Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1
Geographic Area of Cruise: Western North Atlantic Ocean
Date: August 19, 2026
Late afternoon on August 11, 2026, my last night aboard Oregon II.
On August 12, 2026, I disembarked from Oregon II and set foot on land for the first time in 17 days in Charleston, South Carolina. Gradually, the team we had formed for the first leg of the survey began to break up as people went their separate ways. Some would be embarking again in three days’ time for the second leg of the survey. Some were taking their vacations or heading back to work on land but would return for legs three or four. Others, like me, were only part of this one journey from Pascagoula to Charleston.
Arthur Ravenel Jr. BridgePhoto credit: Gretchen ArndtArriving at port in Charleston, SC
It is certainly a strange experience to work so intensely with a group of people – even living and eating meals together – and know that the same team will never come together again exactly as it is. Those of us who wouldn’t return were making way for new people to arrive and gain their own experience. (There is even another Teacher at Sea expected later in the survey!) This is also something we have to accustom ourselves to in education. For a year, we build a sort of family in a classroom, with our own rituals, inside jokes, and memories. Then we ultimately have to say good-bye so that everyone can move on and keep growing somewhere else. As a teacher, I want to make sure that what students experience in my class helps them to contribute the best of themselves to every new team they join.
This week I am returning to school to get ready for the new academic year. I am reflecting on what I learned from my work and life aboard Oregon II and how I can bring that to bear on my teaching and collaboration with colleagues this year. Of course there are many lessons about science and maritime careers. But there are also lessons about resilience, curiosity, and being willing to take risks. I enjoyed so much support from my family, friends, and colleagues at home. My entire district was cheering me on and colleagues told me how brave they thought I was for trying this. Yet it is this very support that allowed me to feel brave enough to go for this opportunity and follow through with it. Having a foundation of trust and support makes people more willing to take on new challenges. We can risk failure because we know somebody will be proud of us just for trying. This is the kind of culture that needs to be built in a classroom. As I decorate my classroom and write lessons, I am thinking of how I can both challenge and support my students this coming year.
That being said, I am also super excited to show my students pictures of sharks, sharks, and more sharks! It occurred to me how very few people have been able to touch, tag and hold sharks like I did. My students are going to be so excited and they will have so many questions for me. Besides sharks, I want to show them pictures of scientists working outside with tools that are like what they might find in a toolbox at home or what their parents might use at work. I want to show them strong scientists holding shark heads and tails to keep their colleagues safe while they measure and tag an animal. I want them to know that some of the scientists I met didn’t always have the easiest time at school, but they still went on to learn, achieve, and snag one of the coolest jobs in the world. I’m also eager to show them pictures of some of the cool machinery aboard ship and allow them to imagine what skills they might need to be an engineer or steward. A boat is like a floating city and it requires many talents to keep it safe and moving forward.
I’m looking forward to sharing what I’ve learned with other educators. (I’ve already had other teachers ask me about they can become NOAA Teacher at Sea!) In our first meetings back at my school, we discussed our main objectives for the year, one of which is to strengthen students’ writing in science class. Being a Teacher at Sea gave me a lot of first-hand experience with how difficult it can be to express scientific concepts clearly and how important it is to be precise. Yet the processes of recording, writing, and drawing can actually help us solidify new learning. Next week my students will be putting together their science notebooks in which they will record all their observations during classroom experiments. We will discuss the importance of taking precise measurements and recording them carefully with the correct units. (After being the data recorder while a team of scientists holds down a thrashing shark to measure it in millimeters, I feel like I have some insights to share.) I can’t wait to see those notebooks fill up with all of their learning and — most important — new questions to investigate.
If you have been following along on my journey, I want to take a moment to thank you. At times, it was a real challenge to sit down and write but then I would think about everyone who told me they enjoyed reading my blog or looking at my pictures. Knowing I had people excited to read about what we were up to on Oregon II or to learn something new about the ocean motivated me. It’s been such a pleasure to share this with you.
Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1
Geographic Area of Cruise: Western North Atlantic Ocean
Date: August 8, 2026
Latitude: 31° 36.130’ N
Longitude: 79° 40.546’ W
Weather Data from the Bridge: South to southeast winds, 5 to 10 knots. Seas 4 to 5 feet. Showers likely and scattered thunderstorms.
Science and Technology Log
NOAA Operations Officer Heather Gaughan and science volunteers Maysin Douglas and Kleys Morillo measure the length and weight of an Atlantic sharpnose shark (Rhizoprionodon terraenovae)
In the past couple days, we have begun to catch a greater number of small sharks that do not require the cradle. When a smaller shark is hauled up, length measurements are taken on a board that’s like a big ruler. They can be weighed by hanging them from a handheld scale. During this process, I was able to hold a juvenile tiger shark!
How do you hold a shark safely? Sharks are similar to alligators in that they have very strong muscles for biting down but weak muscles for opening their mouths. If you hold them firmly in the right spot, it is possible to keep their jaws clamped shut. In the cradle, the person controlling the shark’s head applies downward pressure to keep the jaws closed. On the deck, grasping with thumbs and fingers on either side of the jaw does the trick.
I was assisting with measuring when suddenly everyone around me insisted that I hold the shark. I am not going to lie: I was terrified to hold that shark! But everyone here is very encouraging and they want to make sure I don’t leave anything on the table. After all, I came out here for a challenge. So I took the shark that was handed to me and now I can live without regret. I sent this picture to a student’s mother to show him and he said, “Aww, that’s my teacher, she’s a shark catcher!” New teaching level unlocked.
Because this leg of the survey spans the end of July and the beginning of August, we have had to participate in abandon ship drills twice. During these drills, we practice getting to our muster stations for fire, mariner overboard, and abandon ship emergencies. For the abandon ship drill, we have to practice putting on our survival suits. These all-in-one suits are designed to keep you afloat and prevent hypothermia while awaiting rescue. They are also equipped with whistles and lights so that you can alert other ships to your location. My suit was comically large, but I was assured that it would still keep me warm and afloat should I need it.
You might wonder why we would need protection from hypothermia in the summer when the water is around 80° F. Water conducts heat better than air. This is why you can briefly stick your hand into a 400° oven without injury but 212° water will burn you instantly. Being immersed in water below your body temperature will sap your body heat much faster than air at the same temperature would and your body can’t keep up with maintaining warmth. You can become hypothermic in 80° water within a couple of hours. When you are far from shore, it could take much longer than that for another vessel to know you’re in trouble, locate you, and arrive to rescue you.
Although being aboard ship — or out on a recreational boat — can be a lot of fun, safety should always be first in everyone’s mind. If you’re planning to get on the water, please make sure you’re ready for emergencies and have all required safety equipment. Boating laws vary by state but this site from the US Coast Guard is a great place to start learning: https://www.uscgboating.org/recreational-boaters/
Cheyanne Vanderdonckt wearing a survival suit during a safety drill (Photo credit: Maya Seehotlz)
While the deck crew and science team work in the well deck hauling in the line, the officer driving the ship is just as busy up on the bridge. NOAA vessels are under the command of officers from the NOAA Corps, which is a uniformed service branch. Oregon II’s commanding officer (CO) is Commander Jesse Milton and he was kind enough to give me a tour of the bridge during haulback operations one evening. It is the quietest place on the ship and it has a wonderful mix of 1960s era control panels and new technology. After dark it is illuminated only with red lights to preserve night vision. Even with modern radar and sonar systems, the most important safety feature is the vigilance of the person at the helm.
In the picture below you can see Operations Officer Heather Gaughan looking out the starboard window to maneuver the boat from the controls there. There is a similar setup on the port side, as well as the primary controls in the center. Being able to operate the vessel from these different vantage points assists with operations such as docking and hauling in the fishing lines. After the fishing line is set, the line is cut so it is no longer attached to the ship. This means the ship must go back and pick it up again. The ship must approach the high flyer close enough for crew members to be able to catch the line attached to it with a grappling hook, but not so close that it runs over the line. Then the ship must change its angle of approach so that the line is more or less parallel to the side of the ship. These are delicate maneuvers that require coordination and communication between the bridge and the crew hauling in the line.
In the bridge, Operations Officer Heather Gaughan drives the ship while looking out the window to starboard while Commanding Officer Jesse Milton looks out the front.
As part of my Teacher at Sea experience, I was invited to deploy two drifting buoys as part of NOAA’s Adopt-a Drifter Program. This program helps connect students to ocean science as they track the movements and data from their drifters.
The drifter itself consists of a spherical float — like a large, rigid beach ball — attached by a tether to a drogue. The drogue looks kind of like a large windsock or a fabric play tunnel. It helps to anchor the buoy in the upper surface of the water, rather than allowing it to be tossed around in the wind and the waves. Students can track the drifter buoy as it moves along in ocean currents and gathers data on sea surface temperature. Other data gathered can include barometric pressure, wind speed/direction, and salinity.
The data from drifters can be used to support weather forecasting, as well as climate research. All of these drifters are part of the Global Drifter Program, which aims to maintain an array of these mobile data transmitters around the globe. You can see all the drifters on a map and click on each one to learn more about it here: https://www.aoml.noaa.gov/global-drifter-program/
Before deploying the first drifter, we decorated it with stickers and messages for my students. We chose a spot within the Gulfstream current to give the drifter buoy a good chance of traveling far. The batteries typically last about 400 days but they have been known to last much longer. Before we tossed it off the stern, the bridge made an announcement for anyone who wanted to come watch. It felt like a little celebration.
Our decorated drifting buoy ready to be deployed, deployment with lead fisherman Sean Gronquist, and a view of the buoy drifting away. (Photo credits: Cheyanne Vanderdonckt and Maysin Douglas)
Aboard ship, we are beginning to ask one another what we miss from land. We miss our pets and going barefoot (not allowed for safety reasons on the ship). I miss my husband and taking naps on the couch with my dog. It’s also a little frustrating to see all this water and not be allowed to swim!
I am still enjoying being at sea, but I miss working within my realm of expertise. At my workplace, I am an experienced employee that people may come to for help with challenging student behaviors or ideas for teaching a tricky concept. Here I am helpful with routine tasks, but way over my head in scientific conversations. This is also really helpful for understanding the emotional dimensions of learning. When students are struggling, they need support but they do not need us to remove all of the discomfort. This is often our first instinct as we teachers tend to be compassionate people, but being able to tolerate some level of discomfort is critical to learning. Supporting students through this — rather than seeking to eliminate all friction — is how we can help them to become lifelong learners. Instead we can remind them that making mistakes and temporary confusion are normal parts of the learning process. You can invite students to think about skills they have now that used to be difficult or impossible for them and think about how they improved. Sometimes all we need is a reminder that we have done hard things before and we can do them again.
While learning more about sharks, I have also been learning how scientists and the ship’s crew manage to write reports and e-mails in an office swinging from side to side at an inconstant rate. For the last few days the ship has been rocking quite a bit due to swell from a storm off the coast of Florida. This has made it challenging to read or write. Large objects on the ship are secured to keep them and us safe, but not everything can be strapped down so there are still some things falling off shelves. We will go on deck for a set or haul and return to find computers or other equipment on the floor. Everyone takes it in stride as part of life at sea. When I applied for the Teacher at Sea program, the application stressed three qualities above all: flexibility, fortitude, and the ability to follow orders. I can see these traits in the people working aboard Oregon II and I’m thinking of ways I can help to cultivate them in myself and my students.
Did You Know?
A chronometer is a highly accurate clock that can keep time under extreme conditions, such as those encountered at sea. Accurate timekeeping was difficult at sea when clocks relied on mechanical components whose movement was affected by the constant motion on the water. Being able to keep time accurately was important for navigation, particularly for calculating longitude. The marine chronometer was invented in the 18th century and began a new era for navigation.
During my tour of the bridge, Commander Milton told me I should get an engineer to take me down to the engine room to see Oregon II’s chronometer. It was originally part of the ship’s predecessor Oregon and is 100 years old. NOAA has educational activities to learn more about geography and navigation at https://nauticalcharts.noaa.gov/learn/educational-activities.html
Oregon II’s chronometer, originally part of its predecessor Oregon’s equipment
Geographic Area of Cruise: West Coast Pacific Ocean
Date: August 9 , 2026
Weather Data from the Bridge
Latitude: 45°46.3’N
Longitude: 124°15.9′ W
Wind Speed: 12 kts
Air Temperature: 15.0°C
Science and Technology Log
Today we had safety drills, and I felt more confident knowing what to do in an emergency. They also checked fire hoses, and the fire response team practiced suiting up and going to their stations as quickly as possible. We were going to light expired flares into the air, but unfortunately we were unable to do so due to the waves and the acoustic sonar being in the water.
Safety drill with expired flares
Commanding Officer Erick Estela led us on a tour of the engine rooms to see how the ship runs. It also gave me a better idea of how the net is deployed. Here is one of the winches that connects to the doors that hold the net open underwater:
Winch that controls the net door, located in the engine room
This is the rudder indicator of the ship:
Ship’s rudder
The engineers have everything they need to keep things running smoothly. They have a number of work areas, including a welding area:
Welding station
This hallway shows some of the electronics that control the generators that power the ship:
Automatic ship controls
There are many backup equipment processes in case something goes wrong. Here is an area that an engineer can control propulsion if there was an issue on the bridge. Also, if the power goes out, there is an old-fashioned sound-powered “land-line” that you crank to call:
Engineer Operating System Location where engineers can control the ship in case of emergency
Sound powered telephone
Before I came on board, I was worried that we would have to take “Navy” showers, like my father used to talk about when he was in the service. These are where you only turn on the water to wash away soap and shampoo. Luckily, times have changed and NOAA makes its own water onboard! Here is a photo of one of the evaporators where fresh water is distilled from salt water. They have multiple units, but they usually don’t need to use all of them, unless people take extremely long showers.
Fresh water distilled on board
There are also HVAC systems and sewage pumps (they use bacteria to break down solid waste):
Organic waste material is processed by bacteria
There are a few areas of the ships that have watertight doors that close during a flooding event, so that you can remain safe.
Doors that can be closed automatically by the bridge in case of emergency
We also checked out the damage control lockers located on opposite sides of the ship. If there is damage done to the hull, materials for containing the leak are available, along with fire mitigation supplies.
Damage Control Locker
Oil leaks are mopped up with items located in these yellow tubs:
Spill clean-up materials
The Dive Locker has wet suits, an air compressor for dive tanks, and other tools necessary for staff that are certified. Once a month, they check the hull outside of the ship to make sure everything is clean and intact. Divers train once a month to maintain their skills and certifications.
Dive locker
Did you Know?
Every night, the chief of science, the chief engineer, the operations officer, the commanding officer, all of the deck crew, and the survey lead meet to go over the trawl plan for the night. Based on the days acoustic data, they go over fishing locations, the weather, if any vessels or buoys are in the area, the topography, and if there are any concerns or updates from the crew.
Then they do an operational risk assessment. Each person puts up a finger, with 10 fingers being the highest risk, and zero fingers being no risk. They rate Resources (Boat and Equipment, Supervision, Communication, and Support), Environment (Surf Zone, Remoteness, Ice, Rocks, Traffic, Shallow or Uncharted water), Team Selection (Experience, Training, and Familiarity), Fitness (Physical and Mental), Weather (Effects on mission and safety),and Mission Complexity (New or experimental, or restricts maneuverability). If the total score is high, that can affect whether trawling proceeds or how many trawls will occur that night.
Operational Rish Assessment Form used during meetings
Personal Log
Before I left Eugene to fly to San Francisco, I was excited to start my time with NOAA but also nervous about how well I would adapt and fit in on a research expedition. Admittedly, the fish trawling and sampling is rigorous and switching to a night schedule was tiring for the first few days. But everyone has been so patient and open to all of the questions I have (they even let me steer the ship!), even though I struggle sometimes with understanding some of their answers. I’ve learned an incredible amount about marine biology, fisheries, and NOAA, along with learning about the people behind the jobs on board. Now, near the end of my time on board, I feel that I’m more than capable in the wet lab, I’ve adapted to life aboard a ship, and I’m now part of an incredible crew and team. Maybe it’s time I switch to a science teaching position…? 🙂
Geographic Area of Cruise: West Coast Pacific Ocean
Date: August 7, 2026
Weather Data from the Bridge
Latitude: 45°00.923°’N
Longitude: 124°27.721’W
Wind Speed: 14 kts
Air Temperature: 17.5°C
Science and Technology Log
My mother just texted me, “So, what do you do with the fish that you catch?” Great question!
Door used to hold open net
We do three trawls every evening, based on what the acoustic data shows us from moving our ship along our transect lines during the day. We do a marine mammal watch for 15 minutes before we cast the net. If everything is clear, we drop the net into the water. We then put two large metal “doors” into the water, that support the mouth of the net opening. The net has been specifically designed for the fish survey, to catch even the smallest fish larva and krill. Towards the end of the net, called the “codend,” there is a metal grate that is sewn into the net with a slit above it. This grate not only keeps larger species out of the net, like sharks, dolphins, and sea lions, but it also allows them to escape if they do swim into the net. There are sensors at the top and bottom of the net that show its position so we know that it is in the right position. Here is a photo of the monitor that can “see” the net:
This image shows how wide the net is open and its depth
We fish for thirty minutes, and then we hear “haul back!” which signals the net is being reeled back in. They use a large industrial spool to wind the net and the deck crew makes sure that it doesn’t get tangled, plus they stop if they see anything caught in the lines, such as mola mola (ocean sunfish) that like to hitch a ride in the net.
Stacey with a mola mola… this is a baby one!
When we reach the back of the net, this is where we focus for our survey. If there are any protected species, like salmon, we measure, weigh, and take a quick photo record before we toss them back into the water. We put hardy fish that are not part of our survey into a saltwater bucket and also toss them over the side once we collect data.
We focus mainly on our target species, Northern Anchovies, Pacific Sardines, Pacific Mackerel, and Jack Mackerel, and separate them out from the rest of the catch. From these, we take a random sample to measure and weigh, and then we remove their otoliths (ear bones) which can be used to determine their age. We document all the species we find, and if there are any sample requests (from universities or marine labs) that we can fulfill, those fish are put into the freezer.
Once we are done sorting, documenting, and data collecting, everything goes back to the sea and we clean up before the next trawl comes in. We always randomly sample five baskets from a catch, no matter how big or small it is. A “water catch” is if we don’t pull up any of our target species, but we’ve been lucky enough to have at least one in each of our trawls on this leg of the trip. I’ve been amazed at how different each of our trawls have been, and it’s changed quite a bit as we go north, with different species being more prevalent.
Science team collecting dataIdentifying animals present in the catch and calculate the weight proportionseparating speciesJack Mackerel JuvenilesHakePacific Electric RayTuberculate OctopusJack Mackerel AdultsMarket Squid, Medusa Fish, Whitebait SmeltPacific Sanddab, Rag Fish, Wolf EelYellowtail RockfishStaghorn Sculpin Boreal Clubhook SquidBlue Lanternfish, California Lanternfish, California Headlight FishSardinesCymothoa (Tongue-eating Isopod)Juvenile Rockfish, Comb Jelly, Praya, Pyrosome, Krill, Sergestid Shrimp, Dover Sole Larvae, Smelt and Anchovy Larvae, Speckled Sanddab Larvae, Rex sole Larvae, Barracudina, Spectacular Corolla (Pelagic Snail)Wolf Eels
Here are the fish that we have seen between San Francisco and Florence, OR :
English Common Name
Spanish Common Name
Scientific Name
Northern anchovy
Anchoveta del Pacífico
Engraulis mordax
Animalia
Animales
Animalia
Jack mackerel
Jurel del Pacífico
Trachurus symmetricus
Whitebait smelt
Pez lápiz
Allosmerus elongatus
Pacific hake (whiting)
Merluza del Pacífico
Merluccius productus
Pacific herring
Arenque del Pacífico
Clupea pallasii
Coho salmon
Salmón coho
Oncorhynchus kisutch
Chinook (King) salmon
Salmón chinook/rey
Oncorhynchus tshawytscha
Pacific sardine
Sardina del Pacífico
Sardinops sagax
Pacific (chub) Mackerel
Caballa del Pacífico
Scomber japonicus
Eulachon
Eulacón
Thaleichthys pacificus
Steelhead
Trucha arcoíris
Oncorhynchus mykiss
Whiptail ribbonfish
Pez listón
Desmodema lorum
American shad
Sábal americano
Alosa sapidissima
Abraliopsis felis
Calamar
Abraliopsis felis
Aequorea sp
Medusa cristal
Aequorea sp
Amphipods (order)
Anfípodos
Amphipoda
Wolf eel
Pez lobo moteado
Anarrhichthys ocellatus
Sablefish (blackcod)
Bacalao negro
Anoplopoma fimbria
Pacific argentine
Argentina plateada
Argentina sialis
Greater argonaut – paper nautilus
Argonauta
Argonauta argo
Shiny (shining) loosejaw
Pez dragón luminoso
Aristostomias scintillans
Moon jellies (genus)
Medusa luna
Aurelia sp
Deepsea smelts (family)
Peces de aguas profundas
Bathylagidae
Carinariid heteropod (shell)
Carinaria
Carinaria japonica
Heteropods (shell)
Carináridos
Carinariidae
Ocean Whitefish
Blanquillo
Caulolatilus princeps
Chiroteuthis calyx
Calamar de cristal
Chiroteuthis calyx
Pacific sanddab
Lenguado del Pacífico
Citharichthys sordidus
Speckled sanddab
Lenguado manchado
Citharichthys stigmaeus
Pacific saury
Paparda del Pacífico
Cololabis saira
Spectacular corolla (Sea butterfly)
Salpa
Corolla spectabilis
Sandpaper (tennis ball) squid
Calamar de cristal
Cranchia scabra
Comb jellies (phylum)
Ctenóforos
Ctenophora
Crabs – Shrimps (order)
Decápodos
Decapoda
California headlightfish
Pez linterna
Diaphus theta
Humboldt squid
Calamar gigante de Humboldt
Dosidicus gigas
Northern anchovy larvae
Larvas de anchoveta del Pacífico
Engraulis mordax larvae
Striped (luminous flying) squid
Calamar luminoso
Eucleoteuthis luminosa
Pacific Krill
Kril del Pacífico
Euphausia pacifica
Euphausiids (order)
Kril
Euphausiacea
Soupfin shark
Cazón
Galeorhinus galeus
Rex sole
Platija del Pacífico
Glyptocephalus zachirus
Hardtail (catalina) conger
Anguila serpiente
Gnathophis cinctus
North Pacific armhook squid
Calamar boreal
Gonatopsis borealis
Gonatus sp
Calamar Gonatus
Gonatus sp
Seven armed octopus
Pulpo siete brazos
Haliphron atlanticus
Hormiphora sp
Ctenóforo
Hormiphora sp
Diamond turbot
Platija diamante
Hypsopsetta guttulata
Medusafish
Pez medusa
Icichthys lockingtoni
Ragfish
Pez ragfish
Icosteus aenigmaticus
Pacific blackdragon
Pez dragón negro
Idiacanthus antrostomus
Cookie cutter shark
Tiburón cigarro
Isistius brasiliensis
Glass squid
Calamar Leachia
Leachia pacifica
Bay goby
Gobio escamoso
Lepidogobius lepidus
Pacific staghorn sculpin
Charrasco costero
Leptocottus armatus
Slender barracudina
Pez lagarto
Lestidiops ringens
California smoothtongue
Pez plateado
Leuroglossus stilbius
Eared (popeye) blacksmelt
Pez gelatinoso
Lipolagus ochotensis
California market squid
Calamar de California
Loligo (Doryteuthis) opalescens
Slender sole
Platija fina
Lyopsetta exilis
Dover sole
Solla dl Pacífico
Microstomus pacificus
Ocean sunfish
Pez luna
Mola mola
Robust clubhook squid
Calamar robusto
Moroteuthis (Onykia) robusta
Octopus squid
Calamar pulpo
Octopoteuthis deletron
Tuberculate pelagic octopus
Pulpo pelágico
Ocythoe tuberculata
Boreal clubhook squid
Calamar garfio
Onychoteuthis borealijaponicus
Ocean (pink) shrimp
Camarón rosado
Pandalus jordani
California Spiny lobster
Langosta de California
Panulirus interruptus
Barracudinas (family)
Peces lagarto
Paralepididae
Purple striped jelly
Medusa pelágica
Pelagia colorata
Pacific butterfish (Pompano)
Palometa del Pacífico
Peprilus simillimus
Egg-yolk jelly
Medusa huevo frito
Phacellophora camtschatica
Phronima sp
Phronima
Phronima sp
Pelagic red crab (tuna crab)
Langostilla roja
Pleuroncodes planipes
Plainfin midshipman
Pez sapo luminoso
Porichthys notatus
Praya sp
Sifonóforo
Praya sp
Blue shark
Tiburón azul
Prionace glauca
Pelagic stingray
Raya violeta
Pteroplatytrygon violacea
Heteropods (no shell)
Caracoles pelágicos
Pterotracheidae
Jewel fire squid
Calamar luciérnaga
Pterygioteuthis gemmata
Pyrosome
Pirosoma
Pyrosoma atlanticum
Salps (order)
Salpas
Salpida
Pacific bonito
Bonito del Pacífico
Sarda chiliensis
California scorpionfish
Pez escorpión manchado
Scorpaena guttata
Cabezon
Cabrilla marmoleada
Scorpaenichthys marmoratus
Brown rockfish
Róbalo orejón
Sebastes auriculatus
Rockfishes (genus)
Róbalo
Sebastes sp
Sergestid shrimps (family)
Camarones pelágicos
Sergestidae
Northern lampfish
Pez linterna norteño
Stenobrachius leucopsarus
Blackbelly dragonfish
Pez dragón
Stomias atriventer
California lanternfish
Pez linterna de California
Symbolophorus californiensis
Kelp pipefish
Pez pipa de California
Syngnathus californiensis
Blue lanternfish
Linternilla azul
Tarletonbeania crenularis
Smalleye Squaretail
Pez cuadrado
Tetragonurus cuvieri
Common salp
Salpa gigante
Thetys vagina
Pacific torpedo (electric) ray
Raya eléctrica de California
Torpedo californica
Jack mackerel larvae
Larvas de jurel del Pacífico
Tracharus symmetricus larvae
King-of-the-salmon
Pez cinta
Trachipterus altivelis
Mexican lampfish
Pez linterna mexicano
Triphoturus mexicanus
Panama lightfish
Pejecito punteado
Vinciguerria lucetia
Vinciguerria sp
Pez linterna
Vinciguerria sp
Longspine combfish
Pez peine
Zaniolepis latipinnis
While northern anchovy, Pacific and jack mackerel, whitebait smelt, and Pacific herring make up most of the fish we catch during our survey, California smooth tongue fish are our most common non-target species. Most of our target species are included in federal fisheries management plans, which means scientists regularly monitor their populations to help ensure they are harvested sustainably.
Understanding how fish populations change from year to year is essential for assessing the health of fish stocks and managing fisheries responsibly. Some species are especially important to the West Coast ecosystem and economy. Pacific sardines, for example, once supported a major fishery, but their population has declined dramatically in recent decades. Northern anchovies may not have the same economic value, but they play a critical role in the marine food web by serving as prey for many larger fish, seabirds, and marine mammals. Jack mackerel are also ecologically important and support commercial and bait fisheries that extend from state waters into federally managed waters.
Whitebait smelt and Pacific herring are unique to our survey because they are detected not only in our net catches but also in our acoustic data. Comparing the two datasets helps scientists validate survey results and improve estimates of fish abundance.
Did You Know?
FishBaseis a website where you can look up 36500 different fish species, their common names, and pictures to help you identify something that you see or catch. You can even find out what they are called in other countries where they are found, which is tremendously helpful when you are working with fisheries that expand beyond U.S. waters or with migrating fish.
Personal Log
We are now located off of Newport, and I realize we are getting to the end of our trawling survey. I’m excited to get back home and see my family and friends, but I know I’ll miss the adventure of being on a scientific expedition with experts in the field. I love asking questions about the fish we are seeing, the nautical gauges on the bridge, and what all the equipment is down below in the labs and engine room. The wind has died down, and it’s easier walking around the ship. I’m sleeping very well, better than at home, which must be due to the rocking or the physical labor of processing the fish trawling. My favorite activity is mammal watch, making sure none are close to our boat before we put the net into the water. Seeing whales with the moon over the water was a beautiful sight!
Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1
Geographic Area of Cruise: Western North Atlantic Ocean
Date: August 4, 2026
Latitude: 34° 20.659’ N
Longitude: 76° 35.444’ W
Weather Data from the Bridge: Southwest winds 5 to 10 knots becoming 10 to 15 knots in the afternoon. Seas 3 to 4 feet. Showers with a chance of thunderstorms in the morning, then a slight change of showers and thunderstorms in the afternoon.
Science and Technology Log
The survey is in full swing. Every day during our 12-hour shift we will arrive at 2-3 stations, and the night shift will do the same. The exact number depends on how far apart the day’s stations are, as well as weather conditions and how long haulbacks take. We work in the rain, but not if there is lightning. The distance between stations varies from about 10 to 50 nautical miles. (A nautical mile is approximately 1.15 miles on land.) Our exact speed varies with current and wind, but we generally travel at about 11 knots, which means 11 nautical miles per hour. We begin to bait the hooks for the next station about 15-20 minutes before we arrive. Then it takes about 20 minutes to deploy the line off the ship’s stern. As soon as we are done with that, a few members of the science team will go to the bow with the deck crew to deploy a device that collects data about the water column (more on that below). An hour after the line was set, we will begin to haul in the line.
What are we hauling in? In this part of the Atlantic Ocean, we are mostly catching sandbar sharks (Carcharhinus plumbeus). Other species include tiger sharks (Galeocerdo cuvier), nurse sharks (Ginglymostoma cirratum), and Atlantic sharpnose sharks (Rhizoprionodon terraenovae). As explained in my previous post, most sharks are hauled up using the cradle. In the cradle, length measurements are taken.
Why more than one measurement? Before this trip, I always heard about, say, a “six foot shark.” I knew that scientists use the metric system so we wouldn’t be measuring in feet and inches, but we are also taking 3-4 length measurements for each fish. These measurements have been standardized using parts of the shark’s anatomy as endpoints. This allows scientists to make comparisons across different specimens and field studies, but it also helps them check for accuracy. It can be challenging to get accurate measurements on a living, moving shark. In addition, some species do not have a fork in the tail or a pre-caudal pit. The measurements generally taken are the pre-caudal length (from the tip of the snout to the point where the caudal fin meets the body), the fork length (from the snout to the fork in the tail), and the total length. You can see these lengths on this helpful diagram from the Florida Museum of Natural History. As a scientist takes the measurements, a recorder stands by with a data sheet to write them down.
A diagram showing how to take different length measurements of a shark (Image credit: Florida Museum of Natural History)
When we catch a small shark, we can measure and weigh it on the deck. However, there isn’t a practical or safe method for weighing a large shark in Oregon II’s cradle. Instead, weights can be estimated based on length. If you are interested in how much a shark of a specific length might weigh, you can use this handy calculator from NOAA: https://apps-nefsc.fisheries.noaa.gov/shark/ This could be a great activity for having a little fun with measurement for students! After using good measurement practices to get your height, type your height in inches or centimeters into the calculator to see how much you would weigh if you were a shark. (If I were a sandbar shark, I would weigh about 95 pounds.)
The most exciting part of a shark catch is getting to tag the shark. Shark tagging helps scientists study shark behavior, populations and migration. If somebody catches a tagged shark, they can provide updated information on its location using a phone call or a website with a form. The tags we are using look like a piece of yellow coated electrical wire rather than a big plastic tag. They are inserted into the body right alongside the shark’s dorsal fin. After making a short (less than an inch) incision in the skin, the tagger inserts the tip of the tag with a device that resembles a large metal hypodermic needle. It’s important for everyone to work carefully but quickly to reduce stress on the animal and the chances of anyone being injured. After tagging, the hook is cut from the shark’s mouth and it is lowered back down to the water to be released. I have been allowed to tag three sandbar sharks so far and it is awe-inspiring to be so close to these amazing creatures.
Cheyanne Vanderdonckt (in yellow hardhat) tags a sandbar shark in the cradle while science party chief William Driggers and lead fisherman Sean Gronquist control the head and tail (Photo credit: Masyn Douglas)
This is the first leg (of four) of the Shark/Red Snapper Bottom Longline Survey. On this leg, we are fishing off the east coast of Florida, Georgia, South Carolina, and North Carolina. On the next legs, they will be in the Gulf and will likely catch much more red snapper. Red snapper has been fished commercially in the Gulf since the 1840’s and by the 1920’s there were already signs of overfishing that led to regulation. Today, it is considered a sustainable seafood choice because it is responsibly managed in the United States. The annual survey conducted by NOAA Fisheries helps inform the process of establishing catch limits.
Survey technician Gretchen Arndt measures the length of a red snapper (Lutjanus campechanus)
When a red snapper is caught, length and weight measurements are taken. Then the otoliths (ear stones) are retrieved. Otoliths are structures made of calcium carbonate that help the fish with balance and determining their position in the water. Otoliths of different species develop new layers at different rates. Marine scientists use the layers of the otolith to determine the age of a fish — much like counting the rings of a tree’s trunk. The fish is also examined to determine its sex and other tissue samples may be taken.
Maritime Career Focus: Survey Technician
Senior Survey Technician Gretchen Arndt is responsible for the scientific survey equipment on Oregon II. She has a bachelor’s degree in biological sciences with a marine focus from Florida Atlantic University. She worked as a field biologist and a field operations manager in the Florida Everglades. Marine biology is a competitive field that attracts many talented individuals. Gretchen says that driving and maintaining airboats and other equipment in the field helped give her the technical experience that led to her being hired by NOAA.
One of the pieces of survey equipment that Gretchen is responsible for is known as the CTD (for conductivity, temperature and depth). CTDs come in various designs and they are integral to the science of oceanography. The CTD can be used to retrieve samples of water for further analysis, as well. This device is deployed off the bow deck after each line is set. Getting the CTD into and out of the water is a coordinated effort between the bridge, the science team, and the deck crew. Gretchen also equips Oregon II’s CTD with a light and camera so that the science team can visually evaluate the seabed.
Gretchen Arndt with the “CTD”
Personal Log
Another beautiful sunset, viewed from the stern deck.
I feel like I could just look at the sea and the sky all day and night. Fortunately, we do have transit time between stations so I am able to spend some time gazing. At first I just see blue everywhere, but the longer and closer I look, the more colors I can pick out. In the reading curriculum we use in my school district we have lessons in which students spend time silently observing a work of art. They aren’t allowed to speak for at least a minute because it’s important to let everyone form their own impressions before they hear others’ ideas. I will definitely share some of my sea and sky photos with my class to have them look for as many colors as they can see.
A view of the Atlantic Ocean from Oregon II. How many colors can you see?
Occasionally I see other ships on the horizon and sometimes I can make out some features on shore. When we passed by the Kennedy Space Center at Cape Canaveral, I could see the massive Vehicle Assembly Building. My favorite view, however, is when dolphins swim alongside the ship. Dolphins follow boats and ships for many reasons. They can ride the bow wave to conserve energy. As the ship moves through the water, it can also disorient smaller fish, making them easier to catch. It is very hard to catch the exact moment a dolphin leaps to the surface, but I took a video one night while a spotlight was being used to illuminate the water for hauling back the longline.
One thing I enjoy about being a teacher is that people often tell me what they were like as children at school. At least a couple of people working aboard Oregon II have told me tales of having trouble at school because they didn’t like to sit still or got bored easily. Like many teachers, I always loved school. But I know this is not the case for everyone. In education circles, we talk about the “hidden curriculum.” Success in school requires a set of skills and traits that have nothing to do with the academic content being taught and which can be really challenging for neurodivergent students, students with disabilities, and many others. But this does not mean they lack the intelligence or drive to learn. In fact, many of them have the type of insight and creativity that is needed to drive innovation. If schools can’t support them, we are all losing out on the unique gifts and talents they have to share. To that end, I am always trying to find ways to make learning hands-on and connected to the real world. Although there is time for quiet and reflection, most of the day should be active and even a little loud. I try to highlight ways that my students’ character traits and interests might lend themselves to different career paths. I’m getting so many ideas from watching people work aboard Oregon II.
In my opinion, one of the coolest jobs on board is that of Fisherman. Fishermen handle lines and operate equipment, including cranes (I’m jealous!), winches, and the anchor windlass. They work with the scientists during fishing operations and maintain the fishing equipment. On this survey we are using a longline, but the ship is also equipped with trawling nets. (In fact, the ship’s design is basically that of a fishing trawler). When a shark is in the cradle, fishermen operate the crane to haul it up, handle the lines on the cradle to help guide it into place, and help control the shark.
Fishermen, deck crew and science team members setting longlines and operating the crane used to haul sharks up to deck level.
Lead Fisherman Sean Gronquist shared one of his hobbies with us after we caught a red snapper. He paints one side of the fish with a biodegradable ink and stamps it onto canvas to make a print. This preserves the size and details of the fish, and makes a beautiful piece of art. The Japanese name for this art is gyotaku. In my classroom, I use arts integration a lot in science and math. Arts integration is a method in which a lesson addresses both academic content standards and fine arts standards. It has been shown to increase student engagement and improve retention of learning. It’s also great fun. I’m really excited to share this cool art form with my students. It has a physicality to it that makes it more interesting than a photograph. It will also be a great starting point to talk about texture. If you’re interested in educational uses for fish printing, here is an article from Smithsonian Museum of Natural History: https://ocean.si.edu/conservation/get-involved/educational-uses-gyotaku-or-fish-printing
Lead Fisherman Sean Gronquist demonstrates steps in the process of making prints from fish. After the initial printing, he will return to add details.
We have about a week to go in our survey and I am still enjoying every minute of my time on board. We had a couple of windy days that tested my sea legs, as well as my ability to sleep. Ships are very noisy in the first place, but the sounds increase as things start to slide around and doors knock around in their frames. Fortunately, I’ve got old hands to teach me tricks like stuffing bits of paper towel into drawers and doors to stop them from rattling. Nothing is as simple on a ship as it is on land, but that’s all part of the adventure.
Did You Know?
Although they are fish, many sharks give live birth. This means that some sharks have “belly buttons” that remain for a few months after birth. (If we come across a shark belly button I promise to share a picture!) Sharks also have two uteri. This year, one of my students was very excited to tell me that sand tiger shark embryos eat their siblings in utero and that checks out too. Although it may seem a little gruesome as a “fun fact,” it also helped us put things into perspective one day when he shared that he was in a bad mood because he had a fight with his sister. You never know when some scientific knowledge will come in handy!
