who work aboard NOAA Ship Oregon II: 20 crew and 10 scientists. Behind the scenes, or rather, below deck, the engineers are hard at work operating, refueling and otherwise monitoring the ship’s engines. Of course, these are the engines that propel the ship, but they also include the machinery that powers the winches on deck for trawls and CTD casts. They warm up the engines ahead of data collection so that the winches are ready when we reach each station. It’s another hard job on the boat; below deck in the engine rooms, even with air conditioning it can still reach over 40˚C or 110˚F. Shifts are four hours long and eight hours off so meals and sleep alternate with watches.
Vincent Perry is one of the engineers and was raised with the mindset that travelling and experiencing different cultures is an essential to a meaningful life. He joined the Navy which took him around the world to places like Japan and the Middle East. After retiring from the service, he joined NOAA to continue travelling by visiting different ports. Although the work is hard, he enjoys visiting new places and trying foods around the country. Another benefit of being crew is that the weeks spent at sea are balanced by weeks of leave between trips that he can spend with his family.
On deck, the Deck Department handle and deploy the trawl nets and CTD, including the winches. Many of these men also have Navy experience that allowed them to see the world while using the mariner skills that many from the Gulf coast learned as members of fishing families. Lead Fisherman Chris Nichols always had a strong sense of adventure, and was especially inspired by Rudyard Kipling’s novel, Captains Courageous, which he found among his father’s things when he was a boy. The novel is a story of a wealthy teen that falls off an ocean liner and is picked up by a fishing boat where he is eventually shaped into a hard working member of the crew. Following Naval service, Chris served as a US Merchant Marine, which are civilian mariners who transport cargo and passengers to Navy vessels. He also worked on charter fishing boats out of Florida and then joined NOAA and Oregon II’s crew.
Captains Courageous by Rudyard Kipling. Photo credit: amazon.com
NOAA Corps officers are primarily posted in the bridge. Although they are required to have science backgrounds and coursework, ship navigation is their primary duty; they chart our course from station to station and steer. Naturally, the bridge has the best view and crew often spend time there chatting with the officers if there isn’t too much traffic. However, at night when other fishing boats and defunct oil rigs are difficult to see, this can be a daunting task. Even during the day, navigating around the MANY oil rigs that dot the Gulf coastline makes this job less than straight forward.
Oregon II’s bridge uses many of the original instrumentation it was built with such as this steering wheel.
Oregon II’s bridge uses many of the original instrumentation it was built with.
The bridge of Oregon II boasts a number of “antique” parts, another reminder of its years of service. Today, alongside the table of paper charts are electronic counterparts. A raster navigation chart (RNC) computer system displays scans of paper maps. Next to that is the newest addition, the electronic navigation computer charting (ENC) system which is a clickable map that displays other ships and reports their bearings, information about geographic points such as depth if available. These and other data can be layered on the map and is continuously updated with new information.
A large radar screen is posted at either end of the bridge, one that detects larger ships and one that picks up signals from smaller boats. Even though the expanse of water seems large, traffic jams can still occur around busy ports. Executive Officer (XO) Andrew Ostapenko explains to me the stress-inducing calculations that continuously run through his head when he looks at the radar screens. The radar displays are able to show lines of where each boat will be in the next hour given each one’s speed and direction, thus showing if and when our paths would cross. It’s too busy on the screen to keep it that way, but it seems that’s the picture XO has running through his mind all the time. A large tanker over 20 miles away holds his attention because he can predict that we would cross paths in 45 minutes. That means you have start correcting your speed and bearing now to maintain a safe distance when we pass in 40 minutes to avoid a collision. That’s just one of at least 20 vessels clustered around New Orleans on the ENC screen and the weather is fair.
Newer instruments in Oregon II’s bridge. Radar screen on left, electronic navigation charting system in the center, raster navigation charting system on right.
They also drive the boat during trawls. When we come to a station, the officers bring the boat to a complete stop in order for us to launch the CTD. As soon as the CTD is back onboard, the trawl begins. There is a set procedure for the trawl and the wind direction is taken so the net doesn’t blow back towards the boat. The bridge, deck and scientists in the dry lab are in communication about the time and length of the trawl to coordinate the speed of the boat with each stage of the trawling process. The boat cruises at 5-5.5 knots to shoot the doors of the net, and slows to about 2.5 knots for the half hour during the trawl. We speed up slightly to 3.5 knots to haul back the net.
ENS Chelsea Parrish on the left with ENS Andy Fullerton on the left on watch in the bridge.
Navigation is mainly done be ENS Chelsea Parrish and ENS Andy Fullerton who are supervised by XO and CO, the commanding officer. ENS Fullerton grew up in Florida, but his adventurous spirit took him to Colby College in Maine; as far north as he could get from Florida without his mother having a “conniption fit”. He earned a bachelor’s degree in biology with a minor in environmental science and heard about NOAA in college. He applied to NOAA Corps and was accepted.
ENS Parrish comes from a military background, but would say she’s from Savannah, GA. Following a love of science took her through a Master’s degree in Marine Science at Savannah State University. She was introduced to NOAA in her first year of graduate school and decided to join.
NOAA officers rotate ship assignments every two years. Her term with Oregon II is coming to an end in the next few months, but she is looking forward to her new post in La Jolla, CA where she will be a drone pilot for marine mammal surveys. She found a great way to combine NOAA service with a more hands on way to do the science she loves.
Personal Log
I’m not a “Star Trek” fan, but I feel like I finally understand the premise of the show. Research vessels such as NOAA Ship Oregon II are like the USS Enterprise’s of Earth, and there are many places on our planet where “no man has gone before”. However, Oregon II actually goes to the same places every year—the Gulf of Mexico and Caribbean–to create long term data sets, because we don’t know what kinds of changes might happen from year to year. Long term data helps scientists identify cause and effects of population explosions or crashes, for example of shrimp and plankton, and the effects of fishing practices on red snapper.
Anyway, Oregon II’s only mission is to support scientific study, and the entire crew, from the captain and NOAA officers in the bridge, to the deck crew operating the winches and launching the CTD, to the engineers monitoring and running the engines of the boat, winches, electrical, air conditioning, and everything in between, are seamlessly coordinated with scientists to conduct research. Scientists aren’t the only people who do science. The men and women aboard NOAA ship Oregon II, and the various ships in the fleet have found their different contributions to science through their particular skill sets. It’s inspiring to see people practice strong support for science with such a range of skill sets.
I was also reminded of “Gilligan’s Island”, of which I am a fan. For the younger readers, it’s a comedy show from the 1960s where seven people—a two man crew and five passengers, including “The Professor”— on a small charter boat get shipwrecked by a storm on an island during a “three hour tour”. The series is about the living they make on the island as their boat is beyond repair. In contrast to the SS Minnow, our story would follow a very different track, but still make a great TV show. Oregon II has been in NOAA’s service for just over 50 years, and that’s only part of its career. The ship itself is reliable in large part to the dedicated crew who keep her running. Many of them, including Captain Dave Nelson, have been with Oregon II for over 20 years! They are a close knit team, really family, that are the epitome of a well-oiled machine when they work. The remaining “passengers” on board are the scientist party who work in conjunction with the crew, many for a decade as well. And of course, there’s “Teach”, the current Teacher at Sea. Either the ship would be quickly repaired and back in Pascagoula before anyone noticed it wrecked, or, if they chose to stay, this team of 30 skilled people would build a pretty comfortable and sophisticated settlement on that tropical island.
Fortunately for us, the second leg of the SEAMAP Summer Groundfish Survey went smoothly once we got going. When we pull back into port in Pascagoula, I get to see the workings of the machine one more time. The whole crew is on deck to dock the boat, reconnect to land-based utilities and hug their waiting families on land. Despite the invitations to stay for the third leg, I have to make way for the next Teach, but hopefully I’ll find a way back next year.
Did You Know?
Captain Dave Nelson is one of two civilian CO’s in the NOAA fleet. CO’s are usually NOAA Corp Commissioned officers. Like other NOAA Corp officers, a ship’s CO would rotate every two years to a different ship. Captain Nelson however, will spend his entire NOAA career of 30 years aboard Oregon II.
In a few short days, I’ll be flying to the Gulf Coast and going aboard NOAA Ship Oregon II, a 170-foot fisheries research vessel which first launched in 1967. I turned seven that year, and in my Southern California boyhood loved nothing better than exploring the cliffsides and mudflats of the Newport Back Bay, collecting seashells and chasing lizards and Monarch butterflies. Fifty years later, I’m just as smitten with nature and the marine environment, maybe more so. I live in the San Francisco Bay Area now, and these days my passion for the ocean takes the form of getting out on the water whenever I can (and longing to do so whenever I can’t): kayak-fishing along the coast from Marin to Mendocino, tide-pooling at Half Moon Bay, and whale-watching with my family in Monterey.
Me & my kids, Miriam and Noah, just off the water. Van Damne State Park, Mendocino California.
Though my childhood reading consisted almost entirely of field guides for shells and insects—and those by Roger Tory Peterson (no relation) were my most-prized books—I didn’t become a biologist. No, I became a professor of English instead, one who was drawn, not too mysteriously, to writers who shared my fascination with the sea and its creatures, novelists like John Steinbeck and Herman Melville, poets like Walt Whitman and George Oppen. As a non-scientist with an incurable case of “sea fever,” I simply couldn’t be happier to sail this summer as a NOAA Teacher at Sea, and I look forward to experiencing first-hand the rigors of life and work aboard a NOAA research vessel.
A glimpse of The College Preparatory School. Oakland, California
I have the great good fortune of teaching at a wonderful independent high school that has helped me to cultivate these interests within and beyond the classroom: Oakland’s College Preparatory School. I teach a year-long Freshman English course there as well as a handful of upper-level semester-long seminars, each focused on a special topic or theme. One of my favorite seminars is called “Deadliest Catches” (yes, a shameless allusion to those intrepid Bering Sea crabbers on Animal Planet), a course that offers a deep-dive into the encyclopedic wonders of Herman Melville’s Moby-Dick. Every fall members of this course visit the San Francisco Maritime National Historical Park to go aboard historic vessels and sing chanteys with a locally famous park ranger. We also team up with members of College Prep’s Oceanography class, taught by my colleague Bernie Shellem, for an afternoon of marine science aboard the R/V Brownlee, examining bottom-dwelling marine life, identifying fish and crustaceans, and studying water chemistry and plankton in the San Francisco Bay.
College Prep students, about to go aboard the R/V Brownlee. Richmond, California
Another of my sea-related courses, and one that might stand to benefit even more directly from my TAS experience, is “Fish & Ships”: a week-long intensive class on sustainable seafood and Bay Area maritime history. Though the course is brief, it encourages students to reflect on big questions: how do their everyday choices affect the marine environment that surrounds them, and what does it mean to be an ethical consumer of seafood? We meet and eat with industry experts, and we take a road trip to Monterey, visiting its amazing Aquarium, kayaking on Elkhorn Slough (where its rescued sea otters are released), and feasting mindfully at restaurants that feature sustainable seafood.
In connection with this course and on a personal note, I’m especially interested in the shrimp species I’ll become well acquainted with on the upcoming cruise. I’m a big fan of shrimp tacos, and my favorite taqueria in Berkeley makes theirs from “wild-caught shrimp from the waters of Southeastern Louisiana.” An ad on the wall proclaims they’re a sustainable resource, informing customers that independent fisherman harvest the “Gulf Shrimp” using a method called “skim netting,” reducing by-catch (i.e., the unwanted capture of non-target species) and thereby doing less damage to the ecosystem. I’m fascinated by the ways supply-chain connections like these—between particular fishermen and the fish they fish for in a particular place and in a particular way—swirl out into so many different but interconnected orbits of human endeavor, binding them in one direction to the fisheries biologists who help determine whether their stocks are sustainable, and, in another, to fish taco aficionados and English teachers in far flung states who delight in their flavorful catches.
What am I bringing along to read, you may wonder. Well, for starters, it’s only fitting that my well-worn copy of Moby-Dick accompany me, and another old favorite belongs in my bags: Steinbeck’s Log of the Sea of Cortez. More powerfully than any of his fiction, that work—which records the marine-specimen collecting trip Steinbeck made to Baja California with his longtime friend, marine biologist Ed Ricketts—spoke to me as a young man and certainly helped inspire the voyage I’m about to take as a Teacher at Sea.
Did You Know?
Samuel Clemens’s pen name, Mark Twain, had a maritime source. In the parlance of riverboat pilots, the two words mean “two fathoms” (or 12 feet) of depth, “marked” (or measured) by the leadsman. The expression meant safe water for a steamboat, in other words.
What are groundfish? They are basically what they sound like, the fish that live in, on or near the bottom of a body of water. NOAA Ship Oregon II samples waters in coastal Gulf regions from Florida to Texas using an otter trawl net. Our net includes a “tickler chain” that moves just ahead of the opening to disturb the bottom sediment so that organisms swim up to be scooped up.
We tow for a short half hour at each station to get an idea of what species can be found at different locations. Fishing boats tow for much longer, hours at a time with larger nets. The cod end where the fish collect, is created by a knot beautifully tied by Chief Boatswain Tim Martin that holds during the tow but easily pulls open to release the catch which drops into large baskets. Tim works on the deck to launch the CTD (conductivity-temperature-dissolved oxygen probe) and the trawl net. The baskets are weighed and then dumped onto a conveyor belt to be sorted.
The otter trawl in action.
This knot closes the net during a trawl but pulls open to release a catch.
A look at what we caught at a station on June 30.
Another look at what we caught at a station on June 30.
This was one of the larger samples, filling up the entire conveyor belt!
We start by putting whatever looks alike together, which is much easier said than done. If it turns out to be tricky, the wet lab is equipped with a range of resource guides to reference. Once everything is sorted out, each species is individually sampled: the count of individuals, the total weight of that species, the lengths of up to 20 individuals, and the weight and sex of every fifth individual. This information is entered into Fisheries Scientific Computer Systems (FSCS) and added into a database that gets uploaded for public knowledge.
Everyone is lined up and sorting through fish. It’s the first trawl of the cruise so the night shift got excited and joined us.
Identification guides in the wet lab.
“Flatfish” is not descriptive enough. Andy Millett checks the keys on a computer loaded with identification keys.
Identifying a new friend.
How the catch looks once everything that looks alike is put together.
Counts and weights of each species are taken and entered into a computer workstation.
I take a crack at entering individual lengths and weights. Then I do this many more times.
For commercial species, such as shrimp and red snapper, every individual is measured and sexed; up to 200 for shrimp and up to 20 red snapper.
It’s a lot of work, but data entry is relatively easy using a magnetic board. You line the specimen up at the end of the board and simply press the magnet at the end of the animal’s body. The board is connected to a computer and automatically sends the measurement when the magnet is pressed. The scale is also connected to a computer and sends that information directly. However, every species’ scientific name is manually entered into a list for each station before measurements are taken.
Fish are sorted and measured in the wet lab in Oregon II
The red handle contains a magnet. The length is recorded when the magnet touches the board. The fish is an Atlantic moonfish, Selene setapinnis.
Measuring butterfish, Peprilus triacanthus
So many kinds of fish, but color is not a way to sort!
These data are primarily used by NOAA for stock assessments. By documenting species abundances, size and distribution, fishery managers can calculate catch quotas for the year that maintains healthy stocks. These data are also used by NOAA for their database to help you make sustainable seafood choices: https://www.fishwatch.gov/ . It is also part of NOAA’s mission to be “Dedicated to the understanding and stewardship of the environment,” which is why everything that is captured is counted. Federal data are publicly available, so these surveys might be used by scientists to study a range of questions about any species that we counted, including the ecology of non-commercial species.
It’s really interesting to see exactly where seafood comes from. In the 10 miles or so between stations, the communities change drastically. Shrimp are abundant in east Texas, but not where blue crab start to appear in west Texas. It’s also interesting to see the different sizes (ages) of fish change between stations. One station brought in snapper over 10” long, while the next two stations delivered their 5-6” juveniles. Aside from that, I got the chance to handle so many species I’ve only seen on TV and never imagined that I would get to hold in my hand!
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Blue crabs, Callinectes sapidus. The two upturned crabs are females carrying eggs.
“Don’t give it a knife!”
“Stop giving it things!”
-things you say when trying to separate blue crabs that are latched onto each other
It’s reassuring to see the Gulf teeming with gorgeous biological diversity as evidence that U.S. fisheries are responsibly managed and that we have a strong model of stewardship in our seas—SEAMAP Groundfish Survey literally only scratches the surface of the coastline.
Personal Log
The meals in the galley are great. Valerie McCaskill of Naples, FL and Arlene Beahm from Connecticut are the Stewards onboard and they work diligently to feed us delicious home cooked meals. I’ll be a few pounds heavier when you see me after this trip. “Arlene’s trying to kill you with food!” Tim observed. These two ladies are stand-in moms, making sure we have heaping plates at meal times and snack times and anytime in between.
Finally got to eat some of the white shrimp we caught. And a whole steak for good measure. (Only the galley is allowed to take a part of the catch cook it for the ship.)
That’s a great thing because the 12 hour shifts work up an appetite. NOAA Ship Oregon II sails from one sampling station to the next, ranging from 5-12 miles in between, but as many as 20+ miles. On short runs, the next station comes up pretty quickly and we find ourselves finishing one just in time to start the next. We process four to five stations each shift with only short breaks during trawls.
It’s hugely humbling and an exercise in insecurity to watch the scientists work. At a glance they can recite the full scientific name of the hundreds of species that pour out of the net. I’ll be happy if I can come back with ten new species in my memory bank.
Baby blue crabs? Nope, these are adult Callinectes similis, blue crabs are C. sapidus.
The researchers onboard have been doing this for years. Identifying species takes time and practice to learn like any other skill, and it showcases the dedication and fulfillment they find in this kind of work.
Alonzo Hamilton, left, and Taniya Wallace, right, enter species into FSCS.
It’s hot, dirty work. There’s no air conditioning in the wet lab and around 1000+ fish can be brought aboard at a station. I, and probably everybody else within smelling range, am grateful to have hot showers and laundry onboard. Kristin Hannan emphasizes that “field work isn’t for everyone, but you don’t have to work in the field to study marine science.” But, the wet lab is where you witness the enthusiasm that brings the crew and the scientists back day after day in the heat of July, year after year. Squeals of excitement and giant grins appear with favorite species: Calappa crabs (I learned a name!), triggerfish, beautiful snail and clam shells, the infamous mantis shrimp, a chance sea anemone and of course sharks to name a few. Fisherman James Rhue, a crewman who works with Tim and operates the winches, comes to check out (as in play with) the catch a couple times a day; the fishing crew must be as skilled with identifications as the researchers—they do it during their off hours. During the half hour of the tow, we are often talking about plankton diversity in the dry lab.
Kristin Hannan, a shark researcher, pauses to examine a young hammerhead.
As satisfying as the work can be for some, the challenges certainly come with living on a relatively small boat built in a different time. While long overnight shifts sound tough, seasickness jumps to mind more readily when you say “boat”. When you’re seasick, everyone volunteers a range of interesting remedies, from watching the horizon, which is qualified as BS; lying down; sleeping, which isn’t easy when you’re sick; eating to keep your stomach full, counterintuitive but actually a useful one; ginger candy; staying cool, which does not describe the wet lab; to just chewing on a chunk of raw ginger, distracting, I’m sure! The Teacher at Sea organizers recommend working to keep your mind off of the nausea. Arlene was also very kind and donated a couple of her seasickness patches to my cause. For me, standing outside and watching the waves for flying fish helped immensely in the few minutes between processing catches. And there is far too much work and creatures to see to think about my stomach.
The blue dots are sampling stations along the Texas coastline. The red line shows where we’ve been. Thankfully, we’re not trying to hit every station, but there’s plenty to do!
Did You Know?
Although scientific names sound like gibberish, they are in Latin and often physical descriptions of the species. Portunus spinicarpus for example is a crab named for the long spike (spini) on its wrist (carpus).
P. spinicarpus
Lagocephalus translates to “rabbit head”, the name given to the group of puffer fishes, but you might have to squint to see it.
NOAA Teacher at Sea Geoff Carlisle Aboard NOAA Ship Oregon II June 7 – June 20, 2018
Mission: SEAMAP Groundfish Survey Geographic Area of Cruise:Gulf of Mexico Date: June 10, 2018
My first day on the NOAA Ship Oregon II!
Science Log
Having spent a few days on the ship now, I’ve come to realize that NOAA Ship Oregon II is a lot like the Millennium Falcon from Star Wars. In Star Wars Episode IV: A New Hope, Han describes the Falcon by saying, “She may not look like much, but she’s got it where it counts, kid. I’ve made a lot of special modifications myself.” Every crew member and scientist that I’ve talked to talks about Oregon II like Han does about the Falcon. The typical conversation starts with them saying that she “may not look like much,” being the oldest and one of the smallest research vessels in the NOAA fleet. But without fail, they immediately begin talking about how versatile the boat is, thanks to the many modifications that have been made over the years (some even joke about how the boat itself may be 50 years old, but none of its parts are). The boat is covered with its many awards and achievements, and has the lowest crew turnover in the NOAA fleet (many of the crew members have worked on the ship for over 20 years!).
You can see how much the ship has changed in its 50 years!
On Thursday, we began our two-day “steam” from the NOAA Ship Oregon II’s home port in Pascagoula, Mississippi, to Brownsville, Texas (near the border between the US and Mexico). Upon reaching Brownsville we’ll drop our first trawling nets at various stations, which are randomized locations where we’ll make our measurements.
The data we collect is part of the SEAMAP Summer Groundfish Survey, which the Gulf states of Texas, Louisiana, Mississippi, Alabama, and Florida depend on to assess the health and vitality of groundfish in the Gulf of Mexico. For example, according to the Texas Parks and Wildlife (TPWD), the commercial shrimp season for both the state and federal waters “is based on an evaluation of the biological, social and economic impact to maximize the benefits to the industry and the public.” Knowing that I helped with the “biological evaluation” they refer to makes the work feel important.
Personal Log
Common tern (Sterna hirundo) which fly from Canada to Patagonia every year
Casting off from Pascagoula felt like getting a “best of” tour of the Mississippi Gulf. The first hour of sailing was filled with incredible views of wildlife: groups of pelicans buzzing the ship, terns hovering above the deck, and flocks of seabirds chasing after fishing ships hoping to catch a meal. Every few hours we also see pods of bottlenose dolphins playing in the boat’s wake, and schools of flying fish gliding alongside the boat. The diversity and abundance of life reminded me that the Gulf of Mexico is a fertile ecosystem, with so much to explore.
Dolphins chasing our boat!
Brown pelicans (Pelecanus occidentalis) skirting our boat
A common sight in the gulf: sea birds stealing from fishing nets
Can’t beat the views
Without stations to take measurements, I don’t have many responsibilities yet on the ship, so I spend most of my time getting to know the crew, reading, watching the ocean, and working out. I was worried about what two weeks at sea would do to my triathlon training (it’s the middle of racing season!), but luckily I found a stationary bike with an incredible view. The term “stationary” bike feels almost tongue-in-cheek though, as the boat’s rocking and rolling have caused me to tip over more than once. On the bright side, I’m getting more of an ab workout?
Space is very limited on the boat, so there are a number of pieces of etiquette you learn quickly:
If someone is coming down the stairs or a hallway, pull over – you can’t fit two people in any passageways
With 30 people on board, but only 12 seats in the galley, make your meals short so others can get in and sit down
Don’t sit up too quickly in bed (the pic below is my bed!)
Geoff’s bunk on the ship
The boat is also constantly moving and humming. You learn quickly that you can’t move too quickly because of the large waves rocking the boat. While the gentle rocking of the ship can help lull you to sleep, every hour or so the waves get so rough that things start falling off of tables, which makes dinner time… fun?
One thing is for sure: the sunsets on the Gulf are unparalleled.
The sunsets on the Gulf are unparalleled.
Did You Know?
British composer Ralph Vaughan Williams set text about the sea from American Poet Walt Whitman’s “Leaves of Grass” in his Symphony No. 1, “A Sea Symphony,” for chorus and orchestra. In the piece, Vaughan Williams paints a symphonic picture of the sea that transports the listener, making you feel as if you were at sea. Since setting sail a few days ago, I can’t get this piece out of my head. Have a listen!
Behold, the sea itself,
And on its limitless, heaving breast, the ships;
See, where their white sails, bellying in the wind, speckle the
green and blue,
See, the steamers coming and going, steaming in or out of port,
See, dusky and undulating, the long pennants of smoke.
Walt Whitman, Leaves of Grass, Book XIII: Song of Exposition
Hello! My name is Geoff Carlisle, and I’m joining the NOAA Ship Oregon II this summer as part of the NOAA Teacher At Sea program. Every few days I’ll be posting updates here about my experiences on the ship, so keep checking in for updates from the Gulf (and to see if I’ve fallen overboard)!
I’m so excited to fly to Pascagoula, Mississippi tomorrow to begin my trip. When I heard that I was selected to join this program, I felt like a kid again. For anyone who knows me, I wear my love of nature documentaries and the natural world on my sleeves, so the chance to live at sea and interact with sea creatures is a dream come true. My biggest hope for this trip is that I get to hold a shark (crossing my fingers)!
Weather Data from the Bridge (Well… Austin)
Latitude: 30.336 N
Longitude: 97.687 W
Water Temperature: —
Wind Speed: 5.2 knots
Wind Direction: S
Visibility: 8.67 nm
Air Temperature: 37.2 oC (99 oF)
Barometric Pressure: 1009.6 mbar
Sky: Clear
Five-Day Graphical Tropical Weather Outlook
I have to admit, the idea of sailing in the Gulf of Mexico gives me as much trepidation as it does excitement. As a science teacher, the Gulf is synonymous with hurricanes. However, I was pleased to see that NOAA’s National Hurricane Center tweeted today, “no new tropical cyclones are expected during the next five days.” So I’ll be fine for at least that long.
Here in Austin, the heat is oppressive, with temperatures already reaching over 100 oF, and daily reminders from NPR that we are flirting with record highs. Daily life is consumed by heat-related questions: “Did I put the sun reflector up in my car so can actually sit in my car? Did I bring another shirt with me for when I inevitably sweat through the one I have on? Are people like me with Norwegian heritage even supposed to live this far south?” As a triathlete, I spend a lot of time training in conditions that mimic what I’ll see in a race. Since the direct sunlight and heat will be similarly intense at sea, I’m just treating each triple-digit day like a training session. A very sweaty training session.
Science and Technology Log
This summer, I will be joining the science team aboard the NOAA Ship Oregon II on leg one of the SEAMAP (Southeast Area Monitoring & Assessment Program) Summer Groundfish Survey in the Gulf of Mexico. This research is vital to the long-term sustainability of groundfish and shrimp populations in the Gulf. The three primary research objectives are:
Provide near-real-time data on the size of shrimp in the gulf
Aide in the evaluation of when to close the Texas shrimping season
Measure the groundfish and shrimp stock across the northern Gulf of Mexico
Four ships across the Gulf, including the Oregon II (see below), conduct this research in June and July every year by casting long nets called trawl nets at different locations around the Gulf. These nets are reeled onto the ship’s deck, and the contents of the catch are brought inside to be sorted by species, sexed, measured, weighed, and the data recorded. Some particular species will be stored and brought back to labs on the mainland for research.
NOAA Ship Oregon II (Photo Credit: Ensign Chelsea Parrish, NOAA)
Personal Log
College pennants decorate the walls when you enter the school, giving a visual reminder to our school’s driving purpose.
Last week I completed my 8th year teaching middle school science. I began my teaching career as a Teach For America corps member in the Mississippi Delta, and have spent the past six years at KIPP Austin College Prep. KIPP is a national network of public charter schools that primarily serve students from underserved communities, and put them on the path to college. Every day when I enter school, the first thing I see when I come in the door is a sign that says “Home of the hardest working students in Austin,” and this couldn’t be more true. I came to KIPP because I wanted to be a part of a community of exceptional educators who are committed to educational equity. Being part of a mission-oriented organization makes every day feel urgent and purposeful, and I’m proud to call myself a KIPP teacher.
Watch the video to learn more about KIPP Austin!
As a science teacher, I know how important it is that my students have learning experiences outside of the classroom. Partnering with my immensely talented colleague Colleen Henegan, we secured a Bright Green Futures grant from the City of Austin to build the largest school-based aquaponics greenhouse in Central Texas. Our school is located in a federally-recognized food desert (an area where access to healthy foods is severely limited). The system was built largely by our own students, along with Google employees who volunteered their time. Aquaponics is a method of cultivating fish and plants together in a closed system that is vastly more energy-efficient and requires 90% less water than traditional agricultural methods. Our students are learning how to grow plants in an environmentally-conscious way that allows them to see how science can be used to solve real-world problems.
AP Environmental Science Teacher Colleen Henegan testing the aquaponics system’s plumbing
Our demo system that I built to show how fish and plants can be grown together in symbiosis (fish are in the tank below, and cucumber are growing in lava rocks above!)
A photo of the greenhouse our students helped to build which now houses our system
Outside of teaching, I enjoy playing in an orchestra and training for triathlons (I’m training for my first Ironman 70.3 in October!).
Did You Know?
As a native of Oregon, being a crew member on Oregon II feels quite special. In my research about the ship, I was fascinated to learn that it has also achieved some major accomplishments:
Built in 1967, Oregon II is the longest-serving ship in the NOAA fleet. It has logged over 10,000 days at sea and traveled over 1,000,000 nautical miles, sailing as far south as the Amazon River Delta in Brazil, and as far north as Cape Cod, Massachusetts. (Source)
In 1998, Oregon II was the first United States Government ship to call at Havana, Cuba since 1959 when Fidel Castro took control of the country. The ship partnered with NOAA’s Cuban counterparts to research shark migration patterns. (Source)
Well, I’m back on dry land, with lots of great memories of sharks, big and small, and all the interesting people who I spent two weeks with on the Oregon II. And let’s not forget the red snappers either.
The largest shark we caught: 10 foot tiger shark
Cuban dogfish: The smallest species we caught
On our last day, we fished at a couple of sites right off the coast of Alabama and caught lots of sharks, plus a new species of grouper for the trip. The scamp grouper (Mycteroperca phenax) is apparently not frequently found on the longlines along the coast of Texas but becomes more common along the coasts of Mississippi and Alabama and up the Eastern Atlantic coast as well.
Tail of a Scamp Grouper
The groupers are mostly protogynous, meaning that when they become sexually mature, they are always females. Only later in life, when they have grown bigger (and have the right environmental influences), do they transition to males. This species can live for more than 30 years, but that’s actually relatively short for a lot of the grouper species, some of which can live to 60 years or more. Scamp grouper come together in groups to reproduce, so this makes them vulnerable to overfishing. The management councils take this into consideration when making a management plan and will close off areas known to be spawning grounds during the reproductive season. These are also great areas to target as Marine Protected Areas.
Scamp Grouper being measured
All of this knowledge about the scamp grouper (and other species we encountered on this survey) was gained through careful scientific research. As mentioned before, the long line survey was started in 1995 and has been conducted using the same methods every year since then. These data are used by fisheries managers to set catch limits and detect changes that might indicate problems for the species living in these areas. In other words, the science forms the basis for decision making and planning.
This is true for the various surveys that NOAA conducts in the Gulf each year. The Groundfish Survey, for example, provides vital information about the extent of the Dead Zone off the coast of Louisiana, by measuring dissolved oxygen levels on the sea floor as part of the survey. This data tells us that we need to continue to work on controlling nutrient inputs into the Mississippi River from agriculture lands and cities that span much of the eastern United States. Scientific research also tells us that we need to be planning for and mitigating the effects of the looming problem of climate change.
Climate change will certainly bring about significant change to the Gulf. As ocean temperatures rise, water becomes less dense and therefore takes up more space. Along with continued melting of land-supported ice in the polar regions, this is contributing to a cumulative increase in sea level of 3.2 mm per year (https://oceanservice.noaa.gov/facts/sealevel.html). In the Gulf, this increase will particularly impact estuarine ecosystems that are rich nurseries for many fish species and are extremely productive habitats.
One of the predictions of many climate models is that increased global temperatures are likely to bring about more frequent and more intense hurricanes. This 2017 hurricane season is a stark reminder of the devastating impacts that hurricanes can have, even when we have the scientific tools to predict approximately where and when the storm will make landfall.
Finally, the increase in global temperatures will make the regions surrounding the Gulf less pleasant places for people to live. The summers are already very hot and humid, and a degree or two hotter will make a lot of difference in the livability of the region.
We know all of this through careful scientific research, and there is a consensus amongst scientists that this is happening. To prepare for the effects of climate change and to know how to best minimize those effects, we must continue to collect data and do science. After all, what is the point of scientific research if we don’t use the results to make better choices and to address the problems that are facing us?
At the end of my time on the Oregon II
Personal Log: I am so grateful for the opportunity to go on this research survey and for the Teacher at Sea program as a whole. I strongly encourage any teacher thinking of applying to the program to do so. Thanks to NOAA and everyone at the TAS office for all your help and support.
So, as my time on the Oregon II is winding down, I thought I’d share a bit about what it is like to do science on a boat. First of all, there is a tremendous amount of planning that must go into a successful survey in the weeks and months beforehand. In addition to all the logistics of going to sea for two weeks, there is the challenge of putting together a crew of scientists that can be away from their day to day jobs and lives, and agree to work 12 hour days, for weeks on end. Lisa Jones is the Field Party Chief for this survey and must figure out those logistics plus organize the science part as well. This survey has been going since 1995, and one of the keys to longitudinal data sets is that they keep standard methods throughout, or else the data aren’t comparable.
This can be challenging in all sorts of unforeseen ways. For example, a few years ago, it became difficult to find the mackerel used as bait on the longlines. During an experimental survey in the spring, they tried out squid as an alternative and caught a totally different composition of species. Fortunately, the mackerel became more available again, and the problem is no longer an issue, for now.
Hooks baited with mackerel
Lisa is also the one responsible for working with the captain and his crew to determine sampling locations and a plan for getting to those locations. There’s a plan at the beginning, but, of course, that changes frequently, due to weather, the locations of other ships and a myriad of other unforeseen circumstances. The goal is to reach 200 sites per year, with 50% between 5-30 fathoms (1 fathom=6 feet), 40% between 30-100 fathoms, and 10% between 100-200 fathoms. These percentages reflect the depths of the continental shelf area throughout the sampling region. Below is a sampling map for the 2015 longline survey.
Sampling stations for 2015 Longline survey from 2015 Cruise report
During a longline set, the line is deployed for one hour before retrieval, with 100 baited hooks. As the line comes in, each fish is given three to four measurements (depending on the species) and is weighed. Many of the sharks are tagged, as this provides the possibility of someone finding the tagged shark in the future. With a tag retrieval, we can learn about how far the organism has traveled and how much and how quickly it has grown.
Measuring and tagging shark in the cradle
As I mentioned in my post about the red snappers, the snappers, groupers and tilefish are dissected for their otoliths and gonads. They can’t be successfully released in most circumstances anyway, due to barotrauma from pulling them quickly to the surface from depth.
A Yellowedge Grouper weighing nearly 20 kg
Sharks are less affected by barotrauma because they don’t have swim bladders to maintain their buoyancy like the bony fishes we’ve been catching.
Caught on the longline
Here are a couple examples of our data sheets. As you can see, some sets have more fish than others (in fact the full one, was only one of three pages). Once all the data are collected, they have to be entered in the computer for later summary and analysis. Some days it can be a big challenge to get all the data entered before it’s time to start all over again. Other days, like today, include lots of travel time.
Only a tilefish on this set…
Many more on this one…in fact this is only one of three pages
Personal Log:
Tiger shark filling the 10 foot cradle
For me, it has been truly wonderful to get to work as a scientist again, if just for a couple of weeks, especially with such an amazing group of scientists. I’ve learned so much from my fellow day crew members (Lisa, Christian, Nick and Jason). They have patiently answered all my questions, even when it was keeping them from getting to dinner. Lisa Jones has gone above and beyond in her support of me, even though she has had many other responsibilities on her plate. I also appreciate being made to feel welcome lurking around the night crew’s catches. Thanks especially to Christophe, Vaden, and Eric for allowing me to hang out in the measuring pit. I love my job as a teacher, but part of me definitely misses working as a field biologist. I am grateful for the opportunity and especially thankful for my wonderful family. I can’t tell you how much I appreciate your support and love.
This is a shark and red snapper longline survey, and the sharks tend to steal the stage. They are bigger (for the most part), more diverse and definitely have more of a reputation. I have been surprised, however, by how much I’ve been drawn to the snappers. They are a beautiful color, and tend to come up in groups that are pretty similar in size.
Red snapper (Lutjanus campechanus) ready to be measured
The Northern Red Snapper (Lutjanus campechanus) is commonly fished in the Gulf of Mexico, both recreationally and commercially. It turns out that the commercial fishers get 51% of the catch quota and the recreational fishers get 49%. The methods for dividing up those two basically equal pieces of the pie is different between the commercial and recreational fishers. In addition, the commercial fishing catch is monitored very closely, while the recreational fishing catch numbers are largely unknown. Plus, the states have their own waters that extend out to different distances, depending on the state, and the federal waters extend from the state water boundary to 200 nautical miles offshore. So, in other words, managing the fishery is quite complicated.
So, how do all these fishing rules and regulations get established and modified over time? A law was passed in 1976, called the Magnuson-Stevens Fishery Conservation and Management Act, and one of the key parts of the act established eight regional management councils for regulating fishing in federal waters (more information on the act here: http://www.nmfs.noaa.gov/sfa/laws_policies/msa/). It also established the 200 nautical mile extension of federal waters from land. The Gulf of Mexico Fishery Management Council (GMFMC) is responsible for creating Fisheries Management Plans (FMPs) for fisheries within the U.S. federal waters of the Gulf of Mexico, from southern Texas, along Louisiana, Mississippi, and Alabama, and down the west coast of Florida. This graphic shows the catch limits for red snapper and other species for 2017 set by the GMFMC. For red snapper, the catch limit is close to 14 million pounds.
The data that we are collecting helps scientists and policy makers to determine what the annual catch limit for a particular season should be. For each fish that we bring on board, we measure the fish length and weight, as well as the weight of the gonads. In addition, we collect their otoliths (ear bones) and samples of the ovaries of females. These both help managers to estimate the age and size of the population, and future populations as well.
Otoliths are calcium carbonate hardened structures and are present in the part of the inner ear that is responsible for balance. Humans and other vertebrates have them too, and they can be used to tell the age of the fish. The otoliths of Lutjanus campechanus are quite large. There seems to be an overall relationship between the habitat of the fish species and the size of the otolith. Species like Lutjanus campechanus that live along reefs and rocky structures have much larger otoliths than species like tuna that swim up in the water column. Flying fish, which we’ve seen a lot of, also have large otoliths, given their body size, probably aiding them in knowing where they are as they glide through the air.
Otoliths taken from one of the red snappers we collected
Well, we have been collecting a lot of data over the past couple of days to help inform these policies in the future! Each line we’ve pulled in lately has had a dozen or more snappers on it, and they are a lot of extra work as compared with the sharks, due to all the samples we have to collect once we’re done. A couple times, we’ve barely finished before it was time to start baiting lines again.
Personal Log:
As I mentioned earlier, I’ve really come to love the red snappers. Their eyes are the same color as their skin and I’m just awed by their size. I am used to snappers that I’ve watched on coral reefs, and even the largest species I’ve seen on reefs are nothing compared with these guys.
Red snapper (Lutjanus campechanus) eyes
I’ve also adjusted to the shift in my day, as evidenced by the fact that I’m finishing this up at 1 a.m. It has been a long time since I’ve been on this kind of late night schedule. I’m enjoying it, especially because I know when I return to California, I’ll be getting up at 5:30 a.m. again.
Did You Know?
That snappers eat a wide variety of different foods, including fish and various types of crustaceans? Here are a couple of items we’ve found in the ones we’ve caught. Can anyone identify them? I studied the second group for my Ph.D. dissertation!
Note: Just a month ago Hurricane Harvey was bringing 20 foot seas to this area, but today we’re enjoying the 3-4 foot swell.
Science and Technology Log:
Well, we’ve gotten to the fishing grounds, and we’ve gone from waiting to very busy! We put out the first lines starting at around 8 pm on Tuesday evening. The process involves first baiting 100 hooks with Atlantic mackerel. When it’s time for the line to be deployed, first there is a tall buoy with a light and radar beacon (called a high flyer) on it that gets set into the water, attached to the monofilament fishing line. Then there’s a weight, so the line sinks to the bottom, a series of 50 baited hooks then get clipped onto the line as the monofilament is being fed out.
Those 50 hooks are referred to as a “skate”. This confused me last night when I was logging our progress on the computer. I kept thinking that there was going to be some kind of flat, triangular shaped object clipped on to help the line move through the water…not really sure what I was imagining. Anyway, Lisa Jones, the field party chief and fisheries biologist extraordinaire, has so kindly humored all my questions and explained that skate is just a term for some set unit of baited hooks. In this case, the unit is 50, and we’ll be deploying two skates each time.
After the first skate comes another weight, the second skate, another weight and then the last high flyer. Then the line is set loose and we wait. It’s easy to locate the line again, even at night, because of the radar beacons on the high flyers.
Why are we collecting this data?
As mentioned in my previous post, one of the tasks of NOAA, especially the National Marine Fisheries Service Line Office, is to collect data that will help with effective fisheries management and assist with setting things like catch quotas and so forth. A catch quota refers to the amount of a particular species that can be harvested in a particular year. Fisheries management is incredibly complicated, but the basic idea is that you don’t want to use up the resource faster than it is replenishing itself. In order to know if you are succeeding in this regard, you must go out and take a look at how things are going. Therefore, the Oregon II goes out each year in the fall and samples roughly 200 sites over about eight weeks. The precise locations of the sampling sites change each year but are spread out along the SE Atlantic Coast and throughout the U.S. waters in the Gulf of Mexico.
We’ve put out three long lines so far. Last night, we caught a single fish, but it was a really cool one. It’s called the Golden Tilefish but has an even better species name: Lopholatilus chamealeonticeps. As Lisa was explaining that they dig burrows in the sea floor, I realized that I had seen their cousins while snorkeling around coral reefs but would never have made the connection that they were related. This guy was big!
Golden tilefish (Lopholatilus chamealeonticeps) caught in first longline of the trip
This afternoon, things got really hectic. Of our 100 hooks, 67 had a fish on it, and 60 of those were sharks. As we were pulling in the last bit of line, we pull on a shark that was missing its back half! Another had a bite taken out of it. And then on hook number 100, was a bull shark. This shark had been snacking along the line and got caught in the process.
Bull shark caught on the last hook of a very productive bout of fishing (Photo courtesy of Lisa Jones, NOAA)
And I haven’t even mentioned the red snappers. I will save them for another post, but they are absolutely beautiful creatures.
Red snapper being measured
Personal Log:
I definitely continue to feel out of my element at times, especially as we were pulling in all these hooks with sharks on them, and I could barely keep up with my little job of tracking when a fish came on the boat. All the sharks started running together in my mind, and it was definitely a bit stressful. Overall, I feel like I’ve adjusted to the cadence of the boat rocking and have been sleeping a lot more soundly. I continue to marvel at how amazing it is that we’re relatively close to shore but, except for a few songbirds desperate for a rest, there is no evidence of land that my untrained eyes can detect. Lastly, I’ve realized that a 12-hour sampling shift is long. I have a lot of respect for the scientists and crew that do this for months on end each year with just a few days break every now and then. Well, it time to pull in another line. Next time, we’ll talk snapper.
Latitude: 35.190807
Longitude: -111.65127
Sea wave height: NA
Wind Speed: 7 Mph
Wind Direction: W
Humidity: 21%
Air Temperature: 20 degrees C (68 degrees Fahrenheit)
Barometric Pressure: 29.81″ Steady
Sky: scattered clouds
panoramic view from the stern heading home
Personal Log
And just like that, it’s over. I am back in Flagstaff and have finally stopped feeling the boat rocking while on solid ground. Students have been working on a shark project in my absence and we are finishing it up this week. My first day back was a day of show and tell. The students were excited and full of questions about my trip. As I presented to my students, I realized how much I learned and how much more I still want to know! Here are some pictures from Monday.
jaws of a blacktip shark
checking out the longline and gangions
blacknose jaws and sharpnose jaws
barb from a southern stingray
barb from southern stingray
red snapper otolith
As I reflect back on my adventure, I have many thoughts and wonder how the fourth and final leg is going. I think back to last year when I first learned I was selected to be on this adventure and how impossible it was to imagine that I was actually going to work with sharks. Then, as the date loomed closer, trying to best prepare for something that was a big unknown to me. And then I was at the dock looking at the Oregon II tied up for the weekend. I recall when I first reached the dock in the evening looking at the ship and thinking wow, pinch me, this is really happening. I remember being awed and out of my element those first few days just learning to navigate the ship. And then the first haul in! Now that was a rush as we pulled in not only small sharpnose sharks but larger sandbar sharks that needed to be cradled. It was unbelievable watching as the team worked and I was thrust into being a viable team member. After a week, it was a game I had to see if I could bait the hooks as fast as the veteran scientists. I automatically logged the fin clips and helped enter the data we had collected. Working on the ship became the new normal — knowing what to to do at each station’s deployment of the line and the haul back. I was feeling competent in my role. Even pulling in some sharks became routine…routine! Wow, had I come a long way. And then, just like that, I was on my last haul back and heading back into port.
Here are some of my favorite videos and photos from the adventure.
Below a time lapse of what a haul back at night looks like
Eye See you (Smooth-Hound shark)
Measuring a sandshark
And a video of my favorite shark- the great hammerhead being released out of the cradle.
And a baby hammy
So here I am, back in Flagstaff, reflecting back on my adventure. Did it really happen? I have pictures to prove it and stories I am sharing but it does seem like a lifetime ago that I was touching a shark and looking into the doe eyes of a ten foot hammerhead shark. The more I talk about what I have done, the more I realize how much I learned and how much more I still don’t know. The two weeks flew by but I am grateful for it. So for those of you out there reading this blog, make time for adventures, get out there and do it, follow your passion and immerse yourself. You might be surprised at what you can do!
I arrived in Pascagoula, Mississippi in the late afternoon on Saturday after a long day of travel. Things were so quiet on the ship that evening as most of the crew had gone home during the break between legs of the survey. It was great to be met and shown around by a friendly face, the Officer on Duty (OOD) David Reymore. I definitely was feeling a bit like a fish out of water, even though we hadn’t even left the dock yet. As people start to arrive back on the ship, they all know their role and are busy getting ready for our departure later on today. It’s a good experience to feel like you’re out of your element every now and again and I guess a small part of why I decided to apply for a Teacher at Sea position in the first place.
NOAA
As I was preparing to depart on this adventure and was explaining that I was going to be a NOAA Teacher at Sea, I had a number of people ask me what NOAA stood for, so I thought I’d provide a bit of information about what they are and what they do. First, NOAA stands for the National Oceanic and Atmospheric Administration, and the name definitely suggests the broad mission that the agency has. Their mission involves striving to understand the oceans, atmosphere, climate, coastlines and weather and making predictions about how the interactions between these different entities might change over time.
That is a tall order, and the agency is divided up into different offices that focus on different aspects of their mission. The National Weather Service, for example, is focused on forecasting the weather and makes predictions about things like where hurricanes will travel and how intense they will be when they get there. The National Marine Fisheries Service is tasked with studying the ocean resources and habitats in U.S. waters and to use that understanding to create sustainable fisheries.
So far, I’ve met many people that I’ll be sharing the boat with over the next two weeks. They have all taken time to introduce themselves and talk for a bit, even though I know that they’ve got tons to do before we sail.
Sunday evening
Well, we’re underway towards our first sampling sites off the coast of Brownsville, Texas. The seas are really calm, and I’m sitting up on the deck enjoying the light breeze and digesting the delicious dinner of jambalaya, vegetables and blackberry cobbler. On our way out from Pascagoula, we saw a few dolphins, beautiful white sand barrier islands and mile after mile of moon jellies, but now we’re no longer in sight of land.
Barrier island off the coast of Mississippi
We’ve passed an occasional oil rig off in the distance but haven’t seen much else. The sun just set behind just enough clouds to make the colors spectacular and then as I was climbing down the stairs, I saw a handful of dolphins playing in the boat’s wake.
Sunset over the Gulf of Mexico
Monday, September 18
Today will be a full day of travel to reach our fishing grounds. Assuming we continue to make steady progress, we should arrive in the late afternoon or early evening on Tuesday to begin fishing. We will be baiting 100 hooks that, once deployed, will remain in the water for an hour before we pull them back in. We’ll be fishing in a variety of depths while working our way back towards Pascagoula. We practiced some drills this afternoon, including a “man overboard” simulation, using a couple of orange buoys. They deployed a rescue boat and had retrieved the buoys in a matter of minutes. I have to admit that watching them get out there with such speed and skill put me at ease.
Rescue boat deployed during the “man overboard” drill
Welcome to my Teacher at Sea blog! My name is Kate Schafer, and I am a teacher at the Upper School at the Harker School in San Jose, California, right in the middle of Silicon Valley. I teach biology, marine biology and food science to mostly juniors and seniors. This may seem like an odd mix of courses, but I am so fortunate to be able to teach students about all my favorite topics. I have heard that the food is delicious on the Oregon II, and I’m interested in learning more about the challenges of keeping a crew fed when you can’t pop down to the corner grocery store when you realize that you forgot to order that crucial ingredient. I have spent many hours on the ocean, and spent six years studying coral reefs in Belize, Central America, but I’ve never been to sea on a research vessel. I’m thrilled to have that opportunity and to share it with my students.
My husband, daughter and I ready to tour the Atlantis in Woods Hole, MA this summer
Weather Data
The weather has been a big topic of conversation of late here in San Jose. Two weekends ago set all-time record high temperatures throughout the Bay Area, even along the coast. Living in close proximity to the ocean, we expect relief from that rare hot day to come rather quickly, but the heat lingered for days. We’re back to normal fall weather as I head off, though. This morning is cool and seasonable. I know from growing up in Atlanta, Georgia, that I’m heading to warm and humid conditions on the other end of my travels.
Science and Technology Log
On this research cruise, we will be conducting long line surveys, looking at shark and red snapper populations in the Gulf of Mexico. I will report more on where we are going and what we’re studying once the leg of the survey begins. There are multiple legs to the survey, and I’ll be joining in for the fourth and final leg. It has been a tumultuous time in the Gulf over the past few weeks, and it will be interesting to learn about how this has impacted the coastal waters in the area we will be surveying.
Personal Log
I am sitting in the airport in San Jose, ready to board my flight to Dallas, en route to Gulfport and my final destination of Pascagoula, Mississippi. Wow! It’s been a frantic week of getting all sorts of last minute pieces put together to allow things to, hopefully, run smoothly in my absence. It’s early morning, so I’m still in a bit of a groggy cloud, making the fact that I’m actually heading off on this adventure all the more unreal.
Even the grogginess cannot stifle my excitement, though, as I head off for two weeks of working with scientists and collecting data. As I was packing last night, I couldn’t help but be reminded of all the previous trips I packed for more than 15 years ago to conduct field research on coral reefs in Belize. I was studying a type of crustacean called the stomatopod and learning about the role that they play in coral reef ecosystems, how they interact with other species like pygmy octopus and crabs, their main source of prey.
I am thrilled to be heading out on this research trip and feel so fortunate for the opportunity. I look forward to questions from you about what we are doing and learning on our voyage. Check in frequently for updated blog posts once the trip commences.
Did You Know?
That the Oregon II has been part of the NOAA fleet since 1977?
We have been sampling along the coast of Florida, Alabama, Mississippi, Louisiana, and Texas at varying depths – “A” stations ( 5- 30 fathoms), “B” stations (30 -100 fathoms) and “C” stations (100 – 200 fathoms). A fathom is six feet or approximately 2 meters. The longlines are baited the same – mackerel on 100 hooks spread out across one nautical mile and then set on the bottom of the ocean. As we reel in the long line, the click and whine of the line as it’s being spooled, we wait in anticipation of what it may bring. Each station yields something different and you never know what you are going to get. Below is a list of some of the animals we have encountered.
baby hammerhead
Shark species: blacktip, sharpnose, blacknose, scalloped hammerhead, great hammerhead, bull, tiger, spinner and bonnet head (to learn more about each of these species, select it for a NOAA fact sheet).
Scallop Hammerhead in cradle
Other animals: southern ray, cownose ray, roughtail stingray, red snapper, black drum, sharksuckers, catfish, red drum, yellowedge grouper, king snake eels and even some blue crabs.
southern stingray
catfish
So why survey sharks? Did you know that people are one of only a few species that prey on sharks — killer whales and other sharks are the others– killing over a hundred million per year?* Sharks are apex or top predators in an ocean food web and play a vital role in keeping this food web in balance. With the hunting of sharks as well as over fishing the prey that sharks eat we are disturbing the natural balance. This survey is used determine the number of sharks and other species that are present in the Atlantic Ocean including the Caribbean Sea and the Gulf of Mexico. With these numbers, the National Marine Fisheries Service (NOAA Fisheries) regulate how many sharks, swordfish and tuna can be harvested without impacting the total population. In the Pacific Ocean, NOAA fisheries work with fisheries in developing how to best manage sharks.
red snapper
Apex predators in any ecosystem are vital to the health of that ecosystem. These top predators keep numbers down on the more abundant prey species and keep their numbers in check. Here is a simplified illustration of what happens when we lose apex (top) predators in an ocean ecosystem.
If the number of sharks goes down then the food the sharks eat goes up (forage fish) because they are not being eaten by the sharks. With more of those forage fish around their need for food – the zooplankton – increase. With more forage fish eating the zooplankton there are less zooplankton and their numbers begin to decrease. If there are less zooplankton then the phytoplankton numbers increase because the zooplankton aren’t around the eat them. Removing top predators from any ecosystem can have an impact on the entire food web and this phenomena is called a trophic cascade.
Removing Hook
Personal Log
When people think of sharks, they think of the movie Jaws. Unfortunately this has given sharks a bad reputation and has vilified these animals that are essential to the ocean food webs. Sure, there have been shark attacks, but did you know that more people are killed each year by electrocution by Christmas tree lights than by shark attacks? When people imagine sharks, they think of enormous sharks that eat everything in sight. The reality is that sharks come in all sizes and shapes. A mature Atlantic sharpnose shark will only get to be 3.5 feet long with the world’s smallest shark being the dwarf lantern shark that can fit in the palm of your hand. The largest shark is the harmless-to-human whale sharks that feeds primarily on plankton and can grow up to 60 feet!
Smooth-hound (Mustelus Sinusmexicalis)
Did You Know?
Scientists can tell the age of a shark by counting the rings on its vertebrae (similar to how they can tell how old a tree is by counting its rings!)
Question of the day:
What is an example of a terrestrial (land) apex predator that has been over hunted impacting the entire ecosystem?
Mission: Snapper/Longline Shark Survey Geographic Area of Cruise: Gulf of Mexico Date: September 10, 2017
Weather Data from the Bridge
Latitude: 29 24.526 N
Longitude: 094 22.228W
Sea wave height: 1 meter
Wind Speed: 16 knots
Wind Direction: 30.8 degrees
Air Temperature: 26.1 Celsius
Barometric Pressure: 1017.55 mb
Sky: clear
View from the wet lab
Measuring a ray
catfish
Science and Technology Log
We have been experiencing some rocking and rolling out here due to the hurricanes that are occurring to the east and the west of us as we sit in the relatively calmer waters off the coast of Texas and Louisiana. We have experienced 6 – 8 foot waves so far on our survey and the ship is being maneuvered to try and find the calmest spots so we can continue to do our work.
So what makes a wave a wave?
Check out this link to learn what makes a wave a wave!
Waves are part of the experience. Below is a poem written by the scientists and crew of the Oregon II on an earlier survey. Here are a few vocabulary words that you may not know to help you interpret the poem.
Crest– the highest part of the wave Trough– the lowest part of a wave Muster– to call together Haul back – the process of bringing in the longline Bridge – where one controls the ship
Here is a poem written by some of the scientist and crew of the Oregon II about rough waters on an earlier expedition.
Trough-Man
The crew knows he’s on the job, when the Ship starts to bob.
They know he’s at the wheel, ‘cause on the hip she does heel. Trough-Man
On the Deck the haul-back team does muster, while on the Bridge he robs sleep with the bow thruster.
You’ll always wake up in a funk, ‘cause you’ve been rolled out of your bunk. Trough-Man
Sometimes you may wonder if he can find the trough in a mug or a coffee can.
On this Ship you can’t even shave, ‘cause you never know when she’ll hit another wave. Trough-Man
When the boat’s wallowing like a stuck pig, you know he’s on the Bridge doing a jig.
For the rail you will grab, when the boat does its crab. Trough-Man
When you’re eating off your neighbor’s plate, you know he’s your Shipmate.
If you can’t hold your food down and your stomach is off, you know your riding in the trough. Trough-Man
This poem is to all boat drivers, because they are put in the position of going from point A to point B no matter the sea state.
by Scientists & Crew of Oregon II Cruise 1102
Personal Log
We have had calm days where the water is like glass and other days with wind waves of up to 8 feet! I have come to appreciate the numerous handrails available all around the ship as well as learning to make sure my drawers and cabinets are secured. Nothing like waking up in the middle of the night with your drawers opening and closing! Also taking a shower in these conditions are quite the adventure in itself. The last few nights have felt like I am sleeping in a swinging hammock. There are also some nice features on the ship to keep items in place.
handrails
hole in picnic table
hooks to keep doors open
Here are some photos of the things I appreciate when the boat is rocking and rolling — handrails that are located everywhere, hooks that keep doors open and holes in the picnic table to keep your drink from spilling!
Did You Know?
An oceanographic front is an area where two distinct water masses meet. Here is the one that we encountered on this last station. Why are these fronts important to birds and marine life? Extra credit for this bonus question!
See if you can see the two different colors of water
Latitude: 2095.92N
Longitude: 08825.06W
Sea wave height: 1.2 m
Wind Speed: 20.3kt
Wind Direction: 50 degrees
Visibility: (how far you can see)
Air Temperature: 025.6 degrees Celsius
Barometric Pressure: 1018.36 mb
Sky: cloudy
Science and Technology Log
The weather has been a big topic of conversation on this survey and for good reason. The original plan was to fish off the coast of Texas from Brownsville to Galveston. Due to Hurricane Harvey and possible debris in those waters, the survey changed course to sample off the coast of Florida. As we motored east, Irma was building up to a category 5 hurricane.
Captain Dave
Captain Dave has been keeping a keen eye on the weather and after a few days of fishing off the coast of Florida, we headed back toward Pascagoula, Mississippi to pick up a crew member and let another off to tend to his family in Florida which is in the current path of Irma. We have been looking at the various computer modeling showing where Irma will land and this determining our path. Fortunately, a cold front to the west of us is pushing Irma east which will allows to stay out instead of docking and ending the survey early. This cold front is unusual for this time of year according to the Captain. Earlier models showed Hurricane Irma hitting the west side of Florida into the Gulf of Mexico where we are which would end our survey. Now, with the updated weather, we may get to stay out as planned but staying close to Mississippi and then heading West to work off the coast of Texas and Louisiana.
Daily updates and rerouting due to weather
This ship is part of the Ship of Opportunity Program (SOOP). This program enlists ships to collect weather data that is sent to the National Weather Service (a line office of NOAA) every hour. This is the data that supplies information to weather forecasters! Information that is gathered includes wind speed and direction, barometer reading, trend in pressure over the past few hours, as well as wind, wave and swell information. Have you every noticed on TV that the weather reports have a notification that states the data is coming from NOAA? Weather forecasters get weather information from ships out in the ocean like the one I am on.
another beautiful sunset from the top deck
This morning I headed up to the bridge to chat with Captain Dave. Here are some of the questions I asked.
Q: How long have you been a captain?
CD: 9 years
Q: What got you interested in this type of work?
CD:I grew up in Mississippi where you hunt and fish so when I got out of high school I always wanted to work on the water due to my upbringing. We were always taking out the boat to hunt or fish growing up. It’s in my blood.
Q: What is your schooling? What advice would you give someone that is interested in this as a career?
CD: I graduated high school in 1980 and made my living on the water commercial fishing and working on the oil rigs until January 4, 1993. I started as a deck hand and worked my way up to Commanding Officer (CO). I’ve been on the Oregon II 25 years. The hardest thing was taking the test to be a Master.
Captain Dave is a civilian Master which is rare – there are only two in the NOAA fleet. Most NOAA ships are run by NOAA Corps Officers.
Q: What is the biggest storm you have seen?
CD: East of Miami, Florida in the gulf stream we were seeing 12-15 foot seas. The engine room calls the bridge regarding a busted intake valve. The boat was sinking. The engineers were in knee deep water and were able to find the broken valve and stop the flooding. In another 7 minutes the generator would have been under water and we would have lost power and would be forced to abandon ship in 12-15 foot waves.
Q: Is this weather unusual for this area this time of year?
CD: We never get a NE wind bringing in cooler weather which is probably what is turning Hurricane Irma. Normally it’s blazing hot here with southwest winds at 10 miles. This cold front is the reason we are not going in.
Check out this cool animated site for wind patterns. You can see how the hurricanes impact the flow of air.
So far the seas have been calm and I keep expecting things to pick up because of all the weather happening around us. Sleeping pretty good with slow rocking of the ship and we will see how I do with some bigger swells. The crew has been super helpful in doling out advice from how keep from getting seasick ranging from eating, drinking and even how best to walk! I’m listening to all this advice and so far so good. I do wonder how much of Hurricane Irma we will feel now that we are heading west a few hundred miles.
The one that got away!
baiting the line with Mackerel
Spinner shark
We have caught a few sharks and I am excited to catch some more. Other critters we have caught were a bunch of eels and a suckerfish. On yesterday’s shift I learned how to tag one of the big sandbar sharks. She was about 6’ long. The night crew caught a 10’ tiger shark! Maybe we will get lucky on today’s shift as I would love to see more sharks and handle some of the smaller ones.
suckerfish
Update: Last night our shift brought in 16 sharpnose sharks so things were busy. These sharks don’t get much bigger than 3 ½ feet. All of the ones we pulled in last night were female. The oceans have gotten a bit rougher with swells 4-5 feet! I have gained a new appreciation for all the rails available along the corridors of the ship and have learned to make sure my door is clicked shut as well as all the cabinets and drawers. Nothing like waking up to drawers slamming open and shut in the middle of the night!
Did You Know?
A Captain of the ship can be ranked as a Captain or a Commander within the NOAA Corps but a civilian does not hold a commissioned rank because they are not in the NOAA Corps and is called a Captain since he holds a Master license gained by taking extensive coursework and an intensive exam through the United States Coast Guard.
Question of the day:
What is the difference between a category 5 hurricane and lesser hurricanes? (hint: check out the link below)
Latitude: 29 51.066 N
Longitude: 088 38.983W
Sea wave height: .3 m
Wind Speed: 11.6
Wind Direction: 5.3 degrees starboard
Visibility: (ask bridge)
Air Temperature: 27.5 degrees Celsius
Barometric Pressure: 1014.88 mb
Sky: cloudy
Science and Technology Log
Lisa Jones is a fisheries biologist and the field party chief responsible for planning and logistics, manning the survey and the day to day operations. She is in charge of the science team. The Captain, Captain Dave Nelson, is charge of the ship. These two work together on the Oregon II making decisions on where we go.
Lisa has been doing this for 20 years and has been to locations including the Gulf of Mexico, Cuba, California, the western north Atlantic, and Mexico. The research has varied from a focus on shark/snapper like the one we are on to marine mammals, plankton, aeriel surveys, and harbor seals. Here are some of the questions I asked.
Q: What is the most interesting thing you have brought up from the ocean?
L: As far as sharks are concerned, one year off the Florida panhandle, we caught a sixgill shark so big we couldn’t even tag it.
Q: How big do you estimate the size of that shark?
L: Approximately fifteen feet
Q: What got you interested in sharks?
L: When I was working for the Cal Fish and Game, radio tagging and doing aerial surveys for harbor seals, we would see shark bitten seals as well as sharks during the aerial surveys. One of the coolest things we ever saw off the Channel Islands was a blue whale.
Q: Those are big, right? How big do you think it was?
L: I don’t know but it looked liked a small building in the water.
Q: What is your training?
L: My undergraduate degree is in geology. I took a lot of oceanography classes during that time. Later, in my 30s, I went back to graduate school for a degree in biology in Tennessee. It’s a long story but I knew I wanted to study sharks. Land locked in Tennessee, I attended a national conference that included many shark specialists. I introduced myself to get connected – basically anyone who would talk to me.
Lisa Jones explains a career in shark research, part 1:
Lisa Jones explains a career in shark research, part 2:
What questions do you have for Lisa? Post them in the comment section. She is happy to answer them!
Personal Log
I am adjusting to life on the ship and the 12-hour shifts. It’s been fun learning all the different jobs we have as we rotate through different stations. I have now baited hooks, recorded data on the computer as we deploy baited hooks and retrieve the longline to record what we catch, a slinger where I get the baited line ready to be attached to the longline, the high flyer pushing the buoy out that marks the start and end of the longline, and even tagged a large sandbar shark.
Check out this video of me slinging the bait:
There have been several questions regarding our route. The survey area has changed due to both Hurricane Harvey and Hurricane Irma. The next post will be all about weather so you can see how this has impacted our trip. I am wondering how much these hurricanes have impacted what and how much we catch.
Did You Know?
Salinity and dissolved oxygen in the water impacts what we catch.
Question of the day:
What advice did Lisa give for anyone interested in doing the kind of work she does? (hint: watch the video embedded in this post)
The Oregon II has two sets of crew – the ship’s crew headed by Captain Dave Nelson and the science crew headed by Lisa Jones. Captain Dave and Lisa work closely together making decisions that impact the survey. The ship’s crew keeps us afloat, fed and ultimately determines where we go based on weather. The science crew, well you guessed it, is focused on the science and collected data at predetermined sampling sites.
This post will look at some of the science happening on board. On board are four NOAA scientists as well as other volunteers and researchers that are helping with this survey. NOAA’s focus on this survey is all about sharks and snapper. We are collecting data on what we haul up from the longlines as well as abiotic factors including temperature, depth of line, dissolved oxygen, and salinity of the water. The data is entered into a computer and becomes part of a larger data set.
NOAA parasitologists Carlos and Brett
Two researchers on board working as volunteers are Brett Warren and Carlos Ruiz. They are parasitologists meaning they study parasites that sharks and other organisms carry. A parasite is an organism that lives off other organisms (a host) in order to survive. They are finding all sorts of worms and copepods embedded in the nose, gills and hearts of fish and sharks. These two spend much of their time using microscopes to look at tissue samples collected.
Brett looking for parasites
In speaking with Brett, the life cycle of parasite can be simple or complex. The simple direct life cycle is when the parasite spends its entire life on the host organism. A complex indirect life cycle for a parasite is when the parasite reproduce, the young hatch and swim to an intermediary host, usually a snail, mollusk or polychaete. This is where it gets really cool, according to Brett. It’s the intermediate host where the parasites asexually reproduce by cloning themselves. Next, the parasite leaves the intermediate host and swim to their final host and the process starts all over again. From a parasite perspective, you can see how difficult it would be for an indirect life cycle to be completed, because all the conditions need to be right. Brett is studying flatworms that have complex lifecycles and Carlos is studying copepods that have direct life cycles.
Can you guess what this is? Answer in the comments and first right answer gets a prize!
Their main focus on this survey is to discover new species of parasites and understand the host- parasite relationship.
Personal Log
The past few days have been slow with only a few stations a shift. We have hauled up some sharks, eels and even a sharksucker fish. One station had nothing on the 100 hooks set! Talk about getting skunked. As we move west I am hoping we get to see more sharks as well as more variety. Other wildlife spotted include dolphins, jellyfish and birds.
Finding the length of a sharpnose shark
size of hooks we are using
Did You Know?
Just because it’s a parasite doesn’t mean it harms the host. Some just live off of another organism without harming it.
Question of the day:
What are the two types of life cycles a parasite can have? (hint: read the blog)
Today was my first shift. We are using mackerel to bait the 100 hooks that will be places into the water at a specific station. Each hook is numbered so that we can collect data on which hook brought in a fish and entered into the database. There are several jobs out here from baiting the hooks, placing the buoys, flinging the baited hooks out, and recording data in the computer. My job today is the computer.
entering data on the deployment of the baited hooks
The longline is set and left to sit in the ocean for approximately one hour before we start bringing up the line to see if we have a fish on. Out of the 100 hooks we got one fish, a baby tiger shark and a larger juvenile tiger shark coming in at six feet or so. This tiger shark had several hooks in its mouth as well as a tag so when she was brought up on board, all the hooks were removed and the tag replaced with a new one.
Removing hooks from the tiger shark’s mouth
The tag that was on the tiger shark was opened up to reveal a small scroll of paper with a unique number so that this shark can be tracked from where it was first picked up to when it ended up with us for the brief visit. Below is a short video of us bringing up the shark in the cradle! [no dialogue or narration.]
We will be setting another line tonight at our second station as we continue to motor southeast following the coast of Florida.
Beside recording data on the sharks, a CTD is deployed to collect data on conductivity, temperature and depth. We will use this data in the classroom to look for trends between the abiotic factors that may influence where we are finding certain shark species and the number of overall sharks at any given station.
The CTD that measure conductivity, temperature and depth
Personal Log
There are many different scientists on board researching different things. I am sharing a stateroom with Dani who is on the night shift. She is looking into how different sharks handle stress. I see very little of her since we are on opposite shifts so we get a quick visit at noon when there is a changing of the guards so of say. Brett and Carlos, as mentioned in an earlier post, are looking into parasites that inhabit the various animals we are bringing up. I will do a separate blog on those two and their research later this week to share what they are finding.
Donning the survival suit during abandon ship drill
Today we had a few drills to practice in case of an emergency. One was a fire drill and the other was an abandon ship drill where I had to don a large neoprene suit in less than two minutes. Here I am in that suit! It was quite cumbersome to put on.
Learning new words as I get acclimated to the ship. Here are a few for you:
The head = bathroom
Stateroom = room where I sleep
Muster = to assemble
Bow = the front of the ship
Stern = the back of the ship
Did You Know?
Military time is used on board this ship. See the photo of the clock below.
I’m currently sitting on the Oregon II docked in Pascagoula, Mississippi after a long travel day. It’s eerily quiet as the ship disembarks tomorrow at 14:00 and the majority of the crew will arrive tomorrow. I am enjoying the slow introduction to this ship and finding my way around. The OOD (Officer Of the Deck) gave me a tour of the ship that I will be working on for the next two weeks. The majority of crew is on shore for the Labor Day weekend but will return tomorrow as we disembark and head towards Florida. Our plans have changed due to Hurricane Harvey and debris that may be in the waters making the travel in those waters unsafe.
NOAA Ship Oregon II in dock
Science and Technology Log
Due to Hurricane Harvey, the area being surveyed has changed so that we are heading East instead of West to pick up the third leg of this survey that ended off the coast of Florida last week. I have been assigned the day shift from noon to midnight and will be assisting the science crew. The mission of this survey is to monitor interannual variability of shark populations of the Atlantic coast and the Gulf of Mexico. Additionally aboard are two scientist that are on board are studying parasites that these animals carry. Carlos and Brett, the two parasitologists, were on the second leg right before I joined. Their leg started on the tip of Florida and ended where we will start.
Personal Log
Wearing “the patch” to keep from getting seasick
Seasick? Felt a little queasy after my first night in dock! Decided the best course of action was to take some medicine, eat a big meal and hydrate to help get my sea legs. Everyone has been friendly and welcoming as we get started. The night crew starts tonight at midnight till noon and the day crew, where I am been placed, will start at noon. Hoping for a good night’s sleep!
My bed is the bottom one!
Did You Know?
Sharks have been around since the dinosaurs approximately 450 million years ago.
Question of the day
What is NOAA’s mission statement? (Hint: Google NOAA and select “About Our Agency” at the bottom)
I’m currently at home in Flagstaff, Arizona. It’s a typical, monsoon season morning coming in at 11.6 degrees C (53 degrees F) at 7:12 am with humidity at 92%. I’m about 1,700 miles away from Pascagoula, Mississippi, where I will be joining the team on our ship, NOAA Ship Oregon II, in just a few days!
Latitude: 35.190807
Longitude: -111.65127
Sea wave height: NA
Wind Speed: 2 Mph
Wind Direction: NW
Visibility:
Air Temperature: 11. 6 degrees C
Barometric Pressure: 29.84” falling Rapdily
Sky: scattered clouds
Science and Technology Log
Once on board, I will be assisting the science crew with the third leg of the Shark/Red Snapper Longline Survey and will be fishing from Brownsville, TX to Galveston, TX. The mission of this survey is to monitor interannual variability of shark populations of the Atlantic coast and the Gulf of Mexico.
Map of the survey area: the Atlantic coast and the Gulf of Mexico.
My understanding is that we will be working a 12-hour shift using longline gear to capture specimens and measure the length, weight and sex of the animal. The longline is baited with Atlantic Mackerel and will sit in the water for one hour. Here is what longline gear looks like:
Illustration of longline gear. Credit: NOAA
The larger animals will require landing slings! I can’t even imagine. The science crew will also be tagging the animals as well as retaining a few for research. Finclips, like taking a nail clipping, will be gathered for DNA analysis. I am most excited to get up and close with these wonderful creatures tagging them to monitor their movement and health.
Measuring a tiger shark. Photo credit: SEFSC
Measuring a shark. Photo Credit: SEFSC
As part of the survey we will be gathering CTD (Conductivity Temperature Depth) data that provides a surface to bottom profile of temperature, salinity, dissolved oxygen, chlorophyll, turbidity and depth. As a class, we will be learning about these in depth in the classroom when we reach our unit on water quality in relation to our local watershed.
Personal Log
I am getting excited for this adventure and happy to have you along for the journey. I look forward to your questions and can’t wait to learn about these beautiful creatures while working with scientists. Please makes sure to check out the “Question of the Day” and other activities that will be posted on this blog. Your current research on sharks will come in handy while I am out here and will be crucial to learning about ocean food webs and current threats. Remember to check in daily for new posts while you are working on your projects.
Warm weather and blue skies are making it easy to spend a lot of time out on deck, looking for wildlife! In addition to the lazy seagulls who keep hitching a ride on the ship’s trawling gear, we continue to spot dolphins, flying fish, and even a shark feeding frenzy!
Lazy sea gulls hitch a ride on our trawling gear
Latitude: 28 24.13 N
Longitude: 83 57.32 W
Air temp: 27.7 C
Water temp: 31.3 C
Wind direction: light and variable
Wind speed: light and variable
Wave height: 0.3 meter
Sky: 50% cloud cover, no rain
Science and Technology Log
The organisms in each catch provide a snap shot of the marine life in one location in one moment in time. It’s interesting to see what we catch, but there are not many scientific conclusions that we can draw based on what we see in just 10 days. However, this survey has been completed twice per year (once in the summer and once in the fall) for over 35 years. It is looking at trends, or changes and patterns over time, that allows scientists to draw conclusions about the health and ecology of the Gulf of Mexico.
One of the major practical applications of this research is to prevent overfishing, the removal of too many individuals from a population causing that population to become unstable. Continued overfishing can lead to the extinction of a species because it leaves too few mature individuals to reproduce and replace those that are removed.
One famous example of overfishing and its consequences occurred in the late 1980’s off the Atlantic coast of Canada. Cod was a major food source and commercial industry in the provinces of Newfoundland and Labrodor. However, unregulated overfishing depleted the cod population and, between 1988 and 1992 the cod population crashed, losing more than 99% of its biomass – they were essentially gone. This destroyed the industry, putting over 40,000 people out of work. In 1992, the government finally imposed a complete ban on cod fishing in hopes that the cod population could still recover. The fishing ban is still in place today, though just last year, Canadian scientists released a report stating that there are some signs of hope!
When NOAA scientists notice overfishing occurring in US waters, they can recommend that protective regulations, or rules, are put in place to limit or even stop fishing in an area until the species has had a chance to recover.
Here are a few examples of the types of regulations that have been created in the Gulf of Mexico in response to the data from the Groundfish Survey.
Texas Shrimping Closure
To prevent overfishing of shrimp in the western Gulf of Mexico, NOAA and the Texas Department of Wildlife collaborated to implement an annual closure of state and federal waters off the coast of Texas to shrimping. This is called the “Texas Closure.”
The Texas closure runs each year from about May 15 to July 15, though the exact dates vary depending on the health of the shrimp population that year. This break allows the shrimp time to mature to an age at which they can reproduce, and to migrate out to deeper waters, which is where females spawn. It also allows the shrimp to grow to a size that is more commercially valuable.
A shrimp we caught off the coast of Florida.
We saw quite a few shrimp in our recent catches. Because this species is being more intensively monitored, we collected more detailed data about the individuals we caught, including the length, mass, and sex of a sample of least 200 individual shrimp (instead of a the smaller sample size of 20 that we used for most other species.)
In addition to sending out an annual notice to fisherman of the dates of the Texas Closure, NOAA also makes all of the shrimp survey data available. This can help fishermen to target the best fishing locations and work efficiently. For example, this is a plot showing the amount of brown shrimp found at various locations, created using this year’s survey data.
Another species that is currently under regulation is the red snapper, which has been a popular seafood in the US since the 1840s. As fishing technology improved and recreational fishing expanded in the 1950’s, the number of red snapper captured each year increased dramatically. The shrimp industry was also expanding rapidly at this time, and juvenile red snapper were often accidentally caught and killed in shrimp trawls. As a result of these three pressures, the red snapper population began to decline dramatically.
By 1990, the spawning potential, or the number of eggs produced by the population each year, was only 2% of what it would have been naturally, without any fishing. This was far below the target spawning potential level of 26% that is necessary to sustain the species.
Limiting the number of commercial and recreational fishing licenses issued each year
Restricting the size and number of fish that a fisherman could collect on a fishing trip
Reducing the amount of time each year that fishermen could fish for red snapper
Regulating the type of fishing gear that could be used
Requiring commercial shrimp fishermen to install devices on their trawls to reduce the by-catch of juvenile red snapper
Requiring fishermen to avoid areas where red snapper spawn
Survey results in the last 5 years show that these regulations are working and that the red snapper population is growing. This is good news. However, the red snapper is not out of the woods yet. It is important to understand that, as a species with a long life span (they can live over 50 years!), it will take time for the population to regain
its normal age structure. Currently, the majority of red snapper found in the Gulf are less than 10 years old. These fish are still juveniles capable of producing only a fraction of the offspring a fully mature individual would produce. It is important to continue to closely monitor and regulate the fishing of snapper until both the number and age of individuals has been restored to a sustainable level.
We were fortunate to catch members of three different species of red snapper during my leg of the survey. I did notice that most of them were relatively small – less than 10 inches – which is consistent with the concern that the population is still disproportionately young.
As with the shrimp, we collected more detailed information about these individuals. We also removed the stomachs of a sample of snappers. As I discussed in my last blog (“What Tummies Tell Us”), scientists back on land will examine the contents of their stomachs as part of a diet study to better understand what snapper are eating. Because the invasive lionfish has a competitive relationship with red snapper, meaning that it eats many of the same foods that red snapper eat, fisheries biologists are concerned that red snapper may be forced to settle for alternative and/or reduced food sources and that this could also slow their recovery.
A typical red snapper from our catch. Note that each mark on the ruler is one centimeter.
Red snapper from one catch.
Hypoxia Watch
Getting ready to deploy the CTD sensors.
In addition to collecting data about the fish and other organisms we find, remember that we also use a group of instruments called a CTD to collect information about the quality of the water at each survey station. (For more about CTDs, please see my previous blog “First Day of Fishing.”)
One of the measurements the CTD takes is the amount of oxygen that is dissolved in the water. This is important because, just like you and me, fish need to take in oxygen to survive. (The difference is that you and I use our lungs to remove oxygen from the air, whereas fish use gills to remove oxygen from the water!) When dissolved oxygen concentrations in the water drop below 2 mg/L, a condition called hypoxia, most marine organisms cannot survive.
When waters become hypoxic, organisms that are able to migrate (like some fishes) will leave the area. Organisms that cannot migrate (like corals or crabs) will die from lack of oxygen. This creates large areas of ocean, called dead zones, that are devoid of typical marine life. Often anaerobic microorganisms, some of which are toxic to humans, will then grow out of control in these areas. Not only is this stressful for the marine populations, it hampers regular fishing activities, and can even pose a threat to human health.
The Gulf of Mexico is home to the largest hypoxic zone in US waters. Nitrogen-rich fertilizers and animal waste from farming activities throughout the Midwest United States all collect in the Mississippi River, which drains into the Gulf. Though nitrogen is a nutrient that organisms need in order to grow and be healthy, excess nitrogen causes an imbalance in the normal nitrogen cycle, and stimulates high levels of algae plant growth called an algal bloom. Once the algae use up the excess nitrogen, they begin to die. This causes the population of decomposers like fungi and bacteria to spike. Like most animals, these decomposers consume oxygen. Because there are more decomposers than usual, they begin to use up oxygen faster than it can be replenished.
This hypoxic zone is largest in the summer, when farming activities are at their peak. In the winter, there is less farming, and therefore less nitrogen. As the hypoxic water continues to mix with normal ocean water, the levels of oxygen begin to return to normal. (When there are tropical storms or hurricanes in the Gulf, this mixing effect is more significant, helping to reduce the impact of the hypoxia. This is often the primary cause of low-hypoxia years like 2000.) Unfortunately, the average size of the annual dead zone remains at nearly 15,000 square kilometers, three times the goal of 5,000 square kilometers.
The data collected from this year’s Groundfish Survey was used to create this map of hypoxic areas. How might this map be different if tropical storm Cindy had not occurred this summer?
A plot of dissolved oxygen levels created from this year’s survey data.
The data we collect on the Groundfish survey is combined with data gathered during other NOAA missions and by other organizations, like NASA (the National Aeronautics and Space Administration) and USGS (the United States Geologic Survey). By collaborating and sharing data, scientists are able to develop a more complete and detailed understanding of hypoxia levels.
In response to the levels of hypoxia seen in the data, the federal Environmental Protection Agency (EPA) has required Midwestern states to develop and implement plans that will allow them to make greater progress in reducing the nutrient pollution that flows into the Mississippi. Specifically, the EPA wants states to do things like:
Identify areas of land that have the largest impact on pollution in the Mississippi
Set caps on how much nitrogen and other nutrients can be used in these areas
Develop new agricultural practices and technologies that will reduce the amount of these pollutants that are used or that will flow into the water
Ensure that the permitting process that states use to grant permission to use potential pollutants is effective at limiting pollutants to reasonable levels
Develop a plan for monitoring how much nutrient pollution is being released into waters
These EPA regulations were only recently implemented, so it is still unclear what, if any, impact they will have on the hypoxic zone in the Gulf. It will be interesting to keep an eye on the data from the Groundfish survey in coming years to help answer that question!
In the mean time, though, things still seem to be moving in the wrong direction. In fact, NOAA just announced that this summer’s dead zone is the largest ever recorded.
Getting a PhD in your chosen field of science is an awesome accomplishment and is necessary if your goal is to design and carry out your own research projects. However, I’ve noticed that the PhD is often presented to students as the only path into a career in science. I think this is unfortunate, since this often discourages students who know they do not want to pursue a graduate degree from entering the field.
I’ve noticed that most of the scientists I’ve met while on board the Oregon II and in the NOAA lab at Pascagoula do not hold PhDs, but are still deeply involved in field work, lab work, and data analysis every day.
I asked Andre DeBose, a senior NOAA fishery biologist and the Field Party Chief for this mission, if he feels a PhD is necessary for those interested in fishery biology. Andre agreed that a graduate degree is not necessary, but he cautioned that it is a very competitive field and that education is one way to set yourself apart – “if you have the opportunity to get an advanced degree, take the opportunity.”
However, he continued, “the MOST important thing you can do is take the opportunity to do internships, volunteering, and fellowships. Those open a lot of doors for you in the world of biology.” Andre himself holds a bachelors degree in biology, but it was his years of experience working in aquaculture and as a contractor with NOAA that were most helpful in paving the way to the permanent position he holds today. “When I graduated from college, I took a low-paying job in aquaculture, just to start learning everything I could about fish. When contract [or short-term] positions became available at the NOAA lab, I applied and tried to make myself as useful as possible. It took time and I had to be really persistent – I would literally call the lab all the time and asked if they had anything they needed help with – but when a full time position finally became available, everyone knew who I was and knew that I had the right skills for the job.”
Now, Andre tries to help others navigate the tricky career path into marine biology. In addition to his responsibilities as a biologist, he is also the Outreach and Education Coordinator for the NOAA lab, which allows him to mentors all of interns (and Teachers at Sea like me!) and to talk with students at schools in the community.
If you’re interested in pursuing a career in marine biology, it’s never to early to start looking for some of those volunteer opportunities! There are lots of scientists out there like Andre who are excited to share their knowledge and experience.
The Day-Shift Science Team as we head back in to port. From left to right: TAS Anna Levy, NOAA Summer Intern Jessica Pantone, NOAA Biologist & Field Party Chief Andre DeBose, NOAA Fellow Dedi Vernetti Duarte, NOAA Volunteer Elijah Ramsey.
Did You Know?
In the Gulf of Mexico, each state has the authority to regulate the waters that are within about 9 miles of the coast. (This includes making rules about fishing.) Beyond that, the federal government, with the help of federal agencies like NOAA, make the rules!
Questions to Consider:
Research: This article discussed the political side of the Snapper situation. Research other news articles about this issue to ensure that you have a balanced perspective.
Reflect: To what extent do you believe this issue should be governed by science? To what extent do you believe this issue should be governed by politics?
Take action: Propose some specific ways that fisherman, scientists, and policy-makers could work together to address issues like the overfishing of red snapper fairly and effectively.
Review: Examine the graph showing the size of the hypoxic zone in the Gulf each summer. There are unusually small zones in 1988 and 2000. How do you explain this?
Research: Two other reoccurring hypoxic zones in the US are found in Chesapeake Bay and Lake Erie. What is the cause of each of these zones?
Scattered, mild storms continue, causing some delays in our fishing. However, they do lead to beautiful sunsets!
Beautiful Gulf of Mexico sunset
Latitude: 29 18.790 N
Longitude: 84 52.358 W
Air temp: 28.7 C
Water temp: 29.7 C
Wind direction: light and variable
Wind speed: light and variable
Wave height: 0.3 meter
Sky: 80% cloud cover, no rain
Science and Technology Log
TAS Anna Levy removes the stomach of a red snapper.
Data about the number and size of individual organisms can tell us a lot about the health of an overall population of a species. However, it doesn’t tell us much about the role that species plays in its community. If we want to understand that better, we need to know more about how it fits into its food web – what it eats and what eats it. If you were trying to collect information about what a fish eats, where would you look first? Its stomach!
So, after we measure certain species, we dissect them and remove their stomachs. We place each stomach in its own tiny bag, with a bar code that identifies which individual fish it belonged to. Back at a lab on land, scientists will carefully examine the contents of the stomachs to better understand what each species was eating.
For example, one of the fish currently under investigation in the Gulf of Mexico is the lionfish. This is an invasive species, which means that it is not native to the area. Its natural habitat is in parts of southern Pacific and Indian oceans, but it was first spotted in the Atlantic, off the coast of North Carolina, in 2002. Lionfish were most likely introduced to this area by humans, when they no longer wanted the fish as an aquarium pet. By 2010, its range had expanded to include the Gulf. And, with no natural predators in this area and rapid rates of reproduction, its numbers have increased exponentially.
Early dietary studies, which were focused on the lionfish in the Atlantic, show that the lionfish is a generalist. This means that, while it prefers to eat small reef fish, it is able to eat a wide variety of organisms including benthic invertebrates (like crabs) and other fish. This flexibility makes lionfish even more resilient and able to spread. These studies also found that lionfish stomachs were rarely empty, suggesting that they are highly successful predators, able to out-compete other top predators for food.
This has wildlife experts concerned about the impact lionfish will have on natural ecosystems. It is possible that lionfish will over-consume native species, causing native ecosystems to collapse. It is also possible that lionfish will out-compete and displace native, high level predators, like snapper and grouper. Scientists are working now to develop methods to try to manage this invasion.
Because ecosystems here are different from those in the Atlantic, scientists are now turning their attention to studying the lionfish in the Gulf of Mexico. The work that we did on the boat today should help them do just that!
NOAA biologist and Field Party Chief Andre DeBose and graduate student Dedi Vernetti inventory the lionfish caught at one station.
FPC Andre DeBose with lionfish
To see the results of one such study, completed in 2014, see:
Often times, we teachers struggle to convince our students that, while all of the modern technology we have is great, they also need to understand how to solve problems without relying on it. (Most of us have probably been on at least one side of the old, “no, you don’t need a calculator to multiply by 10!” argument at some point in life.) Well, in the past couple of days, I’ve seen two great examples of this onboard the ship.
The first relates directly to our survey work. Our CTD, the equipment mentioned in last post, has two sensors that both detect how much dissolved oxygen is in the water. Having two instruments collecting the same information (sometimes called redundancy) is important, not only so that there is a back-up in case one breaks, but also so that we can tell if they are measuring accurately.
The two oxygen sensors have been reading differently – one was about 0.7 mg/L lower than the other. This is an indication that one needs to be calibrated – but which one? To find out, Alonzo Hamilton, one of the senior NOAA scientists, used a classical chemical analysis technique called titration.
This is the titration equipment found in the chemical lab on board the ship.
In a chemical titration, one substance is slowly added to another, while the scientist watches for a chemical reaction to occur. If you know how the two substances react, you can determine how much of the second substance is present, based on how much of the first was added to make the reaction happen.
Based on the results of his titration, Alonzo was able to determine which of the oxygen sensors was reading accurately. So, it definitely goes to show that there are important applications for that classic high school chemistry!
The binnacle that houses the ship’s magnetic compass.
The other example relates more to the ability to navigate the ship. NOAA Ship Oregon II is equipped with advanced electronic navigation software, Gyro compass, radar, and GPS systems. However, when I was exploring the top deck (flying bridge) of the ship, I came upon this strangely low-tech looking instrument. I asked ENS Chelsea Parrish, a NOAA Corps Officer and member of the wardroom, about it. She explained that it is called a “binnacle,” a safeguard that houses a magnetic compass! The magnetic compass is the same type of technology used by mariners back in the 1300’s. It is critical to have in case of a power outage or other disruption to the ship’s electronic navigation technology.
Did You Know?
While they typically live in cold waters, there is one pod of orca whales (aka killer whales) that resides, year-round, in the Gulf of Mexico. It’s rare to see them, but I’m keeping my eyes peeled!
Dolphins, on the other hand, seem to be everywhere out here. I’ve caught at least a glimpse of them every day so far. In fact, a group of them swam up to investigate our CTD today as it was being lowered into the water.
Questions to Consider:
Research: Some other famous invasive species in our oceans include the green crab (Carcinus maenas), killer algae (Caulerpa taxifolia), a jellyfish-like animal called a sea walnut (Mnemiopsis leidyi), a marine snail called rapa whelk (Rapana venosa), and the zebra mussel (Dreissena polymorpha). Where did each of these originate? How did they come to inhabit their invaded areas? What impact are they having?
Brainstorm: What measures could you imagine taking to manage some of these species?
Research: The specific type of titration used to determine the amount of dissolved oxygen in water is called the Winkler method. How does the Winkler method work?
We’re traveling through some mild rainstorms. Nothing extreme, but we do feel a little more side to side rocking motion in the boat (which makes me feel sleepy!)
Mild rainstorms on the horizon
Latitude: 29 degrees, 56.2 minutes North
Longitude: 86 degrees, 20.6 minutes West
Air temp: 24.7 degrees Celsius
Water temp: 30.1 degrees Celsius
Wind direction: light and variable
Wind speed: light and variable
Wave height: 1 foot (about 0.3 meters)
Sky: overcast with light rain
Science and Technology Log
Today I completed my first shift on the science team and we surveyed 3 complete stations. At each station, we carried out a multi-step protocol (or procedure). Here are the steps:
The Depth Contour Output graph displays data collected from one station.
Before we begin fishing, the ship conducts a transect (or cross-section) of the survey area, using multiple pieces of equipment to observe the ocean floor. This tells us if it is safe (for both ship operations and for fragile coral that may exist) to trawl here. If a coral reef or other large obstacle was present, we would see significant variation in the depth of the ocean floor. This “depth contour output” graph shows the data we collected at one station. How deep is the water at this station? Is it safe to trawl here?
The CTD collects information about water chemistry
We also use a collection of instruments called a “CTD” to collect information about the chemistry of water itself at different depths. This information is called the water’s “profile.” For fisheries studies, we are most interested in the amount of dissolved oxygen and the temperature at different depths. Why might this information be relevant for understanding the health of fish populations?
Forel-Ule color scale
We also measure the water color using the Forel-Ule color scale by matching it to the samples shown in this photo. This gives scientists an indication of the amount of particulates, chlorophyll, and nutrients are in the water.
Trawl Net being lowered into water
Once we determine it is safe to trawl, the ship returns to the starting location. We will trawl along the same path that we observed. Here’s the trawl net before it is lowered into the water. It will be pulled just along the bottom of the survey area, using tickler chains to agitate the ocean floor for benthic organisms for 30 minutes, and collecting whatever crosses its path!
The catch is emptied into baskets
Once the trawl is finished, the deck crew uses a large crane to pull the trawl on board. We all help to empty the net and place everything into baskets. Most of what we catch are biological organisms, but small amounts of non-living material (like shells, dead coral, and even trash) come up as well.
The Wet Lab
We then bring the baskets into the wet lab.
Baskets are emptied into a long trough with a conveyor belt
We dump the baskets into a long metal trough that has a conveyor belt at the bottom.
The catch is sorted into baskets by species
Next we sort the catch. Each species gets its own basket and we count the number of individuals for each species.
Identifying organisms
Then, it’s time for the tough part (for me at least) – every organism has to be identified by its scientific name. That’s a lot of Latin! Fortunately, Andre and the senior scientists are very patient and happy to help those of us who are new. It’s amazing how many species these experienced scientists recognize off the top of their heads.
Field Guides
We also have many field guides, which are books containing photos and descriptions of species, to help us.
For each species, we record the total number of individuals and total mass
We are interested in how much of each species are present, so we record both the total number of individuals and total mass of each species.
TAS Anna Levy measures the length of a flatfish using the Limnoterra Board
We also measure the length and mass of a sample of individuals. A handy device called a Limnoterra Electronic Measuring Board makes this process easy. We place the mouth of the fish on one end of this board and then touch its tail fin with a pen-like magnetic wand. The board then automatically sends the fish’s length to the computer to be recorded. We use an electronic balance that is also connected to the computer to measure and record mass.
A computer screen displays FSCS software
All of the information is recorded in a database, using software called FSCS (pronounced “fiscus”).
Many of the specimens we collect are saved for use in further research on land. Scientists at NOAA and other research institutions can request that we “bag and tag” species that they want. Those samples are then frozen and given to the scientists when we return to shore.
Any organisms or other material that remains is returned to the sea, where it can be eaten or continue its natural cycle through the ecosystem. The conveyor belt, conveniently, travels to a chute that empties back into the ocean. Now all that’s left is to clean the lab and wait for the process to begin again at the next station!
Our goal is to complete this process 48 times, at the 48 remaining stations, while at sea. 3 down, 45 to go!
Personal Log
Sometimes the work is high-paced…
This work has real highs and lows for me, personally. There are dramatic, hold your breath, moments like when equipment is lifted off the deck with cranes and lowered into the water. There is the excitement of anticipating what data or species we will find. My favorite moment is when we dump the buckets and all of the different species become visible. I’m amazed at the diversity and beauty of organisms that we continue to see. It reminds me of all of the stereotypical “under the sea” images you might see in a Disney movie.
The more challenging part is the pace of the work. Sometimes there are many different things going on, so it’s easy to keep busy and focus on learning new things, so time passes quickly. Other times, though, things get repetitive. For example, once we start entering all of the data about the individual fish, one person calls out the length and mass of a fish, while the other enters it into the computer – over and over until we’ve worked through all of the fish.
… but sometimes the work even stops altogether, especially when whether interferes.
Sometimes, the work even stops altogether, especially when the weather interferes. There have been mild rainstorms coming and going continually. It is not safe to have people on deck to deploy the CTD and trawling equipment when there is lightning in the area, so there is nothing for the science team to do but wait during these times.
Because the pace of the work is constantly changing, it’s difficult to get into a groove, so I found myself getting really tired at the end of the shift. However, an important part of collecting data out in the field is being flexible and adapting to the surroundings. There is a lot to accomplish in a limited amount of time so I keep reminding myself to focus on the work and do my best to contribute!
Did You Know?
When working at sea, scientists must use special balances that are able to compensate for the movement of the ship in order to get accurate measurements of mass.
To ensure that we are accurately identifying species, we save 1 individual from each species caught at a randomly selected station. We will freeze those individuals and take them back to NOAA’s lab in Pascagoula, where other scientists will confirm that we identified the species correctly!
Questions to Consider:
Review: Look at the “depth contour output” graph above: How deep is the water at this station? Is it safe to trawl here?
Research: What does “CTD” stand for?
Research: For fisheries studies, we are most interested in the amount of dissolved oxygen and the temperature at different depths. Why might this information be relevant for understanding the health of fish populations?
Reflect: Why might scientists decide to use three different pieces of equipment to collect the same data about the ocean floor? And, why might they have several different scientists independently identify the species name of the same individuals?
We are now off the coast of Western Florida. After completing many stations in East Texas and Louisiana, we headed over to the Emerald Coast. State agencies in Louisiana and Mississippi, who are SEAMAP partners, have already completed stations in their states using the same trawling protocol which allowed us to push on to Florida.
The change in species has been dramatic. We are now trawling in sandy bottom areas, which have also been shallower than most of our Texas trawls with muddy bottoms. Generally, the fish here in Florida have more coloration and our catches have been smaller with fewer, but often slightly larger fish. Below is a side by side comparison of fish diversity between a Texas trawl catch and a Florida trawl catch.
Florida trawl catch
Texas trawl catch
The increased coloration in the fish actually helps the fish hide better in the sandy bottomed blue waters, yet at the same time allowing potential mates to find each other more easily. In the murky bottom waters of Texas, the fish tend to blend in better with duller colors. Here are some of the interesting species we found in the Emerald Coast waters.
Sand Perch
Pearly Razorfish
Scrawled Cowfish
Ridged Slipper Lobster
Urchin
Batfish
Snakefish
Butterfish
Jackknife fish
One new fish we have caught in Florida is the lionfish (Pterois volitans ). In less than 10 years, the Lionfish has become widely established as an invasive species in the US Southeast and Caribbean coastal waters. It is native to the Indo-Pacific region, but was introduced into this area of the Gulf.
It is believed that lionfish were introduced off the Florida coast in the mid-1980’s, then expanded their way up the east coast. By 2004, NOAA scientists confirmed breeding populations off the coast of North Carolina which then worked their way into the Gulf of Mexico by 2005-2008. Lionfish are a popular aquarium fish and it is hypothesized that people released them into the Atlantic when they no longer wanted them as aquarium pets. Their large eggs masses floated up the coast via the gulf steam allowing them to spread easily. According to the National Centers for Coastal Ocean Sciences, it is estimated that their population has reached roughly 1,000 per acre in some locations of the Gulf.
Lionfish from one trawl
Melissa with the Lionfish
Lionfish are top predators which compete for food and habitat with native predators that have been overfished like snapper and grouper.
Lionfish Infographic by the National Centers for Coastal Ocean Science (NCCOS)
They consume over 50 species including some that are economically and ecologically important. For example, they can consume important algae-eating parrot fish, allowing for too much vegetation build in reef areas. They have no known predators and reproduce all year long. You have to be careful when handing lionfish because they can deliver a venomous sting with their spines that can cause pain, sweating and respiratory distress. There has been a push to encourage harvesting lionfish for consumption in an attempt to reduce their population, but unfortunately there is currently no known mechanism to control or eliminate the population. (Source: NOAA National Ocean Services)
Interviews with the People of the Oregon II- PART 2
I’ve spent some time talking with people who work on the ship from the different departments trying to understand their jobs and their desire to work at sea. I have posted three interviews in my previous blog and have three more to share with you here.
Commanding Officer Dave Nelson
Captain Dave Nelson in the captain’s chair
Captain Nelson’s number one responsibility is safety on board. He is also responsible for the operations, such as getting the data that the scientists need. Additionally, he has a significant teaching and mentoring role for the Ensigns, new Officers. He is one of only two civilian captains in the NOAA fleet and has been training junior officers for 15 years. In 2016, the Oregon II won NOAA Ship of the Year, partially due to the culture that Captain Nelson has cultivated on the ship. Since he worked his way up from the deck, he really can appreciate the role that each individual on the boat plays and says it is critical that everyone works together for the safety and the success of the science mission of the ship.
What did you do before working for NOAA?
After high school, I fished commercially and worked as crew on oil field supply boats. I captained a shrimp boat, but knew I wanted to find a career.
How did you get to where you are today?
I started as a deck hand and worked my way up to Third mate, then Operations Officer (OPS), Executive Officer (XO) and finally Commanding Officer (CO) over the course 25 years. I had all the nautical knowledge and NOAA gave me the opportunity to take the Master Captains License test. I had to go back to the books to study hard and then passed with flying colors.
What do you enjoy most about working on the Oregon II?
I enjoy training the Junior Officers and seeing them make progress. And of course, the joy of going to sea.
What advice or words of wisdom do you have for my students?
Set a goal and stick to it. Don’t let anyone get in your way. At 47, I had to go back to the books and study harder than I ever had for my Master Captains exam. There will be set backs and hard work will be required, but sticking with your goal is worth it in the end.
Science Field Party Chief Andre DeBose
Field Party Chief Andre DeBose holding a Sphoerodies pachygaster (Blunthead Puffer)
Andre has been working at the NOAA Mississippi Lab in Pascagoula as the education coordinator and a member of the trawl unit for 21 years. He has been working on the Oregon II for 19 years. When at the lab he coordinates the education interns, collects and compiles trawl data and compiles historical trawl protocols. He is also the foreign national coordinator and get them cleared for sea duty. I’ve worked closely with Andre on the boat and appreciate all his patience and willingness to share his knowledge and insight with me.
What does it mean to be Science Field Party Chief?
I am the liaison between the lab and the ship and help mediate requests from both parties. On board, I supervise all scientific activities and personal.
What did you do before working for NOAA?
My degree is in general biology, which I linked to aquaculture. Right out of college, I worked at the Sea Chick aquaculture plant raising large mouth and hybrid striped bass. The facility was trying to make farmed grown fish as important as farmed raised chicken.
How did you come to work for NOAA?
I was hired as a temporary scientist for a Groundfish survey for 40 days aboard NOAA Ship Chapman. After that, I worked with a Red Drum tagging crew aboard the R/V Caretta then was hired on permanently by NOAA and been working at the lab ever since.
Tell me about one challenging aspect of your job?
Being out at sea. I miss my family and my normal day to day life.
What do you enjoy most about working on the Oregon II?
Going to sea. Even though it is hard to be away, I love being out there and the work we do.
What advice or words of wisdom do you have for my students?
The goals that you desire may become your livelihood, always make sure to make your work fun and it will never bore you.
Second Engineer Darnell Doe
Second Engineer Darnell Doe
Darnell has been the Second Engineer aboard the Oregon II for three years. His job is a critical one as he is responsible for the maintenance and upkeep of the engines and generators. We are typically running on one engine and one generator with a second of each for back up. He changes filters, checks oil sump levels and makes sure everything is running smoothly.
What did you do before working for NOAA?
I worked in the Navy for 20 years as an engineer doing repair as a machinist through three wars. Then I worked doing combat support for the military sea lift command.
Why work for NOAA?
A friend told me about a job opening on a NOAA ship. I applied and got it.
Tell me about one challenging aspect of your job?
I’m used to working on much bigger ships, so working on the Oregon II is like working on a lawn mower in comparison. I tackle problems in a routine way and solve them as they arise.
What do you enjoy most about working on the Oregon II?
Working on this ship is new and interesting, which I like. I’ve seen some weird stuff come out of that water and enjoy learning about the science that is happening onboard.
What advice or words of wisdom do you have for my students?
If your mind is set on something, proceed on that road and keep persisting. Stick with your goal.
Personal Log
It’s the 4th of July and folks are getting patriotic on the Oregon II. The ship got a new flag today and we had festive lunch, which is typically the biggest meal on the ship due to the shift change. The day shift folks eat first and then start their shift, while the night shift folks end their shift, eat and head to bed.
Chelsea getting festive
The galley decorations
Fourth of July decorations
Yesterday we saw land. It has been 10 days since I’ve seen hard ground which is a lot for this land lover. I’m not sure why, but for some reason I imagined we would be close enough to see land more often. However, it was strange to see beach hotels and condos at a distance today; we are between 3.5-8 miles off shore for a few of our stations. I’ve come to enjoy the endless sea view.
Tire pulled up in our trawl net
While trawling yesterday we caught a tire. We’ve actually found very little trash in our trawls, so the tire was a bit of a surprise. Then we caught another tire in the next trawl. Apparently, it is common for people to dump tires and other large trash items into the ocean and GPS the location. These items are used as fish aggregating devices. Vegetation will grow on them and attract small fish. Larger fish are then drawn to the area to feed. Using the GPS location, people will come back to fish this area. I guess it is helpful that we are picking up the tires.
It is hard to believe that I am almost at the end of my journey. We’ve finished our trawling and are making the trek back to Pascagoula, MS. It feels strange to be awake with no fish work to do, but I’m enjoying a little down time as it has been a busy two weeks full of fun and learning.
Did You Know?
The northwest coast of Florida from Pensacola Beach to Panama City Beach is referred to as the Emerald Coast, which is where we are now. According to the Northwest Florida Daily News, the term Emerald Coast was coined in 1983 by a junior high school student who won $50 in the contest for a new area slogan.
Dawson Sixth Grade Queries
What is the coolest/craziest animal you found? (Alexa, Lorna, Blaine)
Lionfish (Pterois volitans)
Of all the fascinating new species I’ve seen, I think lionfish are the coolest and craziest organism of them all. I also find it interesting that a native species in one area of the world can be problematic and invasive in another part of the world.
Why do you think we only discovered/explored only 5% of the ocean? (Kale)
There are several reasons when we have explored so little of the ocean. One main reason is that ocean exploration is expensive, roughly $10,000 per day. Fish and other aquatic organisms are concentrated by the coast, so that is the area that is prioritized for exploration and where our major fisheries are located.
How many fish died for the research? (Mia, Bennett)
Most of the fish that come aboard end up dying for the purpose of science. I would estimate that in a typical trawl we have might pull in between 250 to 300 organisms. This is a pretty small amount when compared to the amount of fish removed by the commercial finishing industry and the unintended catch associated with the fishing industry. We often split the catch and end up sending half of the organisms back into the ocean fairly quickly. However, the ones we keep aboard give us important data that allow fisheries manager to assess the health of the fisheries in their states. We also keep and freeze certain species for other researchers who will use them off the boat. Ultimately the ones we don’t keep are returned to the ocean and will be eaten by larger fish and marine mammals.
Point plotted on electronic chart. We are the little green boat icon on the screen.
I spent some time on the bridge with LT Reni Rydlewicz learning about how the ship is navigated. The officers and crew are reliant on technology to navigate the Oregon II from station to station. There are many obstacles here off the coast of Louisiana that must be avoided including rigs, oil field traffic, shipping boats and shrimpers. The radar, electronic charts and weather screen are vital to successfully navigating the Gulf. The first step in navigation is using the electronic chart to plot a line to the station.
Radar is critical to navigation in a busy Gulf
We keep at least one mile away from any rigs or other obstacles. The officer on duty will check the radar and then visually confirm what they see out on the water. They may also radio any nearby vessels to discuss their routes and make sure we can safely pass.
Melissa at the helm being instructed by LT Rydlewicz
Next, the officer will turn the helm to the proper heading using degrees, like on a compass. Zero degrees is due north. Once on the proper heading, we will go to the way point of the set track-line monitoring for obstructions and vessels along the way.
Plotting our location on the chart
About every thirty minutes to one hour, the officer will drop a fixed position on the paper chart to track our progress based on our latitude and longitude.
Wind direction indicator
You can see us sitting on the south edge of the storm cell on the weather screen
Another vital piece of technology is the WXWorks weather screen that shows weather patterns and lightning strikes.
Currently, the water is calm and we are cruising to a station near the mouth of the Mississippi River. The image below shows the route we have taken thus far as we zig zag our way from station to station.
You can see our route as of 7/1/17 marked in blue. The Oregon II is the little green boat on the map.
The pitch and RPM’s can be adjusted to change the speed of the ship. The Oregon II has two engines, but we usually operate on one to save wear and tear and to have a backup engine just in case. Our average cruising speed is about 8 knots. With both engines, we can cruise at 10-11 knots.
When conducting a CTD, the officer often uses one of the side stations to control the speed and rudder so they can see what is happening with the CTD instrument. They must keep the ship as still as possible, which can be challenging in some conditions. Before the trawl is lowered into the water, the officers must plot a course making sure they can trawl continuously for about 1.5 miles at 2.5-3 knots within 5 miles radius of the station. The bridge, deck crew and FPC are in radio communication when setting the trawl. At night, the bridge operates with red screens and lights so the officers can keep their night vision. There is also video feed that shows the bow and stern decks and engine room to keep an eye on folks when they are out doing their work.
I can only imagine how overwhelming it must have been for ENS Parrish, when she started on the Oregon II in December, trying to learn how to use all the technology that helps her and the other officers navigate the ship as well as actually learning how the ship moves in the water.
Interviews with the People of the Oregon II
I’ve spent some time talking with people who work on the ship from the different departments trying to understand their jobs and their desire to work at sea. I have posted three interviews here and will post more in the next blog.
ENS Chelsea Parrish
ENS Chelsea Parrish holding a cobia
Chelsea is a Junior Officer learning to stand her own watch on the bridge. She reported to the Oregon II in December and needs to have at least 120 hours at sea, become proficient navigating the ship and have the Commanding Officer’s blessing to become an Officer Of the Deck. In addition to learning the details of navigation and fishing operations, she also is the Environmental Compliance Officer, completes chart corrections weekly and heads up social media for the ship. You can learn more about the NOAA Corps here.
What did you do before working for NOAA?
I earned my masters in marine science and then applied to the NOAA Corps. The training for NOAA Corps is nineteen weeks, seventeen of which are spent at the Coast Guard Academy in New London, CT training and taking classes.
ENS Chelsea Parrish in her Service Dress Blues. (photo credit: Chelsea Parrish)
Why did you join the NOAA Corps?
I heard about it in graduate school and it sounded like a great way to serve my country and help scientists do their work. I consider the NOAA Corps a hidden gem because not that many people know about it. We are stewards of our oceans and atmosphere by contributing to oceanographic, hydrographic and fisheries science. I will spend two years at sea and then three years on land and continue that rotation. We even have a song, check it out here.
Tell me about one challenging aspect of your job?
The balance between work and personal life can be a challenge on the ship, but I’m finding a routine and sticking to it.
What do you enjoy most about working on the Oregon II?
I love watching the sun rise and set over the ocean each day and the mystery of what we will find in the ocean each day.
What advice or words of wisdom do you have for my students?
Be adaptable and take advantage of every opportunity that comes your way. Don’t be afraid to go against the norm and follow your passion.
Lead Fisherman Chris Nichols
In Chris’ role as Lead Fisherman, he is second in charge of on the deck crew and leader of the night watch. He operates the cranes and is responsible for fishing operations on the ship. He also stands a look out watch on the bridge. His other responsibilities involve mending fishing nets and handling the sharks (especially during the shark survey). Chris has many certifications that give him additional responsibility such as being a surface rescue swimmer, NOAA working diver and one of the MPIC’s (medical person on duty).
What did you do before working for NOAA?
Lead Fisherman Chris Nelson
I was a charter fishing boat captain, an able body seaman with the Merchant Marines and had a navigation job with the Navy.
Why work for NOAA?
My specialty is big game fish, so I was initially attracted to the NOAA shark surveys. I’ve been at sea since 1986 and am always up for another adventure.
Tell me about one challenging aspect of your job?
I have a lot of additional duties besides being a Lead Fisherman. The upkeep of all of my certifications takes a significant amount of time.
What do you enjoy most about working on the Oregon II?
The camaraderie of the people. We have a great steady group of people and our repeat ports are nice places to visit. I really enjoy working with the scientists and the fish too.
What advice or words of wisdom do you have for my students?
Embrace adventure. I was inspired by early on by reading adventure stories like Tom Sawyer. Work has taken me all around the world. And definitely take those math courses, especially algebra and calculus. I use math every day in my work.
Chief Steward Valerie McCaskill
For two years Valerie has been the Chief Steward who keeps everyone on the ship well fed. She and her assistant, Arlene, attempt to satisfy 30 different appetites three times per day.
Valerie’s welcoming smile
What did you do before working for NOAA?
I worked oil industry first in food service, but wanted to work for NOAA. I have a small catering business and like to experiment with food.
Why work for NOAA?
I love running a kitchen without the unreliable schedule and endless hours of land based restaurants.
One of the amazing meals from the galley
Tell me about one challenging aspect of your job?
Trying to please everyone is a big task. It can also be challenging to meet people’s dietary restrictions with the limitations of the kitchen.
What do you enjoy most about working on the Oregon II?
I enjoy the people. Even if the boat is rocking and people are tired, I try to being comfort through food.
What advice or words of wisdom do you have for my students?
Never let fear of failure stop you.
Personal Log
Chart of the turn I made
A few days ago, we were on weather hold and I went up to the bridge to see what was going on. I was starting to feel a little sick from all the movement. Being in the bridge, where I could see the horizon, helped sooth my stomach and distract me from the motion. We were running “weather patterns”, which means that we are running a course for the best ride possible while waiting for the weather system to pass. Then we can go back to the station we need to sample. Reni let me turn the ship which was a pretty cool experience. She directed me to turn the helm to 40 degrees to the port side, then as we started to turn, she had me easy back to 30, 20, 10 and finally back to zero to complete our 180 degree turn back towards the station.
Yesterday between trawls, David, Sarah and I went up to the forward most part on the bow. We peered over the railing to see four bottlenose dolphins playing on the bow wake. It was incredible to see them so close. As they were swimming at 7-8 knots right alongside the ship, they rotated position allowing each to take a turn coming to the surface for air. It was similar to bikers rotating in a peloton to stay out of the wind. Once I’m back on shore, I’ll post some video, but here is a still shot for you.
Bottlenose dolphins riding the bow wake
Standing at the forward most part of the bow
Looking back from the bow to the bridge
View from the flying bridge
I’ve been waking up a few hours before my shift starts to work on my blogs and get a little exercise. I never know what the weather is like when I wake up because I sleep on the lower deck. Technically I sleep under water and hear the water slapping the side of the ship as I’m drifting off to sleep. This morning I decided to go to the flying bridge, which is at the top of the ship, to do a little workout. The sea was glass-like and the visibility was over 10 nautical miles. I decided it was the perfect location for some yoga. I enjoyed the extra challenge of holding poses on the moving ship.
Did You Know?
The northern two-thirds of the continental US and part of Canada drains into the Gulf of Mexico. These rivers bring accumulated runoff from cities, suburbs, rural areas, agriculture and industry and have the potential to influence the health of the Gulf. (source: flowergarden.noaa.gov)
Rivers that drain into the Gulf of Mexico (photo credit: http://flowergarden.noaa.gov)
Dawson Sixth Grade Queries
Are you going to see sharks? (Gemma, Sylvia, Mae, Finn)
We have caught two small sharpnose sharks so far on this cruise. The Oregon II does a shark survey in the late summer where they focus on catching sharks.
How long does the whole process of catching fish take? (Sam)
Once we come upon the station, they set the trawl for 30 minutes. Depending on how deep we are sampling, it might take 10-20 minutes to bring the net back in.
What classes or skills would you have to master to become a marine biologist? (Rowan, Ava, Julia)
I asked this question to a room full of students studying some sort of marine biology or science and here is what they said…
It depends on your area of interest, but reading and writing skills are critical. It would be helpful to take courses in biology, chemistry, comparative physiology and anatomy, biological and ecological systems and applied math like calculus and statistics. In David’s program at University of Miami, he had to choose a concentration like biology, physics, or chemistry with his marine science degree.
We had a slight lull in the sampling yesterday due to storms and lightning risk, but today has been full speed ahead with the trawling. In this blog I’ll talk more about taking data and how the data and samples are used.
We use the FSCS system, designed by NOAA, to record our data for each trawl. The program walks us through all the data need for each species. The pattern goes something like this: select species, measure length with the Limnoterra magnetic measuring board, then mass the individual, and finally try to determine the sex of the organism. Without this technology I can image that the whole sampling process would take a lot longer.
Select the species
Lengths are recorded
Mass and sex the species
Determining sex can be tricky at times and there are some species that we cannot sex such as squid, scallops and very small fish. We cut the fish open and look for male and female gonads. If possible we also mark the maturity state of the individual.
Female gonads
Male gonads
When recording shrimp, we measure length, weight and sex for each individual up to 200. This can take a while, but working in pairs we get pretty efficient. Female shrimp have a circular breast plate, called a thelycus, under the head or just above their first set of legs. Males have a petasma, the male sex organ, between their two front legs.
Female shrimp on the left, male shrimp on the right. The knife is indicating the petasma, the male sex organ.
David (left) and Tyler work together to measure, weigh and sex the shrimp efficiently
You might be wondering what happens to all this data that we are collecting?
The data we collect is sent to SEAMAP (Southeast Area Monitoring and Assessment Program) and is made publicly available. Scientists can use this data for their research. The SEAMAP Groundfish survey happens twice per year and has been ongoing for 42 years, allowing for identification of long term trends in the data.
SEAMAP gives the shrimp data to the different state agencies who make the data available to fishermen, who will use it to determine if shrimp are of marketable size and thus worth heading out to shrimp.
Bagged lizard fish headed to the freezer
In addition to the data we are collecting, we also collect and freeze samples. Any scientists can make requests for a study species to be saved from our trawls. These requests are entered into the computer system, which prompts us to bag, label and freeze the species to be taken off the ship at the end of the cruise.
Samples stored in the freezer. There are many more in additional freezers.
For example, we save all Red Snapper and send them to the NOAA lab in Panama City, Florida, for an age and growth study. Red Snapper is the top commercial fish in Gulf of Mexico, so this is critical data for fisherman and sustaining a healthy fish stock.
Several of the students who are part of the science team are collecting samples for their research.
Tagged Blue Crabs (photo credit: Helen Olmi)
Helen, who is part of the night shift, attends University of Southern Mississippi and is part of the Gulf Coast Research Lab. She is part of a team that is looking at migration patterns and reproductive behavior of female Blue Crabs (Callinectes sapidus). She tags female crabs and if fishermen find them they call in to report the location. Female Blue Crabs mate after their terminal molt and collect sperm in sac-like receptacles to use later to fertilize their eggs. When ready to spawn, the females move lower in the estuary into saltier waters. Blue Crabs are the most common edible crab so it is important to continue to monitor the health of the population in the Gulf.
Sharpnose Shark ready to be measured
David is an undergrad at University of Miami, who has earned a scholarship through NOAA Office of Education school scholarship program. As part of this program, he is funded to do summer research. He is working as part of larger study looking at the distribution and diet of the sharpnose shark (Rhizoprionodon terraenovae), one of the most common species of shark in the Gulf. Sharpnose sharks are generalists and the research study is looking to see if they are also potentially opportunistic eaters. He is also comparing diets from East and West Gulf sharks and may also be able to compare diets of sharks in low vs high oxygen areas. David’s data collection involves sorting through partially digested stomach remains to try to figure out what the shark ate; he gets to play detective in the lab.
Tyler holding a Croker
Tyler is a graduate student at Texas A&M at Corpus Christi and works with Atlantic Croaker (Micropogonias undulatus). He researches whether exposure to low oxygen affects what Croaker eat. Croaker are widely abundant in the Gulf–they often make up more than half of our trawl samples–thus they make a good study species. Croaker often feed at the bottom, in the benthic zone. Tyler is trying to determine if Croaker are changing their feeding patterns in hypoxic areas by feeding higher up in the water column in the pelagic zone to find more food. He uses Croaker tissue samples to examine diet using isotopes. The general idea with isotopes is that what you eat or process will become part of you. Different prey species will have different isotope signatures and looking at Croaker tissue can determine what organisms the fish have been eating.
As you can see the data and samples from this survey support a lot of science and sustainable fisheries management. Check out some of the interesting organisms we have found in our trawls in the last few days.
Three Spot Flounder
Stripped Burfish
Big Eye Searobin
Various crabs
Calico Scallop (Argopecten gibbus)
Sea Nettle
Stargazer
Squid
Rock Shrimp
Personal Log
As we crank through trawl after trawl of species, I have to stop and remind myself of where I am. As a land lover, it can be a little disconcerting that there is no land anywhere in sight. This fact is helping me appreciate the vastness of the ocean. It is said that we have only explored five percent of the ocean. Before I was on the Oregon II, this was hard to believe, but now I am starting to comprehend just how large the ocean really is.
Sunset over the Gulf of Mexico
Andre and the Cobia
We had some rough seas due to a storm cell a couple days ago which got the boat rocking and rolling again. The movement made it hard to sleep or move around. Luckily, we are through that area and back to our normal motion. With each trawl, I anticipate the possibility of interesting new species that might come up in our net. We caught an 18.8 kg Cobia (Rachycentron canadum) in our net yesterday, which is a fish I had never heard of, but is apparently prized as a food and game fish. Andre filleted it up and we ate it for lunch. It was so of the best fish I’ve ever tasted. Living in Colorado, I don’t eat much seafood, but I’ve decided to try what we catch out here and I’m glad I have. We’ve also had fresh caught shrimp and snapper that were delicious thanks to Valerie and Arlene, the stewards who are keeping us well fed.
I’m enjoying getting to know some of the folks who work on the ship. Many of these people have worked on the Oregon II for several years. When you live and work with each other in a confined space for 24 hours a day, you become close pretty quickly. The family feel among the crew and officers is evident.
I am getting more efficient with my measuring and weighing techniques and even remembering a few scientific names. During each twelve-hour shift, the time spent on our feet depends on the number of stations we cover. Some days we are back to back, just finishing up one sample while they are already trawling for the next. A monitor screen tells us the distance to the next station, so we can anticipate what is coming next. We are getting closer to the Mississippi delta where we are anticipating a decrease in oxygen at some of our stations.
Did You Know?
The Natural Marine Sanctuary System is a network of underwater parks that protects more than 600,000 square miles of marine and Great Lakes waters. NOAA’s Office of National Marine Sanctuaries serves as the trustee for the parks and brings together a diverse group of stakeholders to promote responsible and sustainable ocean use and protect the health of our most valuable ocean resources. Healthy oceans can provide recreation and tourism opportunities for coastal communities. (Source: sanctuaries.noaa.gov)
(Photo credit: sanctuaries.noaa.gov)
In the Gulf of Mexico there is a marine sanctuary called Flower Garden Banks which includes three different areas, East Flower Banks, West Flower Banks and Stetson Bank, which are all salt dome formations where coral reef communities have formed. You can learn more about our National Marine Sanctuary System here.
Dawson Sixth Grade Queries
Why do you need to take the temperature and amount of salt in the water? (Bella)
Temperature, salinity, dissolved oxygen and florescence measurements give us more information about the water where we are sampling. Salinity helps tell us if we are in a freshwater, estuary or fully marine environment. The salinity will decrease as we near the Mississippi river delta. Salinity and temperature affect fish physiology or body functions. Each species has normal tolerance levels that it can live within. Organisms that find themselves outside of their salinity and temperature limits might not be able to survive.
The image of the CTD data below gives you an idea of typical values for temperature, salinity, dissolved oxygen and florescence and how they change as depth increases.
Does the temperature of the ocean get colder as it gets deeper? (Allison)
Generally temperature does decrease with depth, but in our shallow sampling locations there can be less than a 2 degree C temperature change. As you can see on the CTD data above, the temperature changed 6 degrees C at this sampling location.
How deep is it where you have sample? (David, Shane, Alix)
We sample at depths of 5-60 fathoms. One fathom equals 6 feet.
We left port Friday evening and by 10:00pm we were fishing. We move from stations to station, often in a zig zag pattern to retrieve our samples. As I mentioned in a previous blog, the stations we will visit are randomly generated for us. I will use this post to give you an idea of what we do at each station.
CTD instrument ready for deployment
As we come upon a station, we first deploy a scientific instrument called the CTD, which stands for conductivity, temperature, and depth which it measures. Additionally, this instrument measures dissolved oxygen. During day light hours, we also take additional environmental data including water color, percent cloud cover and wave height. At least once per day, we take a water sample which will be titrated using the Winkler method to double check our dissolved oxygen readings. The CTD is first calibrated at the surface for three minutes, then lowered to approximately two meters above the bottom, with a maximum depth of 200 meters. Teamwork is critical here as the officers in the bridge announce that we have arrived at a station. The Science Field Party Chief (FPC), Andre, tells the fisherman the depth andwatches the data come into a computer in the dry lab near the stern. They are all in radio communication to make sure everything goes smoothly.
Trawl headed into the water
Then the fishermen prepare to deploy a 40-foot trawl within a 2.5 mile radius of the station coordinates. Again, with communication from the fisherman, bridge and the FPC, the trawl is lowered into the ocean and moves along the bottom collecting organisms for exactly 30 minutes after which the trawl is raised and the net is brought onto the boat. The organisms caught in the net are then released into baskets,which are weighed on deck to get a total mass for the catch.
Releasing the catch
Massing the total catch
Then the fun begins! The full catch is poured out into the trough or if big enough, brought in via a conveyor belt. If the catch is 24 kg or under, we will log the entire catch.
Catch poured out into the trough
If it is over 24 kg, then we will split the catch and log a representative sample. When splitting the catch, we first place all the organisms in the trough and roughly divide the catch in half. Before we send the half that we will not log back to the ocean, we must pull out commercial species, such as shrimp and snapper, and any individual species not found in the half we will log. Then we take the half of the catch that we will log and start the sorting.
Splitting the catch
We sort all organisms that are the same species into one basket, then count and take a total mass for each species group. You can see images below of a sorted catch.
Sorted fish
For most species, we will sample up to 20 random individuals. We record length for all 20 and then take a mass and sex every fifth organism. Logging is a bit different for shrimp, we will record length, mass and sex for all organisms up to 200 individuals. We will do the same for any other commercial species.
Measuring a fish with the Limnoterra board
We use a Limnoterra measuring board with a magnetic wand which gives an accurate length by connecting to a magnetic strip on the board. This tool saves a lot of time and allow us to get accurate measurements.
In future posts, I’ll talk more about what we are finding and learning from our data.
Trying to sex a fish which can be sometimes be challenging
Personal Log
I am starting to find my sea legs. The seas were a bit rough as we left port after the storm. It was touch and go for the first 24-36 hours, but with the help of Meclizine (a motion sickness medication) and sea bands (wrist bands that push on a pressure point in your wrist) I am now feeling pretty good. I’m also getting used to the constant movement of the Oregon II which makes everyday activities like walking, showering and sleeping quite interesting. When I lay down in bed and close my eyes, I can feel the troughs of the waves push me down into my mattress and then I spring up at the tops of the waves. It is very relaxing and helps lull me to sleep. When showering, I frequently need to hold on so as to not fall over. As some of you know, I have a habit of moving pretty fast around school. Often in a rush to check items off my to-do list or get to my classes. On the boat, we need to move slowly due to the constant motion. You also never know when someone is going to open a door into the hallway or come around the corner. There is not much space, so you must move slowly and cautiously.
Day shift crew from left to right: David, Tyler, Field Party Chief Andre, Sarah and Melissa
I am also getting use to the fish smell in the wet lab where I spend most of time when working. I’m on the day shift, which runs from noon to midnight. I’ve tried to soak up as much information as I can over the last couple days and have really enjoyed the learning. The hardest part for me is trying to learn scientific names for the 30-40 species we find in each catch. The Latin names go in one ear and out the other. Having never worked with fish, this part pretty challenging, but luckily Andre is very patient and always willing to answer my questions. My day-shift teammates, Tyler, David and Sarah, are terrific, keep the atmosphere fun and teach me each day. It has been really interesting to see the increase and decrease of certain species from different stations.
Melissa and Tyler measuring fish in the wet lab
Did You Know?
The Texas shrimp fishery closed on May 15, 2017 and will re-open on a yet to be determined date in July. This is what is referred to as the “Texas Closure”. The shrimp data that we are collecting will be sent to the state to help them determine the health of the fishery and when to open it back up. According to the Coastal Fisheries Division of the Texas Parks and Wildlife Department (TPWD), “The closure is designed to allow escapement of shrimp out to the gulf where they can grow to a larger, more valuable size before they are vulnerable to harvest. The goal is to provide shrimp of a size that are more valuable for the shrimping industry while ensuring sustainable stocks in the future.”
A large Brown Shrimp: Penaeus aztecus
Dawson Sixth Grade Queries
How many different species did you find? (Owen, Sylvia, Tyler, Maylei, Ben)
The number of species we find varies with each trawl, but recently we have been finding about 35-40 species per trawl. The picture below show the diversity a typical catch.
What organisms other than fish did you find? (Badri, Tyler, Alexa, Lorena, Wanda)
We find many other species besides fish. Some of the more common groups of organisms we find are squid, jelly fish, shrimp, sea stars, scallops, crabs, and vacated shells. Occasionally we catch a small shark or sting ray.
Weather Data from the Bridge: In port at Pier 21, Galveston, TX waiting out Tropical Storm Cindy.
Latitude: 29 18.61 N
Longitude: 94 47.56 W
Air temp: 28.8 C
Wind: gusty
Sky: overcast
Science and Technology Log
There is not a lot of science happening yet on the Oregon II. We are waiting out Tropical Storm Cindy that has made landfall on the gulf coast, so the science team has not yet arrived. The ship is pretty quiet with a few folks taking care of odds and ends. LT Reni Rydlewicz and ENS Chelsea Parrish welcomed me and showed me around the ship. Both officers took me to the bridge, the command center for the ship, to look at charts of where we will be sailing once underway.
The bridge on the Oregon II
I learned that we will be sampling at a set of randomly predetermined sampling stations in depths of 5-60 fathoms (fm). One fathom is equal to six feet, so we will be sampling at depths of 30-360 feet. We will use a 40-foot trawl and sample within 2.5 mile radius of the station locations. We will use paper and electronic charts to navigate our way from station to station. I’m looking forward to getting underway, hopefully on Friday evening.
Electronic navigational chart
Paper navigational chart
Our sampling stations are highlighted in yellow on the electronic chart. All the dots are oil and gas locations. On the paper chart, the lines that look like roads are called fairways and are safe areas of navigation. The numbers are depths in feet. The Oregon II has a 15 foot draw, so we typically try to stay in water at least 35 feet deep. NOAA creates these charts and give frequent updates to the officers.
Personal Log
I’m making the most out of my time in Galveston and at port on the Oregon II. I spent some time learning my way around the ship. Take a tour of the Oregon II by watching my short video below. The video can also be accesses here.
While exploring around the downtown area, I realized that I am definitely not use to the 100% humidity that we are experiencing. It really makes me appreciate the dry heat at home, but I am glad that it stopped raining making my exploring slightly drier.
Ocean Star Offshore Drilling Museum
I visited the Ocean Star Offshore Drilling Rig Museum. The Ocean Star is an old jack-up rig that was decommissioned in 1984 and now serves as a museum to educate the public about exploring, drilling and producing offshore energy resources.
I had no idea how many rigs there are in the gulf and that much of the oil is transported back to the mainland via pipelines. As of 2008, there was over 27,000 miles of active oil and gas pipe in the gulf transporting nearly 200 million barrels of oil and 1 trillion cubic feet of gas. According to the U.S. Energy Information Administration, “the Gulf of Mexico federal offshore oil production accounts for 17% of total U.S. crude oil production.” And as of 2013, the oil production in the gulf exceeds 686 million barrels per year.
Offshore wells in the Gulf of Mexico
Map of pipelines in the Gulf of Mexico
Replica of an underwater oil field
When rigs are decommissioned they can sometimes be converted into artificial reefs. According to the Bureau of Safety and Environmental Enforcement, as of July 2015, 470 platforms have been converted into permeant artificial reefs in the Gulf of Mexico. You can learn more about this program here and see a short video of how rigs are turned into reefs here.
rigs to reef (photo credit: bsee.gov)
rigs to reef (photo credit: bsee.gov)
Did You Know?
As we collect data, we will be transmitting realtime shrimp biological data to the Gulf States Marine Fisheries Commission (GSMFC) in Ocean Springs, MS. Often times it can take weeks, months and even years to process data from large scale scientific projects. The realtime data transmission allows the GSMFC to use the most current data to manage the fisheries effectively.
Dawson Sixth Grade Queries
What does your room look like? Where do you sleep? (Emma, Mia)
My room or berth
You can check out my video above to see my berth or stateroom as well as the rest of the Oregon II. My room is compact and uses space efficiently like everything on the ship. If I stand in the middle of the room and stretch my arms out I can touch the wall and cabinets at the same time. The other dimension (bed to far wall) is longer, roughly 8 feet with a little entry for the door. There is about enough room to do downward dog or warrior one, but not much else. With our 12 hour shifts, there is little time for hanging out, so sleeping is the main concern when in our staterooms and the bed is very comfortable.
How many people are on the boat?(Sylvia, Maylei)
Right now there are not many people on the ship, but when we hopefully set off on Friday evening we should have about 28 people total, including 10 in the science party and 18 officers, crew, engineers, fishermen, and stewards. Look for more information about the folks who live and work on the Oregon II in future posts.
Latitude: 27.0532N
Longitude: 96.3602W
Sea wave height: 4-6 ft
Wind Direction: 17 degrees
Windspeed: 17.31 knots
Air Temperature: 28.2 C
Barometric Pressure: 1010.9 mbar
Sky:Overcast
Science and Technology Blog
The main focus of this research cruise is stock assessment in the Gulf. This is done using a trawl net. Trawl nets are large nets with the intention of collecting a wide variety of organisms. The specific type of system used aboard the Oregon II is called an otter trawl, which is the most common type of trawl used in the Gulf of Mexico to harvest shrimp. This enormous net forms a large cone shape once deployed. A trawling net has several main components: The first are two areas called the headrope (top line) and footrope. The headrope has floats attached to it that provide flotation to the top portion of the net. The footrope has long chains (often called tickler chains due to the fact that they “tickle” the bottom of the ocean to stir up sea life) on the bottom side of the net. Attached to the net itself are large wooden boards, called otter boards that are located on the main cable between the ship and the net. Water resistance forces the doors to spread and open the net. Inevitably, the organisms caught get held in the cod end of the net, which is the tip of the cone.
An Otter Trawl (Terraproject.com)
One of Oregon II’s trawl nets. These are switched out every ten tows to check for any structural issues.The types of organisms caught depends on both the depth of the net, as well as the mesh size (the spaces in between the net). All trawls on this cruise are done with the intention of collecting the three main commercial shrimp species of the Gulf, all under the genus Peneaus, which I will focus on in another blog post. The OOD (Officer Of the Deck) looks at the fathometer and electronic chart to determine how much scope to put out, and then relays pertinent water depth information to the deck crew, who then release the proper amount of tow line to bring the net to the desired depth. The net is carried behind the ship for 30 minutes at a speed of 2.5-2.8 knots. At that time, the dry lab relays to the deck to “haul up” the net. Depending on the depth the net is currently at, this can take almost a half hour!
Once the Otter boards have reached the surface, the net is then pulsed. This means that the ship returns to a speed of 6-8 knots with the intention of pushing the catch down into the cod end. At that time the ship slows again and the crew hauls the load onto the deck. This entire process is repeated at predetermined locations called stations. If all runs smoothly a typical 12 hour shift will run through 5-6 stations. I will focus about the actual process of sorting the catch in future blog posts.
Pulling the haul aboardPulsing the tow
A beautiful Gulf sunset behind the trawling gearPersonal log:
The first few days of real work are in the books! I have genuinely loved every minute of my time here on the Oregon II so far. I am assigned the day shift, which is 12 noon to midnight. This is most similar to my normal schedule back in Iowa. Thankfully, I haven’t had to adjust my sleep schedule as a result. It has allowed me to get into a fairly constant rhythm on board. My pre-work schedule typically consists of waking up around 8:30am, eating a light breakfast, working out, and doing work on this blog. I must say the amount of time I have to write meaningful posts is not nearly as much as I anticipated. I could very easily spend all of my waking hours dedicated to uploading photos and videos and writing. I have been keeping a journal on the cruise whenever I have free time so I can go back and elaborate. Besides sorting out time management issues, everything else has been fantastic!
One of the biggest unexpected aspects of the cruise so far has been the food. I was anticipating eating a relatively basic diet while onboard. Boy was I wrong! The food has been absolutely fantastic, above and beyond my wildest expectations. That is in no short part to the wonderful stewards onboard, Arlene and Valerie. They bend over backwards making sure the crew of over 30 people are well fed. Every day has different food, and they are all very accommodating to any dietary restrictions. Roasted Duck is on the menu tonight, and I for one cannot wait!
I don’t know what I was expecting in terms of the type of work I would be doing, but this wasn’t it. I mentally prepared myself to become an expert at shrimp, but in reality I need to become an expert in latin. I routinely make my students memorize certain scientific names to organisms, but never to this extent. The first day of sorting I will admit was very overwhelming. Andre DeBose (the FPC) kept rattling names off to me like Synodus foetens, or Lutjanus campechanus, and all I kept saying to myself is “how in the world am I going to remember this”!? The first name I memorized was the Mexican flounder, or Cyclopsetta chittendeni. The first time I heard that my immediate though was “cyclops chicken dinner”? And just like that, I memorized my first species. After that if felt like every haul I was learning more and more. I am nowhere close to having them down, but I am making serious progress.
Cyclopsetta chittendeni or the “Mexican Flounder”. The defining characteristic of this fish is the Sombrero-shaped spots around it.It was so exciting sorting through our various hauls, and seeing dozens of organisms I have never heard of before. To me that is the best part of this whole experience so far. I get to see things that many people (and most of you back in Iowa!) never get the chance to see. How cool is that? I will do my best to post photos of every different species I encounter, but as you can imagine that will not be an easy task.
So far, the most memorable haul for me has been the one depicted below. I have always been a monumental shark fan and advocate, but the only experience I get with them is during Shark Week and when my biology class dissects Squalus acanthius (The atlantic dogfish shark). That all changed when we pulled up two Sphyrna tiburo (The bonnethead, which is a type of hammerhead) sharks. It was very difficult to contain my excitement, but I had to remain focused at the task at hand and get to work. I will speak more at length about the sorting process in my next post, but normally we do not get to save the animals as most are collected for further research back on land. Thankfully we got the sharks weighed and measured and successfully returned them to the sea unharmed. It was a moment I will never forget. Again, I cannot say enough how lucky I am to get the opportunity to experience this amazing field work. I wake up each day like a child on Christmas Day, wondering what amazing secrets the Gulf has in store for me. The link to the haul can be seen here!: https://www.youtube.com/watch?v=l8hm1tmtFyY
Here in Longmont, Colorado where I live, we are settling into warm summer days often topping out in the high 80’s to 90’s F and typically with low humidity. In Galveston, Texas, where I’ll board the ship it is in the 80’s F this week with 90% humidity. I’ll have to get used to that humid air.
Science and Technology Log
NOAA Ship Oregon II. Photo courtesy of NOAA.
I will spend two weeks aboard the NOAA fisheries research vessel Oregon II, in the Gulf of Mexico, working on the SEAMAP (Southeast Area Monitoring and Assessment Program) Summer Groundfish Survey. The objective of the survey is to monitor the size and distribution of shrimp and groundfish in the Gulf of Mexico.
The Gulf of Mexico. Photo from world atlas.com
What are groundfish, you ask? These are the fish that live near or on the bottom of the ocean. This survey is conducted twice per year; the data help scientists monitor trends in shrimp and fish abundance as well as changes over time. We will also be collecting plankton samples and environmental data at each site. The second leg of the groundfish survey works off of the Louisiana coast and the outlet of the Mississippi River where a “dead” or hypoxic zone forms in the summer. I am very interested to see the what we pull up in this area.
Personal Log
I’m all geared up and ready to go!
When the NOAA Teacher at Sea email arrived in my inbox in February, I held my breath as I opened and read it as fast as possible. I was accepted! I was going to sea! I am honored to be a part of the National Oceanic and Atmospheric Administration Teacher at Sea program.
I teach Biology and direct the Experiential Education program at the Dawson School in Lafayette, Colorado. I love sharing my passion for learning about the biological world with my students and engaging my students’ curiosities. Many of my favorite teaching moments have been times when I can take students outside to observe and explore their surroundings.
My classroom for a week in the San Juan Mountain Range, CO. March 2017. Photo credit Pete Devlin
I’ve lived in Colorado for about 17 years and love to play in the mountain environment on foot, ski or bike. Having lived land locked for most of my life, I can’t wait for the opportunity to explore the ocean ecosystem this summer. As a child, I spent short amounts of time exploring tide pools in Maine and beaches in Florida and was always intrigued by the vastness and mystery of the ocean.
Tending my garden to grow delicious food
Now, I’m heading out to sea for two weeks to dive right into (not literally) learning about the ocean. Like my students, I learn best by doing, so I am thrilled to be working with the NOAA Fisheries team.
Did You Know?
Did you know that June is national ocean month? Celebrate the ocean this month.Check out this great video from NOAA and visit NOAA’s Celebrate the Ocean page for more information.
Dawson Sixth Grade Queries
Just before the end of the school year, I visited the Dawson sixth graders to talk about my NOAA Teacher at Sea expedition. We learned about the importance of the ocean, even for us here in Colorado, and the sixth graders wrote questions for me to answer while I’m at sea. Look for this section in my blog where I will answer some of those questions.
Dawson School sixth grade. Photo by RuthAnne Schedler.
-What do you think the most common organism is that you will find? (from Allison)
One of the main goals of the Groundfish survey is to collect data on the abundance and distribution of shrimp, so I think I’ll be seeing a lot of shrimp in our net. I’ll be sure to post photos of what we find.
-Are you going to scuba dive? (from Gemma, Emma and Margaret)
I will not be scuba diving on my trip. I am not certified and the Teacher at Sea program does not allow teachers to scuba (even if they are certified). Instead I will be learning from above the water’s surface and pulling up samples to learn about what lives deep below.
Now it’s your turn to ask the questions…
What are you curious about? Maybe you are interested to know more about what we haul up in our nets or how to become a NOAA scientist. You can write questions at the end of any of my blog posts in the “comments” section and I’ll try to answer them.
I am back settled into the crazy weather that is spring in Arkansas. Supposed to be 90 degrees today and then storms tomorrow.
Science and Technology Log
The second leg of the Oregon II’s experimental longline survey is now complete. The ship and all the crew are safely back in the harbor. Fourteen days at sea allows for a lot of data to be gathered by the science crew.
Now, an obvious question would be what do they do with all the data and the samples that were collected? The largest thing from this experimental survey is looking at catch data and the different bait types that were used to see if there were differences in the species caught/numbers caught etc. They are also able to look at species compositions during a different time frame than the annual survey and different depth ranges with the much deeper sets. Fin clips were taken from certain species of sharks. Each fin clip can be tied to a specific shark that was also tagged. If anyone ever wanted or needed to they could trace that fin clip back to the specific shark, the latitude and longitude of where it was taken, and the conditions found in the water column on that day. Everything the scientists do is geared towards collecting data and providing as many details as possible for the big picture.
Occasionally sharks are captured and do not survive, but even these instances provide an opportunity to sample things like vertebrae for ageing studies or to look at reproductive stages. Science is always at work. With the ultrasound machine on board we were able to use it on a couple of the sharpnose sharks and determine if they were pregnant .
Ultrasounding female Sharp Nose sharks to see how may pups they were carrying.
Parasites… did you know sharks and fish can have parasites on them? Yes, they do and we caught a few on this leg. Sharks or fish caught with parasites were sampled to pass along to other researchers to use for identification purposes. Kristin showed me evidence of a skin parasite on several of the small sharks. It looked like an Etch-A-Sketch drawing.
This shark had whole mural on the underside from the parasites
Shark underside marred by parasite infection
Red snapper were also sampled at times on the survey to look deeper into their life history and ecology. Muscle tissue was collected to look at ecotoxicity within the fish (what it has been exposed to throughout out its lifetime); along with otoliths to estimate age. We are using muscle tissue to examine carbon, nitrogen, and sulfur. Each element looks into where that fish lives within the food web. For instance, carbon can help provide information about the basal primary producers, nitrogen can help to estimate the trophic level of the fish within the ecosystem, and sulfur can try to determine if the fish feeds on benthic or pelagic organisms. Otoliths are the ear bones of the fish. There are three different types of ear bones; however, sagittal ear bones (the largest of the three) will be sectioned through the core and read like a tree. Each ring is presumed to represent one year of growth.
Red Snapper caught and used for sample collection
Paul Felts removing a hook
Sometimes someone bigger swims by while a fish is on the hook
Personal Log
Now that I am home and settled I still had a few things to share. One it was great to get home to my family, but as I was warned by the science crew it does take a couple of days to adjust to the usual schedule. It did feel good to go for a jog around town instead of having to face the Jacob’s Ladder again!
Everyone asks me if I had a good time, if it was scary, if we caught any sharks. I just don’t think there are words to express what an amazing experience this was for me. Of course, seeing the sharks up close was just beyond words, but it was also being made a part of a working science team that are working year-round to monitor the health of the ocean and the species that live there. For me this was a two-week section of my life where I got to live on the ocean and catch sharks while learning a little about the data the science crew collects and how they use it. The science crew will all be back out on the ocean on different legs over the next few months.
I confess I am not super hi tech, so I am not proficient with a Gopro so I probably missed out on making the best films. However, I did get some excellent photos and some good photos of some impressive sharks. Thanks to technology I will be able to create slide shows to my K-12 students so they can see the experience through my eyes. I am looking forward to showing these slide shows to my students. My elementary students were so excited to have me back that they made me feel like a celebrity. I was gone a little over two weeks and to my younger students it seemed forever. Many of the teachers shared some of my trip with the students so they would know where I was and what I was doing.
I am settled back into my regular schedule at school. One awesome thing about my job is that I deal with students from kindergarten through seniors. I started back with my elementary students yesterday. Let me just say that young people can make you feel like a Rockstar when you have been gone for 15 days. I knocked on a classroom door and could hear the students yelling “ she’s here! Mrs. Grady is here!” and then there were the hugs. Young kids are so genuine and they have an excitement and love of learning. I have to get busy on my power point to share with them. They wanted a list of sharks we caught, how big they were, etc. I am getting exactly what I hoped, the students want to understand what I did on the ship, why we did these things and what did I actually learn.
For my last blog, I have decided to share some of my favorite photos from my time on the Oregon II.
Latitude 2827.10
Longitude 09148.6
75 degrees
Sunny
No precipitation
Winds at 10 KTS
Waves at 2-4 FT
Science and Technology Log
There are always many things happening on a research vessel. As we moved from station to station, scientists Paul Felts and Kevin Rademacher have been deploying a trolling camera with a lure attached. I asked Kevin about the camera and he explained what they are trying to accomplish. The ultimate goal of this experimental camera system is to help develop an index of abundance for pelagic species (billfish, dolphinfish, King mackerel, tunas, etc) to be used in stock assessments for those species. Currently, there are no fishery independent indices for adults of these species. We are trying to achieve this by attaching a camera in front of a hook-less trolling lure. If it is successful, the plan is to deploy it when running between stations on all of our surveys. This would give us enough samples to hopefully create an annual index for these species.
This trip they have taken the system from the idea and initial system build back at the lab, and are trying it in the real world; modifying portions that are not working to get it to work. What is desired is towing the system to where the lure is acting as potential prey, is not being negatively affected by the vessel’s propeller wash or bubbles from the vessel or waves, at a vessel’s transit speed, and is depth adjustable.
The scientists were working opposite watches and during watch changes they would share what they had observed and discuss small changes that they wanted to make to obtain better results. The camera allowed them to watch video footage to assess how clearly the lure could be viewed under the water as it traveled behind the ship. The ship’s crew up in the bridge worked with the scientists requests for the changes in speed they needed for short periods of time while the trolling camera was in the water during a transit to another station.
The longline hooks often yield other species besides sharks. On one set we caught 3 king snake eels, Ophichthus rex, that have long bodies, that are very stoutly built. Instead of a tail fin they have a fleshy nub. One of them was almost as long as scientist Paul Felts is tall. This species is distributed in the Gulf of Mexico. It is often caught around oil rigs. The species is consumed on a very small scale and is prepared and sold in Florida as “keoghfish”. This a burrowing species that inhabits mud, sand and clay between 15-366 meters deep. King snake eels may reach sizes up to 11 feet.
Paul Felts weighs a large King Snake eel
King Snake eels don’t like to stretch out for measurements. It took a few extra hands to get this large one to cooperate.
Personal Log
What is a day in the life of this NOAA Teacher at Sea like?
We are on the downhill side of this cruise. It has been full of so many amazing things. I miss my family and will be ready to see them, but am so thankful for this experience. Life on the ship is quite a unique experience. There are 29 of us on this cruise. But because of working 12-12 approximately half are working while the others are sleeping and having some down time. This means we don’t see each other except around shift changes. You are very aware of not banging things, or accidentally letting the motion of the boat slam a door because someone is always sleeping. The berths are small but functional. I am sharing a berth with the XO, LCDR Lecia Salerno, who is also on day watch. You can see from the photo below that the space in any of the berths is limited. I have the top bunk which is kind of scary for those who know how graceful I am, but as of yet I haven’t had any mishaps.
This is a typical berth on the Oregon II. Usually one crew member has it for 12 hours then they switch. This allows for uninterrupted sleep and a little privacy on a small ship with 29 crew members onboard.
What is a day like onboard the Oregon II for me? I wake up around 8 am and try to convince myself to do a few minutes on the Jacob’s Ladder and a few weights for upper body. Breakfast for me is a power bar, each watch usually eats two meals in the galley and mine are lunch and dinner. There is time to do laundry if the washer is available. Twenty-nine people using one washer and dryer calls for everyone to be courteous and remember to get your laundry done and out of the way. I usually spend about an hour reading or working on blogs and even some new plans for my students next year. I am lucky that the boat has wifi that bounces in and out so I can use I-message and stay in touch with some of my family and friends as well as facebook, and email.
Crew’s lounge where we watched the occasional movie, and I wrote all my blogs.
Lunch is at 11 and our watch eats and gets out of the way because we are on at noon and need to let the other watch get into the galley for their lunch. Did I mention the galley only has 12 seats and that courtesy is the big thing that makes life on the ship work? When we aren’t baiting hooks, setting out the line, or pulling in the line we hang out in the dry lab. There are computers in the dry lab and the scientists are able to work on emails, and data that is being gathered. There is also a television and we have watched some random things over the long shifts. Lots of laughter happens in this room, especially the more tired we get. I will also admit that we joined the rest of the internet world in stalking April the Giraffe until she had that baby!!! There is time between sets to go do a little bit of a workout and sometimes I take advantage of this. An important activity is hydration. You do not realize how the warm weather on the deck depletes your system. There are notes posted reminding us to stay hydrated. It is also important for me to keep a little food in my stomach to ward off any seasick feelings. I try not to snack at home, but dry cereal or a piece of toast have become my friends on this cruise. Other than the first night at sea I have not had any real queasy moments so I am going to continue this pattern as long as we are moving. One thing is that I tend to snack and drink a lot of water. Dinner is at 5 and occasionally it falls about the time we have to set out a line or pull in a line. This means we eat really fast and get back to work.
The stewards cook three meals a day out of this small galley kitchen. They did a great job of giving us menus with lots of options.
When it is time to set a line we all go out on deck and we bait 100 hooks. The hooks will be baited with either chunks of mackerel or squid. There is nothing glamorous about this at all. If you aren’t paying attention you can even take a shot of squid or mackerel juice to the face. When it is time to get the line in the water there are jobs for each of us. One person puts the high flyer in the water, this marks the start and end of the line of hooks and has a flashing light for night time. One person attaches a number to each hook’s line and hands it to the slinger who puts the hook over the side and hands the line to one of the fisherman to attach to the line and send it on its way. One person mans the computer and inputs when the high flyer, three different weights and each hook go over the side. The computer records the bait used, the wave height, cloud cover, precipitation, longitude and latitude of each hook. I told you the scientists’ collect a lot of data on these cruises. The last person scrubs the barrels clean and places them up front on the bow for the haul back. The deck gets washed down. The crew works hard to keep the ship clean.
I had no idea how much squid ink or juice one person could get on them until I learned to bait a hook with squid for long-line. Mackerel is SOOOO much better!
Putting the high flyer over the rail. One marked the beginning and end of each line we put out.
When the crew on the bridge gives us the 10 minute call we all dawn our life jackets, grab our gloves and head to the bow to see what we might have caught. The deck crew is getting ready to pull in the high flyer, the computer gets set up and all the necessary equipment for collecting data is laid out. We have two measuring boards, a small sling for weighing bigger sharks on deck, two types of taggers, scales, scissors, tubes for fin clips, pliers, measuring tape, bolt cutters, data sheet, and hard hats for all. One person works the computer, recording if we caught a fish, or whether or not there was any bait left on the hook, another person takes the line and hook and places it in a barrel ready to be baited next time, the number is removed and placed on a cable, two people are ready to “play” with the sharks and fish, meaning they will do the measurements, weights and any tagging, and one person fills out the data sheet. It all works very quickly and efficiently. Sometimes it gets a little crazy when we have fish and sharks on several hooks in a row. I spent most of my time doing the data recording and I must say my experience working the chutes with tagging and vaccinating cattle sure came in handy when it came to keeping the information straight.
Science team works check if a female bull shark is pregnant using an ultrasound machine
Measuring a sharp nose shark
Sometimes the more active sharks took more than one person to remove the hook so we could release them.
The day watch comes on shift at midnight, but they usually show up around 11:30 to visit and see what has happened on our shift. By midnight we are free to go. I stop in the galley for a quick sandwich made of toast and ham. Next up is the much needed shower. We use mackerel and squid for bait and let’s just say the juice and squid ink tends to fly around the deck when we are baiting hooks. Then you get the salty sea air, handling sharks, red snapper, king snake eels, and it makes a hot shower is much anticipated. Lastly, I crawl into my top rack (bed) and adjust to the pitch and roll of the ship.
Did You Know
Typically, biologists can age sharks by examining cross sections of shark’s vertebra and counting the calcified bands, much like you can count the rings on a cross section of a tree trunk. The deep-water sharks we are looking for are trickier to age because their vertebra do not become as calcified as sharks found in shallower depths.
Latitude 2848.37 N
Longitude 09247.66 W
76 degrees
Sunny
No precipitation
Winds at 11 KTS
Waves at 2-4 FT
Science and Technology Log
Sometimes when a shark or fish is brought on board it has a “hitchhiker’ attached. We caught a blacknose shark that had a common remora, often referred to as a sucker fish, or shark sucker, attached to it. Scientist Kevin Rademacher placed this sharksucker (Echeneis naucrates) on my arm. I couldn’t really feel it but he was stuck there until I peeled him off. It was like peeling a piece of tape off. You can see from the photo how he is designed to attach to host species. Their head is actually a modified dorsal fin that has an oval shaped sucking disk with slat-like structures that open and close to create suction and take a firm hold against the skin of its host animal such as a shark, turtle, whale, or ray. By sliding backward, the remora can increase its suction, or it can release itself by swimming forward. They can be small like the one attached to my arm or they can grow to over two feet in length. The remora can move around on the host, removing parasites while at the same time gaining protection provided by the host. This relationship is often looked at as one of commensalism where both the host and the remora benefit.
The remora’s modified dorsal fin provides suction ability
Remora on TAS Karen Grady’s arm
Remora
Remora
Photos of the remora that was attached to a black-nosed shark.
When one hears that this is an experimental long-line survey of sharks and reef fish, all you think of is catching these creatures and collecting data. However, scientists are collecting data about the environment as well. It is very useful to obtain information about the water where they catch large numbers of a species and areas where they may not catch anything. One way they can do this is by using a Conductivity Temperature Depth Profiler (CTD).
The CTD gives scientists a profile of the water column where we just put out our line. The CTD has sensors that collects information on oxygen levels, temperature, water clarity, chlorophyll concentration, and salinity. The CTD is placed in the water and allowed to sit for three minutes to let the oxygen sensors soak and adjust from being on the deck and lowered into the water. The crew lowers it to a depth that is decided based upon the depth to the ocean floor. They like to take it as close to the bottom as possible in order for the information they gather to be as complete as possible. It is allowed to settle, run its scans and then is brought back up to the surface and the sensors are flushed with fresh water. The data is automatically loaded into the database. This information is collected at each station. It takes a joint effort of the deck, science and bridge crews to place the CTD in the water. Walkie talkies are utilized for communicating between all the crew involved in the operation.
Scientist James Sulikowski prepares the CTD for deployment
Scientists can review the data from the CTD immediately
Personal Log
Being at sea with Easter approaching had its moments when I thought of family and friends. We have our Easter traditions and I would be missing them this year. The Easter Bunny (Field Party Chief, Kristin Hannan) decided we needed an early visit this year. I think she was right. The surprise and the treats perked all the science staff up.
FPC Kristin Hannan asks me often if I have any questions about what they are doing or anything in general. I will be honest… I have gotten so caught up in what we are doing, trying to do my best at whatever job I am working on, and being in awe that I am actually out here that I forget to ask questions about the details. I love the anticipation of what might be on the next hook, I am mesmerized by the sleek lines of the sharks when we have them on board.
Shark liver
When we had one come onboard that was dead due to low oxygen levels in the water where we caught it, we did a dissection on the deck while we waited to put out another line. The animal science nerd in me came to life! I had no idea the liver was the largest organ inside a shark. Think about it …these creatures have no body fat and they store their energy in the liver. Then we looked at the intestines. There is not a lot of room in there so the shark we looked at the intestines are rolled up like you would roll a piece of paper. This gives them maximum absorption area but takes up a limited space.
One thing I think of as we are catching these species is that very few people stop and think about the actual research scientists do to help understand what is needed to maintain healthy populations. It is necessary to do these surveys, catch the species, tag some, draw blood, take fin clips, keep whole specimens, and dissect some. On our cruise we were lucky enough to ultrasound a few pregnant sharks and see the pups inside.
Baby sharks visible on ultrasound
Now stop and think about all those things I just listed that we do at times. When a hook comes up and there is a fish or shark on it is handed off to one of the science crew. It is noted in the computer that there was a something caught. The science crew member will take measurements and weight of the fish or shark. If it is a shark, the sex will be noted and some species may be tagged, have a fin clip taken and blood drawn. While all of these activities are taking place, the next hooks keep being brought up. The deck can get pretty crazy if there are several hooks in a row with something on them. The data collector has to keep tag numbers, species, measurements, samples and weights all written in the correct spot while having two or three people calling them out for different fish and or sharks. I had experience working cattle which would mean filling syringes, writing down tag numbers, filling taggers, etc. But this is even crazier than that could get at times. And everything stops if someone calls “hardhats” because that means we have one big enough for the cradle. Working back writing down data or taking measurements you can’t see what is on the next line so you sneak up for a peak when they say it’s a big one then you get out of the way. One of the best experiences so far was almost getting a big tiger shark in the cradle. I was lucky enough to get a video of her, so stay tuned! Unfortunately, when the big shark brushed against the cradle she snapped the line and was gone with a huge spray of water.
This second leg of the experimental long-line survey is winding down. There have been long days but they are filled with laughter, giggles, anticipation, excitement, teachable moments (I can finally get the circle hooks out by myself…sometimes) , and the dreaded words “snapper.” I mean nothing against the Red Snapper, they are a bright colorful and tasty fish, but when you are hoping for a shark to be on the hook…. let’s just say the sets where we get 12 snapper and two sharks are not our favorites.
Photos: “Shark!” or “Fish on!” means a busy deck.
Scalloped hammerhead shark
When the guys at the rail grab the hard hats it means it is time for the cradle and we get to see things like this gorgeous scalloped hammerhead. Things move very quickly when one is in the cradle. Safety for those on deck comes first and everyone is focused on getting measurements, fin clip and a tag on the shark and getting it safely back in the water as quickly as possible.
Baby tiger shark
Baby tiger shark in the cradle. They warned me that they were cute and they were so right. Yes, a shark can be “cute” when your referring to baby tiger sharks and baby hammerheads!
Did You Know
Sharks store energy in their liver. It is the largest organ in their body. The heart on the other hand is extremely small in comparison to the size of the shark.
Dissected scalloped hammerhead with liver visible
Look at the liver of this scalloped hammerhead. It is amazing how big it is in relation to the body of the shark. This is just one way these amazing creatures are designed to be efficient and survive in their underwater world.
Sharks have a nictitating membrane that they can close over their eye for protection. When a shark is brought on deck you can touch near the eye and the membrane will automatically move to close.
Nictitating membrane partially closed on the eye of a scalloped hammerhead
Latitude 2827.10
Longitude 09148.6
75 degrees
Sunny
No precipitation
Winds at 10 KTS
Waves at 2-4 FT
Science and Technology Log
We have continued to move between deep stations setting the baited line and hoping to catch deep water fish and sharks. These deep sets require longer soaking time to allow the hooks to reach the bottom. The downside is that we have been retrieving one set of gear and putting out one set of gear in a 12 hour period of time. Some sets have a few fish and some we get a big goose egg. There is always anticipation though as the 100 hooks are brought up. Everyone stands in their spots waiting to hear either “fish on,” “shark” or everyone’s favorite, “hard hats!” which means there is a big shark and it’s time for the sling. Below you will see the awesome Great Hammerhead (Sphyrna lewini) we caught.
Great Hammerhead Shark
The first few days we have been fishing deep in the Mississippi Canyon. The Mississippi Canyon is a geological formation in the Gulf of Mexico. It is located in an area which is part of the territorial waters of the United States. We put out some deep lines with the deepest at 1900 feet. These lines soaked four hours once fully deployed. They soak longer because they have so far to sink to get to the depth the scientists want to fish at. When we deploy a line the first thing in the water is the High Flyer, which stands like a beacon and bobs in the water marking the start of our fishing line. The next thing over the side of the ship is a weight that helps carry the line to the desired depth. Halfway through, another weight is deployed, and after the 100th hook, the third weight goes in. The last thing over is another High Flyer to mark the end of the line. If it is dark outside, the High Flyers have lights attached on top that flash so that they can be seen.
“High Flyers” mark the beginning and the end of the long line set.
At our last deep station we caught a Mexican Grenadier, Coryphaenoides mexicanus. This fish is very unusual in color and appearance. If you feel the scales on the fish you find that they are very unique. Each scale has tiny sharp, thin spinules. As you run your hand over the fish you can feel these scale modifications. The eyes are bulged due to the pressure change of coming up from such deep depths. The scientists determined the sex of the Grenadier and then it was frozen for future study.
Mexican Grenadier
We also caught two Cutthroat Eels, from the family Synaphobranchidae, that were both females. Synaphobranch means unified gill… the two gill slits join together making it look like a cut throat. They are bottom-dwelling fish, found in deep waters. The eels were weighed, measured, and the scientists determined the sex and maturity of each eel. It is important that they make accurate identification of specimens and collect data. The scientists work together using personal knowledge and books when necessary. There are times on deck when the scientists will stop to examine a species and will take multiple pictures of certain identifying parts so that they can look at them closely later.
Examining a cutthroat eel
The scientists work together and reference books to identify specimens.
Personal Log
One of the great things during a watch is being able to talk with the scientists. I am an avid listener and observer. This is what they do year in and year out and they love what they do. I am a quiet observer a lot of the time. I listen and then ask questions later. It’s not exactly easy to carry around paper and pencil to take notes. But during the transit portions or soak times I ask more questions and gather information to share in my blog posts or for the lesson plan I will be writing when I get home.
The food has been great here on the ship. Our stewards have fresh salads, and menus that include two main course options, a daily soup, dessert and multiple side choices. There are snacks available 24/7 so you are never hungry. Because the meals are so great you see most people trying to fit in a workout during the day. I have been introduced to the Jacob’s ladder for workouts. I never liked hills and now I can say I don’t like climbing ladder rungs either. That machine is evil!! However, I will continue to do cardio on it as the food is excellent and keeping food in your stomach helps prevent sea sickness. I will happily eat more than I usually do if it means I don’t get seasick. An example of a typical lunch would be today when we had choices of salad, reuben, tuna melt, french fries, sweet potato fries, cookies and several other sides.
Today started with us catching two Cutthroat Eels and a Mexican Grenadier. You can see from the pictures I have posted that they look very different from most fish that you see. They really are that color. It was a shock after the sleek sharks and the bright orange Red Snapper I had seen on previous sets. I was busy watching the scientists using their books and personal knowledge to identify each species accurately. After we finished the work up on the fish we caught we headed for the next station. Now we are back to shallower fishing and expect to catch sharks, red snapper, and a variety of other fish.
Two cutthroat eels (top) and Mexican grenadier (bottom)
I can honestly say that the 12 hour shifts start wearing you down, and sleeping is not an issue once you climb under the covers. The waves will wake you up now and then. And some mornings I wake up and can smell them cooking breakfast but sleep overrides the smell of food because I know how long it will be till I get to bed again. Walking out on deck each morning to views like this does lead to a smile on your face, that and the music that is playing loudly on the deck. Yesterday it was Hair Nation…. taking me back to the 80’s.
View from the deck of NOAA Ship Oregon II
Did You Know?
The Gulf of Mexico is roughly 995 miles along its longer, east-west axis. It has a surface area of about 600,000 square miles.
A wide variety of physical adaptations allow sharks to thrive in the Gulf of Mexico. They have powerful smell receptors. The sensory organs lining their prominent snouts, called ampullae of Lorenzini, can detect movement of potential prey even if the sharks cannot see it. These sensory organs assist in trailing injured marine animals from great distances. They help sharks locate all sort of other things, too– shrimp boats, other sharks, birds, turtles (tiger sharks a big turtle eaters!), even boats that are dumping trash.
The skin on a shark is smooth if you run your hand head to tail and rough like sandpaper if you run your hand from tail to head. At one time, sharks skin was used as a form of sandpaper. The dermal denticles, or skin teeth, can be different from species to species and can sometimes be used as a character to look at when trying to identify one species from another.
The weather on the last scheduled day of the cruise was so bad (12 ft. seas! 30 knot winds!) that the ship came into port early on Sunday. The strong winds and waves kicked up and a string of severe storms and tornadoes swept through the area just after my flight home left on Monday morning.
Science and Technology Log
The last few days of the cruise brought in a lot of sharks, fish and data. We were kept pretty busy, putting in and hauling out 3 or 4 lines each shift. In total between both shifts we set 53 stations and caught 679 vertebrate specimens (not counting the invertebrates: sea stars, sea cucumbers and all those isopods)! There were points when this was totally exhausting and repetitive, but then there were moments when we were holding sharks and it was all worth it! We caught some amazing creatures, and some just floated or flew by for a visit like jellyfish and migrant birds.
In between stations the scientists worked to collect and label tissue samples from the specimens needed by different research labs, including fin clips, parasites, muscles, and eye lenses.
Migrating songbird visitor
Portuguese man-o-war jelly
Tissue specimens from bony fish
Personal Log
To be completely honest, there was a point about two-thirds through the cruise when I felt pretty tired, a little bit nauseous, and like I had already seen and learned so much that I was ready to go home. That happened to be a day when another thunderstorm blew in, and we had to take a break from sampling. That terrific weather break (during which we lounged with popcorn and a not-so-terrific movie) also coincided with the forecast suggesting a possible early end to the cruise. Suddenly, it seemed like my trip was almost over — I realized that I had so many more questions for my new scientist friends and not enough time to learn everything!
Fortunately, the scientists on board were very kind and eager to answer my students’ questions with the best information they could find. We had several engaging discussions while answering the kids’ questions… in fact, at one point we were so engrossed in a conversation about dogfish life history that we were suddenly interrupted by radio calls from the deck and bridge that we had missed hauling in our line! We grabbed all our gear: boots, gloves, life jackets, hardhats, clipboards, cameras, laptop; and ran out on deck as fast as we could muster. We had all forgotten it was April Fool’s Day! Ha!
NOAA Corps Officers LCDR Lecia Salerno, LT Reni Rydlewicz and ENS Chelsea Parrish
I am so grateful to the entire crew for their hospitality and their willingness to teach me about their jobs. They shared not only their homes on the boat, but also their own stories and knowledge about the work we were doing. I was lucky to share my first boat experience with Ensign Parrish, who was on her first cruise as a newly minted NOAA officer. Her infectious smile and clear love for being at sea, all while learning the ropes of the Oregon II, helped pull me right along with her enthusiasm.
The main person responsible for my excellent experience aboard was the Field Party Chief.
The amazing shark wrangler Kristin Hannan with a young tiger shark!
Kristin Hannan was friendly and generous with her time, all while coordinating stations with the bridge, managing the scientific crew, and preparing for the next research trip. She was also indefatigable! By the time I would get my baiting gloves off, catch my breath, and get ready to help clean up, she had already finished scrubbing the barrels and decks! Most endearing, however, were her encyclopedic knowledge of shark anatomy and population ecology, and her love of all things shark (even the movie JAWS), tempered by a clear, rational, scientific perspective on issues facing the Gulf of Mexico.
Eventually, the trip drew to a close. As we approached the final sampling stations, there were many species I had hoped to see that hadn’t come up yet. It was as if all I had to do was wish for them and they appeared in the final hauls: Stingrays – CHECK! Big bull shark – CHECK! Beautiful baby tiger shark — CHECK! Adorable spinner shark — CHECK!
I started to see why this work was so addictive and attractive to the crew. But, at the end, I was definitely ready to be on stable land and order whatever I wanted from a restaurant. Going home to my incredibly spacious queen-sized bed and enormous 50 square foot bathroom was also quite nice! I loved my adventure at sea, while I also so admire the tenacity and grit that the scientists and crew on the Oregon II have for living the boat life for much, much longer than two fun weeks. Thank you!
Kids’ Questions
What types of sharks will you catch in the Gulf?
On our leg, we caught the following shark species:
Scalloped hammerhead
Blacknose shark , CARCHARHINUS ACRONOTUS
Spinner shark, CARCHARHINUS BREVIPINNA
Blacktip shark, CARCHARHINUS LIMBATUS
Sandbar shark, CARCHARHINUS PLUMBEUS
Gulper shark, CENTROPHORUS GRANULOSUS
Little gulper shark, CENTROPHORUS UYATO
Tiger shark, GALEOCERDO CUVIERI
Dusky smoothhound shark, MUSTELUS CANIS
Gulf smoothhound, MUSTELUS SINUSMEXICANUS
Sharpnose shark, RHIZOPRIONODON TERRAENOVAE
Scalloped hammerhead shark, SPHYRNA LEWINI
Cuban dogfish shark, SQUALUS CUBENSIS
Clearnose skate
We also caught the following batoid species:
Southern stingray, DASYATIS AMERICANA
Roughtail stingray, DASYATIS CENTROURA
Bullnose ray, MYLIOBATIS FREMINVILLII
Clearnose skate, RAJA EGLANTERIA
What is the most populous type of shark in the Gulf of Mexico?
Sharpnose sharks were the most common in our sampling (we caught 247!) Bonnethead sharks are the more common species closer to shore, and blacktip sharks tend to be more common out farther to sea.
Are some shark species more or less sensitive to pollution?
Bull sharks are tolerant of extremes in water conditions (they have been found in the Mississippi River!), so they may be less sensitive to pollution. In general, hammerhead species are more sensitive and younger sharks are also in sensitive life stages, so they might be more sensitive. This is exactly the kind of questions that scientists might be able to answer more definitively someday using the large amounts of data collected by the Oregon II.
What are sharks’ lifespans?
Each shark species is different, but generally they live a long time. Small sharpnose sharks can live about 10 years. Dogfish can live up to 70 years. Other sharks average about 30 years. There is speculation that a Greenland shark has lived over 100 years! These long lifespans are part of the reason many shark populations are vulnerable because it takes them a long time to reach maturity and they do not reproduce quickly. Life history information about sharks is important to know as the NOAA scientists help manage fisheries.
This is the second leg of the Oregon II’s experimental longline survey. A longline is a type of fishing gear that will deploy one fishing line that is very long and very thick and has many hooks attached to it. We will be doing a survey by collecting systematic samplings to assess fish populations. This mission is an experimental one because the longline is being placed at depths deeper than they fish during the annual longline survey and are able to alter the bait type and leader material to see how it could affect catch rates.
The longlines are baited with pieces of squid. Squid live in deep water so it makes sense to use them to attract deep-sea sharks. Squid also stays on the hooks better than the mackerel and these hooks have to make it a LONG way down on this survey. The lines are placed in the water and then allowed to soak for several hours. This allows the squid bait to settle down into the deep water (aided by the weights attached) and for sharks to find the bait. The fishing line with the hooks is a mile long, but the total line put out can be up to 3 miles long because of the scope needed to allow the 1 mile of gear to reach the deep bottom depths.
Scientist Kevin Rademacher baiting hooks with squid
As we bring in the catch we will be gathering data on the species caught, sex, maturity stage for male sharks, and certain sharks will be tagged. There are different tags for different sizes of sharks and a small piece of fin is collected on all tagged sharks for genetic purposes. The weight and three or four different measurements will be taken on the all species. Photos of any uncommon species are also taken if time allows to help with identification processes in the future, and so everyone can see them if they weren’t on the watch when the catch occurred.
On my dayshift team is James Sulikowski, a scientist from the University of New England in Maine, who will be using an ultrasound on larger female sharks that we bring on board. Ideally, he and Trey Driggers, the night watchleader from the NOAA MS Labs, would like to catch some large female hammerhead or dusky sharks. James will use the ultrasound to determine if the large females are pregnant. If they are pregnant, a satellite tag will be placed on the sharks that will stay on for approximately 30 days. This is perfect as females could be giving birth over this time frame. The tags will be used to track the sharks with the hope that important habitats where the adults give birth can be identified. James (and Neil Hammerschlag) has conducted similar research on tiger sharks, but linking pregnancy to specific movements has not been conducted with sharks captured in the Gulf of Mexico. Our experimental longline survey is happening at a perfect time to gather data for this research.
James Sulikowski ultra sounding some small pregnant sharks.
How many baby sharks do you see? We saw THREE!
Personal Log
We are at sea now but since getting somewhere is half the fun…..isn’t that what they always say….I wanted to tell you a little about my trip to the ship. On Tuesday night as I was packing we had a storm and lost power for a few hours. No big deal since I was on the ball and pretty much packed at this point. Wednesday morning, I leave for the airport and about 15 miles down the road I realize I left something I had to have. So, I made a quick turn around and retrieved it. It was a nice drizzling rain and some fog for the drive to the airport. Now my luck continued when I arrived at airport. Long term parking was full so I had to park at the BACK of the economy lot. I don’t mind a walk normally but it was raining and that made THREE parking lots to walk through. Luckily the airport has a little shuttle van to pick up travelers in just such situations. Oh wait…. This one just drove past us all and kept circling but never actually picked anyone up. Hmmm. I had a very bumpy ride to Dallas due to the weather and was relieved to make it to my gate for my connection in Dallas. Then comes the announcement that they need to change a tire on our plane. I was completely ok with this hour wait since I see the value in having tires when we land in Gulfport! So only an hour late I made it safely to my destination.
I had a great visit with the scientist who picked me up at the airport. I found out that he and his family intend a vacation in the future to canoe on the Buffalo River. I forget what an amazing state I live in sometimes when it comes to our state parks and outdoor adventures. One of his areas of focus is Cownose Rays and we discussed how he uses networking to find opportunities to gather data. My students know how important I feel networking can be. You never know when that person you meet can help answer a question, provide guidance or solve a problem for you somewhere down the road. He told me how he took the time just this week to meet some folks who are at NOAA from other countries and ask them to share his contact information because it could help him fill in some needed data for his research.
Arriving at the Oregon II! Ready to get this adventure started.
Arriving the day before most everyone else made my first night a little bit of an adventure. I had a short tour of the boat and then was on my own. I was talking with my son on the phone and he asked if it felt like an episode of Scooby Doo where they are on an abandoned ship. Well.. a little like that. There were lots of new noises to get used to. And for such a small ship there are lots of doors and rooms. It is a definite culture shock from the cruise ship I was on during spring break just two weeks ago.
My students all wanted to know what the ship would be like. I will be posting some pics so you can get an idea of what it’s like. I will be sharing my cabin with someone else. We will basically take turns using it about 12 hours apiece each day. I knew it would be small but let’s just say I won’t be doing any workouts in my room. But it has a place for everything and my bunk is comfortable. There are metal stairs from level to level on the ship. These are an adventure with my tri-level glasses. One hand for the rail and I am good. For those that know me well one of their concerns was that I wouldn’t be able to make it without going for a run. Crisis averted…there is a rowing machine, weights, a stationary bike etc. onboard. So I guess I will not have to resort to running in place as some people thought.
The stairs require you to pay attention and use a hand rail..especially if your wearing tri-level glasses like I am
A boat deck is a busy place with lots of equipment.
The first day onboard was spent getting ready to sail. I just stayed out of the way and introduced myself to the crew as they passed by. We were underway in the early afternoon and it was an adjustment getting used to the motion of the boat. We had some very informative safety meetings and I got an overview of what we would be doing the next day. Had a great dinner, our stewards really will keep us fed well! Then we spent the evening talking and getting to know one another, watching tv, catching up on emails, going through data collection and trying to stay up till midnight so we could get our bodies started on our new schedule.
Day two and we are ready to rock and roll. I slept amazing and woke up to calmer seas. I was up on deck enjoying the sunshine and getting to watch James ultrasound a few smaller sharks. I have participated in ultrasounds on dogs, cows, and horses but never a shark. It was a lot of fun trying to identify how many babies were inside and the best way to use the ultrasound on these smaller sharks.
The day continued to be gorgeous. We pulled one set and caught several sharks, red snapper, and a few eels. After pulling one set we had several hours of downtime as we head to our next station. The timing looks like we will get the next set out for the night crew to pull. The downtime allows everyone to catch up on computer work, and emails. You can also just sit out on the deck and enjoy the sunset.
Gorgeous sunset our first full day at sea. Like working 12pm-12am because sunsets are my favorites.
Did You Know
The Gulf of Mexico has a broad range of ocean ecosystems from shallow reefs to sea forests and has both shallow coastlines and deep ocean waters reaching as deep as 14,300. There is an ample food supply and the perfect habitat for several species of sharks.
Sharks do not have swim bladders like bony fish.
Sharks store energy in their liver in the form of a viscous oil. This means their liver is very large.
On the deep longlines we sampled many gulper sharks (Centrophorus spp.). Gulper sharks have cool anatomical adaptations, including their huge reflective eyes, buccal folds for gulping their food, and the ability to excrete huge amounts of slime from their skin. Gulpers also have very large eggs, which is of particular interest to my crewmate Lydia Crawford, a scientist from Tulane University that is studying shark reproduction and evolution.
Lydia dissects a shark specimen to study its eggs.
Lydia is collecting eggs from as many different kinds of sharks as she can in order to understand more about how sharks evolved a variety of reproductive strategies. Oviparous sharks and skates lay egg cases, also knows as “mermaids purses.” Oviviparous sharks let their eggs hatch internally and the babies are born swimming. Some embryos eat other eggs or even their siblings as they develop in their mother! Placental viviparous sharks are also born alive, but the embryos are fed via umbilical cords, similar to us humans.
Lydia will examine the microscopic structures of the shark ovaries she collected when she gets back to her lab. She hypothesizes that certain features of the ovaries have allowed sharks to evolve the ability to give birth to large babies, ready to act like the apex predators they are!
Personal Log
Last night we caught a blacktip shark (Carcharhinus limbatus) that my data sheet says measured 1.4 meters, but my memory says it was MUCH BIGGER because he lunged and snapped at us! Most of the sharks we have collected have been rather stunned by their brief trip out of the ocean onto the deck, but this guy acted like a shark still in the water! He and his biting jaws were clear reminders of what incredible predators sharks are. He put a healthy dose of fear back in me, along with a lot of respect for the science team who managed to measure him despite his aggressive activity!
Kids’ Questions
Why don’t sharks have swim bladders?
Sharks maintain neutral buoyancy by having very large, oily livers. We confirmed this by throwing the dissected lobes of the liver overboard and they floated!
Is there a shark that glows in the dark?
The eyes of some of the deep sea sharks that what we caught appear to be glowing because they are so big and have very reflective layers (called tapeta lucida) that shines back the boat lights. However some sharks, including the lantern shark, have special organs called photophores that glow!
Marine biologist Lydia with tilefish (Lopholatilus chamaeleonticeps)
How would you recommend reversing the sense of fear people associate with sharks?
Lydia’s response:
As a scientist, you shouldn’t try to reverse people’s fears because you can’t rationalize away a feeling. Also, we should have a respectful fear of sharks. They are amazing predators! Instead we should convince people why sharks are important in the ocean ecosystem as keystone species.
I live in Arkansas and the weather is probably changing as I am typing this! It is Spring so that means our weather is unpredictable. Today we woke up to red creepy skies and predictions of severe thunderstorms. As I am writing this it is 75 and we are still waiting to see if any storms pop up. I am fine with storms, just keep the tornadoes away!
Introduction
Checking out the local wildlife in one of my favorite places… Daytona Beach
Hi all! My Name is Karen and I am the K-12 Gifted and Talented teacher for the Lavaca School District in Lavaca, Arkansas. I have the best job because I am on the move all day working with students from all grade levels. I have an BSA in Animal Science, Master’s degrees in Teaching and Gifted, Talented and Creativity. I am able to utilize my degrees and my personal background to create activities for my students that keep them moving and their brains working. I feel that my participation in the NOAA Teacher at Sea program is setting an important example for my students about stepping out of one’s comfort zone to chase a dream.
Science and Technology Log
In just a few days I will join the crew of the Oregon II for the start of their second research trip of 2017. You’ll notice that this trip is referred to as an “experimental” longline survey. This is because our trip is happening earlier in the year than the normal longline surveys. The scientists will be experimenting with some different methods and its earlier in the year so everyone will be anxious and excited to see what types of sharks and fish are brought on board over the two weeks at sea…
Personal Log
I have only been a teacher for 5 years. I spent several years as a Water Quality Technician working with farmers and poultry growers to manage the nutrient content in their soil and protect water sources. I then was blessed with some great adventures working for the National Wild Turkey Federation’s Women in the Outdoors Program in Arkansas, Louisiana, Mississippi and Alabama. I also spent many years as a poultry farmer. I went back to school in 2011 and began teaching in 2012 while finishing my Masters of Art in Teaching. I taught seventh and eighth grade science for three years and then was chosen to fill an opening for Gifted and Talented teacher in the district. I completed my Master’s in Gifted and Talented and Creativity this past December.
My past job experiences have provided me many great ideas that I use in my classroom. I also believe in the power of networking and I use my network of contacts to gather information, activities or speakers for my classes. I have always been interested in biology and had a love of animals. As a teacher I continue to lean towards professional development that focuses on science and then I add other components to make some very creative lessons for my students.
It was during a professional development session 4 years ago that I first learned about the NOAA Teacher at Sea program. I looked at the application process and considered applying, but my oldest son was in high school sports, my youngest wasn’t quite old enough for me to want to be gone that long, I just got married….there was always an excuse. Each year I looked and considered and I waited. This past November I talked to my family and if filled out the application. I remember sitting and deciding whether to hit submit when it was all done. I took a deep breath and submitted! Then I tried not to think about it.
Spending time exploring helped take my mind off the wait!
Fast forward to February 1 of this year… I walk into my classroom and turn on my computer and there is an email from NOAA. I was afraid to open it. When I saw the message that I had been selected I think I sat with my mouth hanging open. I kept reading it thinking surely the wording was going to change and they were going to let me down easy. I remember texting my husband and telling him I had been chosen and asking him what I was going to do and his response was “ You’re going to go, of course!” It really did take a week for it to sink in that I was going to be a part of the class of 2017.
I completed all of the requirements as quickly as possible because I couldn’t wait to see which research trip I would be matched with. Within just a few weeks I was matched with a research cruise heading into the Gulf of Mexico and we would be doing studies with sharks. I realized I had just under 4 weeks to get everything in order and report to the ship. Of course I had to make it more complicated by having a huge networking event at school with 38 speakers and a SKYPE with NOAA Teacher at Sea Program to pull off, a 7 day cruise for spring break that we had already had on the calendar, a couple Quiz Bowl tournaments with my students plus squaring away things at home. Did I mention our mare is due to foal any day and that one of the dogs is diabetic and has to have insulin twice a day? Let’s just say the weeks have flown by. Thank goodness my husband and kids are awesome and my friends rock because it will all be lined out before I leave next week.
I cannot even find words to express my appreciation to NOAA for offering me as an educator this opportunity. I am excited that I will get to share my time with the scientists and the things I learn with not only my students but with many schools in my area. One more week and I will be setting foot on the Oregon II and praying for calm seas!
Did You Know?
Fish supply the greatest percentage of the world’s protein consumed by humans. This makes the health of our ocean vitally important even if you do not live near the ocean.
In addition to experimenting by sampling deeper, we are varying the fishing gear and using different kinds of bait. We have switched to hooks on a steel leader so that even a strong, big shark cannot bite through the line. We are rotating through squid and mackerel as bait in order to see which species are more attracted to different bait. In addition to many species of sharks, we have also caught and measured eels, large fish and rays.
Nick prepares hooks for longline gangions.
One of the scientists on board specializes in fishing gear, and helps keep maintain all our gear after it gets twisted by eels or looped up on itself. He also works on turtle exclusion devices for trawling gear.
Personal Log
Last night the line pulled in a huge tangle of “ghost gear.” This was fishing line and hooks that had been lost and sunk. It would have been much easier to just cut the line and let the mess sink back to where it came from, but everybody worked together to haul it out so it won’t sit at the bottom tangling up other animals.
Lost or “ghost” gear that tangled in our lines.
This is just one example of the dedication the scientists and crew have to ocean stewardship. I have been so impressed by the care and speed with which everybody handles the sharks in order to get them back in the water safely.
Kids’ Questions
Is there any bycatch of dolphins?
A few seastars come up with uneaten bait as bycatch.
Today we saw dolphins for the first time! They were only a few of them pretty far from the boat, so they did not affect our sampling. Had they decided to come play by riding in our wake, we would have postponed our sampling to avoid any interactions between the dolphins and the gear. One of the reasons that we only deploy the fishing gear for one hour is in case an air-breathing turtle or mammal gets tangled (they can hold their breath for over an hour). However, since dolphins hunt live fish, they don’t try to eat the dead bait we are using.
Can sharks use echolocation? How do they find their food?
Sharks do not use echolocation like marine mammals, but they do have an “extra” sense to help them find their food. They can detect electrical current using special sense organs called ampullae of Lorenzini.
What are the chances of getting hurt? Why don’t they bite?
While there is a chance of the sharks accidentally biting us as we handle them, we are very careful to hold them on the backs of their heads and not to put our fingers near their mouths! “Shark burn” is a more likely injury, which occurs when a shark wiggles and their rough skin scrapes the person handling them. Sharks do not have scales, but are covered in tiny, abrasive denticles that feel like sandpaper.
The ship has completed our deep-water sampling and we are now headed to more shallow areas, where there are likely to be more sharks and hopefully even some that have been tagged in the past. With each shark we catch, we record in a database their measurements and exactly where they were caught. If things are going well with the shark out of water, we also take a fin clip, a blood sample, and attach a tag.
Tag-and-recapture is one way for wildlife biologists to estimate population size. You can compare the number of tagged sharks to newly caught sharks, and then extrapolate using that ratio to the total number of sharks in the area.
Volunteers help enter data into the “Toughbook” computer.
Recapturing a tagged shark also helps scientists determine the age of a shark, as well as its rate of growth. In bony fish, it is possible to examine the otoliths (bony structures in the ear) to determine the age of a fish. However, since sharks do not have bones, scientists must use other ways to determine their ages and track their growth. One of the scientists on board (my roommate) is collecting shark vertebrae so that her lab can use growth rings in the vertebrae to assess their age, sort of like counting the rings on a tree stump.
Personal Log
The past few days have put all my seasickness remedies to the test with waves over 6 feet and plenty of rolling on the ship. The good news is that they have been working pretty well for the most part – I’ve only lost my lunch once so far! One “cure” for seasickness is to stay busy, which has been difficult to do because the high winds and lightning have made it unsafe to do any sampling.
Fortunately, the crew’s lounge is well-stocked with movies, so I have watched quite a few while we wait for the waves to calm down and the thunderstorm to pass. The lounge has some cushioned benches long enough to stretch out on, which is key because being horizontal is the best way for me to minimize my seasickness.
Kids’ Questions
How do you put the tag on?
Data collection sheet and shark tagging tool.
The tag for smaller sharks is a bit like a plastic earring, but on the shark’s dorsal fin. First you have to “pierce” the fin with a tool like a paper hole-punch, and then use another tool to snap in the tag — making sure that the ID numbers are facing out. If the shark is a species that will outgrow a plastic roto tag, they get a skinny floating tag inserted just under their dorsal fin.
How does the tag stay on the shark?
The shark heals the wound made by the tag, and the scar tissue holds the tag in place. Because the tags are made of plastic and stainless steel, they do not rust or deteriorate in the ocean.
Tagged dorsal fin of Mustelus sinusmexicanus.
How do they make the tags?
The NOAA fisheries lab orders tags from manufacturing companies, and are similar to tags used on domestic animals like cows. Each tag includes a phone number and the word “REWARD,” so that if fishermen catch a tagged shark they can report it.
What are they doing with the shark tagging data?
Tagging the sharks in the Gulf of Mexico allows us to figure out how fast they are growing and how far they are traveling. Measuring all the sharks also helps scientists understand how the populations of different species might be changing. Some clues to changing populations include catching smaller or fewer sharks of one species.
The past two days have been devoted to setting extremely deep longlines. Each of these sampling lines take many hours, as we have to slowly reel out over 3 miles of line, give it time to sink, soak, and then reel it back in. The line that we put out today is even a bit longer than usual, because I got to be in charge of “slinging” the hooks onto the line and I was not very fast at getting the four different sizes of hooks ready
A Mexican grenadier fish
. Have I mentioned how patient everyone is with the “Teach” aboard?
This morning we pulled up 97 empty hooks from 1250 meters before we caught the amazing grenadier fish! It suffered barotrauma, which is a nicer way of saying that its eyes and swim bladder inflated like balloons from the inside as it was hauled up from the high pressure depths.
One of the scientists onboard studies ocean food chains by examining the contents of fish stomachs. The stomach of the Mexican grenadier fish contained a fully intact armored shrimp!
Personal Log
Today I took advantage of the calm, calm seas to try the workout equipment onboard. They have all kinds of gear to help folks stay active and work off the delicious food in the galley. There is a rowing machine, stationary bike, weight bench, Jacob’s ladder, and elliptical. I used the elliptical machine because it was way too hot on the upper decks to use the exercise bike. Even with the very calm seas, there is a little bit of rolling, which made it an extra challenge for me keep it going!
Kids’ Questions of the Day
These questions about the Oregon II are from Harmony elementary students:
How big is the boat? How tall? How long?
The boat is 175 feet long and 80 feet tall.
How much does the boat weigh?
The boat weight is 800 tons. This is not how much the boat would weigh if you put it on a scale, but how
TAS Emily Sprowls dons a survival suit
much weight the boat can carry if it were loaded full of cargo. We are not carrying nearly that much weight because a lot of the space on the boat is for equipment and for scientists and crew to live aboard.
How fast can it go?
Typically, the boat can go about 10 nautical miles per hour using both engines. She can go a little faster if the wind and current conditions are just right.
What is the boat made of?
The boat is made of steel and aluminum.
What are the white balloon things on top of the boat?
The white domes cover satellite dishes for the internet and phone.
What are the poles on the boat for? Are there sails?
The two yellow poles on either side of the boat are the outriggers used to
This array houses the Conductivity, Temperature, and Depth probe.
pull a wide trawling net, much like a shrimp boat. Scientists trawl the bottom to study benthic organisms, including shrimp, but also sponges, crabs and bottom-dwelling sharks.
What new technologies does the boat have?
The Oregon II turns 50 years old this year! It has been sailing the Atlantic Ocean since before I was born, but the crew is constantly fixing and replacing equipment on the boat. Even though she is old, she is very safe and reliable. Nevertheless, we still have to prepare for emergencies, including the possibility of needing to abandon ship while wearing the goofy-looking, but life-saving survival suits.
Styrofoam Cup Test!
Scientists have brought new technology on board, including plenty of computers to collect, sort, store and analyze all the data we collect. One of the computers is connected to a device called the “CTD” with a set of sensors for Conductivity, Temperature, Depth and Dissolved Oxygen. Today the CTD went all the way to about 1100 meters (3700 ft.), and we tethered some styrofoam cups to the outside to subject them to the extreme pressure at that depth.
This first leg of the Oregon II’s research for the season is an experimental longline survey. This is an exciting cruise for everybody, as we are all anxious to see what comes in on each line, and we hope to find some rare and little-studied species.
Reeling in a shark caught on one of the longline hooks
A longline is a type of fishing gear that deploys one very long and very thick fishing line with many hooks attached. A fisheries survey is a systematic sampling of the ocean to assess fish populations. This mission is experimental because we are testing the longline at extreme depths and we are using different kinds of hooks in order to catch as wide a variety of species as possible.
Things have been busy onboard from the very first day, as we have been setting out and hauling longlines around the clock. We are headed deeper and deeper into the Mississippi canyon of the Gulf of Mexico with each station, starting at 100m and have worked our way down to 750 m, where we currently have a line “soaking” before we haul it up to record what we caught.
Personal Log
Life on the ship is divided into night and day watch. I’m “on days,” which means I work noon to midnight. I am so lucky to be a cruise with a lot of seasoned marine scientists and a great, hard-working crew. Shark scientist Kristin Hannan is the Field Party Chief and has taken me under her wing to get me settled and teach me as much as she can (without making me feel like the newbie that I am)!
Oil rigs on the horizon
The seas have been calm and the water is the most beautiful color of blue! We are pretty far out to sea, and I have been amazed to see so many oil rigs off in the distance. They glow like small cities at night, and I think they look like strange robots walking on the horizon during the day.
Kids’ Questions of the Day
These questions are from the 1st-2nd grade and multi-age classes at Harmony School.
How do you catch the sharks?
We catch the sharks by setting out 100 baited hooks at a time on a very long fishing line. A winch reels in the 3 miles of line after a couple of hours, and we record what is on every single hook.
How do you find the sharks?
We rely on the sharks finding our baited hooks. We put weights on the line so that it will sink all the way down to the bottom. We are fishing so deep that it takes almost an hour just for the line to sink! The sharks find the bait using their incredible sense of smell.
What do sharks eat? Fish? Squid? Cookies? Other sharks?
We are baiting the hooks with pieces of squid. The process of baiting hundreds of hooks has left my clothes covered with squid ink!
Hooks baited with pieces of squid
Sometimes they catch sharks with fish (mackerel), but squid bait stays better on the hooks, and deep-sea sharks clearly like squid, which also live in deep water. While this mission is experimental, the scientists onboard do not think we will have much luck baiting a hook with a cookie – it will just dissolve in the sea (besides the cookies in the galley are so delicious that there are no leftovers)! One type of deep-sea shark makes their own cookies… cookie-cutter sharks (Isistius) bite “cookies” out of other fish with their amazing jaws. Maybe we’ll catch one!?!
Last night we hauled in one hook with only a shark head on it…. What do you think happened to the rest of the shark?
Location: 45o 27’19″ N 123o 50’33″ W, Tillamook, Oregon
Weather: Rainy, windy, cloudy, and cold (nothing like the Gulf of Mexico).
Meet a Scientist: Dr. William “Trey” Driggers
Trey Drigger’s passion for aquatic predators was born in a lake at his grandparents’ house in Florida, while his dad, a jet pilot, was off fighting in the war in Vietnam. When his dad left, Trey’s mom loaded the two boys and two dogs into the car and headed north to her parents’ lakefront home in Florida. Soon thereafter, one of the dogs, used to swimming in safer waters, got eaten by an alligator that lived in the lake. Trey feared the gators but also must have been fascinated by the life and death struggle between two animals.
With thoughts of fighter pilots and alligators, Trey was one of those students teachers might find challenging. He had trouble focusing on the mundane. But through books, he could get a little bit of the thrill he sought.
He knew he was destined to do something cool, just like his dad. Yet by the end of college Trey was still unsure of what he wanted to become. One day, he was in the library when the spine of a book caught his eye: Sharks Attack. After reading this book his childhood fascination with aquatic predators was reinvigorated. During a trip to the Smithsonian Museum of Natural History, Trey purchased a book entitled “Sharks in Question.” The last chapter was about how to become a shark specialist. What, he thought, I can make a living studying sharks?!
Trey quickly finished up his history degree and began two years of science classes he had missed. In Marine Science 101, the professor said “If you are here for sharks, whales, or dolphins, you can leave right now.” Trey took the warning as a challenge, and began his now spectacular career with sharks.
Trey and Chief Boatswain Tim Martin measure a sandbar (Carcharhinus plumbeus) shark while fisheries biologist, Paul Felts, records data. Photo: Matt Ellis/NOAA Fisheries
His attraction to the mysteries of the deep and the written word has resulted in many discoveries, including a critical role in the discovery of a new species, the Carolina hammerhead (Sphryna gilberti). Recently, Trey’s research has focused on, among other things, examining the movement patterns of sharks. However, understanding the movement patterns of sharks is tricky. Many have large ranges and occupy numerous habitats under the surface of the ocean that covers over 70% of our planet. Most sharks can’t be kept in captivity. For all these reasons and more, sharks are mysterious and fascinating creatures.
Trey and Kevin Rademacher, fellow fisheries biologist, watch for bait, sharks, and other animals as they haul in the longline. Photo: Matt Ellis/NOAA Fisheries
Trey quickly readies the shark for data collecting, tagging, and release.
Here, Trey takes one of four measurements, the precaudal length or distance from the nose to where the tail begins.
One of Trey’s many qualities was his willingness to share his passion and knowledge of sharks. Here, he taught me all about blacktip (Carcharhinus limbatus) shark reproduction. Photo: Matt Ellis/NOAA Fisheries
So which sharks are currently catching Trey’s attention? One of his many interests is a group of bonnethead (Sphyrna tiburo) sharks that have been recaptured over multiple summers in specific estuaries in South Carolina.
The photo of this bonnethead shark was taken in 2010 by a fellow TAS, Bruce Taterka, also aboard the Oregon II.
Theories abound about the funny looking hammerheads, whose heads look more like wings than hammers. As Trey says, many people have speculated “the hammerhead has a cephalofoil because ….” giving a single reason. Some say the cephalofoil acts as a dive plane, pulling the shark up or down as it swims, others say the distance between the nostrils allows it to smell better, honing in on prey, some say it is to compensate for their blind spot, and still others hypothesize that the shark uses its head to pin down prey.
Many people have asked this question, but very few get to work like Trey does, collecting data, making observations, and analyzing the data. He says the best part of his job is “when I figure something out that no one else knows.” One day, looking at data a friend collected in Bull’s Bay estuary, near Charleston, South Carolina, he noticed a pattern of the same sharks getting recaptured there year after year. A small group of different aged, different size friends going to enjoy their summer together to Bull’s Bay while another group always going to the North Edisto estuary every year? Why?
Trey hypothesizes that in the summer, blue crab abound in that spot, and are thick with eggs. The bonnetheads have the shortest gestation period of all sharks, four months, and need a lot of nutrients. Their heads, shaped just right for holding down a blue crab, and their convergence at Bull’s Bay on the fertile female crabs, may just be the elements necessary to get a shark pup from embryo to viability. Pretty cool!
Here, a juvenile bonnethead shark is being measured. Photo: NOAA Fisheries
With all this evidence supporting a hypotheses that the bonnethead shark cephalofoil is used for holding down prey, one might predict that Trey’s next publication on the topic will make that conclusion.
“People want to pick one answer,” Trey says, but “there is a lot more that we don’t know than we do.” There is often more than one right answer, he continues, more than one solution to a problem. Speaking about fishing regulation, conservationists and fishermen, Trey suggests that both sides need to understand that the other side has positive things to contribute. He lives his life this way, moving fluidly among the deck crew, officers, stewards, and scientists looking for commonalities. Together, all the members of the team play an essential role in keeping the ship and survey moving forward.
Kevin, Matt Ellis, NOAA Science Writer, Paul, and Trey were the four other members of the day shift science team. I took my christened baiting gloves home with me as a souvenir.
Personal Log
Each member of the crew shared insights and skills that I will take back to my classroom and incorporate into my life.
My work as a NOAA Teacher at Sea was one of the most challenging experiences of my life. I knew very little about fish before stepping aboard the Oregon II, and from the crew have gained understanding of and appreciation for fish, other marine species, and the diversity of life on our planet. I’ve learned that while the Gulf of Mexico is home to the world’s largest fisheries, the human impact from industries, watershed runoff, development, and other sources is unbelievable.
When the time for science arrives, or weaves its way into the other subjects as it always does, students’ eyes light up. I know I am far from a professional scientist, but through NOAA, I can now speak authentically and accurately about what happens in the field and why. My students have become mini-scientists, speaking among themselves about collecting data as if it were a playground game.
As I listened to NOAA Corps Officer David Reymore share memories of a Make a Wish trip with his son to Disneyland, I learned to take each moment with a child as a gift and was also reminded of the sacrifice crew members and their families make in support of science during their weeks, months, and years at sea. Thank you, each and every NOAA crew member aboard the NOAA fleet, for your service. With the time away from family as the only negative, I learned that the many different careers available through NOAA provide great learning opportunities, adventure, and inspiration to those who are ready for some very hard work.
What advice can you give me as a teacher, I ask Trey. “Quote me on this,” he says with a smile, “don’t give kids so much —- homework. Let them be kids.”
NOAA Corps Officer Brian Yannutz wears his lucky shark hat as we bring in the long line.
Laughing, shaking my head in amazement, leafing through my journals, I have enough inspiration from these two weeks to last a lifetime. How did I get so fortunate?
Matt took amazing sunset photos. NOAA FIsheries
Another beautiful day in paradise. Matt Ellis/NOAA Fisheries
I asked Kevin Rademacher, Research Fisheries Biologist at the Pascagoula, Mississippi Lab, what fish I could eat and still support sustainable fisheries. He answered with a question, “Have you read the book Four Fish?” When I finished reading the book by Paul Greenberg, I spoke to Kevin again. “What do you think now?” He asked.
I said “There is something about wild fish that makes me want to catch and eat them, but I worry about whether we are eating wild fish out of existence.”
Yellowedge grouper (Epinephelus itajara). Photo: Matt Ellis/NOAA Fisheries
“Have you talked with Adam? He’s the numbers guy,” Kevin said. It seems like the good teachers are always sending students away in search of their own answers.
Adam Pollack is a contract Fisheries Biologist with Riverside Technology, Inc., and works on the night crew. We sometimes cross paths at midnight or noon. Catching him wouldn’t be easy.
Here, Adam measures a shark too large to bring on deck. Photo: NOAA Fisheries
During one of these transition times, we had a moment to talk. I asked Adam about his earliest fish memory. He smiled. “At about five, I went fishing with my dad. We had a house in the mountains surrounded by a bunch of lakes.” Adam and his dad would sit by the lake with their lines in the water “watching the bobber disappear.” He smiles again. These little largemouth bass changed his life.
Adam takes a selfie with a red drum (Sciaenops ocellatus).
At first, he was set on becoming a professional bass fisherman but made a practical switch to marine biology. He took all the science electives and the hardest math classes he could. He went on to Southampton College on Long Island, New York, where he got lots of hands-on experiences beginning in his freshman year. He believes a good education should include lots of opportunities, as early as possible, for interactive learning in a real world environment.
Once he graduated, Adam got his dream job: working in the Gulf of Mexico during the field season and then crunching numbers the rest of the year. He takes the data scientists collect to the SouthEast Data, Assessment, and Review (SEDAR). SEDAR is a cooperative process through which scientists, fishermen, and policy makers look at the life history, abundance trends, and other data to determine how many fish we can catch sustainably.
Adam, and many others, also look at how catastrophic events like Hurricane Katrina and the Deepwater Horizon oil spill affect marine species in the Gulf of Mexico. After Hurricane Katrina, he said, shrimping efforts died down by about 40%. The effects of the oil spill are still a little murky. Many of the biologists on board initially predicted dire and immediate effects. Yet unlike the spill in Alaska, the warm Gulf of Mexico water is host to bacteria, plants, and other living things that might be eating up the oil. Many questions, such as whether these living things will mitigate the effects of a spill, are still being asked. “Deepwater Horizon is always on our minds,” Adam says. There are also naturally occurring events like harmful algal blooms and long term issues like climate change that affect fish populations.
Oil rigs dot the horizon as Tim Martin, Chief Boatswain, gets ready to retrieve the longline. Photo: Matt Ellis/NOAA Fisheries
Here, Paul Felts, Fisheries Biologist, weighs a yellowedge grouper (Hyporthodus flavolimbatus). Photo Matt Ellis/NOAA Fisheries
“Can you tell me about snapper?” I asked Adam. Red snapper (Lutjanus campechanus), assessed every other year, is a hot button topic for commercial and recreational fishermen alike in the Gulf. The species was in decline. Recreational fishermen went from a 180 day season to catch fish to an 8 day season and from 10 to 2 fish a day per person. Commercial fishermen weren’t happy either: they could only take 49% of the year’s quota for red snapper, while the recreational fishermen get to catch 51% of the quota. Fairness is not just a second grade concern, it is a major sticking point in regulating fisheries world wide.
Snapper is as tasty as it is beautiful. Photo: Matt Ellis/NOAA Fisheries
Red snapper is a vulnerable species. Snapper settle to the bottom of the water column from larvae. They are at high risk of mortality from ages 0-5, the same time when they are close to human activity such as oil rigs, shrimping grounds and easy to access fishing areas. Those who manage the fisheries are trying to get the snapper through that vulnerable stage. Like money in the bank accruing interest, a 10 year old snapper can produce more eggs than a five year old. Before we take snapper from the sea, we must make sure a healthy older population remains to reproduce.
TAS Denise Harrington holds up two red snapper. Photo: Matt Ellis/NOAA Fisheries.
Once an assessment is complete, scientists determine a maximum sustainable yield: how many fish can be taken from the population and still keep enough around to make more fish for the future. Take a look at a shark assessment and a snapper assessment. Looking at these long and complicated assessments, I am glad we have people like Adam who is willing to patiently work with the numbers.
Gathering the best data and making it available to people who collaborate to make informed decisions is an important part of Adam’s job. We all want fish and NOAA fisheries biologists are doing their best to make that happen for us, and for generations to come.
Personal Log
My time aboard the Oregon II has come to an end. Bundled up in my winter clothes, I look out over a rainy Oregon landscape filled with fishermen hoping to catch a fall Chinook salmon. Two places with different weather and many different fish species. Yet many of our challenges are the same.
Back at school, students and teachers welcome me enthusiastically. Instead of measuring desks and books as part of our Engage NY curriculum, we measured sharks and their jaws. Many of these students have never been out of Oregon, many have not been to the beach, even though it is only 4 miles away. With NOAA, South Prairie Elementary students were able to learn about faraway places and careers that inspire them.
Soon these seven year old children will be in charge. I am thankful to the NOAA crews and the Teacher at Sea program staff, as they’ve prepared generations of students of all ages to collaborate and creatively face the task that lies ahead.
The cruise is coming to a close. Looking back at my three experiences with NOAA, hydrography (mapping the ocean), fisheries lab work, or shark and snapper surveys, I couldn’t decide which was my favorite. Like the facets of a diamond, each experience gave me another perspective on our one world ocean.
Just like different geographic locations and work, each shark species give me a lens through which I can appreciate the mysteries of the ocean. Every day, I held, measured, kissed, or released a different species of shark. In the Gulf of Mexico, there are 44 shark species frequently caught. Fortunately, I saw quite a few, and will share some, in the order in which I met them.
Our first night fishing, we caught many Atlantic sharpnose sharks (Rhizoprionodon terraenovae). They are named for their long flat snout and sharp nose. It seemed whenever we caught one, a bunch more followed. They were abundant and kept us busy.
Paul Felts, Fisheries Biologist, records measurements while Kevin Rademacher, Fisheries Biologist, wrestles and measures the shark. Matt Ellis, NOAA Science Writer, took amazing pictures throughout the cruise.
Day two, we caught a deep water Cuban dogfish (Squalus cubensis).
The Cuban dogfish’s huge iridescent eyes were entrancing.
On September 2o, we almost caught a bull shark (Carcharhinus leucas). We brought the cradle down, but the shark thrashed its way off, refusing to be studied. The bull shark, along with the tiger shark, are “one of the top three sharks implicated in unprovoked fatal attacks around the world.”
Photo: Matt Ellis/NOAA Fisheries
Photo: Matt Ellis/NOAA Fisheries
Photo: Matt Ellis/NOAA FIsheries
Within a couple days of catching the Cuban dogfish, we caught another shark with iridescent eyes. It turns out this similar looking shark was not a Cuban dogfish, but a rare roughskin spiny dogfish (Cirrhigaleus asper).
Dr. Trey Driggers, Field Party Chief, and prolific shark researcher, surprised us all when he reported this was the first roughskin spiny dogfish he had ever caught!
The beautifully mottled, sleek, immature tiger shark(Galeocerdo cuvier) caught on September 23 had remarkable skin patterns that apparently fade as the shark ages. Adult sharks can get as large as 18 feet and 2,000 pounds. Along with the bull shark, it is one of the top three species implicated in unprovoked, fatal attacks worldwide.
Paul Felts, Fisheries Biologist, measures the tiger shark’s length. Photo: Matt Ellis/NOAA Fisheries
Then, I release it. Photo: Matt Ellis/NOAA Fisheries
September 24 we caught a fascinating scalloped hammerhead (Sphyrna lewini). The flat extended head of this hammerhead is wavy, giving it the “scalloped” part of its name. Its populations in the Gulf have drastically decreased since 1981, making it a species of concern.
The scalloped hammerhead’s flat extended head is called a cephalofoil. Photo: Matt Ellis/NOAA Fisheries
It’s name comes from the dents, giving the cephalfoil a scalloped appearance. Photo: Matt Ellis/NOAA Fisheries
Here, Kevin measures one of several scalloped hammerhead sharks we caught on Leg IV of the survey.
We also caught a silky shark (Carcharhinus falciformis). Like other Carcharhinus sharks, the silky shark has a sharp “Carchar,” nose “hinus” (Greek derivation), but also has a silky appearance due to its closely spaced dermal denticles.
I instantly felt the silky was the most beautiful shark I’d seen. Photo: Matt Ellis/NOAA Fisheries
We saw two of the three smoothhound species present in the Gulf. On September 25, we caught a Gulf smoothhound, (Mustelus sinusmexicanus), a species named less than 20 years ago. Much is left to learn about the ecology and biology of this recently discovered shark.
Getting ready to weigh the gulf smoothhound, Kevin Rademacher, Fisheries Biologist, stops for a photo. Photo: Matt Ellis/NOAA Fisheries
Then, I watched the night crew catch, measure and tag a dusky shark (Carcharhinus obscurus).
Photo: NOAA Fisheries
On September 26, we caught a sandbar shark (Carcharhinus plumbeus). Despite its size, the sandbar shark poses little threat to man.
The sandbar shark’s large fin to body ratio and size make them a prime target for commercial fisheries. Photo: Matt Ellis/NOAA Fisheries
Due to over-fishing, sandbar shark populations are said to have dropped by as much as 2/3 between the 1970’s and the 1990’s. They are now making a comeback, whether it be from fishing regulations, or the decreased populations of larger sharks feeding on juvenile sandbar sharks.
This sandbar shark attacked a blacknose shark that had taken our bait. Photo: Matt Ellis/NOAA Fisheries
We tagged many sharks during my two weeks on the Oregon II. If you never catch one of those sharks again, the tag doesn’t mean anything. But this week, we also caught a previously tagged sandbar shark! Recapturing a wild marine animal is phenomenal. You can learn about its migration patterns, statistically estimate population sizes, and learn much more. The many years of NOAA’s work with this species in particular demonstrates that thoughtful, long term management of a species works.
Recaptured sandbar shark
Recaptured sandbar shark
On September 27, we almost caught a nurse shark(Ginglymostoma cirratum). The barbels coming from its mouth reminded me of a catfish or exotic man with a mustache.
Photo: Matt Ellis/NOAA
Photo: Matt Ellis/NOAA
Today, September 29, was our last day of fishing, a bittersweet day for me. That nurse shark that got away, or more likely, another one like it, came up in our cradle.
The team works quickly. Here, Tim Martin, Chief Boatswain, maneuvers the shark so measurements can be taken. Photo: Matt Ellis/NOAA Fisheries
The hook is then quickly removed and the shark is back in the water within a couple minutes. Photo: Matt Ellis/NOAA Fisheries
Every day we caught sharks, including a few other species not mentioned here. Only once our line came back without a fish. The diverse characteristics and adaptations that allow each of these species to survive in a challenging marine environment inspire biologists as they try to categorize and understand the species they research. While catching so many different species of sharks gives me hope, many members of the crew reminisce about times gone by when fish were more abundant than they are now.
Personal Log
I am the kind of person who always struggles to return from an adventure. I have learned so much, I don’t want to leave. Yet I know my class at South Prairie is waiting patiently for my return. I hope to share these many marine species with my class so that we all may view every moment with curiosity and amazement.
Every day was this beautiful. Here I am on the bow, soaking it up. Photo: Kevin Rademacher
This small barracudina captured my attention just as much as the large Sandbar shark.. Photo: Matt Ellis/NOAA Fisheries
I was learning, whether I was crunching numbers or wrestling sharks. Photo: Matt Ellis/NOAA Fisheries
The leech would rather stick to a shark than me. Photo: Matt Ellis/NOAA Fisheries
Yesterday, I was in the crew lounge, working on my next blog, when Eric Hoffmayer, Research Fishery Biologist, called me out to the fantail to see a large deceased female blacktip shark (Carcharhinus limbatus) brought in that morning.
(deceased) female blacktip shark
The contrast between the gray and white skin caught my eye. The countershading, a dark grey color on top, had a light bronze hue that sparkled in the light. A white band starting at its pectoral fins widened until it merged with the belly at the anal fin.
If there is a mortality, the science team uses the opportunity to dissect the fish, collecting additional information otherwise unavailable. When we catch a shark, we release it as quickly as possible. The urgency of getting shark back in the water keeps me from carefully studying its detailed characteristics.
While I understand the loss of this particular shark touches many of us on board, understanding the species better through the loss is a practical, necessary approach to managing the marine environment. Without an in depth understanding of sharks, their populations, life cycle, and reproduction, there is no way we can sustainably manage fish populations. Some may find dissection unappealing, and for those folks you may want to skip this blog, but not without first thanking the biologists who do this work compassionately. They keep our fisheries sustainable.
I rubbed my hand from the head to the tail. It was smooth. Rubbing from the tail to the head felt just the opposite, rough like sandpaper. Tiny dermal denticles allow sharks to move quickly through the water, an adaptation so amazing, it was put to use by designers of swimsuits in the Olympics and engineers of Navy ships.
Eric, Adam, and Chrissy, placed the shark on the table. Eric cut the shark and pulled out a long sack that looked like empty sausage casing. At the end of the casing was a tiny shark pup. Trey joined the crew as they took data on each of the six pups. The shark was pregnant.
The golden colored egg envelope is still about six times the size of the pup, giving it plenty of room to grow.
Here, Fisheries Biologist Eric Hoffmayer stretches out the egg envelope demonstrating the significant amount of room left for the pup to grow. In the background you can see the egg envelop of another pup stretching across the table.
Adam Pollack, Fisheries Research Biologist, measures the pup’s length in millimeters.
Chrissy Stepongzi, Adam, and Eric discuss their findings.
From the number of pups in a brood, to the possibility of immaculate shark conception, the reproduction of blacktip sharks is of interest to fishery biologists. Without knowing all about shark reproduction, how many, and where sharks reproduce, we cannot sustainably manage this species, or fisheries in general.
Trey takes me through each stage of reproduction. The blacktip shark is viviparous, like humans. They are born alive, “vivi,” and develop within the mother getting nutrients through a placenta.
Egg
The shark life cycle begins in the female shark’s ovary with an egg. Trey hands me an ovary that holds the eggs. It is a large sack of many small red pinpoint size spheres with about 6 larger marble like balls from the high in the body cavity. These eggs wait to mature until the conditions are ideal for reproduction. At that time, the follicle ruptures, and the egg comes out.
I measure the ostium, on the right side of the calipers.
This is one of two ovaries, holding hundreds of follicles.
Shark eggs are fertilized inside the female’s body. The male fills his siphon sacs with seawater, and then flexes his abdomen to shoot the seawater and semen into the female shark through his clasper.
Now I understand why we spin the clasper of a male shark to determine its maturity. I was able to rotate this male Gulf smoothhound shark (Mustellus sinusmexicanus) clasper 180 degrees and reported it as an adult male.
Embryo/Pup
The male blacktip shark is often ready to mate in April to May but the females are often not ready to reproduce until June or July. With many sharks, blacktip sharks included, the sperm can remain inside the female until she is ready to reproduce. When that moment arrives, the egg slips through the ostium, down the anterior oviduct, and into the oviducal gland where it is fertilized by the sperm. For the blacktip shark, usually 4-6 eggs will be fertilized and develop into shark pups. Females usually reproduce every other year.
Here, I am holding one pup and its yolk with two other pups in their separate egg casing alongside it.
You can see the umbilical cord coming from between the pectoral fins. This pup is in transition, getting less nutrients from the yolk and more from the mother.
The golden colored egg casing is still about six times the size of the pup, giving it plenty of room to grow. Many features are formed, others still developing.
Note that different sharks have different modes of reproduction. For example, Cuban dogfish (Squalus cubensis) reproduce through aplacental viviparity or ovoviviparity. The tiny pups you see here nourish themselves with the yolk “ovo” and have no placental connection to their mother. They are born live “vivi,” and able to feed and protect themselves. Some sharks are oviparous, which means they lay eggs that hatch later.
Initially, the blacktip shark embryo uses the nutrients from a yolk sac for about 10-11 weeks. For the remaining time inside the mother, the pup increasingly gets nutrients from the mother through a placenta. They are viviparous and remain inside the mother for approximately 10 months until they can survive on their own. I held a pup, still connected to its mother by the umbilical cord. The similarities between human reproduction and blacktip shark reproduction surprised me so much I began to question the classification of viviparous sharks as fish.
I held a pup, still connected to its mother by the umbilical cord.
Immature Shark/Juvenile
For approximately two months after it is born, the immature shark has an umbilicus (like a bellybutton) that is still open. During this phase of the life cycle it is called a neonate, or newborn. It is otherwise just like a miniature adult blacktip shark. It can hunt and hide from predators (including its mother).
Here, Eric and Evan Pettis, Texas Parks and Wildlife Fisheries Biologist, tag, measure, and release an immature blacktip shark.
Mature Shark/Adult
Individual sharks even within a species mature at different rates, just like humans. Generally, a male blacktip shark matures between 4-5 years of age, and females between 7-8 years.
This 1385 mm male mature blacktip shark was brought in our second day of the survey.
How does the shark’s life cycle affect fisheries?
Evolutionarily speaking, placental viviparity gave the blacktip shark and others like it an advantage; the shark is born able to survive independently. But this adaptation has also has a downside: the females only produce a small brood, unlike other fish that use broadcast fertilization.
During gestation, the female shark we caught most likely migrated to our current location just off the coast of the Mississippi from deeper waters. Called the Fertile Fisheries Crescent, the Mississippi Sound is one the most productive seafood areas in the nation. Another risk to this species is pollution and over-fishing in the fragile estuarine habitat, the juvenile shark’s nursery.
There is demand for the high quality blacktip shark meat, the fins, and even the carcasses for fishmeal. The work NOAA Fisheries does to collect information about shark populations over time and over a wide geographic area not only helps keep blacktip shark populations sustainable, it also gives us valuable information about the ocean’s health in general.
Personal Log
Today I reached the half way point in my time on the longline crew. I finally feel like I am getting into the groove, finding my way around the ship, and meeting people beyond my fishing buddies. Valerie McCaskill, Chief Steward, and her cousin, Ava Speights cook amazing seafood, grilled veggies, and au gratin everything. Ava showed me a great piece of exercise equipment, Jacob’s Ladder, to allow me to enjoy the great food guilt free.
Ava Speights, Second (Amazing) Cook, introduces me to Jacob’s Ladder.
My first day on the longline cruise seems so long ago with three days of work under my belt. The night before my first shift, just like when school starts, I couldn’t sleep. Trying to prepare was futile. I was lost, lost in the wet lab, lost in my stateroom, lost in the mess. I needed to get some gloves on and get to work, learning the best way I know how: by doing.
At noon, I stepped out the fantail, life vest, gloves, hard hat, and sunscreen on, nervous, but ready to work. The Gulf of Mexico horizon was dotted with oil rigs, like a prairie full of farmhouses. Heat waves rose from the black deck.
Dr. Trey Driggers baits the hooks.
TAS Denise Harrington baits hooks.
Fifteen minutes before arriving at our first station, our science team, Field Party Chief Dr. Trey Driggers, Field Biologist Paul Felts, Research Biologist Kevin Rademacher, NOAA Science Writer Matt Ellis, and I began to prepare for our first station by baiting the hooks with mackerel (Scomber scombrus). I learned quickly that boots and grubby clothes are ideal for this task.
Once all the hooks were baited, Chief Boatswain Tim Martin and Paul release a high flyer, a large pole with a buoy at the bottom and a reflective metal flag on top.
The buoy, connected to the boat by the longline, bobbed off toward the horizon.
Tim attached the first of three weights to anchor the line to the sea floor.
As the longline stretched across the sea, Kevin attached a numbered tag to the baited hook held by Paul.
Paul passed the baited, tagged hook to Tim, who attached 100 hooks, evenly spaced, to the one mile longline.
On another station, Paul attached numbers to the gangion (clip, short line, and baited hook) held by Trey. Each station we change roles, which I appreciate.
Setting the longline is rather predictable, so with Rush and Van Halen salting the air, we talked about our kids, dogs, riots in the news, and science, of course. The tags will help us track the fish we catch. After a fish is released or processed, the data is entered in the computer and shared with the scientific community. Maybe one of these tagged fish will end up in one of the many scientific papers Trey publishes on sharks each year.
The line soaked for an hour waiting for snapper, tilefish, eels, sharks, and other fish to bite. While the line soaked, Mike Conway, skilled fisherman, and I lowered the CTD, a piece of equipment that measures conductivity (salinity), temperature, and depth, into the water. Once the biologists know how salty, cold, and deep the water is, they can make better predictions about the species of fish we will find.
Denise and Mike lower the CTD.
Styrofoam cup comparison
We attached a bag holding a few Styrofoam cups to see how the weight of the water above it would affect the cup. Just imagine the adaptations creatures of the deep must have developed to respond to this pressure!
The ship circled back to hook #1 to give each hook equal time in the water. After an hour, we all walked up to the well deck, toward the bow or front of the ship. We pulled in the first highflyer and weight. We pulled in the hooks, some with bait, and some without. After 50 hooks, the middle weight came up. We still didn’t have a fish. I began to wonder if we’d catch anything at all. No data is still data, I thought. “Fish on eighty three!” I heard someone yell. I wake from my reverie, and get my gloves on.
It was a blacknose shark (Carcharhinus acronotus), “pound for pound, the meanest shark in the water,” says Trey. He would know, he’s the shark expert. It came up fighting, but was no match for Kevin who carefully managed to get length, weight, and sex data before releasing it back into sea.
Kevin measures the shark’s length in millimeters, Paul takes records the data, and Matt takes photos.
Then Kevin weighs it in kilograms.
With one shark to process, the three scientists were able to analyze the sexual maturity of the male blacknose together. I learned that an adult male shark’s claspers are hard and rotate 180˚, allowing them to penetrate a female shark. An immature shark’s claspers are soft and do not rotate. For each male shark, we need to collect this data about its sex stage.
Here, you can see Trey rotating the clasper 180 degrees.
Later, Paul talked about moments like these, where the field biologists work side by side with research biologists from all different units in the lab. Some research biologists, he notes, never get into the field. But Kevin, Trey, and others like them have a much more well-rounded understanding of the data collected and how it is done because of the time they spend in the field.
Fortunately, the transition from inexperienced to novice was gradual. The second line was just as easy as the first, we only brought in two fish, one shark and one red snapper (Lutjanus campechanus).
Dissection Photos: Matt Ellis/NOAA Fisheries
For the red snapper, we removed the otoliths, which people often call ear bones, to determine age, and gonads to determine reproductive status. I say “we” but really the scientists accomplished this difficult feat. I just learned how to process the samples they collected and record the data as they dissected the fish.
We set the longline a third time. The highflyer bobbed toward the orange sun, low on the horizon. The ship turned around, and after an hour of soaking, we went to the well deck toward the front of the ship to pull in the longline. The sky was dark, the stars spread out above us.
“One!” “Three!” “Seven!” “Nine!” The numbers of tags with fish on the line were being called out faster than we could manage. It seemed like every other hook had a shark on it. Two hours later we had collected twenty-eight Atlantic sharpnose (Rhizoprionodon terraenovae) sharks and had one snapper to process. Too busy working to take pictures, I have nothing to document my transition from inexperienced to novice except this data sheet. Guess who took all this data? Me!
Personal Log
NOAA Ship Oregon II is small, every bunk is filled. I share a stateroom with the second in command, Executive Officer (XO) Lecia Salerno, and am thankful she is such a flexible roommate, making a place for me where space is hard to come by.
Last night, as I lay in my bunk above XO Salerno and her office, I felt like Garth on Wayne’s World, the thought that “I’m not worthy” entering my head. All members of the crew are talented, experienced, and hard-working, from the bridge, to the galley, to the engine room, and out on the deck where we work. I’ve made a few mistakes. I took the nasty thought and threw it overboard, like the slimy king snake eels (Ophichthus rex) we pull from the deep.
King Snake Eel (Ophichthus rex)
In the morning I grabbed a cup of coffee, facing the risk of being the least experienced, slowest crew member to learn, with curiosity and perseverance. First day jitters gone, I’m learning by doing.
Fellow volunteers Leah Rucker and Evan Pettis and I bid farewell to Galveston. Evidence of human influence, such as development, oil rigs, barges, and ships, is not hard to spot. Photo: Matt Ellis, NOAA
When I tell people about the Teacher at Sea program, they assume I teach high school or college, not second grade in rural Tillamook, Oregon. Yet spend a few moments with any seven or eight year old and you will find they demonstrate significant potential as scientists through their questions, observations, and predictions. Listen to them in action, documented by Oregon Public Broadcasting, at their annual Day at the Bay field trip.
Just as with language acquisition, exposing the young mind to the process of scientific inquiry ensures we will have a greater pool of scientists to manage our natural resources as we age. By inviting elementary teachers to participate in the Teacher at Sea program, NOAA makes it clear that the earlier we get kids out in the field, the better.
Each year, my students develop a science or engineering project based upon their interests. Here, South Prairie Elementary students survey invertebrates along a line transect as part of a watershed program with partners at Sam Case Elementary School in Newport, Oregon.
The NOAA Teacher at Sea program will connect my students with scientists Dr. Trey Driggers, Paul Felts, Dr. Eric Hoffmayer, Adam Pollock, Kevin Rademacher, and Chrissy Stepongzi, as they catch sharks, snapper, and other fish that inhabit the Gulf of Mexico. The data they collect is part of the Red Snapper/Shark Bottom Longline Survey that began in 1995. The survey, broken into four legs or parts each year, provides life cycle and population information about many marine species over a greater geographic distance and longer period of time than any other study of its kind.
Leg IV is the last leg of the survey. After a long season of data collection, scientists, sailors, and fishermen will be able to return to their families.
My twelve hour shift begins tomorrow, September 17, at noon, and will continue each day from noon until midnight until the most eastern station near Panama City, Florida, is surveyed. Imagine working 12 hour shifts, daily, for two weeks straight! The crew is working through the day and night, sleeping when they can, so shutting the heavy metal doors gently and refraining from talking in the passageways is essential. I got lucky on the day shift: my hours are closer to those of a teacher and the transition back to the classroom will be smoother than if I were on the night shift.
Approximately 200 stations, or geographic points, are surveyed in four legs. Assume we divide the stations equally among the legs, and the first three legs met their goal. Leg IV is twelve days in duration. How many stations do we need to survey each day (on average) to complete the data collection process? This math problem might be a bit challenging for my second graders, but it is on my mind.
Mulling over the enormity of our task, Skilled Fisherman Chuck Godwin and I discuss which 49 year old fisherman will end up with more wrinkles at the end of the survey. Currently, I am in the lead, but I bet he’s hiding some behind those shades. Photo: Mike Conway
I wonder what kind of sharks we will catch. Looking back at the results of the 2015 cruise report, I learned that there was one big winner. More than half of the sharks caught were Atlantic sharpnose (Rhizoprionodon terraenovae) sharks. Other significant populations of sharks were the blacktip (Carcharhinus limbatus) shark, the sandbar (Carcharhinus plumbeus) shark, and the blacknose (Carcharhinus acronotus) shark.
My fellow Teacher at Sea, Barney Peterson, participated in Leg II of the 2016 survey, and by reading her blog I learned that the shark they caught the most was the sandbar shark.
In this sample data sheet from the end of Leg III, all but one of the sharks caught were the blacknose sharks. Notice the condition of two of the fish caught: “heads only.” Imagine what happened to them!
Personal Log
My first memory of a shark was when my brother, an avid lifetime fisherman, took several buses across the San Francisco Bay area to go fishing. That afternoon, he came home on the bus with a huge shark he’d caught. I was mesmerized. We were poor at the time and food was hard to come by, but mom or dad insisted sharks were not edible, and Greg was told to bury the shark in the yard. Our dog, Pumpkin, would not comply, and dug that shark up for days after, the overpowering smell reminding us of our poor choice. I don’t have many regrets, but looking back on that day, I wish we had done something differently with the shark.
Since then, I’ve learned that shark is a popular source of protein in the diets of people around the world, and is growing in popularity in the United States. In our survey area, Fisheries Biologist Eric Hoffmayer tells me that blacktip and sandbar sharks are the two most commercially important species. Our survey is a multispecies survey, with benefits beyond these two species and far beyond our imagination. As demand increases, so too does the need for careful management to keep fisheries sustainable. I am honored to be part of a crew working to ensure that we understand, value, and respect our one world ocean and the animals that inhabit it.
Weather Data is not available for this post because I am writing from the Biloxi/Gulfport Airport.
DECK CREW
Tim Martin, Chief Boatswain, aboard the OREGON II, left his home near the Missouri River in Missouri for a life at sea and has never looked back. Like many young people from the Central United States, he joined the Navy as a way to travel and see the rest of the world. He was stationed on Whidbey Island in Washington State and when he left the Navy he became a commercial fisherman working out of Seattle to fish the in Bering Sea from Dutch Harbor, Alaska.
Tim left the west coast and the world of commercial fishing to join NOAA and worked for several years on ships out of NOAA Woods Hole Station in Massachusetts. Eventually, through connections he made on the job, he was able to transfer to the Southeastern Fisheries group. He has worked on several ships, but has been on the OREGON II for 12 years. Tim likes his job for the variety and activity it provides, as well as opportunities to apply his mind to ways to make things work better or more smoothly. He attributes much of the good working atmosphere on the ship to the stability of many crew members who have worked together for years. As a long-time civilian mariner with NOAA he appreciates the importance of believing in what you are doing and being committed to being successful.
But, Tim Martin is not so one dimensional that you can know him as just a mariner. Talking with him I learned that he is a voracious reader with very eclectic tastes in literature. He devours everything from travel accounts to true adventure, biographies, and historical accounts of exploration and settlement of the world. He has traveled broadly and uses his reading time to continue to learn about the places he has visited. He is a licensed diver and enjoys the underwater world as much as sailing on the surface of the sea. I was fascinated to learn that he has dived to authentic pirate wrecks…quite a change from his underwater beginnings in the dark and brackish Pascagoula River. Tim is a great example of someone who recognizes that his only limits are the ones he sets for himself. That is a great legacy to leave for his family.
Chris Nichols, Lead Fisherman, got into marine work for the adventures. Growing up he read classics like “Captains Courageous” and “20,000 Leagues Under the Sea.” His years as a Boy Scout helped empower him with a can-do attitude that kept him from quitting when things got difficult. After a mediocre high school career and his childhood years in West Palm Beach, Florida, hanging around the docks and fishing, his quest for travel and adventure led him first to commercial fishing and then to join the Navy.
After six years in the service, including training in water rescue, Chris left the Navy and started classes for work in the merchant marine industry. As he worked toward earning his 100 ton master rating he discovered that using math, which had seemed unimportant and boring in high school, was critical for navigation. Applying the things he was studying to real world problems made learning important. The life-style structure of his military years helped him move fairly seamlessly into the shift work that became his routine aboard merchant ships. The travel fed his sense of exploration and adventure.
Now, after 20 years working either on NOAA ships or for companies that contracted with NOAA, Chris still loves his job and his life style. His experience in the merchant marine gave him the background to understand working on ships from the viewpoint of the wheel house and the deck. He patiently explained to me that the job titles of people working on the deck crew are just positions for which eligible Able Bodied Seamen were hired. They are not classification by skill or experience; they are job descriptions. Each survey watch requires 3 crew members on deck to work equipment and support the scientists in deployment and retrieval of lines. Cooperation and communication are the most critical skills needed by everyone on the ship for success in carrying out their mission.
“NOAA has recently been experiencing a lack of interested, qualified applicants,” Chris told me. “I think many young people lack the sense of adventure that makes life at sea attractive.” He certainly demonstrates that desire for adventure: his eyes light up and an infectious grin spreads across his face as he talks about the places he’s been and the places he still wants to go.
The whole deck crew, including Chris Rawley, Mike Conway, Chuck Godwin, and James Rhue, are a lively, hard-working bunch. They do their jobs, they have some fun doing them sometimes, and they like what they are doing. Every time I was around them I could hear John Fogarty’s song “Rambunctious Boy” playing in my head and I ended up smiling and humming along!
The Deck Crew – Chris Nichols, Mike Conway, Tim Martin, James Rhue, and Chris Rawley
ENGINEERS
Thirty-six years ago Rich Brooks took the advice of his high school math and history teachers and enrolled at the Massachusetts Maritime Academy. The strict structure of the Academy helped him develop his study habits and learn the discipline needed to raise from a low C student a B+ student who took pride in his work. He graduated with a degree in Marine Engineering, but spent time as a substitute teacher while deciding where he wanted to go with his career. Currently he holds 3 chief engineer licenses: steam, motor and gasoline and is qualified to operate any watercraft.
Richard Brooks
Eventually he started working on ships, spending a number of years in the Merchant Marine. He worked on merchant transport ships contracted to our government to support Operation Desert Storm and Operation Iraqi Freedom in the Persian Gulf. For 10 years he worked on independent oil tankers on the West Coast, transporting oil and gasoline to and from various ports. He has been a 1st Engineer for NOAA for 2 years.
Rich enjoys the travel and adventure that are part of his career. He likes visiting different cities and has been through both the Suez and Panama Canals in his travels. It has been a long journey around the world from his childhood home in Haverhill, Massachusetts to Mobile, Alabama where he made his home base for the last 25 years. He is proud that his work as an engineer has influenced his son to pursue a career in engineering, following his father’s example of hard work and sacrifice as the way to get ahead in life. Rich hopes to see more young people turn to careers in engineering, knowing as he does that the average age of marine engineers in this country is 58 years which means there will be openings for young people as they complete their training. As for him, when he retires several years in the future he looks forward to moving closer to his father in Florida, going fishing and playing golf.
THE PEOPLE I MISSED INTERVIEWING:
My roommate, Chrissy Stepongzi, is a marine biologist and the person of whom I saw the least on this cruise. She knows her job and was always eager to answer questions. We just did not see each other often to talk because of being on opposite shifts and sharing the room. She slept while I worked and visa-versa. I appreciated her quick smile and well-developed sense of humor and wish we had been able to get better acquainted.
The Night Crew before a shift change – Trey, Chrissy, Lydia, and Toni
Fisherman Mike Conway has been working on ships for a long time. He loves the ocean and loves the travel. His willingness to make sure I learned and got opportunity to see things was really helpful and made me feel welcome. Mike was always willing to grab my iPad and take pictures so I could be in them and he was the one that made sure I got to see the sky at night and appreciate the beauty of being on the ocean in one more way.
Fisherman Chris Rawley, quick to grin, but slow to talk, took some effort to get to know. Chris was a fisherman on our shift and helped with everything from running the crane to pulling lines to wrestling sharks. He was “born under a wandering star,” and loves to travel. He’s a gypsy at heart.
James Rhue is another fisherman working on the deck crew. He too was with the night shift so we didn’t cross paths often. When we did talk he could always answer my questions and made me feel welcome.
Mike, Chris, and James are pictured in the Deck Crew photo above.
Mary Stratford was filling in on the deck crew this cruise. She lives in Puerto Rico where she is a ceramic artist, but much of her life has been spent working in jobs that allow her to see the world. Mary was helpful and friendly and always interesting to talk to.
2nd Engineer Darnell Doe, the quiet, friendly guy I ate breakfast with most mornings. We shared a little conversation and watch the news over a quick bite to eat and a cup of coffee. I never turned out into a formal interview and didn’t take notes on our casual conversations.
2nd Engineer Darnell Doe
3rd Engineer Sam Bessey was filling in a temporary vacancy. He is a recent graduate of an academy in Maine and worked the opposite shift of mine so we had a few chances to talk a little, but not enough to call an interview. I do know he wants to head for Hawaii and try to find work there after this cruise, but will head home to Maine to see family first. Good luck in your new career Sam.
Roy Tolliver was our tech person. I most often saw him walking from place to place on the decks, checking on electronic equipment and trying to troubleshoot computer problems when they arose. Roy has worked on ships for many years and has been many places around the world.
Roy Tolliver and Sam Bessey on the flying bridge as we moved into the harbor at Gulfport
O C Hill, Listed on the staff roster as a “wiper” was another one of the people who kept the ship running. Our interactions were limited to friendly smiles and greetings. When folks work in the engine room it is hard to find a time to talk with them, especially if shifts don’t match.
Otha (O.C.) Hill
Valerie McCaskill, our cook and one of the most important people on the ship. I know she has a daughter she was eager to get home to see. I know she had very little warning that the previous cook would not be on this voyage so she had to step in in a hurry. I know that she has a beautiful smile and makes legendary macaroni and cheese! She kept us very happy!
Chuck Godwin would normally be working on this ship as a skilled fisherman on the deck crew, but he worked in the kitchen with Valerie this trip to fill an important empty spot and keep us all well-fed. His irrepressible sense of fun and lively conversation kept us all hopping. His career has spanned time in the Coast Guard as well as years with NOAA. His is a proud new grandpa.
Valerie McCaskill and Chuck Godwin in the galley of NOAA Ship OREGON II
That I did not get to know everyone on the ship is my loss. Everyone that I met was friendly and helpful. It was a true pleasure to meet and work with these great people.
Weather Data is not available for this post because I am writing from the Biloxi/Gulfport Airport.
WHO WORKS ON THE OREGON II? Part 2: THE SCIENTISTS
Meet Lisa Jones, a career marine scientist who came to her present position as a Research Fisheries Biologist for NOAA from a life of working with animals. Born in Memphis and raised in the mountains of east Tennessee, she did her undergraduate work at Emory University, and then earned her Master of Science at East Tennessee State.
Lisa has lived and worked in Colorado where she trained horses for a while. She moved to California and worked for the Department of Fish and Game to earn money for grad school and eventually ended up in at the National Marine Fisheries lab in Pascagoula, Mississippi. She started there as a student intern and 19 years later is working as a research scientist for NOAA. Her schedule of being out on the water during the summer and home during the winter months suits her well.
Ten years ago Lisa got interested in doing agility training with a rescue dog she kept, an Australian Shepherd. Since then she has acquired 3 more Aussies through rescue and adoption (one dog left homeless by Hurricane Katrina.) Lisa’s interest in dog training and agility trial competition helps her recharge her energy and enthusiasm each winter so she is ready to go back to sea in the spring. Her big goal is to make it to the national agility dog competition trial with her Aussies.
Lisa’s advice for students interested in a marine science career is to do well in math and science, but do not neglect developing good research and communication skills: reading, writing and speaking. In a science career you will need to be able to work as a team member, report on your work and develop applications for grant funding. While you are young, get out and volunteer to get experience. Take internships, volunteer at an aquarium, a science camp or as a field work helper. Getting good field work experience is important even if you don’t plan a research career. It is hard to run support for researchers and set policy for others if you don’t have a fairly deep understanding of their jobs. “Always ask questions. Demonstrate your interest. The only stupid question is the one you don’t ask.”
Lisa has been my go-to person for everything I needed to know about living and working on the OREGON II. From making sure I met everyone, to teaching me to use and care for our equipment, to teaching me to cut mackerel and bait hooks, she has been right there. The success of this experience for me has been mostly due to having good teachers and being with a group of people willing to share their experience and expertise.
Kevin Rademacher, Fisheries Research Biologist, started out riding dolphins at Marine Life in Gulfport, Mississippi! He spent several years doing dive shows and working with performing marine mammals before he got into research work. Kevin was graduated from University of Southern Mississippi with major emphasis in biology and fisheries science and a minor in chemistry. After graduation he worked restoring antiques with his father while he applied for jobs in the marine science industry.
Kevin started out on NOAA Ship CHAPMAN, a 127’ stern trawler. In 1988 he spent 240 days at sea as a survey technician while earning certifications with survey equipment, deck equipment, as a diver, an EMT, worked the helm watch and corrected charts. Then he moved into the lab working with the marine mammal group, ground fish and reef surveys. He has chosen to continue working on reef fish surveys because it gives him the opportunity to work with cutting edge equipment like underwater cameras as they have evolved from simple video to using sophisticated arrays of four sets of camera groups, each cluster including a stereo black and white set and one color camera to give the fullest possible depth and detail 360⁰ images. Underwater work is Kevin’s main interest, but there are only so many research biologists so his job assignments have been varied. It was fortunate for me that he was assigned to work on the long-line survey this trip so I could learn from him.
During my time on the OREGON II Kevin has been a willing source of any information I request about the marine life we are seeing. He has a copious memory for facts and an encyclopedic knowledge of the appearance, habits, and names of the animals in the ocean. No matter what we brought up on our hooks, bony fish, sharks, algae, coral or shellfish, he knew them by common and scientific name and provided interesting facts to help me remember them. Kevin’s passion for his job is obvious in the way he attends to details and shares his knowledge. His irrepressible sense of humor made the afternoons baiting hooks with smelly fish in the hot sun an adventure instead of a chore.
The Day Shift Science Crew – Kevin Rademacher, TAS Barney Peterson, Lisa Jones, Mike Cyrana, and Kasea Price
Trey Driggers, Research Fisheries Biologist, first got interested in aquatic animals because of alligators. Growing up on a lake in Florida he was constantly warned to stay away from the water because there were alligators…the kind of warning guaranteed to intrigue any curious youngster. About then, the movie “Jaws” was released and the media blitz that accompanied it drew his imagination toward an even scarier predator. His interest grew and he remembers two books in particular that kept it alive: “The Dictionary of Sharks” and “Shark Attack.” From that point on his career path seemed to point straight toward marine biology.
Trey put in four years studying a basic liberal arts program at Clemson University. He remembers a Smithsonian presentation called “Shark in Question,” which had a chapter addressing the question “How can people become shark experts.” He entered the University of South Carolina and spent 2 years taking nothing but science courses to get enough credits and background knowledge to enter a Master’s program in Marine Science. He began working as a volunteer in labs and on commercial fishing boats to gain experience. Trey completed his thesis on yellowfin tuna and was ready to move on. Advisors warned him away from focusing on charismatic marine fauna, but his father had taught him to push back against barriers and pursue his goals. He began working as a volunteer in labs and on commercial fishing boats to gain experience. He spent 3 years earning his Ph.D. and worked in a post-doctoral position while looking for a research job. His previous volunteer work on surveys gathering information on blacknose sharks helped him get a foot in the door to get a contract position at the NOAA Fisheries Research Lab in Pascagoula. He continues research to add to our understanding of sharks and enjoys his job because he loves the challenge of not knowing all the answers.
Trey’s advice to young people is to get involved in volunteering in a variety of ways so you can discover where your interests lie. That volunteer experience can demonstrate interest that will set you apart from other applicants when it comes to applying for the limited number of positions that may be available in your chosen field.
Trey Driggers, head of the Night Shift Science Team, working in the dry lab
VOLUNTEERS
There were six unpaid volunteers aboard the ship this cruise. They provide important manpower to get the research done while gaining knowledge and experience to transfer to other areas of their lives. Most often they are students who are gathering data to use for research projects, working toward advanced degrees. Sometimes there will be a volunteer like me, a very lucky Teacher at Sea who has been chosen by NOAA…….. to participate in the cruise to learn about the work and careers in NOAA to take that knowledge back and share it with our students and the general public.
Mike Cyrana is a Post-Doctoral Student at Tulane University, working toward his PhD in Marine Biology. This is the second year he has worked with fisheries crews in the Gulf as he compiles data for his research. Mike was on my watch so we worked together 12 hours each day and got to swap stories and share information. He shows a passion for his work that lets you know he has chosen a career he loves. Mike is to blame for introducing me to chocolate tacos….my newest vice!
Mike showing off the catch
Lydia Crawford is also a Post-Doctoral Student at Tulane University. She is doing research about sharks for her PhD in Ecology and Evolutionary Biology. Lydia was on the midnight to noon shift so our paths crossed very seldom. She is knowledgeable and willingly shared what she knows to help make our jobs easier. She also has been out on research cruises as a volunteer before and helped us newbies learn the ropes.
The Night Shift at work – Trey, Chrissy, Lydia, and Toni
Kasea Price, working for her MS at University of Southern Mississippi was on day shift with me and helped me wrangle sharks, dissect for otoliths and collect any number of specimens to bring home to my class. On one of our last days working together she found out that she has been hired to work for one of her professors at school, a job that will make it possible for her to complete her degree without piling up huge loans. We all celebrated for Kasea.
Kasea Price showing off a large Red Grouper
Toni Mancinelli is the youngest of the volunteers. She is an undergraduate, just starting her junior year at The University of Tampa. She felt very fortunate to be accepted for this cruise and worked hard to learn and contribute while she participated. Her happy attitude and willingness to help made her a pleasure to know and work with.
Weather Data is not available for this post because I am writing from the Biloxi/Gulfport Airport.
WHO WORKS ON NOAA SHIP OREGON II? (Part 1)
In the last few days I have had the opportunity to become better acquainted with some of the great people aboard the OREGON II. The variety of backgrounds and experiences provides richness to the culture we work in.
Firstly, there is our Commanding Officer, David Nelson. Upon meeting him when I came aboard I felt immediately welcomed by his warm, informal greeting, “Hi Teach.” His drawl gives him away as a life-long southerner. His friendliness and casual manner in conversation make it easy to see him as just one of the people who work here. BUT, make no mistake: Dave Nelson is a smart, perceptive, capable leader who understands ships and crews from the keel up.
CO Dave Nelson’s route to command has not been the typical college to NOAA Corp Officer track. He got where he is today by working through the ranks. After high school graduation he worked on commercial long-line and shrimp boats in the Gulf, gradually moving on to oil field supply boats. At some point he decided to look into marine work that offered worker benefits and more chance of vertical advancements. Dave had earned his card as an AB (Able Bodied Seaman) and been captain of fishing boats. He hired on as a Skilled Fisherman at NOAA and began a new phase of his career. His skills set matched the needs of NOAA well enough that he moved from deck hand to deck boss to 3rd, then 2nd officer and in 1998 he got his First Mate’s papers and became part of the wheel team.
Advancement at that point began to require more formal training and certification. He had had to invest 700 days at sea with NOAA to get that first license. The big prize became the Master rank requiring an additional 1000 days at sea and rigorous formal testing. He headed to Seattle where he enrolled at Crawford Nautical School, lived aboard NOAA Ship RAINIER at Sand Point, and spent seven days a week for 10 weeks immersed in preparing to take tests for the Master rank. It was a proud day in 2003 when he called his family to report success.
Today, Dave is one of only two people in command of NOAA ships who are not NOAA Corps officers. He brings to his job a depth of knowledge that positions him well to understand the challenges and rewards at every level on his ship. He appreciates the continuity possible for him because he is not subject to the mandatory rotation of postings every 2 or 3 years as are members of the Corps. He has the first-hand experience to know where the rough spots may be and to address those proactively. I am not saying other ship’s Captains don’t have those same abilities, but CO Nelson has truly earned his position working from the bottom up.
Captain Dave Nelson on the bridge as we came into Gulfport, Mississippi
Executive Officer Lieutenant Commander Lecia Salerno, born in Halifax, PA, has loved the ocean for as long as she can remember, back to family vacations at Delaware beaches in her early childhood. She vividly recalls running joyfully into the water and being lifted high in the air by family members so the waves wouldn’t crash over her head! Later, a family visit to Sea World may have been the start of her fascination with marine mammals.
In her soft southern accent, no doubt developed during her undergraduate years in college at Myrtle Beach, SC, she tells of graduating with a degree in Marine Biology in 2001. She returned to Pennsylvania where she spent the summer as a volunteer at Hershey Park before moving on to Gulfport, MS, in 2002. There she trained sea lions which she remembers as uniquely intelligent and interesting to work with. Training dolphins: not so fun and that changed her attitude about working with captive animals. She began to see that type of work as a dead-end so she started looking at other options. That is when she discovered NOAA Corps. For her it seemed the perfect mix of military-style structure and science at sea.
Now, several years into her NOAA career, she views her role as being a “science facilitator.” Her daily work is with management of people and resources. She is mostly in an office and does not work in the science lab. Rather, she helps organize the support necessary to make the science at sea possible.
Lieutenant Reni Rydlewicz worked a lot of jobs in a lot of places before she became a NOAA Corps Officer. Raised in Milwaukee, Wisconsin, she attended the University of Wisconsin – Whitewater and graduated with a degree in Ecology Field Biology. An early goal of hers was a move to Alaska so after graduation she worked as a contracted observer on commercial fishing boats in the Bering Sea and Gulf of Alaska. NOAA Fisheries employs regional contractors all over the country so next she moved to Chincoteague, Virginia, where she also worked as an observer on fishing boats. Then, for a few years, she was back in Wisconsin conducting seasonal work for the state Department of Natural Resources collecting data on recreational catches on Lake Michigan including salmon and steelhead.
Eventually Reni moved to New Jersey to a position as a coordinator for the mid-Atlantic observer program, working hand in hand with the commercial fleets and managing biologists aboard the vessels to gather data for NOAA Fisheries. After a change in contractors a few years later, she again found herself in Virginia, this time working as a dockside monitor for recreational species.
By this time Reni had spent almost a decade as a contract worker on NOAA jobs. A retired NOAA Corp Captain in her local American Legion suggested that she apply to NOAA Corps based upon her experience. With that encouragement she met with a NOAA recruiter on a trip to Washington DC and has now been working on fisheries research ships as a NOAA Corps Officer for over seven years. She is currently the Operations Officer aboard NOAA Ship Oregon II. Reni has considered returning to college to earn an advanced degree, but juggling work and school can sometimes be a difficult process. She will soon be due to rotate to a land-based assignment for the next three years and is considering positions on the West Coast, continuing her work with NOAA Fisheries.
Reni’s advice to students is to take lots of science and math classes. Science is a broad subject and can be applied in many different ways to so look around and find what really captures your interest. Finding jobs in science fields can be very competitive so get as much education and experience as you can. A career in science can be one that you really love, but it likely will not ever make you rich. How do you decide what to study? “Well,” she says, “Think of something you want to know more about and then go to work finding answers to your own questions. Go with you interests!”
Ensign Brian Yannutz is another young person from the central part of the United States who has chosen marine science as a career. Raised in Colorado, he went to University of Hawaii with assistance from the NOAA Ernest F. Hollings Undergraduate Scholarship Program. He earned his degree and presented his work in Washington DC, then returned to Hawaii where he worked on a temporary job in the NOAA Marine Debris Program. In 2014 he applied to NOAA Corps and was graduated from the Coast Guard Academy in December 2014.
Brian’s first assignment is the OREGON II where he will be until December of this year. His land-based assignment will be as an Operations Officer at the Monterey Bay National Marine Sanctuary in California. His job there will have him working with schedules and boat maintenance. He will be the officer in charge of deployments on the two research boats stationed there, one a fisheries boat and the other a diving platform.
Outside of his work for NOAA, Brian is an enthusiastic runner. He ran cross country in school and since then has run marathons and ironman races. His advice to young people getting ready to find a career is to “follow your dreams and passions.” His have led him to a career in NOAA where he can travel, learn and grow with his job.
Ensign David Reymore can be described as the “renaissance man.” He grew up mostly on a small family ranch in Tonopah, NV. His high school years were spent rodeo riding: team roping, calf roping and saddle bronc riding. After high school he continued to enjoy rodeo as he worked as a farm mechanic rather than enter the family construction business. Eventually he enrolled at Embry Riddle Aeronautical University and earned a degree in aeronautical science. While in college he joined Air Force ROTC, but after a visit from a Navy ROTC recruiter, he switched to the Navy and earned a scholarship to Officer Candidate School. Dave remained in with the Navy, on active duty, and then as a civilian flight test engineer until 2008.
The next step was to enroll in premed training at University of West Virginia, but the demands of supporting his young and growing family made it more important to settle immediately into a job with benefits and advancement opportunities. For the next several years, after completing training, he worked as an engineer for Burlington Northern Santa Fe Railroad, running mainly between Vancouver, Tri-Cities, Wenatchee, and Seattle, WA.
Still eager to learn and grow, NOAA Corps caught his eye and he spent 5 months at the US Coast Guard Academy in officer corps training to become an Ensign in NOAA Corps. What’s next? Dave has his heart set on getting back in the air and has been accepted into training to join the NOAA Aviation team. Maybe he will be flying small planes that do aerial surveys of marine mammals, using helicopters, or even flying with the Hurricane Hunters. At this point, the sky is the limit.
Lieutenant Commander Lecia Salerno, Ensign Dave Reymore and Ensign Brian Yannutz
Weather Data is not available for this post because I am writing from the Biloxi/Gulfport Airport.
WHAT ARE WE CATCHING?
This is a long-line survey. That means we go to an assigned GPS point, deploy hi-flyer buoys, add weights to hold the line down, add 100 baited hooks, leave it in place for an hour, and retrieve everything.
Mackerel is used to bait the hooks.
As the equipment is pulled in we identify, measure and record everything we catch. Sometimes, like in the case of a really large, feisty shark that struggles enough to straighten or break a hook or the lines, we try to identify and record the one that got away. We tag each shark so that it can be identified if it is ever caught again. We tally each hook as it is deployed and retrieved, and the computer records a GPS position for each retrieval so scientists can form a picture of how the catch was distributed along the section we were fishing. The target catch for this particular survey was listed as sharks and red snapper. The reality is that we caught a much wider variety of marine life.
We list our catch in two categories: Bony fish, and Sharks. The major difference is in the skeletons. Bony fish have just that: a skeleton made of hard bone like a salmon or halibut. Sharks, on the other hand, have a cartilaginous skeleton, rigid fins, and 5 to 7 gill openings on each side. Sharks have multiple rows of sharp teeth arranged around both upper and lower jaws. Since they have no bones, those teeth are embedded in the gums and are easily dislodged. This is not a problem because they are easily replaced as well. There are other wonderful differences that separate sharks from bony fish.
Bony Fish we caught:
The most common of the bony fish that we caught were Red Groupers (Epinephelus morio), distinguished by of their brownish to red-orange color, large eyes and very large mouths. Their dorsal fins, especially, have pointed spikes.
Chrissy holding an enormous grouper
We also caught Black Sea Bass (Centropristus striata) which resemble the groupers in that they also have large mouths and prominent eyes.
Black Sea Bass
A third fish that resembles these two is the Speckled Hind (Epinephelus drummondhayi). It has a broad body, large mouth and undershot jaw giving the face a different look. Yes, we did catch several Red Snapper (Lutjanus campechanus), although not as many as I expected. Snappers are a brighter color than the Red Groupers, and have a more triangular shaped head, large mouth and prominent canine teeth.
Red Snapper
The most exciting bony fish we caught was barracuda (Sphyraena barracuda). We caught several of these and each time I was impressed with their sleek shape and very sharp teeth!
TAS Barney Peterson with a barracuda
Most of the bony fish we caught were in fairly deep water.
Eel
Flying Fish
Sharks:
We were fortunate to catch a variety of sharks ranging from fairly small to impressively big!
The most commonly caught were Sandbar Sharks (Carcharhinus plumbeus): large, dark-gray to brown on top and white on the bottom.
Sandbar Shark
Unless you really know your sharks, it is difficult for the amateur to distinguish between some of the various types. Experts look at color, nose shape, fin shape and placement, and distinguishing characteristics like the hammer-shaped head of the Great Hammerhead (Sphyrna mokarran) and Scalloped Hammerhead (Sphyrna lewini) sharks that were caught on this trip.
Great Hammerhead Shark
The beautifully patterned coloring of the Tiger Shark (Galeocerdo cuvier) is fairly easy to recognize and so is the yellowish cast to the sides of the Lemon Shark (Negaprion brevirostris).
Tiger Shark
Lemon Shark
Other sharks we caught were Black-nose (Carcharhinus acrontus), Atlantic Sharp-nosed (Rhizoprionodon terraenovae), Nurse Shark (Ginglymostoma cirratum), Blacktip (Carcharhinus limbatus) and Bull Sharks (Carcharhinus leucus).
Atlantic Sharp-nosed
Nurse Shark
Bull Shark
Several of the sharks we caught were large, very close to 3 meters long, very heavy and very strong! Small sharks and bony fish were brought aboard on the hooks to be measured against a scaled board on the deck then weighed by holding them up on a spring scale before tagging and releasing them. Any shark larger than about 1.5 meters was usually heavy and strong enough that it was guided into a net cradle that was lifted by crane to deck level where it could be measured, weighed and tagged with the least possibility of harm to either the shark or the crew members. Large powerful sharks do not feel the force of gravity when in the water, but once out of it, the power of their weight works against them so getting them back into the water quickly is important. Large powerful sharks are also pretty upset about being caught and use their strength to thrash around trying to escape. The power in a swat from a shark tail or the abrasion from their rough skin can be painful and unpleasant for those handling them.
PERSONAL LOG
The Night Sky
I am standing alone on the well deck; my head is buzzing with the melodies of the Eagles and England Dan. A warm breeze brushes over me as I tune out the hum of the ship’s engines and focus on the rhythm of the bow waves rushing past below me. It is dark! Dark enough and clear enough that I can see stars above me from horizon to horizon: the soft cloudy glow of the Milky Way, the distinctive patterns of familiar favorites like the Big Dipper and the Little Dipper with its signature bright point, the North Star. Cassiopeia appears as a huge “W” and even the tiny cluster of the “Seven Sisters” is distinct in the black bowl of the night sky over the Gulf of Mexico. The longer I look the more stars I see.
This is one of the first really cloudless nights of this cruise so far. Mike Conway, a member of the deck crew came looking for me to be sure I didn’t miss out on an opportunity to witness this amazingly beautiful show. As I first exited the dry lab and stumbled toward the bow all I could pick out were three faint stars in the bowl of the Big Dipper. The longer I looked, the more my eyes grew accustomed to the dark, and the more spectacular the show became. Soon there were too many stars for me to pick out any but the most familiar constellations.
As a child I spent many summer nighttime hours on a blanket in our yard as my father patiently guided my eyes toward constellation after constellation, telling me the myths that explained each one. Many years have passed since then. I have gotten busy seeing other sights and hearing other stories. I had not thought about those long ago summer nights for many years. Tonight, looking up in wonder, I felt very close to Pop again and to those great times we shared.
Barney Peterson Aboard NOAA Ship OREGON II August 13 – 28, 2016
Mission: Shark/Red Snapper Longline Survey
Geographic Area of Cruise: Gulf of Mexico
Date: August 20, 2016
Weather Data from the Bridge:
Latitude: 28 10.999 N
Longitude: 084 09.706 W
Air temperature: 90.68 F
Pressure: 1020.05 Mb
Sea Surface Temperature: 32.6 C
Wind Speed: 4.74 Kt
Science Log:
Teacher at Sea Barney Peterson working on line long deployment aboard the OREGON II.
NOAA is a big organization! To say I am working for NOAA this summer is like saying I am visiting the USA…way too non-specific to mean much.
NOAA (National Oceanic and Atmospheric Administration) is a part of the US Department of Commerce. The NOAA mission: Science, Service and Stewardship, is further stated simply as to understand and predict changes in climate, weather, oceans and coasts; to share that knowledge and information with others; to conserve and manage coastal and marine ecosystems and resources.
To carry out that mission NOAA is further split into divisions that use a broadly diverse set of skills and abilities including satellite systems, ships, buoys, aircraft, research, high performance computing, and information management and distribution systems.* In later posts I will introduce you to some of the people who use those resources as they perform their jobs.
As a Teacher at Sea I am working under NOAA Fisheries. This program (TAS) “is designed to give teachers a clearer insight into our ocean planet, a greater understanding of maritime work and studies and to increase their level of environmental literacy by fostering an interdisciplinary research experience.”*
This summer I am assigned to NOAA Ship Oregon II, a fisheries research vessel of the National Marine Fisheries Service. We are conducting a long-line survey of fish in the Gulf of Mexico. The information we gather on species diversity and abundance will help the Service make decisions for management of our marine resources. What this boils down to for the average citizen may seem like what you are allowed to catch where, when, and how many; really the results are much, much more important. These decisions will be part of a plan to respond to changes in the health of our planet and the needs of all of us who inhabit it. “There is just one big ocean.”*
To understand what that last statement means, find a globe or an inflatable Earth Ball™. Put your index finger on a point in the Arctic Ocean. Now move your finger around the globe, always moving to your right, maybe a little up or down sometimes, until you get back to where you started. Your finger should never leave the “water” as it moves around the world. See! JUST ONE BIG OCEAN!
NOAA Teacher at Sea Barney Peterson Aboard NOAA Ship OREGON II August 13 – 28, 2016
Mission: Shark/Red Snapper Longline Survey
Geographic Area of Cruise: Gulf of Mexico
Date: Tuesday, August 23, 2016
Weather Data from the Bridge:
Latitude: 28 10.999 N
Longitude: 084 09.706 W
Air temperature: 90.68 F
Pressure: 1020.05 Mb
Sea Surface Temperature: 32.6 C
Wind Speed: 4.74 Kt
Science Log:
Rescue At Sea!
About mid-morning today the ship’s electrician found me to tell me that the night shift crew had just reported seeing a Sea Turtle near the line that they were currently deploying. The turtle swam over the line and then dove toward the baited hooks some 30 meters down near the bottom. Nobody is supposed to catch Sea Turtles; the stress of being on the hook can be fatal so immediate recovery and release is required in the case of an accidental catch. The crew went into immediate pro-active rescue mode!
File photo of a Loggerhead Turtle.
The deployment was stopped. The line was cut and a final weight and a second hi-flyer were deployed to mark the end of the set for retrieval. The Captain altered course to bring the ship back around to a point where we began retrieving the line. Crew moved to the well deck and prepared the sling used to retrieve large sharks; it would be used to bring a turtle gently to the deck in the event that we had to remove a hook.
As retrieval started and gangions were pulled aboard, it became obvious that this set was in a great location for catching fish. 8 or 9 smallish Red Grouper were pulled in, one after another. Many of the other hooks were minus their bait. The crew worked the lines with a sense of urgency much more intense than on a normal retrieval! If a turtle was caught on a hook they wanted it released as quickly as possible to minimize the trauma.
As the final hi-flyer got closer and the last of the gangions was retrieved, a sense of relief was obvious among the crew and observers on the deck. The turtle they spotted had gone on by without sampling the baited hooks.
On this ship there are routines to follow and plans in place for every emergency. The rescue of an endangered animal is attended to with the same urgency and purpose as any other rescue. The science and deck crews know those routines and slip into them seamlessly when necessary to ensure the best possible result. This is all part of how they carry out NOAA’s mission of stewardship in our oceans.
Personal Log:
Here is Where I Live
I am assigned a bunk in a stateroom shared with another science crew member. I am assigned to the top bunk and my roomie, Chrissie Stepongzi, is assigned to the bottom. Climbing the ladder to the top bunk when the ship is rolling back and forth is like training to be an Olympic gymnast! But, I seem to have mastered it! Making my bed each morning takes determination and letting go of any desire for perfection: you just can’t get to “no wrinkles!”
Find the Monroe Eagle in my nest aboard the OREGON II
Chrissie works the midnight to noon shift and I work noon to midnight so the only time we really see each other is at shift change. Together, we are responsible for keeping our space neat and clean and respecting each other’s privacy and sleep time.
I eat in the galley, an area open to all crew 24/7. Meals are served at 3 regular times each day. The food is excellent! If you are on shift, working and can’t break to eat at meal time, you can request that a plate be saved for you. The other choice for those off-times is to eat a salad, sandwich, fruit or other snack items whenever you need an energy boost. We are all responsible for cleaning up after ourselves in the galley. Our Chief Steward Valerie McCaskill and her assistant, Chuck Godwin, work hard to keep us well-fed and happy.
Everyone on the ship shares space in the galley where seats are decorated with the symbol of the New Orleans Saints… somebody’s favorite team.
There is a lounge, open to everyone for reading, watching movies, or hanging out during down time. There is a huge selection of up-to-date videos available to watch on a large screen and a computer for crew use. Another place to hang out and talk or just chill, is the flying deck. Up there you can see for miles across the water while you sit on the deck or in one of two Adirondack chairs. Since the only shade available for relaxing is on this deck it can be pretty popular if there is a breeze blowing.
During off-duty times we can read, play cards or watch movies in the lounge.
The flying bridge is a place to relax and catch a cool breeze when there is a break in the work.
My work area consists of 4 stations: the dry lab which has computers for working with data, tracking ship movements between sample sites, and storing samples in a freezer for later study;
The dry lab where data management and research are done between deployments
the wet lab which so far on this cruise, has been used mainly for getting ready to work on deck, but has equipment and storage space for processing and sampling our catch; the stern deck where we bait hooks and deploy the lines and buoys; the well deck at the front of the ship where lines and buoys are retrieved, catch is measured and released or set aside for processing, and the CTD is deployed/stored for water sampling.
We move between these areas in a rhythm dictated by the pace of our work. In between deployments we catch up on research, discuss procedures, and I work on interviews and journal entries. I am enjoying shipboard life. We usually go to bed pretty tired, that just helps us to sleep well. The amazing vistas of this ocean setting always help to restore my energy and recharge my enthusiasm for each new day.
Beautiful sunsets are the payoff for hot days on the deck.
NOAA Teacher at Sea Barney Peterson Aboard NOAA Ship OREGON II August 13 – 28, 2016
Mission: Shark/Red Snapper Longline Survey
Geographic Area of Cruise: Gulf of Mexico
Date: Wednesday, August 17, 2016
Weather Data from the Bridge:
Latitude: 25 29.664 N
Longitude: 082 02.181 W
Air temperature: 84.56 F
Pressure: 1018.13 Mb
Sea Surface Temperature: 30.5 C
Wind Speed: 13.54 Kt East 12.72 degrees
Science Log:
The fishing process on the ship repeats itself in a well-defined cycle: cut bait, bait 100 hooks, drop hi-flyer, drop weight, attach 50 tags and baited hooks, drop weight, attach 50 more tags and hooks, drop weight, deploy hi-flyer. Put the CTD over the side and retrieve for water quality data. Wait an hour. Retrieve hi-flyer, retrieve weight, pull in first 50 hooks and detach tags logging any catch as they come in, retrieve weight, pull in next 50 hooks and detach tags logging any catch as they come in, retrieve last weight, retrieve last hi-flyer. Process the catch as it comes in, logging tag number, gender, species, lengths at 3 points, life stage, and tag number if the catch is a shark that gets tagged, return catch to water alive as quickly as possible. Transit to the next sample site. Wash, rinse and repeat.
That boils it down to the routine, but long line fishing is much more interesting and exciting than that! Bait we use is Atlantic Mackerel, caught farther north and frozen, thawed just before use and cut into 3 pieces per fish. A circle hook is inserted through each piece twice to ensure it will not fall off the hook…this is a skill that takes a bit of practice. Sometimes hooks are pulled in with bait still intact. Other times the bait is gone and we don’t know if it was eaten without the hook catching, a poor baiting job, or more likely eaten by smaller fish, too little to be hooked. When we are successful we hear the call “FISH ON!” and the deck comes alive.
The line with a catch is pulled up as quickly and carefully as possible. Some fish are not securely hooked and are lost between the water and the deck…not what we want to happen. If the catch is a large shark (generally 4 feet or longer) it is raised to the deck in a sling attached to the forward crane to minimize the chance of physical injury. For large sharks a camera with twin lasers is used to get a scaled picture for estimating length. There is a dynamometer on the line between the sling and the crane which measures pressure and converts it to weight. Both of these processes help minimize the time the shark needs to be out of water with the goal of keeping them alive to swim away after release. A tag is quickly attached to the shark, inserted under the skin at the base of the second dorsal fin. A small clip is taken from a fin, preferably from the pelvic fin, for DNA studies. The sling is lowered back to the water and the shark is free to swim away. All data collected is recorded to the hook-tag number which will identify the shark as to geographic location of the catch.
A sandbar shark being held in the sling for measurements.
Sometimes the catch is a smaller shark or a bony fish: a Grouper, a Red Snapper, or any one of many different types of fish that live in this area. Each of these is brought onto the deck and laid on a measuring board. Species, length, and weight are recorded. Fin clips are taken. Many of them are on the list of species of recreational and commercial importance. These fish are retained for life history studies which will inform future management decisions. In the lab they are dissected to retrieve otoliths (ear stones) by which their age is determined. Depending upon the species, gonads (the reproductive organs) may be saved for study to determine the possibilities of future reproductive success. For certain species a good-sized piece of flesh is cut from the side for fraudulent species voucher library use.
After the smaller sharks are measured, fin clipped, gender identified, life stage is determined and weight is taken, they are tagged and returned to the water as quickly as possible. Tags on these sharks are a small, numbered plastic tag attached by a hole through the first dorsal fin.
This is a lot to get done and recorded and it all happens several times each shift. The routine never varies. The amount of action depends upon the success of the catch from any particular set. This goes on 24 hours per day. The only breaks come as we travel between the sites randomly selected for our sets and that time is generally spent in the lab.
(Thanks go to Kevin Rademacher, Trey Driggers and Lisa Jones, Research Fisheries Biologists, for contributing to this entry. File photo NOAA/NMFS)
Personal Log:
I do not need 12 hours of sleep. That means I have several hours at the start or end of each shift to write in my journal, talk to the other members of the crew, take care of personal business such as laundry and communicate with home via email. Even so, every day seems to go by very quickly and I go to bed thinking of all the things I have yet to learn. In my next posts I will tell more about the different kinds of sharks and introduce you to some of the other people on the ship. Stay tuned.
NOAA Teacher at Sea Barney Peterson Aboard NOAA Ship OREGON II August 13 – 28, 2016
Mission: Shark/Red Snapper Longline Survey
Geographic Area of Cruise: Gulf of Mexico
Date: August 14, 2016
Weather Data from the Bridge:
Latitude: 25 23.297 N
Longitude: 083 40 .794 W
Air temperature: 87.6 F
Pressure: 1017.04 Mb
Sea Surface Temperature: 30.6 C
Wind Speed: 16.6 Kt East 86.74 degrees
Science Log:
“We will set clocks tonight SHIP WIDE. At 0100 it will become 0000. Please plan accordingly.”
What this translates to is that when we moved into the Gulf of Mexico we went to the Central Time Zone. That means only a 2-hour difference between the ship and my home in the Pacific Northwest. That also means I, who am on the noon-to-midnight shift, got one more hour to sleep (or whatever) Sunday night.
I am busy learning about schedules on the ship. The science group is split into 2 shifts. We work days: noon to midnight; or nights: midnight to noon. These hours rule our lives. Meals are served at 0630, 1100, and 1700. You eat your first meal before you go on shift and your last at shift’s end. During the 12 hours you are off shift your stateroom is yours and your roommate is expected to stay away and let you sleep. The opposite is true for your time on: take everything you may need with you when you leave. Showers, laundry and personal business are fit into your 12 hours off. Shipboard courtesy requires that we keep voices low in the passageways and be careful not to let doors slam. Somebody is always trying to sleep. There is always a quiet spot somewhere to relax for a moment if you get the time: on the flying bridge, at the table on the stern, in the lounge or at a galley table.
Sunday, at 1230 hours, we had safety drills, required for all personnel within 24 hours of departure and once a week thereafter on every cruise. Reporting stations for 3 different types of drills are posted in staterooms and throughout the ship. Nobody is exempt from participation.
The signal sounds: a 10 second ringing of the bell: FIRE! The PA announces a drill: “All hands report to assigned stations.” Members of the science team quickly make their way to the stern. By the galley stands a crew member with a sign reading: Fire ahead – detour. After we arrive at our station, get checked off and, when all crew have been accounted for, return to our staterooms.
Next – 7 short and one long ring on the bell: ABANDON SHIP! Announcement: “Drill. All hands report to the bow with PFD’s and survival suits.” We grab our life jackets and “Gumby suits” and head to the bow where we are checked off as we arrive. We are required to don our “Gumbies” in 2 minutes or less – not impossible, but not simple either. I’ve done it before. The hardest part is getting the hood on and zipping up with your hands jammed into the lobster-claw gloves and your shoes and hat crammed into the suit with you…that’s when you discover just how much too long the arms and legs are. It isn’t pretty, but if we actually end up in the water, those neoprene suits will be our best protection against the deadly, energy-sapping effects of hypothermia!
Just after we have stripped out of the “Gumby” suits, rolled them up and stowed them and our life jackets back in staterooms, we get the next signal.
3 long bells: “MAN OVERBOARD!” This drill is important too, but feels almost like an anti-climax. It could mean the difference between life and death to a fellow crew member who falls into the water when the ship is moving. Science team reports again to the stern and, in a real emergency, would receive instructions for participating in spotting or assisting in a rescue. This time we stay and listen to a safety talk about our work with long lines, hooks, bait, and our possible catch which could include all kinds of fish and sharks. There are very definite rules and procedures to ensure crew are safe and our catch is handled with care and respect. If all goes well…our first lines will be set Monday night!
Personal Log:
Sitting on the flying bridge about 1900 Sunday evening, 3 of us spotted a small boat about ½ mile away that seemed to be drifting aimlessly. There were two enormous cruise ships coming up behind us and they went around it on either side after cutting their engines to reduce their wake. A crew member from the bridge watched from our deck as somebody on the boat fired a flare. We were informed that radio contact was established: the boat was adrift, out of fuel, and we would stand by until the Coast Guard arrived. The OREGON II cut speed and circled back to stay closer to the small boat. One of the cruise ships was also standing by while the other went on its way. After about 20 minutes the white and red Coast Guard ship appeared and, when it reached the small boat, we were released to go on our way.
Seeing this response to another vessel in need of help put emphasis upon the importance of participating fully in our drills and understanding the measures in place to keep us safe and aid other ships sharing this big ocean.
Did You Know? What is the largest shark found in the Gulf of Mexico?
Teacher at Sea Barney Peterson about to board NOAA ship OREGON II
NOAA Teacher at Sea
Jeff Miller
Aboard NOAA Ship Oregon II
August 31 – September 14, 2015
Mission: Shark Longline Survey Geographical Area: Gulf of Mexico Date: September 12, 2015
Data from the Bridge Ship Speed: 9.2 knots
Wind Speed: 8.8 knots
Air Temp: 27,7°C
Sea Temp: 30.2°C
Seas: 1-2 meters
Sea Depth: 457 meters
GPS Coordinates Lat: 27 47.142 N
Long: 094 04.264 W
Science and Technology Log On September 8 – 9, we surveyed a number of stations along the Texas and Louisiana coasts that were in shallow water between 10-30 meters (approximately 30-100 feet). Interestingly, the number of sharks we caught at each station varied dramatically. For example, we pulled up 65 sharks at station 136 and 53 sharks at station 137, whereas we caught only 5 sharks at station 138 and 2 sharks at station 139. What could account for this large variance in the number of sharks caught at these locations?
Weighing a bonnethead shark caught off the coast of Texas.
One key factor that is likely influencing shark distribution is the amount of dissolved oxygen in the water. Oxygen is required by living organisms to produce the energy needed to fuel all their activities. In water, dissolved oxygen levels above 5 mg/liter are needed for most marine organisms to thrive. Water with less than 2 mg/liter of dissolved oxygen is termed hypoxic, meaning dissolved oxygen is below levels needed by most organisms to thrive and survive. Water with less than 0.2 mg/liter of dissolved oxygen is termed anoxic (no oxygen) and results in “dead zones” where little, if any, marine life can survive.
As part of several missions, including the ground fish and longline shark surveys, NOAA ships sample the levels of dissolved oxygen at survey stations in coastal waters of the Gulf of Mexico. Measurements of dissolved oxygen, salinity, and temperature are collected by a device called the CTD. At each survey station, the CTD is deployed and it collects real-time measurements as it descends to the bottom and returns to the surface.
Standing with the CTD, which is used to measure dissolved oxygen, salinity, and temperature.
Data collected by the CTD is used to produce maps showing the relative levels of dissolved oxygen in coastal regions of the Gulf of Mexico. For more environmental data go to the NOAA National Centers for Environmental Information.
Map showing dissolved oxygen levels in the coastal areas of the Gulf of Mexico. Red marks anoxic/hypoxic areas with low dissolved oxygen levels. Source: NOAA National Centers for Environmental Information.
Environmental surveys demonstrate that large anoxic/hypoxic zones often exist along the Louisiana/Texas continental shelf. Because low dissolved oxygen levels are harmful to marine organisms, the anoxic/hypoxic zones in the northern Gulf of Mexico could greatly impact commercially and ecologically important marine species. Overwhelming scientific evidence indicates that excess organic matter, especially nitrogen, from the Mississippi River drainage basin drives the development of anoxic/hypoxic waters. Although natural sources contribute to the runoff, inputs from agricultural runoff, the burning of fossil fuels, and waste water treatment discharges have increased inputs to many times natural levels.
Map showing sources of nitrogen runoff in the Mississippi River drainage basin. Source NOAA National Centers for Coastal Ocean Science.
Nitrogen runoff from the Mississippi River feeds large phytoplankton algae blooms at the surface. Over time, excess algae and other organic materials sink to the bottom. On the bottom, decomposition of this organic material by bacteria and other organisms consumes oxygen and leads to formation of anoxic/hypoxic zones. These anoxic/hypoxic zones persist because waters of the northern Gulf of Mexico become stratified, which means the water is separated into horizontal layers with cold and/or saltier water at the bottom and warmer and/or fresher water at the surface. This layering separates bottom waters from the atmosphere and prevents re-supply of oxygen from the surface.
Since levels of dissolved oxygen can greatly influence the distribution of marine life, we reasoned that the high variation in the number of sharks caught along the Louisiana/Texas coast could be the result of differences in dissolved oxygen. To test this idea, we analyzed environmental data and shark numbers at survey stations along the Louisiana/Texas coast. The graphs below show raw data collected by the CTD at stations 137 and 138.
Dissolved oxygen levels at station 137 (green line; raw data). At the surface: dissolved oxygen = 5.0 mg/liter. At the bottom: dissolved oxygen = 1.5 mg/liter. Notice the stratification of the water at a depth of 7-8 meters.
Dissolved oxygen levels at station 138 (green line; raw data). At the surface: dissolved oxygen = 5.5 mg/liter. At the bottom: dissolved oxygen = 0 mg/liter. Notice the stratification of the water at a depth of 7-8 meters.
Putting together shark survey numbers with environmental data from the CTD we found that we caught very high numbers of sharks in hypoxic water and we caught very few sharks in anoxic water. Similar results were observed at station 136 (hypoxic waters; 65 sharks caught) and station 139 (anoxic waters; 2 sharks caught).
Relationship between dissolved oxygen levels and numbers of sharks caught at stations 137 and 138.
What can explain this data? One possible answer is that sharks will be found where there is food for them to eat. Thus, many sharks may be moving in and out of hypoxic waters to catch prey that may be stressed or less active due to low oxygen levels. In other words, sharks may be taking advantage of low oxygen conditions that make fish easier to catch. In contrast, anoxic waters cannot support marine life so there will be very little food for sharks to eat and, therefore, few sharks will be present. While this idea provides an explanation for our observations, more research, like the work being done aboard the NOAA Ship Oregon II, is needed to understand the distribution and movement of sharks in the Gulf of Mexico.
Personal Log My time aboard the Oregon II is drawing to a close as we move into the last weekend of the cruise. We have now turned away from the Louisiana coast into deeper waters as we travel west to Galveston, Texas. The weather has changed as well. It has been sunny and hot for much of our trip, but clouds, rain, and wind have moved in. Despite this change in weather, we continue to set longlines at survey stations along our route to Galveston. The rain makes our job more challenging but our catch has been relatively light since we moved away from the coast into deeper waters. Hopefully our fishing luck will change as we move closer to Galveston. I would like to wrestle a few more sharks before my time on the Oregon II comes to an end.
NOAA Teacher at Sea
Jeff Miller
Aboard NOAA Ship Oregon II
August 31 – September 14, 2015
Mission: Shark Longline Survey Geographical Area: Gulf of Mexico Date: September 9, 2015
Data from the Bridge Ship Speed: 9.4 knots
Wind Speed: 6.75 knots
Air Temp: 29.4°C
Sea Temp: 30.4°C
Seas: <1 meter
Sea Depth: 13 meters
GPS Coordinates Lat: N 29 25.103
Long: W 092.36.483
Science and Technology Log The major goal of our mission is to survey shark populations in the western Gulf of Mexico and collect measurements and biological samples. The sharks are also tagged so if they are re-caught scientists can learn about their growth and movements.
Sharks are members of the class of fishes called Chondrichthyes,which are cartilaginous fishes meaning they have an internal skeleton made of cartilage. Within the class Chondricthyes, sharks belong to the subclass Elasmobranchii together with their closest relatives the skates and rays. There are about 450 species of living sharks that inhabit oceans around the world.
Sharks, or better put their ancient relatives, have inhabited the oceans for approximately 450 million years and have evolved a number of unique characteristics that help them survive and thrive in virtually all parts of the world. The most recognizable feature of sharks is their shape. A shark’s body shape and fin placement allow water to flow over the shark reducing drag and making swimming easier. In addition, the shark’s cartilaginous skeleton reduces weight while providing strength and flexibility, which also increases energy efficiency.
Measuring a blacktip shark on deck. The blacktip shark shows the typical body shape and fin placement of sharks. These physical characteristics decrease drag and help sharks move more efficiently through water.
When I held a shark for the first time, the feature I noticed most is the incredible muscle mass and strength of the shark. The body of a typical shark is composed of over 60% muscle (the average human has about 35-40% muscle mass). Most sharks need to keep swimming to breathe and, therefore, typically move steadily and slowly through the water. This slow, steady movement is powered by red muscle, which makes up about 10% of a sharks muscle and requires high amounts of oxygen to produce fuel for muscle contraction. The other 90% of a sharks muscle is called white muscle and is used for powerful bursts of speed when eluding predators (other sharks) or capturing prey.
Since sharks are so strong and potentially dangerous, one lesson that I learned quickly was how to properly handle a shark on deck. Smaller sharks can typically be handled by one person. To hold a small shark, you grab the shark just behind the chondrocranium (the stiff cartilage that makes up the “skull” of the shark) and above the gill slits. This is a relatively soft area that can be squeezed firmly with your hand to hold the shark. If the shark is a bit feisty, a second hand can be used to hold the tail.
Smaller sharks, like this sharpnose shark, can be held by firmly grabbing the shark just behind the head.
Larger and/or more aggressive sharks typically require two sets of hands to hold safely. When two people are needed to hold a shark, it is very important that both people grab the shark at the same time. One person holds the head while the other holds the tail. When trying to hold a larger, more powerful shark, you do not want to grab the tail first. Sharks are very flexible and can bend their heads back towards their tail, which can pose a safety risk for the handler. While holding a shark sounds simple, subduing a large shark and getting it to cooperate while taking measurements takes a lot of focus, strength, and teamwork.
Teamwork is required to handle larger sharks like this blacktip shark, which was caught because it preyed on a small sharpnose shark that was already on the hook.
Collecting measurements from a large blacktip shark.
Holding a blacktip shark before determining its weight.
When a shark is too big to bring on deck safely, the shark is placed into a cradle and hoisted from the water so it can be measured and tagged. We have used the cradle on a number of sharks including a 7.5 foot tiger shark and a 6 foot scalloped hammerhead shark. When processing sharks, we try to work quickly and efficiently to measure and tag the sharks to minimize stress on the animals and time out of the water. Once our data collection is complete, the sharks are returned to the water.
Large sharks, like this tiger shark, are hoisted up on a cradle in order to be measured and tagged.
Personal Log We are now in full work mode on the ship. My daily routine consists of waking up around 7:30 and grabbing breakfast. After breakfast I like to go check in on the night team to see what they caught and determine when they will do their next haul (i.e. pull in their catch). This usually gives me a couple hours of free time before my shift begins at noon. I like to use my time in the morning to work on my log and go through pictures from the previous day. I eat lunch around 11:30 so I am ready to start work at noon. My shift, which runs from noon to midnight, typically includes surveying three or four different stations. At each station, we set our baited hooks for one hour, haul the catch, and process the sharks and fishes. We process the sharks immediately and then release them, whereas we keep the fish to collect biological samples (otoliths and gonads). Once we finish processing the catch, we have free time until the ship reaches the next survey station. The stations can be anywhere from 6 or 7 miles apart to over 40 miles apart. Therefore, our downtime throughout the day can vary widely from 30 minutes to several hours (the ship usually travels at about 10 knots; 1 knot = 1.15 mph). At midnight, we switch roles with the night team. Working with fish in temperatures reaching the low 90°s will make you dirty. Therefore, I typically head to the shower to clean up before going to bed. I am usually in bed by 12:30 and will be back up early in the morning to do it all over again. It is a busy schedule, but the work is interesting, exciting, and fun. I feel very lucky to be out here because not many people get the opportunity to wrestle sharks. This is one experience I will always remember.
NOAA Teacher at Sea
Jeff Miller
Aboard NOAA Ship Oregon II
August 31 – September 14, 2015
Mission: Shark Longline Survey Geographical Area: Gulf of Mexico Date: September 6, 2015
Data from the Bridge Ship Speed: 9.7 knots
Wind Speed: 5.6 knots
Air Temp: 30.9°C
Sea Temp: 31.1°C
Seas: <1 meter
Sea Depth: 52 meters
GPS Coordinates Lat: N 28 06.236
Long: W 095 15.023
Science and Technology Log Our first couple days of fishing have been a great learning experience for me despite the fact that the fish count has been relatively low (the last three sets we averaged less than 5 fish per 100 hooks). There are a number of jobs to do at each survey station and I will rotate through each of them during my cruise. These jobs include baiting the hooks, numbering and setting the hooks on the main line, hauling in the hooks, measuring and weighing the sharks/fish, and processing the shark/fish for biological samples.
Each gangion (the baited hook and its associate line) is tagged with a number before being attached to the main line.
A number clip is attached to each gangion (baited hook and its associated line) to catalog each fish that is caught.
After the line is deployed for one hour, we haul in the catch. As the gangions come in, one of us will collect empty hooks and place them back in the barrel to be ready for the next station. Other members of the team will process the fish we catch. The number of fish caught at each station can vary widely. Our team (the daytime team) had two stations in a row where we caught fewer than five fish while the night team caught 57 fish at a single station.
Empty hooks are collected, left over bait is removed, and the gangion is placed back in the bucket to be ready for the next station.
So far we have caught a variety of fishes including golden tilefish, red snapper, sharpnose sharks, blacknose sharks, a scalloped hammerhead, black tip sharks, a spinner shark, and smooth dogfish. The first set of hooks we deployed was at a deep water station (sea depth was approx. 300 meters or 985 feet) and we hooked 11 golden tilefish, including one that weighed 13 kg (28.6 pounds).
On our first set of hooks in deep water, we caught a number of golden tilefish including this fish that weighed nearly 30 pounds.
We collect a number of samples from fishes such as red snapper and golden tilefish. First we collect otoliths, which are hard calcified structures of the inner ear that are located just behind the brain. Scientists can read the rings of the otolith to determine the approximate age and growth rate of the fish.
Otoliths can be read like tree rings to approximate the age and growth rate of bony fishes. Photo credit: NOAA Marine Fisheries.
The answer to the poll is at the end of this post.
You can try to age fish like NOAA scientists do by using the Age Reading Demonstration created by the NOAA Alaska Fisheries Science Center. Click here to visit the site.
When sharks are caught, we collect information about their size, gender, and sexual maturity. You may be wondering, “how can you determine the sex of a shark?” It ends up that the answer is actually quite simple. Male sharks have two claspers along the inner margin of the pelvic fins that are used to insert sperm into the cloaca of a female. Female sharks lack claspers.
Male and female sharks can be distinguished by the presence of claspers on male sharks.
Personal Log After arriving at our first survey station on Thursday afternoon (Sep. 3), everyone on the ship is in full work mode. We work around the clock in two groups: one team, which I belong to, works from noon to midnight, and the other team works from midnight to noon. The crew and science teams work very well together – everyone has a specific job as we set out hooks, haul the catch, and process the fishes. It’s a well oiled machine and I am grateful to the crew and my fellow science team members for helping me learn and take an active role the process. I am not here as a passive observer. I am truly part of the scientific team.
I have also learned a lot about the fishes we are catching. For example, I have learned how to handle them on deck, how to process them for samples, and how to filet them for dinner. I never fished much my life, so pretty much everything I am doing is new to me.
I have also adjusted well to life on the ship. Before the cruise, I was concerned that I may get seasick since I am prone to motion sickness. However, so far I have felt great even though we have been in relatively choppy seas (averaging about 1-2 meters or 3 to 6 feet) and the ship rocks constantly. I have been using a scopolamine patch, an anticholinergic drug that decreases nausea and dizziness, and this likely is playing a role. Whether it’s just me or the medicine, I feel good, I’m sleeping well, and I am eating well. The cooks are great and the food has been outstanding. All in all, I am having an amazing experience.
Poll answer: This fish is approximately nine years old (as determined by members of my science team aboard the Oregon II).
NOAA Teacher at Sea
Jeff Miller
(Almost) Aboard NOAA Ship Oregon II
August 31 – September 14, 2015
Mission: Shark Longline Survey Geographical Area: Gulf of Mexico Date: August 19, 2015
Personal Log
Hello from Phoenix, Arizona. My name is Jeff Miller and I teach biology at Estrella Mountain Community College (EMCC) in Avondale, AZ. EMCC is one of ten community colleges in the Maricopa Community College District, which is one of the largest college districts in the United States, serving more than 128,000 students each year. I have been teaching at EMCC for eight years. I currently teach two sections of a general biology course for non-majors (that is students who are majoring in subjects other than biology) and one section of a human anatomy and physiology course primarily taken by students entering healthcare-related fields.
A photo of me at Tuolomne Meadow in Yosemite National Park
EMCC is an outstanding place to teach because of all the truly wonderful students. EMCC serves a diverse set of students from recent high school graduates to adults seeking a new career. EMCC students are also ethnically diverse. Thus, students bring a wide range of knowledge, ideas, and talents to our classrooms. Despite this diversity, one thing most students lack is real world experiences with marine organisms and environments. We are, after all, located in the heart of the Sonoran Desert. Arizona does, however, possess many unique and amazing environments and when I’m not in the classroom, hiking and exploring nature with my family is one of my favorite things to do.
Cathedral Rock in Sedona, AZ
A Great Horned Owl perches on a log in the desert near Tucson, AZ
A saguaro cactus in the Sonoran desert near Tucson, AZ
Arizona is home to the largest unbroken Ponderosa Pine forest in the world. My wife (Weiru), daughter (Julia), and dog (Maya) in the White Mountains of Arizona
I applied to the Teacher at Sea program to deepen my knowledge of marine systems as part of my sabbatical. A sabbatical is a period of time granted to teachers to study, travel, acquire new skills, and/or fulfill a personal dream. I have always loved the ocean and even worked with sea urchin embryos in graduate school. However, my knowledge and experience of marine organisms and ecosystems is limited. Therefore, participation in the Teacher at Sea program will give me the opportunity to learn how marine biologists and oceanographers collect and analyze data and how their investigations can inform us about human impacts on marine ecosystems. I plan to use the knowledge and experiences I gain to develop curriculum materials for a marine biology course at EMCC that to helps my students gain fundamental knowledge of and appreciation for our world’s oceans. I hope to foster greater curiosity and excitement about marine science and the scientists who explore our oceans and help students see why it is so important to protect and conserve the oceans resources for future generations.
To help fulfill my dream of learning more about the oceans, I have the opportunity of a lifetime – to sail on the NOAA Ship Oregon II. I will be working with the crew and scientists aboard the Oregon II to perform part of an annual longline shark survey. The goal of the mission is to gather data about shark populations in the Gulf of Mexico and along the Atlantic coast. Some of the data collected includes length, weight, and sex of each individual, collection of tissues samples for DNA analysis, and collection of environmental data. Please visit the main mission page or the Oregon IIFacebook page for more detailed information and images, videos, and stories from recent cruises. Also check out a recent article from the Washington Post featuring Kristin Hannan, a fisheries biologist for the National Marine Fisheries Services describing the shark research being conducted aboard the Oregon II.
Map showing the region of the Gulf of Mexico where I will participate in the longline shark survey aboard the NOAA Ship Oregon II
Needless to say, I am extremely excited, though a bit nervous, about my upcoming cruise. I have little experience sailing on the open ocean and have never been up close to a shark let alone actually handled one in person. All that will change soon and I know that I will treasure the knowledge and experiences I gain aboard the Oregon II. I am currently packing up my gear and preparing myself for the experience of a lifetime.
The next time you hear from me I will be in the Gulf of Mexico on my mission to learn more about sharks.
NOAA Teacher at Sea Kathleen Gibson Aboard NOAA Ship Oregon II July 25 – August 8, 2015
Mission: Shark Longline Survey Geographic Area of the Cruise: Atlantic Ocean off the Florida and Carolina Coast Date: Evening,Aug 6,2015
Coordinates: LAT 3035.997 N
LONG 8105.5449 W
Weather Data from the Bridge:
Wind speed (knots): 6.8
Sea Temp (deg C): 28.3
Air Temp (deg C): 28.9
I’ve now had the chance to see at least 9 different shark species, ranging from 1 kg to over 250 kg and I’ve placed tags on 4 of the larger sharks that we have caught. These numbered tags are inserted below the shark’s skin, in the region of the dorsal fin. A small piece from one of the smaller fins is also clipped off for DNA studies and we make sure to record the tag number. If a shark happens to be recaptured in the future, the information gathered will be valuable for population and migration studies. The video below shows the process.
Tagging a nurse shark. Photo: Ken Wilkinson
After checking that the tag is secure, I gave the shark a pat. I agree with Tim Martin’s description that it’s skin feels like a roughed-up basketball.
We’ve had a busy couple of days. The ship is further south now, just off the coast of Florida, and today we worked three stations. The high daytime temperatures and humidity make it pretty sticky on deck but there are others on board working in tougher conditions.
Many thanks to Jack Standfast for the engine room tour.
Yesterday, during a brief period of downtime, I took the opportunity to go down to the engine room. Temperatures routinely exceed 103 o F, and noise levels require hearing protection. My inner Industrial Hygienist (my former occupation) kicked in and I found it fascinating; there is a lot going on is a small space. My environmental science students won’t be surprised at my excitement learning
Here it is… The RO unit!
about the desalination unit (reverse osmosis) for fresh water generation and energy conversions propelling the vessel.
I know, I know… but it was really interesting.
Science and Technology – Conservation
Sustainability, no matter what your discipline is, refers to the wise use of resources with an eye toward the future. In environmental science we specifically talk about actively protecting the natural world through conservation of both species and habitat. Each year when I prepare my syllabus for my AP Environmental Science course, I include the secondary title “Working Toward Sustainability”. I see this as a positive phrase that establishes the potential for renewal while noting the effort required to effect change.
Sustainability is the major focus of NOAA Fisheries (National Marine Fisheries Service) as it is “responsible for the stewardship of the nation’s ocean resources and their habitat.” I’m sure that most readers have some familiarity with the term endangered species or even the Endangered Species Act, but the idea that protection extends to habitats and essential resources may be new.
Getting the hook out of the big ones is equally challenging.
Regulation of U.S. Fisheries
Marine fisheries in the United States are primarily governed by the Magnuson-Stevens Fishery Conservation and Management Act, initially passed in 1976. Significant reductions in key fish populations were observed at that time and the necessity for improved regulatory oversight was recognized. This act relied heavily on scientific research and was intended to prevent overfishing, rebuild stocks, and increase the long-term biological and economic viability of marine fisheries. It was this regulation that extended U.S. waters out to 200 nautical miles from shore. Previously, foreign fleets could fish as close as 12 nautical miles from U.S
Two spinner sharks on the line.
shores.
Under this fisheries act, Regional Fishery Management Councils develop Fishery Management Plans (FMP)for most species (those found in nearby regional waters) which outline sustainable and responsible practices such as harvest limits, seasonal parameters, size, and maturity parameters for different species. Regional councils rely heavily on research when drafting the FMP, so the work done by NOAAFisheries scientists and other researchers around the country is critical to the process. Drafting a Fishery Management Plan for highly migratory fish that do not remain in U.S. waters is challenging and enforcement even more so. Recall from a previous blog that great hammerheads are an example of a highly migratory shark.
Threats to Shark Populations and Conservation Efforts
Shark populations around the globe suffered significantly between 1975 and 2000, and for many species (not all sharks and less in the USA) the decline continues. This decline is linked to a number of factors. Improved technology and the development of factory fishing allows for increased harvest of target species and a subsequent increase in by-catch (capture of non-target fish). Efficient vessels and refined fishing techniques reduced fish stocks at all levels of the food web, predator and prey alike.
More significantly, the fin fishing industry specifically targets sharks and typical finning operations remove shark fins and throw the rest of the shark overboard. These sharks are often still living and death results from predation or suffocation as they sink. Shark fins are a desirable food product in Asian dishes such as shark fin soup, and are an ingredient in traditional medicines. They bring a high price on the international market and sharks with big fins are particularly valuable.
A scalloped hammerhead in the cradle. This was the fist shark I tagged.
Sandbar (Carcharhinus plumbeus) and great hammerheads (Sphyrna mokarran) and scalloped hammerheads (Sphyrna lewini) that we have seen have very large dorsal and pectoral fins, which are particularly desirable to fin fisherman. There are many groups, international and domestic, working to reduce fin fishing, but the high price paid for fins makes enforcement difficult. The Shark Finning Prohibition Act implemented in 2000, in combination with the Shark Protection Act of 2010 sought to reduce this practice. These acts amended Magnusen-Stevens (1976) to require that all sharks caught in U.S. waters have their fins intact when they reach the shore. U.S. flagged vessels in international waters must also adhere to this ban, therefore no fins should be present on board that are not still naturally attached. The meat of many sharks is not desirable due to high ammonia levels, so the ban on fin removal has dramatically reduced the commercial shark fishing industry in the United States. (Read about some good news below in my interview with Trey Driggers )
The video below featuring the Northwest Atlantic Shark cooperative summarizes these threats to shark populations.
It must also be mentioned that in the 25 years after the release of the book and film “Jaws”, fear and misunderstanding fueled an increase in shark hunting for sport. The idea that sharks were focused human predators with vendettas led many to fear the ocean and ALL sharks. In his essay “Misunderstood Monsters,” author Peter Benchley laments the limited research available about sharks 40 years ago, even stating that he would not have been able to write the same book with what we now know. He spoke publicly about the need for additional research and educational initiatives to spread knowledge about ocean ecology.
Close up of our first cradled sandbar shark. This is one of my favorite pictures.
The United States is at the forefront of shark research, conservation and education and in the intervening years, with the help of NOAA Fisheries and many other scientists, we have learned much about shark ecology and marine ecosystems. It’s certain that marine food webs are complex, but that complexity is not always fully represented in general science textbooks. For example, texts often state that sharks are apex predators (top of the food chain). This applies to many
This one is pretty big for an Atlantic sharpnose. Photo Credit: Kristin Hannan
species including great white and tiger sharks, but it doesn’t represent all species. In truth, many shark species are actually mesopredators (mid level), and are a food source for larger organisms. Therefore conservation efforts need to extend through all levels of the food web.
The Atlantic sharpnose (Rhizoprionodon terraenovae) and Silky Shark (Carcharhinus falciformis) are examples of mesopredators. It was not uncommon for us to find the remains of and small Atlantic sharpnose on the hook with a large shark that it had attracted.
Sandbar shark with Atlantic sharpnose also on the line.
William (Trey) Driggers – Field Research Scientist – Shark Unit Leader ( is there a III?)
Its a beautiful day on the aft deck. William” Trey” Driggers is the Lead Scientist of the Shark Unit. Photo: Ian Davenport
Trey is a graduate of Clemson University and earned his Ph.D at the University of South Carolina. He’s been with NOAA for over 10 years and is the Lead Scientist of the Shark Unit, headquartered in Pascagoula, MS. His responsibilities include establishing and modifying experimental protocols and general oversight of the annual Shark/Red Snapper Longline Survey. Trey has authored numerous scientific articles related to his work with sharks and is considered an expert in his field. He is a field biologist by training and makes it a point to participate in at least one leg of the this survey each year.
Sandbar shark (Carcharhinus plumbeus)
I asked Trey if analysis of the data from the annual surveys has revealed any significant trends among individual shark populations. He immediately cited the increased number of sandbar sharks and tied that to the closure of the fin fisheries. Approximately 20 years ago, the Sandbar shark population off of the Carolina and Florida coasts was declining. Trey spoke with an experienced fisherman who recalled times past when Sandbar sharks were abundant. At the time Trey was somewhat skeptical of the accuracy of the recollection — there was no data to support the claim. Today the population of Sandbar sharks is robust by comparison to 1995 levels, and the fin removal legislation is likely a major factor. Having the numbers to support this statement illustrates the value of a longitudinal study.
Trey notes that it’s important for the public to know of the positive trends like increases in Sandbar shark populations and to acknowledge that this increase has come at a cost. The reduction and/or closure of fisheries have had radiating effects on individuals, families and communities. Fishing is often a family legacy, passed down through the generations, and in most fishing communities there is not an easy replacement. In reporting rebounding populations we acknowledge the sacrifices made by these individuals and communities.
Personal Log- Last posting from sea.
Thirty minutes before leaving Pascagoula we were informed that the V-Sat was not working and that we would likely have no internet for the duration of the cruise.
Pascagoula at night.
We had a few minutes to send word to our families and in my case, TAS followers. I think most of us were confident a fix would happen at some point, but we’re still here in the cone of silence. It’s been challenging for all on board and makes us all aware of how dependent we are on technology for communication and support. I’ve gotten a few texts, which has been a pleasant surprise. One tantalizing text on the first day said “off to the hospital (to give birth)”, and then no follow-up text for weeks. That was quite a wait! I can imagine how it was aboard ship in times past when such news was delayed by months—or longer. I was looking forward to sharing photos along the way, so be prepared for lot of images all at once when we get to shore! As for my students, while it would have been nice to share with you in real time, there is plenty to learn and plenty of time when we finally meet.
Captain Dave Nelson
I’d like to thank Dave Nelson, the Captain of the Oregon II, who greeted me each day saying “How’s it going Teach?” and for always making me feel welcome. Thank you also to all of those working in the Teacher at Sea Program office for making this experience possible. Being a part of the Shark Longline Survey makes me feel like I won the TAS lottery. I’m sure every TAS feels the same way about their experience.
Special thanks to Kristin Hannan, Field Party Chief Extraordinaire, for answering my endless questions (I really am a lifelong learner…), encouraging me to take on new challenges, and for her boundless energy which was infectious. Sharks are SOOO cool.
Here’s a final shout out to the day shift–12 pm-12 am–including the scientists, the Corps, deck crew and engineers for making a great experience for me. Ian and Jim – It was great sitting out back talking. I learned so much from the two of you and I admire your work.
Ian Davenport, Jim Nienow, and me relaxing on the aft deck between stations. Photo: Trey Driggers
And, to all on board the Oregon II, I admire your commitment to this important work and am humbled by the personal sacrifices you make to get it done.
Day shift operating like clockwork. Photo Credit: Ian Davenport
Awesome day shift ops. Getting it done! Photo Credit: Ian Davenport
This has been one of the hardest and most worthwhile experiences I’ve ever had. It was exhilarating and exhausting, usually at the same time. I often encourage my students to take on challenges and to look for unique opportunities, especially as they prepare for college. In applying to the TAS program I took my own advice and, with the support of my family and friends, took a risk. I couldn’t have done it without you all. This experience has given me a heightened respect for the leaps my students have made over the years and a renewed commitment to encouraging them to do so. Who knows, they may end up tagging sharks someday. Safe Sailing Everyone.
Sunset over over the Atlantic Ocean. August 5, 2015
“Teach”
Learn more about what’s going on with Great White sharks by listening to the following NOAA podcast: Hooked On Sharks
A few more photos…
The ones that got away… It took something mighty big to bend the outer hooks.
NOAA Teacher at Sea Kathleen Gibson Aboard NOAA Ship Oregon II July 25 – August 8, 2015
Mission: Shark Longline Survey Geographic Area of the Cruise: Atlantic Ocean off the Florida and Carolina Coast Date: Aug 4, 2015
Coordinates: LAT 3323.870N
LONG 07736.658 W
Great Hammerhead (Photo Credit: Ian Davenport)
Weather Data from the Bridge: Wind speed (knots): 28
Sea Temp (deg C): 29.2
Air Temp (deg C): 24.2
Early this morning the night shift caught and cradled a great hammerhead shark (Sphyrna mokarran). This is a first for this cruise leg. I’m sure that just saying “Hammerhead” conjures an image of a shark with an unusual head projection (cephalofoil), but did you know that there are at least 8 distinct Hammerhead species? Thus far in the cruise we have caught 4 scalloped hammerheads (Sphyrna lewini), one of which I was fortunate to tag.
Science and Technology Log
All eight species of hammerhead sharks have cephalofoils with differences noted in shape, size, and eye placement, to name a few. Research indicates that this structure acts as a hydrofoil or rudder, increasing the shark’s agility. In addition, the structure contains a high concentration of specialized electro sensory organs (Ampullae of Lorenzini) that help the shark detect electric signals of other organisms nearby. The eye placement at each end of the cephalofoil allows hammerhead sharks to have essentially a panoramic view with only a slight movement of their head – quite handy when hunting or avoiding other predators.
Great hammerheadsharks are highly migratory. They are found worldwide in tropical latitudes, and at various depths. There are no geographically Distinct Population Segments (DPS) identified. The great hammerhead, as its name implies, is the largest of the group and average size estimates of mature individuals varies between 10-14 ft in length with a weight approximately 500 lb.; the largest recorded was 20 ft in length. The one we caught was ll ft. in length.
Great Hammerhead Photo Credit: Ian Davenport
Great Hammerhead
As with most shark species, the numbers declined rapidly between 1975 and 1995 due to the fin fishing industry and focused sport fishing often fueled by fear and misinformation. One has to wonder what the average length was before that time.
Scalloped Hammerhead sharks are the most common hammerhead species. Their habitat overlaps that of the great hammerhead, though they are more often found in slightly shallower waters. In contrast to the great hammerhead, scalloped hammerheads are only semi-migratory, and scientists have identified Distinct Population Segments around the world. This is important information when evaluating population size and determining which groups, if any, need regulatory protection.
Weighing a small scalloped hammerhead Photo Credit: Ken Wilkinson
Scalloped hammerhead on deck Photo: Ian Davenport
The average life expectancy for both species is approximately 30 years. Males tend to become sexually mature before females, at smaller weights; females mature between 7-10 years (sources vary). In my last log I discussed shark reproduction – Oviparous vs. Viviparous. (egg laying vs. live birth). All hammerheads are viviparous placental sharks but reproductive patterns do differ. Great hammerheads bear young every two years, typically having 20-40 pups. A great hammerhead recently caught by a fisherman in Florida was found to be pregnant with 33 pups. Scalloped have slightly fewer pups in each brood, but can reproduce more frequently.
Setting and retrieving the Longline requires coordination between Deck Operations and the Bridge. Up until now I’ve highlighted those on deck. Let’s learn a bit about two NOAA officers on the Bridge.
The NOAA Corps is one of the 7 Uniformed Services of the United States and all members are officers. The Corps’ charge is to support the scientific mission of NOAA, operating and navigating NOAA ships and airplanes. Applicants for the Corps must have earned Bachelor’s degree and many have graduate degrees. A science degree is not required but a significant number of science units must have been completed. It’s not unusual for Corps recruits to have done post-baccalaureate studies to complete the required science coursework. New recruits go through Basic Officer’s Training at the Coast Guard Academy in New London, Connecticut.
Lt. Lecia Salerno – Executive Officer (XO) – NOAA
Lt. Lecia Salerno at the helm or the Oregon II during Longline retrieval.
Lt. Salerno is a 10-year veteran of the NOAA Corps and has significant experience with ship operations. She was recently assigned to the Oregon II as the XO. This is Lecia’s first assignment as an XO and she reports directly to Captain Dave Nelson. In addition to her Bridge responsibilities, she manages personnel issues, ship accounts and expenditures. During these first few weeks on her new ship, Lt. Salerno is on watch for split shifts – day and night – and is quickly becoming familiar with the nuances of the Oregon II. This ship is the oldest (and much loved) ship in NOAA’s fleet, having been built in 1964, which can make it a challenge to pilot. It’s no small task to maneuver a 170-foot vessel up to a small highflyer and a float, and continue moving the ship along the Longline throughout retrieval.
Lecia has a strong academic background in science and in the liberal arts and initially considered joining another branch of the military after college. Her assignments with NOAA incorporate her varied interests and expertise, which she feels makes her job that much more rewarding.
Laura has always had a love for the ocean, but did not initially look in that direction for a career. She first earned a degree in International Business from James Madison University. Her interest in marine life took her back to the sea and she spent a number of years as a scuba diving instructor in the U.S. and Australia. Laura returned to the U.S. to take additional biology coursework. During that time she more fully investigated the NOAA Corps, applied and was accepted.
Laura has been on the Oregon II for 1.5 years and loves her work. When she is on shift she independently handles the ship during all operations and also acts as Navigator. What she loves about the Corps is that the work merges science and technology, and there are many opportunities for her to grow professionally. In December Laura will be assigned to a shore duty unit that is developing Unmanned Underwater Vehicles (UUV).
Personal Log
Notice the white spots on the dorsal side of this atlantic sharpnose, characteristic of this species. Photo: Kristin Hannan
It’s amazing to think that just over a week ago I held my first live shark. We caught over 30 sharks at our first station and our inexperience showed. At first even the small ones looked like all teeth and tail, and those teeth are not only sharp but carry some pretty nasty bacteria. It took all of us (new volunteers) forever to get the hooks out quickly without causing significant trauma to the shark–or ourselves. A tail smack from this small-but-mighty tiger shark pictured below left me with a wedge-shaped bruise for a week!
Immature Male Tiger Shark. He’s cute but he taught me a lesson with his tail.
Since then we have caught hundreds of sharks. We’ve caught so many Atlantic Sharpnose that on occasion it seems mundane. Then I catch myself and realize how amazing it is to be doing what I’m doing– holding a wild animal in my hands, freeing it from the circle hook (finally!), looking at the detailed pattern of its skin, and feeling it’s rough texture, measuring it and releasing it back into the sea.
A beautiful sandbar shark on the line.
I’m pleased to be able to say that my day shift team has become much more confident and efficient. Our mid-day haul yesterday numbered over 40 sharks, including a few large sharks that were cradled, and it went really smoothly.
An Atlantic Sharpnose weighing in at 2.1 kg. Photo: Kristin Hannan
Taking a closer look at an Atlantic Sharpnose shark. Photo: Ian Davenport
At this point I’ve had a chance to work at most of the volunteer stations including baiting hooks, throwing off the high-flyer marker, numbering, gangions, throwing bait, data entry, tagging shark, removing hooks, and measuring/ weighing. A highlight of last night was getting to throw out the hook to pull in the high-flyer marker at the start of retrieval. I’m not known for having the best throwing arm but it all worked out!
NOAA Teacher at Sea Andrea Schmuttermair
Soon to be Aboard NOAA Ship Oscar Dyson
July 6 – 24, 2015
Mission: Walleye Pollock Survey Geographical area of cruise: Kodiak, AK Date: June 24, 2015
Ms. Schmuttermair on the Oregon II, 2012
Wanderlust (n): a strong desire or urge to wander or travel and explore the world.
As I sit writing this initial blog post on the beach here in San Diego, California, I find myself reminiscent of the summer of 2012, the “summer of ships”, as I referred to it. In June of 2012, I was preparing for adventures of a lifetime, for I would be on board not one but two ships throughout that summer. The first, the mighty Oregon II, one of NOAA’s fishery vessels, conducting research in the Gulf of Mexico. The second, a luxurious cruise ship, sailing the waters of Alaska. Little did I know I would be sitting here, 3 years later, eagerly anticipating my voyage back to Alaska yet again on board one of NOAA’s fishery vessels, again as a Teacher at Sea.
Ms. Schmuttermair and Wesson
My name is Andrea Schmuttermair, and I am currently an elementary teacher at the Colorado STEM Academy just north of Denver, Colorado. I just finished my 11th year teaching, and I have had the privilege to teach some amazing students in Germany, California, and Colorado. I have a lot of fun with my students (like 3D printing sharks and coding our own reaction timer), and strive to give them as many engaging science experiences as I can. Outside of the classroom, you can find me creating opportunities for new adventures and experiences through travel and the outdoors. I love to hike and backpack the trails in Colorado with my faithful companion, Wesson. Traveling to new, uncharted territory is also a frequent occurrence.
I first learned about the Teacher at Sea program back in 2008, and it immediately went on my bucket list. After a couple years of applying, I was accepted as a TAS in 2012 and helped scientists conduct the SEAMAP Summer Groundfish Survey in the Gulf of Mexico. To say I enjoyed it would be an understatement. It was by far one of the best experiences I have had, so much so, that when given the option to reapply, I knew I just had to. I am thrilled to be heading back to Alaska, this time wearing a different hat, to help scientists conduct the walleye pollock survey. The Walleye pollock is a key species in one of the largest fishing industries in the world. I am looking forward to helping scientists with this important research.
Animal adaptations presentation
3D printing sea creatures
Ms. Schmuttermair, Dr. Mikki, Dr. Caine, Cyndi on presentation day
The Spike crabs
My students spent the last several months of school immersed in the fascinating world of the ocean. Being in a landlocked state, the ocean was still relatively undiscovered for them, yet it drew my students in with a desire and passion I couldn’t feed quick enough. From engaging in problem/project based learning to studying ocean animals and their adaptations to skyping with our favorite shark scientist, Dr. Mikki, to creating 3D printed models of new ocean discoveries, I knew my students had found a niche and a passion for learning. They weren’t done yet though. After some brainstorming, we decided to spend the last month of school on an in-depth project learning about and building our very own underwater ROVs. Inspired by NOAA and James Cameron’s recent film, our class learned about how ROVs are built and how they are used in research in the ocean. Very fascinating! We ended our year building 5 ROVs, which culminated in a competition running them through various challenges. The winning ROV, the Waverunner, is coming with me on this trip to swim through the Alaskan waters off the shore in Kodiak. How cool is that?!
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I am counting down the days until I head out to sea. Stay tuned for my next entry on board the mighty Oscar Dyson!
Did you know…that the scientific name for the Walleye Pollock was recently changed? After extensive genetic studies, researchers decided to change the scientific name from Theragra chalcogramma to Gadus chalcogrammus. Read more about it here.
Do you…have any questions about the research being done on Walleye pollock? Leave your questions in the comments below!
*Photos courtesy of Caine Delacey and Andrea Schmuttermair
NOAA Teacher at Sea Stephen Tomasetti Aboard NOAA Ship Oregon II August 11 – 25, 2014
Mission: Shark/Red Snapper Longline Survey Geographical Area of Cruise: Gulf of Mexico
You can view the geographical location of the cruise here at any time: http://shiptracker.noaa.gov/ Date: Tuesday, August 12, 2014
Weather Data from the Bridge: Air Temperature: 29.3 Degrees C
Water Temperature: 29.9 Degrees C
Wind Speed: 11.16 Knots
Barometric Pressure: 1016.4 Millibars
Science and Technology Log
There is no fishing for the next couple days so I thought I could use this update to talk a little about one of the unique science career opportunities aboard the ship.
The NOAA Commissioned Officer Corps is one of the Nation’s seven uniformed services (the others being Army, Navy, Marine Corps, Air Force, Coast Guard, and Public Health Service). The NOAA Corps basically ensure that everything is safe and running smoothly with the ship. NOAA Corps officers have a solid background in science, math, or engineering. There are four Corps officers aboard the Oregon II, and many more in locations all around the world, such as Guam and Antarctica.
NOAA Commissioned Corps Officers on the Oregon II: LCDR (Lieutenant Commander) Eric Johnson, LTJG (Lieutenant Junior Grade) Larry Thomas, ENS (Ensign) Rachel Pryor, and ENS (Ensign) Laura Dwyer
While visiting the bridge today I spoke briefly with ENS Laura Dwyer who spoke to me about her history with NOAA and her duties onboard the Oregon II. Laura grew up as a “water baby” as she phrased it. She originally has a degree in International Business but after a few years of traveling and diving decided to go into the NOAA Corps. Her duties onboard the ship are to basically make sure the ship and passengers onboard are safe. Some of this has to do with using charts to maneuver through traffic in the sea.
Charts for Navigation
Junior Officer Laura Dwyer
The charts are in fathoms which show water depth. The Oregon II tries generally to stay out of water that is more shallow than 60 feet.
Personal Log:
When it rains, it pours. That’s Florida weather anyways. Yesterday we left port in the pouring rain. There is something calming about the rain pounding outside the ship, like a persistent reminder of the awesomeness of mother nature. Although there are thirty one of us on board, the ship can be surprisingly quiet. Today in the moments after we left port I found some time to soak up the experience with Tom Waits in my ears. Perfect.
We don’t start fishing for another day or two, and I am eager to get out the longlines to survey fish, take data, and learn new things. But for now, I am content to be around a passionate crew of men and women (scientists, engineers, chefs, crew hands, IT support, medics, ship officers, students, etc…) who love what they do. I am going to try to quickly highlight somebody different for each blog post to recognize some of the talented people aboard.
Chief Steward Steve Daley
Name: Steve Daley
Job: Chief Steward
How did you get involved with NOAA: Steve joined the Army after high school and found that he was good at cooking. He got married young and didn’t want to leave the military so he could support his family. He found his comfort zone in the culinary field. He served in the First Persian Gulf Conflict and left the Army in 1992 to work in Pennsylvania as a Kitchen Manager for the Department of Public Welfare. He continued his education while working in the Pennsylvania Department of Corrections and also teaching a class called Restaurant Professions in the prison system. For many years he taught in the prison and also furthered his education in the process. At age 50 he had 25 years of service and retired with full benefits before starting on the Oregon II in 2014.
What is your favorite part of the job: Steve enjoys the “closeness of the crew”. It feels like family, since it is a much smaller operation. He calls it a fun, cool job, and a unique opportunity that many people never have a chance to experience.
The food onboard the Oregon II is excellent. There are three hot meals served every day, and everything is delicious. Steve is a pro.
Steve works with the second cook Mark Potter. Mark’s been working on many different ships and rigs (besides just NOAA ships) since 2011 and really enjoys it. Mark is actually my roommate! He went to school at the Great Lakes Culinary Institute, in Michigan. Mark is a funny guy who constantly cracks jokes with a friendly demeanor. He will not let me take a photo for fear that he will “break the camera” (his words).
Did you know? In 1972, NOAA Corps became the first uniformed service to recruit women on the same basis as men (http://www.history.noaa.gov/legacy/time1900_2.html). Also LCDR Eric Johnson told me today that NOAA Corps at last tally has approximately 25% female officers. This is more than any other!
NOAA Teacher at Sea Stephen Tomasetti Aboard NOAA Ship Oregon II August 11 – 25, 2014
Introduction
As a teacher in Brooklyn, New York who originally comes from Florida, I am excited to return to my home state to take part in the “Critter Cruise” aboard NOAA Ship Oregon II. In two days, I will be flying to Jacksonville, Florida to meet the crew and board the ship. Now I am finishing up with packing and double checking that I have everything I will need. I am excited!
Looking over the Hudson River in upstate New York
I teach a wonderful group of high school students at Brooklyn Frontiers High School, in downtown Brooklyn. This past year a group of these students and I journeyed to upstate New York for an Ecological Field trip filled with foraging, hiking, team building, and s’mores!
BFHS Students leading a presentation on their overnight trip experience
As a Biology teacher who lives and teaches in New York City, I look forward to sharing this experience with my students, as we connect together to the natural world that exists just outside of our apartment doors. Additionally, I expect to engage students in conversations about what real scientists are doing in the field, and what wide-ranging, exciting career opportunities there are in the field of science!
Weather: Partly cloudy. Winds 10 to 15 knots. Waves 1 to 2 feet.
Science and Technology Log:
We have been very busy with stations. The catch on Thursday included a variety of shrimp. There are many different kinds of shrimp and a lot of them can be found in the Gulf of Mexico. Did you know that most shrimp have a short lifespan, maybe only two to three years?
Some of the ones we caught were the Rose Shrimp (Parapenaeus politus), Roughback Shrimp (Rimapenaeus constrictus), Brown Rock Shrimp (Sicyonia brevirostris stimpson) and the Spiny Rock Shrimp (Sicyonia barkenroadi). Since the scientist use the proper names for each species, I am trying to learn those names too!
Can you identify this species of shrimp?
NOAA is one of the primary agencies that watches over the aquaculture or farming in the water. With surveys such as the one the NOAA Ship Oregon II is conducting they are able to calculate the amount of fish, shrimp, and other organisms that can be taken out each year. It is similar to the hunting season we have for deer at home. This protects the industry and allows for the species to grow and not be overfished.
Red snapper is a species that was being overfished for many years and because of this they were not growing to maturity. Now with limits on how many red snapper can be caught, it is making a comeback.
Huge red snapper caught in our net. Photo by Chief Scientist Kim Johnson
Another way that the scientist collect species on the NOAA Ship Oregon II is by using the Neuston nets. These large nets float half in the water and half under the water. They are designed to collect the tiny organisms that float on the top of the water or live right under the surface of the water.
Here are the Neuston nets being towed at night.
When the nets are being brought back to the ship, we must rinse everything down into the bottom collection container. The material is then placed into jars and chemicals are added to preserve everything.
Me washing the neuston net. Photo by Robin Gropp
. Photo by Robin Gropp
Later the material collected must be transferred into other chemicals and then sent back to the lab on land to be identified.
In the photo I am helping Scientist Andre Debose prepare the samples for transfer.
Careers
It takes many people doing many different jobs to keep a ship like the NOAA Ship Oregon II running smoothly.
One job is the ET or Electrical Technician. The ET is a person that helps maintain and repair the electronic components and equipment or devices that use electricity. The NOAA Ship Oregon II is very fortunate to have Brian Thomas as their ET. Brian is ready to work on anything from the radar of the ship to my laptop that I am using to write my blog.
He has been with NOAA as an independent Federal worker since 2006. Before that he was in the Navy for 20 years working with sonar, so Brian knows his way around the ship! He also worked at the shipyards before joining the crew.
He said he had training for three years to learn his present job and because so much of the ship’s equipment works with electricity, Brian is on call 24 hours a day. Normally he said ships have rotating ET’s, but he is the only one on this ship.
Brian said it is a very interesting job and the best part is when everything is going well!
ET Brian Thomas ready for his next call.
Internship:
NOAA has two college students doing an internship on the NOAA Ship Oregon II this season. One of them is Robin Gropp who will be a sophomore at Lewis and Clark College in the state of Oregon in the fall.
Robin is a biology major and his future goal is to be a marine scientist and maybe work with alternative energy, mainly tidal power, also called tidal energy. This is a form of hydropower that using the tides to make energy. (Kind of like how we have the wind mills that use wind near Amboy to make energy)
Robin is working for NOAA this summer to learn more about the sea turtles and study why they sometimes get stranded or caught on piers. He is also studying the sharks and rays that we might catch while on the Groundfish Survey.
The best part of being involved with a NOAA internship to Robin is the hands-on research that he is conducting.
Robin helping with the shrimp net at night.
Personal Log:
Today the Lead Fisherman, Chris alerted me to the fact that there were bottlenose dolphin swimming behind the ship. The dolphin were following the nets in hopes of snagging a free meal. I quickly grabbed my camera and headed out to watch the dolphins!
The bottlenose dolphins are the most common and well-known members of the marine family. They can live up to 50 years and can be found in temperate and tropical waters around the world. For more information, go to this link:
The dolphins were amazing to watch as they slapped the water with their tails and followed the net right up to the ship. I have included a video and a picture, but this really does not show the true beauty it was to watch them live. I am so lucky to be out here in the Gulf of Mexico aboard the NOAA Ship Oregon II.
Bottlenose dolphin following the ship!
Click this link to watch my video of the dolphins!
There is such a wide variety of species living in the Gulf of Mexico. I have included some photos of just a few of the ones we have caught in the nets.
Sometimes people like these on their pizza…anchovies!
Here I am holding the Lesser Electric Ray. Photo by Chief Scientist Kim Johnson
The Atlantic flying fish uses its pectoral fins to “catch” the air currents and moves it’s tail back and forth to move forward.
Atlantic flying fish
I am feeling much better now that we have been out to sea for seven days. Walking around on the ship can be tricky somedays, but I am getting better at it everyday!
NOAA Teacher at Sea Emilisa Saunders Aboard NOAA Ship Oregon II May 14 – 30, 2013
Mission: SEAMAP Spring Plankton Survey Geographical Area of Cruise: Gulf of Mexico Date: Tuesday, April 30, 2013
Personal Log
Hello, and welcome to my blog! My name is Emilisa, but you can call me Emmi. I’m about to go on the adventure of a lifetime, and I’m so glad you’ve decided to join me.
Standing in the light of an annular eclipse at the Springs Preserve.
For six years now, I’ve worked at the Springs Preserve in Las Vegas, Nevada, where I have the best job: I’m a Naturalist, which means I get to teach kids and their families about nature. Some of you may know me from the Nature Exchange, which is a natural item trading center where kids bring items they’ve collected from nature – rocks, fossils, sea creatures, dead bugs, plant parts, etc. – to learn about those objects and trade them for other natural items from all over the world. This program is so much fun, more than 8000 kids have signed up to trade in the past six years. It’s a ton of fun for me, too. Every day I soak up whatever knowledge I can about the natural world so that I can show kids all that there is to love about nature, science and learning.
Last Fall, I heard about a program that lets teachers explore nature and science in the most amazing way: the teachers help scientists study sea creatures from aboard an actual research ship at sea! This program is called Teacher at Sea, and it is offered by the National Oceanic and Atmospheric Administration, or NOAA. NOAA is in charge of studying the weather, climate, oceans and shores. They share what they learn with all of us, and help to protect our environment and natural resources. Through the Teacher at Sea program, NOAA chooses 25-30 teachers each year to spend several weeks aboard ships, learning about how NOAA scientists study amazing ocean environments, about the jobs that people do at sea, and about how teachers can use science skills to study the natural world.
As soon as I heard about the Teacher at Sea program, I knew I had to apply. What an amazing opportunity! I sent my application and waited very impatiently for a couple of months. I checked my email every day, even when I knew it was far too early to find out. Finally, I got the email I had been waiting for: I had been chosen for the program! On May 14th, I’ll be heading out to sea to study plankton in the Gulf of Mexico on the NOAA ship Oregon II!
NOAA Ship Oregon II, courtesy of NOAA
The Oregon IIis like a floating science lab. It sails out of Pascagoula, Mississippi, and is 170 feet long, which is more than half the length of a football field. On the ship, scientists collect samples of living creatures from the Gulf of Mexico, the Caribbean Sea, and the Atlantic Ocean, so that they can study how healthy the oceans are. There are labs right on board the ship, and the scientists bring samples back to be studied in labs on shore, too.
You can actually track the ship while it’s at sea to see where we are in the Gulf! Just click here and select the Oregon II: NOAA Ship Tracker
Hiking the Narrows at Zion National Park with my husband, Doug.
Now, I love adventures that let me spend time in nature. I love to hike and go for long runs, and I’m even learning to SCUBA dive with my husband, Doug. Even so, this is going to be a very new experience for me. I grew up in the tiny state of Vermont, which has lots of mountains and snow, but no oceans. I spent my summers swimming in lakes and ponds and only traveled to the Atlantic Ocean a few times. I spent just a few hours here and there on whale watching boats, and that’s it! Then, nine years ago, I moved even farther away from the ocean to Las Vegas, in the middle of the Mojave Desert, where I fell completely in love with the hot, dry land and the tough creatures, large and small, that survive here. I love to take trips to the ocean as often as possible, but I definitely spend most of my time landlocked!
When I’m on the Oregon II, I’ll be seeing, doing and learning things I never have before. I’ll get to know what it’s like to eat, sleep, work and live on a ship, and I’ll meet all the people who work hard to make the ship run. For the first time, I’ll also get to work with scientists and learn about the skills and tools they use to study creatures in the ocean. I can’t wait to meet all of these people who work at sea!
On this cruise, we’ll be collecting and studying plankton, which are the tiny plants and animals that drift in the ocean currents. Some of them are so small that we can’t see them without a microscope, but the entire ocean depends on them for food, and the whole world depends on them for the oxygen that we breathe. The plankton that we’ll be looking at the most closely are bluefin tuna eggs and larvae; larvae are very young fish. I still have a lot to learn about plankton, but I came across this amazing video; it’s beautiful to watch and is very interesting, too!
But there is one thing that I’ve learned by studying nature and teaching kids about the environment: everything is connected. Even though I’ll be travelling far away and studying ocean life, I’ll be able to come back to Las Vegas and teach families all about how our actions here in the desert affect other habitats all over the world. I am so excited that being a Teacher at Sea will help me show the kids I meet at the Springs Preserve all about how healthy oceans keep our desert healthy, too, and how they can grow up to be the scientists or ship crewmembers who protect our oceans.
I hope you check back on this blog from time to time to learn more about NOAA, plankton, and life at sea! I can’t wait to get started!
It is no small feat to conduct a research survey for NOAA. It takes many individuals with many different strengths to ensure a safe and successful cruise. From the captain of the ship who is responsible for the safety of the ship and the crew, to the stewards who ensure the crew is well fed and well kept, every crew member is important.
I interviewed many of the crew members to get a better idea of what their jobs entail and what they had to do to become qualified for their jobs. I complied all of the interviews into a video to introduce you to some of the Oregon II’s crew.
Safety Aboard the Oregon II
While out at sea, safety is a critical issue. Just as schools have fire and tornado drills, ships have drills of their own. All crew members have a role to fulfill during each drill. Emergency billets (assigned jobs during emergencies) are posted for each cruise in multiple locations on the ship.
Emergency Billets
Abandon Ship Billets
Fire on a ship is a very critical situation. Because of this, fire drills are performed frequently to ensure all crew recognize the alarm, listen to important directions from the captain, and muster to their assigned stations. (To muster means to report and assemble together.) One long blast of the ship’s whistle signals a fire. (Think of someone yelling “Firrreee!!!”) Each crew member is assigned to a location to perform a specific duty. When the fire whistle is blown, some crew members are in charge of donning fire fighting suits and equipment, while others are in charge of making sure all crew have mustered to their stations.
Donning My Immersion Suit
Another drill performed on the ship is the abandon ship drill. This drill is performed so that crew will be prepared in the unlikely event that the they need to evacuate the ship. Seven short blasts of the ship’s whistle followed by one long blast signals to the crew to abandon ship. Crew members must report to their staterooms to gather their PFDs (personal flotation devices), their immersion suits, hats, long-sleeved shirts, and pants. Once all emergency equipment is gathered, all crew meets on the deck at the bow of the ship to don their shirts, pants, hats, immersion suits, and PFDs. All of this gear is important for survival in the open ocean because it will keep you warm, protected, and afloat until rescue is achieved.
The last drill we perform is the man overboard drill. This drill is performed so that all crew will be ready to respond if a crew member falls overboard. If a crew member falls overboard, the ship’s whistle is blown three times (think of someone shouting “Maann Overr-boarrrd..!). If the crew member is close enough, and is not badly injured, a swimmer line can be thrown out. If the crew member is too far away from the ship or is injured, the RHIB (Rigid Hull Inflatable Boat) will be deployed and will drive out to rescue the crew member. The crew member can be secured to a rescue basket and lifted back onboard the ship.
Chris Nichols and Tim Martin performing a man overboard drill. (photo courtesy of Junie Cassone)
Man Overboard Drill
Donning my hard hat
It is important to practice allof these drills so that everyone can move quickly and efficiently to handle and resolve the problem. All drills are performed at least once during each cruise.
Daily safety aboard the Oregon II is also important. When any heavy machinery is in operation, such as large cranes, it is important that all crew in the area don safety equipment. This equipment includes a hard hat and a PFD (personal flotation device). Since cranes are operated at least once at every sampling station, this safety equipment is readily available for crew members to use
Personal Log
July 20th
At the bow of the Oregon II (photo courtesy of Junie Cassone)
I have now returned home from my grand adventure aboard the Oregon II. It took a few days for me to recover from “stillness illness” and get my land-legs back, but it feels nice to be back home. I miss working alongside the crew of the Oregon II and made many new friends that I hope to keep in touch with. Being a Teacher at Sea has been an experience of a lifetime. I learned so much about life at sea and studies in marine science. About half way through the cruise I had started to believe this was my full-time job! I am eager to share this experience with students and staff alike. I hope to spark new passions in students and excitement in staff to explore this opportunity from NOAA.
I want to thank all of the crew of the Oregon II for being so welcoming and including me as another crew member aboard the ship. I also want to thank the NOAA Teacher at Sea Program for offering me such a wonderful opportunity. I hope to be part of future opportunities offered by this program.
The trawling net is used to collect groundfish samples. It is deployed from the stern of the ship and towed for 30 minutes. The net is towed back in and brought onboard to be emptied. During this process it is important that everyone at the stern of the ship is wearing a hard hat and a personal flotation device in the unlikely event that something goes wrong. Once the net is lifted over the side of the ship and brought on deck, it is untied and emptied into large baskets.
Hauling the trawling net back onboard.
The baskets are weighed before they are brought inside and emptied onto a large conveyor belt. The fish are spread out on the belt so they are easier to sort. The fish are sorted into individual baskets by species. Once all of the fish are sorted, we count them and find their total weight. We then work through each basket and measure, weigh, and identify the sex of each specimen. Once we are done measuring the fish, some are bagged, labeled and frozen for scientists to examine back at their labs. The rest of the fish are thrown back into the ocean.
Alex & Reggie emptying the net into baskets.
We found many different species of vertebrates and invertebrates (fish with a spine, and those without a spine). Here are some of the fish we found:
It is important to document the length and weight of each fish collected in a trawl. We used special measuring boards and scales to collect this data. There are two boards, each is connected to one computer. When we measure the fish, we use a magnetic wand. When it touches the board, it sends a signal to the computer which records the length of the fish. Fish are measure at one of three lengths: fork length, standard length, and total length. Once the fish are measured, they are placed on a scale to be weighed. The scale is also connected to the computer and records the weight of the fish.
Scale
Measuring Boards
Fork length is measured from the inside of the tail of the fish.
Standard length is measure from the base of the tail of the fish.
Total length is measured from the tip of tail of the fish.
Personal Log
Day 12 – July 16th
Today is my last day at sea before we dock in Pascagoula,Mississippi. It has been quite a journey and I can’t believe it is already over. Though the work was hard and hot (and many times smelly), it was an amazing experience and I hope to one day have the opportunity to experience it again! I have met many wonderful people and hope to keep in touch with them! I have learned so much about our oceans and the life within them. I hope that my blogs have given you a glimpse into what life onboard the Oregon II is like and I hope that you have learned something about the work that takes place on the open seas.
Map of our Survey
Although this is my last day on the Oregon II, keep an eye out for one final blog. There will be interviews with the crew of the Oregon II, what their job is, why they chose this line of work, the steps they took to become a crew member of the Oregon II, and words of advice for students everywhere!
The Neuston net is the first net to be deployed at sampling stations. This net has a wide rectangular opening that skims the surface of the water to collect surface dwelling organisms. Before the net is deployed, a cylindrical cod end is attached to the bottom of the net. The cod end has many holes that are covered by a screen. The screen allows water to flow through, but the organisms to get caught. We usually deploy the neuston net for 10 minutes, but sometimes we only deploy it for 5 minutes, depending on the amount of sargassum that is collected inside the net.
Filefish collected from sargassum.
Sargassum is a type of seaweed that floats at the surface of the water, almost like little islands. Sargassum provides an important habitat for many marine animals in the open ocean. We frequently find small filefish, jacks, and flying fish, as well as juvenile puffer fish, crabs, and shrimp. Young sea turtles also use the sargassum as a hiding place from larger predators, though we have not found any during this trip.
When sargassum makes its way into our Neuston net, we collect all of it into large buckets. We have to rinse all of the sargassum off into large buckets to make sure that we collect all of the creatures living inside of it. We do this because we want to get the most accurate sampling of the population of living organisms in the sampling area. Depending on how much sargassum is collected in the Neuston net, the collection process can anywhere from 10 minutes to an hour!
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Rinsing a sample into a sieve.
Once the sample has been rinsed into buckets, the buckets are poured into sieves. The sieves have screens that allow the water to flow through, but not the organisms we want to save. Once the buckets have been poured into the sieves, rinsed, and poured out again (to make sure nothing stuck to the inside of the bucket), we use alcohol to rinse the sieves into funnels that channel the sample into quart-sized jars. Once the entire sample has been rinsed into a jar, we fill the jar with alcohol, place a label inside the jar to record the location the sample came from, stick a similar label on the lid, and place the jar in a box back in our chem lab. The samples are analyzed later at a lab once the survey is over.
The Bongo Nets
Bongo nets being deployed.
Bongo nets are similar to the neuston net, but there are some differences. The bongo nets have cod ends like the neuston, but they have two cod ends because there are two separate nets, where the neuston has only one. The holes of the bongo cod ends are covered by screens that have smaller openings than the neuston cod ends so that they can collect smaller organisms. The main purpose of the bongo nets is to collect plankton samples. We cannot collect plankton easily using the neuston net because the openings in the screen on the cod end are larger.
Bongo Nets and Cod Ends
Relaying Flow Meter Numbers to the Lab
Before the bongo nets are deployed, we have to report the numbers on the flow meters from the left bongo net and the right bongo net. The numbers on the flow meters are used to determine the amount of water that passed through the nets during deployment. Depending on how deep the water is determines how much water passes through the nets. After the nets are deployed, a sensor sends a message back to the lab to determine their depth. The person back in the lab monitors the depth and makes sure that the nets go as far down as possible, but do not make contact with the ocean floor. If the nets were to make contact with the ocean floor there is a good possibility that they could be damaged, which is why it’s so important to closely monitor the depth of the bongo nets. After the nets are brought back up on deck, the numbers are reported back to the lab where they subtract the first number of each flow meter (left bongo net and right bongo net) from the final number from each bongo. The difference is then divided by the length of time the net was deployed in the water.
Flow Meter Numbers
Bongo Net Sample
Personal Log
Day 8 – July 12th
Calm waters as the sun sets over the Gulf of Mexico.
Today was a VERY slow day. We only had four sampling stations, and of those only one was a trawl station. I was able to work a bit more on my blogs today, and start working on some cool lesson plans to bring back to school with me this fall. We also managed to watch a couple movies and raid the ice cream freezer during our down time. The seas were exceptionally calm tonight, almost as smooth as glass. It was very calming and serene, almost surreal! I made sure to take several pictures before the sun had set. The waters were smooth for the rest of the night which made for easy sleeping..
Day 9 – July 13th
Trawling was the focus of today. We had 4 trawls plus a couple neuston and bongo net sampling stations, so it was quite the busy day! We saw quite a number of new species that we hadn’t seen in previous trawls so I made sure to photograph those to share with my students later. At one of our sampling stations, we collected almost 6 5-gallon buckets worth of sargassum in our neuston net. It took us quite a bit of time to rinse it all down and collect the samples into preservation jars. It took three, quart-sized jars to hold all of the sample we collected!
Day 10 – July 14th
I found out this was our last day of sampling before we make our way back to Pascagoula. We mostly had trawls today, so we got to examine lots of critters. We had lots of down time because one of our runs to a sampling station was almost four and a half hours long! I spent that time working on my blog, and taking a much needed nap to catch up on my sleep! We had a really pretty sunset right before a thunderstorm that delayed one of our trawls. We worked right up until the next team came onto their shift and took over cleaning up from our trawl.
Day 11 – July 15th
All of our sampling was completed over the night, but I was able to work on the last neuston/bongo sampling when I went onto my shift. After all of the sampling was done, it was time to start scrubbing everything down to get it back into ship shape! The wet lab, dry lab, neuston net, bongo nets, and the stern were all hosed down, power-washed, scrubbed, bleached, and Windex-ed until everything smelled clean again. It took us most of the afternoon, but when it was done, we were done! The rest of our time on the Oregon II was left for unwinding and relaxing. After a lunch of king crab legs and a Thanksgiving-like dinner, my stomach was happy and satisfied (but not until after an ice cream sandwich of course!) Movies filled the remainder of the afternoon and evening, until I was ready for bed.
Weather Details from Bridge: (at 19:45 GMT)
Air Temperature: 29.90 ◦C
Water Temperature: 29.40 ◦C
Relative Humidity: 64%
Wind Speed: 3.56 kts
Barometric Pressure: 1,014.90 mb
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Science and Technology Log
The CTD
Deploying the CTD
This device is the first to be deployed at every sampling station. CTD stands for *Conductivity *Temperature *Depth. The salinity (the amount of salt in the water) is measured by looking at the conductivity. Salt has ions. Ions are like little electrical charges that are either positively charged or negatively charged. By measuring how many electrical charges (ionic charges) there are in the salt, we can measure how conductive the water is which will also tell us how much salt is in the water. This data is measured by the CTD and is transmitted by an electrical pulse. The depth is measured by the amount of pressure being pressed upon the device as it is lowered into the water. The temperature is measured by a temperature gauge. All of the data collection devices are attached to a large metal rosette wheel.
The J-Frame
The frame is lowered into the water using a thick cable that is attached to a J-Frame (a large yellow arm that can be raised and lowered.) The cable runs through a pulley attached to the J-Frame to make sure the deployment of the CTD runs smoothly.
The CTD also measures dissolved oxygen levels (the amount of oxygen in the water). There is also a fluorometer which measures the amount of chlorophyll (phytoplankton activity) in the water.
As soon as the CTD is released into the water it begins collecting data. Data is collected continuously as it is lowered toward the ocean bottom. The data is sent through a very thin wire that transmits the data to one of the computers in the dry lab where it is documented for later analysis.
Here I am collecting water samples from the CTD.
The CTD has three water collection Niskin bottles (large grey cylinders). Niskins are named after Shale Niskin who developed this bottle. Water collections using the Niskins are controlled by a computer in the dry lab. One click on a computer and the CTD will automatically snap shut the bottles. Older versions that were not controlled by computers had heavy metal messengers that were lowered down a string toward the collection bottle. When the messenger reached the top of the bottle, it would hit a trigger and snap the bottle shut.
Water collection does not occur at every sampling station, but when it is planned, the water is collected at the bottom. This is because we are focusing on the bottom of the ocean during this survey. We want to test the water at this depth to better understand the environment in which the organisms we are collecting live in and make predictions as to how human and nonhuman influences may harm this benthic (bottom) community. The water can be used for several different tests, but we use it to test the dissolved oxygen levels of the water.
Measuring dissolved oxygen levels is important because if it is extremely low — called “hypoxia” (2 mg/L or lower) — animals fail to survive. If dissolved oxygen is not present (0 mg/L) it is called “anoxia”. Hypoxic or anoxic areas are frequently referred to as “dead zones”.
Digitally measuring dissolved oxygen levels
Although the CTD has a digital device that measures the dissolved oxygen (DO) levels, we manually test the water for DO once a day to make sure that the CTD is calibrated correctly and that there are no malfunctions that need to be fixed. There are two different ways we manually test the water. One is by using a hand-held dissolved oxygen meter. This meter digitally calculates the dissolved oxygen levels. We lower this meter directly into one of the Niskins.
We also collect water samples from each of the three Niskins in glass beakers. We use these samples to run what’s called a Winkler’s tritration test. This is a chemical-based test that tells us how much dissolved oxygen is in the water.It is important to run so many different tests because if we only used one method, we couldn’t know if it was accurate or not. By running three different tests, we can compare the results from all three. If the result from one test comes up differently than the others, we know that test was not accurate but the other two tests were.
After the CTD is brought back up on deck, it is important to rinse it off with fresh water. This is because the salt from the ocean can damage the equipment and corrode (eat away at) the metal. Once a day we also run Triton-X (a type of soap) through the hoses of the CTD to keep the sensors clean and salt-free.
Personal Log
Day 5 – July 9th
Today was a bit slower because our sampling sites were father apart than they were on previous days. We continued collecting and preserving plankton, but trawling is the most exciting because you get to see so many different species. We conducted only one trawl today and it was a very small catch. It didn’t take long to collect all of the data we needed before we were back to waiting for our next plankton collection site. We had some interesting fish in our trawl including a small bat fish, a couple of starfish, several sea urchins, and a honeycomb moray eel. The highlight of my shift was during our last plankton trawling. It was around 21:00 (or 9:00 pm) so it was pitch black out with the only light coming from the ship and the stars. We started seeing a lot of flying fish jumping out of the water. We soon realized it was because a pod of spotted dolphin had found them. It was fun watching them jump and fly though the water to catch the fish. The group also had a couple young dolphins that stuck close to their mothers. I’d seen dolphins before, mostly in captivity or ones too far away from a boat to see clearly, so it was really neat to see them so close up!
Day 6 – July 10th
Today started out great. I woke up to get ready for my shift by heading down to the mess for lunch. It was one of my favorite meals – Mexican! When I read about other teacher’s experiences on NOAA ships and how great the food was I now understand what they were talking about! There is so much yummy food at all of the meals that it is frequently hard to decide what NOT to eat! And there is so much food available at each meal that you’ll never go hungry! I always end up walking away stuffed!
Stormy Seas
The weather was great up until the sun set. We were stuck in quite the thunderstorm. When there are storms with lightning in the area, no one is allowed out on deck for safety reasons.
We had to postpone a couple of our sampling stations until the storm passed over us, so we tried our best to keep ourselves occupied until the storm passed. Our internet went down for length of time, so we were left with books, movies, or just some relaxation time.
By the time the storm had passed, we had only one sampling station to complete before it was time for the next watch team to switch in.
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Day 7 – July 11th
Storms on the horizon
The first thing I noticed today was the panoramic view of large cumulus and cumulonimbus clouds – those are the clouds that produce thunderstorms. We managed to steer clear of them, but they certainly made some pretty skies.
We had a couple trawling stations which was great because it is always fun to discover and examine more species. While the trawls were small, we had some cool finds including a frogfish, a butterfly fish, and a black-nose shark.
Holding a frogfish
Holding a black-nose shark
A highlight from today was the full rainbow that graced our skies after dinner. I can’t recall ever seeing a full rainbow before so it was really cool to see one!
Rainbow across the bow of the Oregon II
Did You Know?
Our CTD weighs about 200 pounds. On its current settings it can be deployed to a depth of up to 5,000 meters, but if we adjusted the settings it could go as far down as 10,000 meters! With all of the attachments and the steel cage, our CTD costs roughly around $100,000 to purchase. That’s why we have to handle it with care!
I know many of you may have never been on a ship before and are probably curious to know what it is like to be aboard the Oregon II. I’m going to take you on a little virtual tour, but first you will need to know some common terms that are used to refer to certain areas on the ship.
Ship Term
What It Means
Bow
The front of the ship.
Stern
The back of the ship.
Starboard
The right side of the ship when facing the bow.
Port
The left side of the ship when facing the bow.
Forward
The direction towards the bow of the ship.
Aft
The direction towards the stern of the ship.
Bridge
The location of the command center for the ship.
Galley
The kitchen.
Mess Hall
The dining area.
Head
The bathroom.
Stateroom
Where crew members sleep.
On Deck
The Bow
At the bow of the ship is where most of the scientific collection equipment is deployed/released. The CTD (conductivity, temperature, depth), the neuston net, and the bongo nets. (I will talk about each one of these in upcoming blogs.) There are several large cranes that help lift these up off the deck and swing them over the edge of the ship to be released into the water. When you are at the bow and the cranes are running, it is very important to keep yourself safe. Everyone who is at the bow when the cranes are operating is required to wear a hard hat and a PFD (personal floatation device). You never know if a cable will snap or the wind will swing the equipment towards you. There is a sensor on the PFD that is activated when large amounts of saltwater touches it, like if you were to fall overboard. Once salt water touches the sensor, the PFD will inflate and keep you afloat until you can be rescued.
Oregon II Bow
The Stern
At the stern is where the samples from the neuston cod end and the bongo cod ends are collected and preserved in jars for scientists to examine at a lab. This is also where the large trawling net is deployed. The scientists spend most of their time at this part of the ship.
Stern of the Oregon II
What Makes the Ship Sail?
Bridge
The bridge is where the officers of the Oregon II work. It is located toward the bow of the ship. The bridge has all of the navigation tools necessary to steer the ship to the next sampling station. There is also a lot of weather equipment that is monitored and recorded throughout the day. The bridge is where you’ll find the best views of the ocean because it is almost completely surrounded by windows and it’s higher than any other room on the ship.
At the Helm
Bridge
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Chart Room
This room is where all of the maps are stored. While there are more technologically advanced methods used for navigation on the ship located in the bridge, it is important to have physical maps on hand to refer to, especially if the instruments stop working for any reason.
Chart Room
Engine Room
Before we untied our ship from the dock I received a full tour of the engine room. This is where the heart of the ship is. Everything in the engine room powers the ship. Our water is even purified down here using reverse osmosis (passing water through a membrane to filter the water). Because of this machine, we can filter salt water into fresh water to use on the ship.
Reverse Osmosis Machine
It was great to venture down to the engine room before we set sail because I was told that it can get up to 110 degrees when the engines are running! It is a large space, but it feels small because of the large equipment. There are two of everything, which is especially important if something needs repair. Below is a picture of the two engines. The other is a picture of one of the generators.
Engine
Generator
Living on a Ship Stateroom
My stateroom is compact, but its main purpose is for sleeping so size isn’t really an issue. There is a bunk bed, a sink with a mirror, latching drawers for clothes, and a hide-away desk. There is also a compact tv that is attached to the bottom of the top bunk and folds up when it is not in use. I only use the room to sleep and get ready for my shift because my bunkmate works the opposite watch shift as mine (midnight to noon), and I want to be the least disruptive as possible. After 12 hours shifts, sleep is really needed and helps reenergize you in time for the next watch.
Stateroom Bunks
Stateroom
The Head
The head is the same as a bathroom. On the Oregon II there are private and communal heads. The private heads are for the officers and are typically connected to their staterooms. The communal heads are open for any crew member to use. There are also communal showers for the crew to use. All of the toilets use salt water that is pumped onboard. The reason fresh water is not used is because it is a precious source on the ship and is not readily available from the ship’s surroundings. The sinks, showers, drinking fountains, and ice machines all use fresh water. Fresh water on the ship should never be wasted. Water for the sinks is timed so that there will never be a faucet that is accidentally left on. Showers are to be kept to a maximum of 10 minutes, though it is encouraged that they be even shorter.
Heads
Shower
Galley and Mess Hall
This is one of my favorite places. The galley is where our ship’s cooks prepare all of the wonderful food for the crew. The mess hall is where we all eat during meal times. During meal times it can be quite crowded in the mess hall as there are only 12 available seats and over 30 crew members onboard who are ready to eat. There is an “eat it and beat it” policy to help ensure that everyone who comes down to eat will be able to find a spot. Despite this, it is still a great way to converse with the crew and talk about events from the day before giving up your set to another hungry crew member.
Galley
Mess Hall
Crew Lounge
This is the place where crew members who have some down time can gather and socialize, though down time can be rare. There is satellite tv, a couple of computers, and hundreds of movies to choose from. Some available movies haven’t even been released onto DVD for the common household yet, but they are available to the military. They do this because not everyone has access to current movies when they are away from home for extended periods of time. All of the DVDs are encrypted and can ONLY work on the machines aboard the ship. I was excited to find a copy of The Hunger Games and I plan on trying to watch it before my trip is over.
Lounge 1
Lounge 2
Labs on the Oregon II
The Wet Lab
The Wet Lab is where all of the samples from the groundfish trawls are sorted, counted, measured, weighed, and sexed (gender identified). Buckets filled with animals from the nets are dumped onto a large conveyor belt and spread out to make sorting the different species out into individual baskets easier. Everything in the wet lab can get wet except the sensors connected to the machines. We need to be cautious around the sensors when we are cleaning up after a sampling so as not to get water in them.
Wet Lab
The Dry Lab
The Dry Lab is where all of the computers are located that record all of the data from the samplings. As the name of this lab states, everything in it is dry. Water should never come into contact with the equipment in here because it can seriously damage it. In between samplings, this is typically where the scientists gather to wait for arrival at the next sampling station.
Dry Lab
The Chem Lab
This is where all of the plankton samples are stored. It is also where water samples taken from the CTD are tested for dissolved oxygen (DO). The CTD does have its own DO sensor, but it is always best to test something more than once to ensure you are collecting accurate data.
Chem Lab
Personal Log
Day 1 – July 5th
I arrived in Gulfport/Biloxi, Mississippi late in the afternoon of July 5th. The chief scientist, Brittany Palm, met me at the airport and drove me over to the Port of Pascagoula where the Oregon II was docked. We met up with two college volunteers, Kayla and Andrew, and got a quick tour of the ship (the air conditioning was out!) before we headed over to a wonderful local barbecue restaurant. We returned after dark and were welcomed with a fixed AC! I unpacked my belongs into my latched drawers and made up my bunk bed up so that everything would be in place when I was ready to hit the sack. It took a couple of nights for me to get use to the sounds of the ship, but now I hardly notice them.
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Day 2 – July 6th
When I woke up the next morning, I decided to venture out into downtown Pascagoula which was only a 5 minute walk away from the ship. It is a quaint area with little shops and restaurants. I met up with the two volunteers and we picked a business that had the best of both worlds, a restaurant and a shop, to have a wonderful breakfast. We had to be back on the ship by 12:30 for a welcome meeting, but we took some time to snap a few pictures of our floating home for the next 12 days. We were underway shortly after 2 pm (1400 hours in military time). It was fun to watch our ship depart from the dock and enjoy the light breeze. It wasn’t long until we had another meeting, this time with the deck crew. We learned about the safety rules of working on deck and discussed its importance. The rest of the afternoon was spent relaxing and getting my sea legs. The gentle rocking does require you to step carefully, especially when you have to step through the water tight doors!
Day 3 – July 7th
Our first day out at sea was slow to start. We didn’t reach our first sampling station until early in the morning on the 7th, even though we left the Oregon II’s port in Pascagoula mid-afternoon on the 6th. I was sound asleep when we arrived because my shift runs noon to midnight every day, so my first sampling experience didn’t happen until almost 24 hours after we set sail. This was nice because it gave me time to explore the ship and meet some of the crew.
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Right after lunch I got to jump right in and help finish bagging, labeling, and cleaning up the wet lab for the team that was just finishing up their shift. After we had finished it was time to conduct my first plankton sampling. We went out on deck at the bow of the ship to prepare the CTD (conductivity, temperature, depth) device for deployment/release. After the CTD was released and brought back on deck, we deployed the neuston net to collect species samples from that same station. (I’ll explain the importance of this type of net in a later blog.) Once the collection time was complete, the neuston net was brought back on deck where we detached the cod end and placed it into a large bucket. Cod ends are plastic cylindrical attachments with screened holes to let water run through but keep living things inside during collection. The neuston cod end’s screens have 0.947mm sized openings. We then deployed the bongo nets to collect samples of even smaller species like plankton. (I will describe the purpose of the bongo nets in a later blog.) When the nets were brought back on deck, we detached the cod ends from the two bongo nets and placed those into buckets as well. The screens on the cod ends for the bongo net are even smaller than the neuston’s at only 0.333mm. When all of the nets were rinsed to make sure nothing was still stuck to the inside of the nets, we brought the buckets back to the stern of the ship to further rinse the samples and place them into jars for further examination by scientists.
Day 4 – July 8th
Holding a blowfish collected from a trawling
Today was a lot of fun because I completed my first groundfish trawl. The net for this trawl is located at the stern of the ship. When the net was brought back up on deck, it was emptied into a large box. There was quite the commotion when the fish were emptied out of the net. Not only were the fish flopping around like crazy and splattering water everywhere, their scales flew everywhere and it looked like shiny confetti! Anyone who was in a 6 foot radius was bound to be covered in scales. By the end of the day I thought I was part mermaid with the amount of scales that had stuck to me!
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There were so many fish in one of our trawls that we had to use large shovels to place the fish into more manageable sized baskets. The baskets were brought inside the wet lab to be sorted, weighed, measured, and labeled.
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The coolest animals I saw today were sea urchins, a sharpnose shark, and a blowfish. It was also fun to observe the different crab species, so long as I kept my fingers away from their claws!
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Question of the Day
There is only one right answer to this question. ? You’ll be able to find it at one of the links I placed in my blog. Can you find the answer?
Mission: SEAMAP Summer Groundfish Survey Geographical Area of Cruise: Gulf of Mexico Current Location: Waterloo, Iowa Date: June 22, 2012
Introduction
Welcome everyone to my first Teacher at Sea blog post! I am very honored to have been given this wonderful opportunity and am looking forward to this fast approaching experience!
As many of you may already know I am a K-5 gifted and talented teacher for the Expanded Learning Program (ELP) in Waterloo, Iowa and will be going into my third year of teaching this fall. I actually teach at two separate schools in my district, Lowell Elementary and Kingsley Elementary. It is awesome to work with such wonderful staffs and students at both buildings and be a part of both communities!
A picture one of my students took of me.
I love my job and the daily excitement it brings! I love presenting my students with challenges that require them to think in ways they may not have been asked to think before. My favorite part of teaching is watching my students learn and grow each day, and I am always in awe of who they’ve become by the end of the school year. I have always had a passion for supporting the needs of gifted and talented students and am thrilled to be in a position where I am able to do that every day.
Just as it is important for students to learn and grow each day, it is also important that teachers do the same. I am currently working on my Master’s degree at the University of Northern Iowa and will complete my course work next May. I have started preliminary work on my thesis and plan on receiving my degree, Education of the Gifted, in the fall of 2013. It is exciting, challenging work and has reinforced the importance of time management and working toward one’s goals. I always encourage my students to follow their passions and I hope I have set a good example. Overall, it has been a very rewarding experience.
My Passions
Here is a picture of me at age 4 fishing on the Kenai River in Alaska.
Besides gifted and talented education, I have many other passions. Growing up in a military family I was able to see and do things that many have yet to experience. Before I lived in Iowa, I lived in Colorado, Mississippi, and Alaska. (In Mississippi I lived in Biloxi which is VERY close to where I will be starting my Teacher at Sea adventure!) I spent a lot of time outdoors. Hiking, mountain climbing, camping, fishing, and whitewater rafting were many of the things I enjoyed while living in Colorado and Alaska.
View from the top of Eagle Peak in the Sangre de Cristo Mountains of Colorado
I knew from a young age that I was passionate about science. I loved exploring, experimenting, and questioning the “hows” and “whys” of everything around me. My excitement for science continued into college where most of my elective classes were science related. Biology, chemistry, and geology were my favorites. When I took my first geology class I was enthralled by our world’s natural history and how we can “dig up the past”.
After taking a course specific to Iowa geology, I have now learned that geology is exciting everywhere, not just in Colorado. My students can attest to my passion in geology as my room is littered with all of my quarry findings!
Geology ROCKS! – At a local Iowa quarry.
Within the realm of geology is the important connection to our world’s oceans. Many people may think that geology is what we can see on the surface: rocks, mountains, valleys. However, it is important to remember that even at the depths of our oceans, geological activity takes place.
SCUBA diving in Alexander Springs, Florida.
My passion for our world’s oceans began shortly after my first experience snorkeling off the coast of Key West, Florida. After viewing the ocean through a pair of goggles, I was transported into a new and exciting world. Swimming alongside angelfish, parrotfish, barracuda, and sharks was beyond my imagination.
It wasn’t long after my snorkeling adventure on Dry Rocks Reef that I started the certification process to become an Open Water SCUBA diver. While I won’t be able to SCUBA dive during my Teacher at Sea adventure, I will still be able to explore life from the depths of the Gulf of Mexico aboard the Oregon II which will be just as exciting!
My Teacher at Sea Adventure
The mission I will be supporting this summer is the SEAMAP Summer Groundfish Survey. SEAMAP stands for Southeast Area Monitoring and Assessment Program. The SEAMAP-Gulf of Mexico survey has been conducted since 1981.
The NOAA Ship Oregon II conducts a groundfish survey twice each year, once in the summer and again in the fall. Samples are gathered at randomly chosen stations and brought back up to the ship for examination to determine the abundance, distribution, and health of the fisheries in the Gulf of Mexico. The NOAA Ship Oregon II is stationed out of Pascagoula, Mississippi which is where I will begin my journey.
Once my adventure begins, stop back frequently and check for new blog postings! Make sure you leave comments and questions at the bottom of my blogs, especially if it is something I can explore while still aboard the Oregon II! I will make sure to answer you back as soon as I can and maybe even include your answers in my later blogs!
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 12, 2011
Weather Data from the Bridge
Latitude: 29 03.78 N
Longitude: 080 32.183 W
Wind Speed: 9.76 kts
Surface Water Temperature: 29.20 C
Air Temperature: 29.88 C
Relative Humidity: 84%
Barometric Pressure: 1012.55 mb
Science and Technology Log
NOAA Ship Oregon II is like a city. This 175’ research vessel has the capability of making potable water, processing sewage, and making its own power. Yesterday I followed around the engineers as they prepared for us to go to sea so all these things would run smoothly.
Because there are so many fluids on board (such as lubricating oil, hydraulic oil, waste oil, and diesel), it is very important to know their levels in order to be able to balance the ship. The Captain runs stability tests before going to sea. The engineers measure these fluids. How do they do it? They take tank soundings. If the engineer is measuring how much diesel is in the tanks, it is called innage. If the air space in the tank is measured, it is ullage.
Stainless steel tape and brass plumbob used for sounding the tanks
William, 3rd Assistant Engineer, sounding a tank
The lid to the tank is taken off first. Next a stainless steel measuring tape with a plumbob (weight) is lowered down into the tank. (Stainless steel and brass are used to prevent static electricity.) When the plumbob hits the buckler plate at the bottom, the tape is reeled in to see the level of the diesel. On this ship the readings are done in feet and inches. Some ships use the metric system. Either way, it is crucial that the measurements are read accurately. After the readings are taken, they put the numbers into a sounding table to calculate how many
Gene, 1st Assistant Engineer, making conversions on the sounding table
gallons still remain in the tank. There are 9 diesel tanks for NOAA ship Oregon II. Can you guess how many gallons of diesel the ship holds?
After soundings are taken for diesel, hydraulic fuel, and lubricating oil, a sounding is done for waste/dirty oil. All ships have to keep an oil record book to account for proper disposal of the dirty oil. In the event there is an oil slick on the ocean, the record book will show where all the oil for the ship went. NOAA is very cautious with the oil. One drop of oil can contaminate 100,000 gallons of water!
Dirty strainer
Another task to perform before going to sea is cleaning the strainers. Salt water is used to cool the engines; however debris comes in, too. The strainers stop the debris. When they get full the engines will overheat if they aren’t cleaned. According to the engineers, the strainers are much fuller in Pascagoula than in Charleston.
Reverse osmosis machine
NOAA Ship Oregon II also makes potable (safe to drink) water. This is done by the reverse osmosis machine. Essentially the water is squeezed through membranes. The government allows up to 700 parts per million (ppm) of salt, but on this ship it is kept to 150 ppm. Water is made 22 miles or more from the coast. This is due to the fact that there are more pollutants closer to shore. The ship can carry 7,000 gallons of potable water.
Brian, Junior Officer, laying down the track lines
Charting is one of the many other things that must be done before sailing. This is done by the Junior Officer, Brian. He is responsible for laying down the track lines (the course the boat will take). At any given time, he has 3 days tracked. This is done electronically then it is logged on the paper chart. On the map, blue is shallow water and white is deeper water. For Charleston Port, blue is 18 feet and below and white is 18 feet or above. This differs from port to port.
Personal Log
Brian, Electronics Technician
NOAA Ship Oregon II has an entire crew of experts. Thanks to Brian, Electronics Technician, for fixing my laptop which had a virus. Had it been plugged into the network, it could’ve shut down the entire NOAA fleet! All the ships rely on the internet for weather, latitude and longitude, etc. Thank you, Brian for fixing the problem!
You may have noticed from the Ship Tracker that we left from Charleston rather than Mayport. This was a precaution taken because of Tropical Storm Emily. When I arrived at Papa Pier in Charleston, I was greeted by Commanding Officer, Master Dave Nelson. He told me to just call him “Dave.” He is extremely down-to-earth and eager to share what he knows with me. It is obvious he has earned the respect of the entire crew.
Boarding NOAA Ship Oregon II
Cliff, Fisherman
Over the course of the evening, I got to meet many of the crew members. They each were very helpful in getting me ready to sail. One of the fishermen, Cliff, greeted me and explained longline fishing. Right now, however, we are transiting, or steaming, down the coast for 3 days. They won’t start fishing until we round the Florida peninsula on Sunday. Suffice it to say, I’m having the time of my life! This crew is awesome!
At the airport with Mom and Dad
I had two added bonuses for my trip to sea. My parents dropped me off at the airport. They said it reminded them of me going to my first day of kindergarten with my shorts, T-shirt, and backpack! I also got to see my sister and her kids on a layover in Dallas. My nieces made a card for me which I have in my locker. In it my niece Ellie asked, “What are you going to grow up to be?” I have to say, the very fact that she doesn’t think I’m grown up makes me smile. Robert Ballard said it best, “I am a lifelong learner . . . a kid who has never grown up.” So Ellie, in answer to your question, I want to be a kid when I grow up. I don’t ever want to stop asking questions and asking “why?” It’s what kids do best.
Picnic with my nieces and nephew on a layover at DFW
Card from my nieces
Photo Gallery from NOAA Ship Oregon II
My living quarters, stateroom 12
Dolphin playing on starboard side of the ship
Walter, Second Cook, and Paul, Chief Steward, in the galley- The meals are WONDERFUL!!
This cruise’s mission is two fold: 1) stock assessment of fish and invertebrates and 2) mapping of the hypoxia zone. To assess the fish and invertebrate stock, a 40-foot bottom trawl net collects bottom samples from designated sites. The samples are gathered, identified, measured and weighed by the scientists on board the ship. Data collected is eventually used to set bag limits for fish and shrimp. To measure the hypoxic zone, equipment is deployed from the ship at specific sites. Dissolved oxygen level is collected. This data is used to map the Gulf of Mexico’s hypoxic zone.
Personal Log
I arrived onboard the OREGON II on July 4th eager to set sail. However, we have been delayed because the auxiliary emergency generator onboard will not start. Once the generator functions properly, we will be able to set sail.
My position title is watch stander and am told training for my position is “on the job”. I am scheduled on the day shift which is 12:00 to 24:00. I look forward to fulfilling my duties as a watch stander to better understand how the samples are collected and processed.
Today we had stormy weather around us during the night. This caused the moon, if any, and the stars to be obscured and increased the intensity of darkness both above and below the surface. This may have been a factor which contributed to the amazing catch we made shortly after sunrise.
When the net was pulled in, it was obvious that it was very full. As it was lifted out of the water, it became clear that it contained many small fish, mostly Croker, approximately 4-5 inches in length. The unloaded catch was too much to be held in the fish box on deck. When they came along the conveyor belt, there were no snapper to be seen and very few shrimp. It appeared as if we had captured an entire school of fish. The final catch weight was 985 Kilos. Out of this, there were approximately four gallons of shrimp, all varieties included.
Interview
Alonzo Hamilton: Watch Leader for the Midnight to Noon scientific watch on the OREGON II summer fisheries survey of the Gulf of Mexico.
What is the title of your position?
Research Fishery Biologist
Were you a good student in school?
Average
In what school year did you make up your mind to become serious?
Community College
Did you go to College?
Yes.
What kind?
Two years at Community College then a BS in Biology at Jackson State University, Jackson Mississippi
Do you have any scientific degrees?
Masters Degree in Marine Environmental Science
Why do you enjoy about this work?
I like everything about it. I like the freedom of being out in the field and then I like the finished product that comes from what we do, in terms of data analysis.
What percentage of your work year is spent at sea?
125 days per year
When you are ashore, what kind of work do you do?
I’m analyzing data, editing data and being the Safety Officer at the laboratory. It’s a desk job
Is your family comfortable with this lifestyle?
They’re more comfortable with it than I thought they would be. Do they like when I’m away, no. But they also don’t like the disruption that I cause when I’m at home. So it’s a trade-off. I think they’ve adjusted to the lifestyle itself. They know that when I’m home I’m there and they know that when I’m away, I’m at work and they accept that.
If you could be anything you want, what would you be?
A fishery biologist.
What advice would you give to young people who are interested in this career path?
Do it because you enjoy it. Don’t do it for any other reason. Regardless of what you are doing, do it because you enjoy it.
Personal Log
Today I worked at the beginning of the line instead of the end. All this time I have been primarily looking for shrimp and the select species which, on this cruise, is mainly red snapper. However, when I dug into the sample rather than the full catch, I had a great time. There were lots of terrific looking crabs that I’ve never seen. There were some interesting fish. I was surprised that I am actually able to decipher the differences between the species.
Question of the Day
Why are the conductivity, temperature and depth measurements important?
Answer: These pieces of data are used to compute salinity.
At this point in the survey, the stations are not far apart but they are up, down, in and out. We are actually steaming back to one of the day stations in order to do the same area as a night station. All of this activity is taking place in the general vicinity of Corpus Christi. This area receives a great deal of fishing pressure year around, both commercially and recreationally.
Our last night catch pulled in a beautiful collection of shrimp. The total for the catch was about 25 Kilos and we ended up with more than 18 Kilos of shrimp. When you account for the trash that was included, that left a very small volume of fish other than the shrimp. When the net came up and spilled out into the baskets it was a lovely golden color.
This morning when we came on watch we were informed of a new procedure. We will now be keeping one specimen or each type caught along with one species of skate. These will be placed together in a plastic bag and returned to the lab for further study. There is a relationship study being conducted between the species.
A Hemingway fish was waiting for us this morning too. It is red all over and has big poofy cheeks. It is interesting to look at and this one was about thirteen (13) inches long. The catches today were much smaller than the previous night. By morning we were not catching many shrimp at all.
Personal Log
I had a much better time today. It was possible to get all the work done without rushing and we were also able to keep the baskets and the lab relatively clean. When the mud gets thick, the place takes on a bad smell that becomes oppressive. It is important to maintain a constant vigilance on the fish odor to keep the bacterial buildup under control.
Question of the Day
During what part of any twenty-four hour period can you expect to catch the most shrimp?
Answer: The dark time. The shrimp hide in the mud during the day and come out to feed in the dark when the predators are not able to see them as easily.
This was a day when we were never able to catch up with the fish. There were constantly fish on the deck waiting to be sorted. The trawls were frequent and close together. Throughout the night and into the morning, the catch was mostly shrimp. We had a wide assortment of shrimp. All the commercial varieties—brown, white and pink—were well represented, as well as the several types of non-desirable species.
Personal Log
Today was the day I “hit the wall.” I worked myself as hard as I could throughout the shift. The only time that I relaxed at all was when I was watching the dolphin that had followed the net and that was attracting the attention of Brittany. Otherwise, I was working as fast as my brain and body would allow.
Question of the Day
What kind of shrimp do they use to make “popcorn shrimp?”
Answer: Trachypeneus similes! I know that’s a “trachy” question. Trachypeneus shrimp are not considered “commercially viable” at this time. Previously, brown shrimp were not considered to be marketable. As the demand for a product increases, so does its marketability.
Things started out fairly normal this morning. There were fish waiting on the deck when our watch began. We then steamed to a new location. This station went as planned. On the next station the trawl went out and things were going well. We were processing fish when we smelled something strange. We concluded that there was something burning and we went out onto the deck.
Yes, something was burning. It was a clutch. This was an engine part, not an actual fire. There was no need for a fire alarm to sound. The problem was recognized. Although we are now short one Power Transfer Output (this is what takes engine power and uses it for winches and other power tools) we can continue our mission.
Personal Log
The engine problem was really no big deal. It was much like burning up a clutch in a car. The smell is pretty awful and there is a little smoke but no fire. The smoke comes from the rubbing together of the surfaces under pressure. It was great to see the various ship’s personnel work together so smoothly and quickly to discover and correct any problems.
After going off watch and showering, I made a mistake. I did not remember that we have weekly drills. So, there I was, fresh out of the shower standing in the middle of the room when the alarm sounded and my roommate came running in to gather survival gear and personal flotation devices. I jumped into the nearest clothing, my pajamas, and joined in the drills.
Question of the Day
As part of the Commerce Department, what is the goal of NOAA science research?
Answer: To collect information which can be used to answer the scientific and policy questions which impact our shared environment.
Most of this watch will be spent steaming to the first southern station. Our ETA (estimated time of arrival) is 8:00 am. We are planning to do a full station meaning CTD, Neuston, and a Trawl. It is midnight now and I am hoping to get an interview with our Chief Scientist prior to beginning the station.
The first Bongo is scheduled for noon. Dan Carlson, a graduate student at Florida State University, is aboard researching his master’s thesis. He is utilizing the water samples from the Bongo to learn more about the development and origination of red tides which bloom in the Gulf of Mexico.
I have just been put “in charge” of the Neuston for this station. That means I am responsible for seeing that the net is dragged for ten minutes, that the organisms which are gathered are washed down into the cod end and that the sample is then gathered are delivered to the plankton transfer table.
Personal Log
The Chief Scientist has been actively engaged with data collection and correction activities. I understand that a server has failed and that all time/date information must be hand entered into all data sheets. This is time consuming but very necessary for the sake of accuracy.
Question of the Day
What is red tide?
Answer: It is an organism, named Karenia Brevis, which produces a neurotoxin which, in turn, is toxic to virtually all sea life.
NOAA Teacher at Sea
Susan Just
Onboard NOAA Ship Oregon II June 15 – 30, 2006
Mission: Summer Groundfish Survey Geographical Area: Gulf of Mexico Date: June 19, 2006
Science and Technology Log
There is very little to report today. The only science being done aboard the OREGON II is the data compilation of Kim Johnson, the Chief Scientist. As far as technology goes, the main action was the efficient repair of the forward radar so we could get underway again.
Personal Log
I know I should be focused on the mission but I have to admit that I have benefited from this down time. I’d been moving fast and furious since before school ended. Taking some time to read and rest has made a new woman of me. We expect to be on station in about 20 hours so my next watch will still be clear. I’ll get some interviews in, hopefully.
Question of the Day
What do fisheries research interns do on watch when the boat is steady steaming?
There will be no fish caught today. The OREGON II is steaming to port in Galveston. One of the two radars has failed. The ship is required to have two functioning radars in the event that one should fail. Therefore, we must return to port and make repairs.
When the radar was lost, we were underway to the tip of Texas, off the coast of Brownsville, to begin surveying in preparation for the Gulf Coast shrimping season. We expect to make port this afternoon and get underway south again sometime Monday.
Personal Log
I don’t mind having this time off from the fish. Part of my mission is to write lesson plans that correspond to the activities aboard. This will give me time to work on the plans.
Question of the Day
What does the radar do?
The radar serves as a set of electronic “eyes.” It recognizes obstacles in the distance so that they can be avoided by making necessary course corrections.
This watch began, again, with fish waiting on the deck. We processed that catch just as we had all the others. While we were processing, another catch of fish were being collected. A CTD was also performed. When the fish catch has been processed, it is necessary to return the processed organisms to the sea. There is a shoot in the wetlab designed for this purpose. The shoot has not been working properly so far on this cruise. During our watch it backed up completely. Water was rising up through the drain in the floor. Clearing the blockage took several hours.
The catch was sitting on the deck and we had no reason to believe that we would get the shoot clear any time soon. The Watch Leader elected to process the catch “dry” so we separated and identified the species without the benefit of water to clean the organisms. Following this catch, the shoot was cleared and the lab was cleaned. We are now making our way south to assess the Texas Gulf Coast shrimp prior to the beginning of their season..
Personal Log
What a mess! Each organism had to be dipped into water just so that we could be sure it was identified properly. We found hundreds of little shrimp that are not even harvested for food purposes.
Question of the Day
Where do the shrimp live? Answer: In the mud on the bottom of the sea.
NOAA Teacher at Sea
Susan Just
Onboard NOAA Ship Oregon II June 15 – 30, 2006
Mission: Summer Groundfish Survey Geographical Area: Gulf of Mexico Date: June 16, 2006
Weather Data from Bridge
Visibility: nautical miles 8-10 (nm)
Wind direction: 205.5 ◦
Wind speed: 11.3
Sea wave height: 0-1
Sea swell height: 1-2
Seawater temperature: 28.7
Sea level pressure: 1016.6
Cloud cover: 5/8 Altostratus and cirus
Science and Technology Log
Tonight we began with a Neuston. Now I know that a Neuston is a rectangular frame to which has been attached a “sock” style net with a round portion at the bottom known as the “cod end.” The Neuston drags at the surface and catches sargassum (sea weed) and also plankton. Why? I’ll need to find out.
Next we pulled in the Bongos. These are round shaped “sock” nets with cod ends. In the cod ends, plankton and other sea life are collected from either the bottom or a maximum depth of 200 feet. The “catch” from both the Neustons and the Bongos are placed into jars with formaldehyde as a preservative. Forty-eight (48) hours later they are transferred to alcohol. They are then shipped out for processing.
The CTD was performed to capture water samples and hydrological data. All of the information is assembled and accompanies the samples to the lab for processing. Finally, we weighed and sorted the catch. Each species is identified by its scientific nomenclature which means we hear a great deal of latin in the wet lab.
Personal Log
OK, I’m not quite as confused now. I had a great night’s sleep. I am beginning to learn some of the scientific names and I have gotten my fingers onto the computers that record the data regarding the organisms we classify. I’ve started having intelligent conversations with people and I am beginning to make sense of the activities aboard the ship.
Question of the Day
What is the purpose of collecting the organisms in the Neuston and the Bongos? Answer: Plankton data is part of a long-term study regarding trends in fish populations.
Our watch began at midnight. When we arrived in the lab there were fish awaiting processing. All commercial quality shrimp were separated from the catch and a representative sample of the whole was reserved for sorting. The sort included many species which were identified, counted, and weighed. Individual members of each species were measured and counted, up to twenty (20) per species. Finally, Two hundred (200) brown shrimp were counted out, separated according to sex and then measured and weighed, individually. Bongo, Neuston and CTD samples were drawn but I was occupied with the fish catches. These catches were repeated constantly throughout the watch until noon at which time we were relieved. Bongo, Neuston and CTD samples were drawn but I was occupied with the fish catches.
Personal Log
What have I gotten myself into? I am on the night watch. This means that my sleeping hours have changed, literally overnight, to between noon and midnight. Dinnertime has disappeared. Lunch has become the big meal of the day. I can best describe myself as confused.
So far my impression is that all members of the ship’s crew and the scientific party are professional, helpful and “nice.” It is easy to recognize the ship’s officers because they are dressed in uniforms. Everyone else is arrayed in their personal gear and, generally, there is a state of designed “disarray.”
Question of the Day
What is the most important skill to be learned before becoming a field scientist? Common courtesy/etiquette (be polite!).
NOAA Teacher at Sea
Right now there are not many people on the ship, but when we hopefully set off on Friday evening we should have about 28 people total, including 10 in the science party and 18 officers, crew, engineers, fishermen, and stewards. Look for more information about the folks who live and work on the Oregon II in future posts.
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