Mission: Fisheries: Pacific Hake Survey (More info here)
Geographic Region: Pacific Ocean, off the coast of California
Date: July 6, 2023
Weather Data from the Bridge:
— July 5 Departure (1800 PT, 2100 EST) Location: 37° 44.9’N, 122° 39.2’W Docked at Pier 30/32 San Francisco, CA
Visibility: 10 nautical miles Sky condition: Overcast Wind: 17 knots from NW 300° Barometer: 1012.8 mbar Sea wave height: 1-2 feet Swell: 2-4 ft from W 270° Sea temperature: 14.2°C (57.6°F) Air temperature: 14.7°C (58.5°F) Course Over Ground: (COG): N/A Speed Over Ground (SOG): N/A
— July 6 (1200 PT, 1500 EST) Location: 35° 38.2’ N, 121° 18.9’ W 16nm (18mi) West of San Simeon, CA
Visibility: 10nm Wind: 6 knots from 330° Barometer: 1013.9 Sea wave height: 1-2ft Swell: 2-4ft from 280° Sea wave temperature: 14.4°C (57.9°F) Air temperature: 14.9°C (58.8°F) Course Over Ground: (COG): W 270° Speed Over Ground (SOG): 10 knots
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Science and Technology Log
On July 6, our first full day at sea, we gathered in the acoustics lab to observe and keep watch on data from various screens. Data includes our current course plotted on a digital chart, a camera showing current sea state, measurements of the wind speed and direction, and displays of the multiple frequencies at which the Simrad EK80 transmitter emits sound. The EK80 is used while traveling on numbered longitudinal east-west lines called transects. NOAA Ship Bell M. Shimada navigates on these lines while collecting acoustic data along the west coast of the U.S. and into Canada, in hopes of finding schools of Hake to collect for surveying.
Map showing transects 1-45 off the coast of California. Transect 1 is south of Morro Bay, CA and transect 45 is near Crescent City, CA. (We hope to survey transects 8-35 by Cape Mendocino, CA before traveling north to dock in Newport, OR.)
“For acoustic surveys, the ship uses a multibeam echo sounder (MBES) that projects a fan-shaped beam of sound that bounces back to the ship. The ship’s MBES—one of only three systems of its type worldwide—acquires data from both the water column and the sea floor.”
NOAA Office of Marine and Aviation Operations (OMAO): “Bell M. Shimada”
The Simrad EK80 emits sound waves from the hull of the vessel down to the sea floor. The process is very similar to a dolphin or bat using echolocation to find prey. Any object the signal hits that has a different density and reflectivity than the surrounding water will cause the waves to bounce back to the ship. An image, called an echo gram, is pieced together each time this occurs and the acoustics team is able to use this information to determine if there are enough return signals that suggest fish are present to attempt a trawl.
EK80 displaying returned sound waves at two different wave frequencies.Display from sonar camera showing the outer edge of the net (between ring 2 and 3)Image demonstrating the use of a MBES “The sound pulses travel down into the water column, illustrated by the white cones here, and bounce back when encountering resistance.” NOAA Fisheries: “Acoustic Hake Survey Methods on the West Coast”
Fish that have swim bladders, like bony fish, reflect or echo the sound wave back to the vessel very strongly. Other marine life such as myctophids and zooplankton also have a different density than the sea water, and reflect sound, although not as strongly as fish with air-filled swim bladders. The sea floor itself also reflects sound very strongly, because of the density difference between water and rocks, sand, and mud.
Marine life that have swim bladders (represented in blue) reflect or echo the sound wave back to the vessel. Examples of such marine life include bony fish, myctophids, and zooplankton, as well as the sea floor itself, which has a different density than the sea water.
Image: Cross section example of a Black Sea Bass to show a swim bladder.
If the acoustics team determines there is enough marine life (that they are interested in surveying) to attempt a haul, they will notify the bridge deck and officers that they would like to have the fishing net deployed.
Before an attempted haul, the science team conducts a marine mammal watch for ten minutes. In this time window, several pairs of eyes are observing from the bridge deck and stern for any signs of dolphins, whales, sea lions, seals, and any other marine mammals that are within 500 meters of the vessel. If any marine mammals are spotted within the ten minute observation, we will stand down and wait ten minutes before restarting the marine mammal watch. Net deployment cannot occur until the full observation window has completed.
First haul July 6: 1422-1432 Mammal watch, no marine mammals spotted. The net deployment started, at which time the vessel continues forward at two knots. Vessel speed increases to three knots when the net is fully deployed with doors and weights in the water, which assist in opening the conical shaped net outwards linearly and laterally. During this time the science team watches displays of the EK80 frequencies and observe the linear width and depth of the net. Scientists can compare these displays to determine if the net is in the correct position to have the best chance of collecting fish.
Chief Scientist Steve de Blois monitoring EK80 frequencies and net information.Deck department deploying fishing net.Wet Lab team takes over sorting Hake and other marine life.
Hauling back the net occurs after several minutes, at which time the vessel returns to a speed of two knots, and we estimate how many fish were collected. The amount of time in which the net is submerged depends on the depth of the water and acoustic information about the size of the school of fish the net is (hopefully) sampling. After recovery, the haul is deposited into a hopper which feeds onto a conveyor belt in the wet lab, then into large baskets and the wet lab team takes over.
During the first attempt, two sea lions were spotted which required the haul attempt to be paused. We restarted the ten minute marine mammal watch from 1500-1510, the deck department retrieved and reset the net, and the vessel was turned around to return to the start of the noted longitudinal transect. With no marine mammals spotted during the observation period, the second attempt was successful and resulted in:
– 1604-1634: 30 minute haul at 350m depth.
– 11 baskets of Hake collected.
– 4 sample baskets kept at random.
– 541 Hake counted and studied in the wet lab.
Photo: Two deck department members about to open the net to allow the sample to drop into a large collection basket.
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Personal Log
On July 4 I arrived to pier 30/32 in San Francisco, CA to board NOAA Ship Bell M. Shimada. Although I grew up volunteering on the 441’ WWII Liberty Ship SS John W. Brown in Baltimore, MD, seeing a new ship still resulted in a mix of emotions, nervousness, adrenaline, excitement, and everything in between. After five and a half years, finally seeing the 208’ vessel that would become my home for the next two weeks was a core memory and feeling I will always remember.
NOAA Ship Bell M. Shimada docked at Pier 30/32 in San Francisco, CA on July 4
Once onboard, I met Chief Scientist Steve de Blois and Wet Lab Lead Ethan Beyer. I was given a tour of the acoustic, chem, and wet labs and shown to my cabin. After dinner ashore, I joined some of the crew on the flying bridge to watch the July 4th fireworks. I met additional science team members and enjoyed a long night’s rest.
In the morning on July 5, we had a welcome aboard meeting, various trainings, a safety meeting and orientation, fire and abandon ship drills, and a science team meeting. We introduced ourselves, took an official team photo, and soon departed pier 30/32 for our 14 day mission. After passing under the Golden Gate Bridge and heading to the Pacific Ocean, our cold hands were warmed by a wonderful hot dinner of chicken, steak, fresh veggies, salad, and desserts from our galley crew. After dinner, we settled in for our first night at sea, waiting with anticipation for our first trawl on July 6.
Last morning on land: July 5 at Pier 30/32 in San Francisco, CA!Just after taking in lines and leaving Pier 30/32 on July 5Science Team! Back: Maddie, Ethan, Toby, Jamie, Beth Front: Myself, Steve, AbiSan Francisco, CA SkylineHeading out to the open sea of the Pacific Ocean
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Did You Know?
– Hake can be cannibalistic! – Some larger Hake we have collected have had a smaller Hake in their mouth, throat, or stomach! – Their very sharp teeth often stick to our thick rubber gloves.
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New Terms/Phrases:
“Salp: Barrel-shaped, planktonic tunicate in the family Salpidae. It moves by contracting, thereby pumping water through its gelatinous body.”
“Myctophid: Lanternfish (or myctophids, from the Greek μυκτήρ myktḗr, “nose” and ophis, “serpent”) are small mesopelagic fish (…) Lanternfishes are aptly named after their conspicuous use of bioluminescence.”
Simrad EK80: Multibeam Echo Sounder (MBES) transducer that emits sound waves from the hull of the vessel down to the sea floor. It allows scientists to observe and study returned sound wave signals that may suggest marine life is present.
Transect: Set and numbered longitudinal east-west lines NOAA Ship Bell M. Shimada navigates on while collecting acoustic data.
Mission: Fisheries: Pacific Hake Survey (More info here)
Geographic Region: Pacific Ocean, off the coast of California
Date: July 3, 2023
Introduction and Background
Hello! My name is Lisa Carlson and I am an elementary school teacher in Virginia Beach, Virginia. I have taught third, fourth, and fifth grade general education with Special Education and English as a Second Language (ESL) inclusion. This coming fall I will be a second grade teacher, continuing with ESL inclusion! Although I was surprised to move down from fourth grade, I try to maintain the belief that everything happens for a reason, and the only constant in life is change.
For example, if I not missed out on previous opportunities to join NOAA as a Teacher at Sea due to the pandemic, a short career change, and other extenuating circumstances; I wouldn’t be writing this blog from a hotel room in San Francisco, California, anticipating boarding and seeing July 4th fireworks from the deck tomorrow.
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My introduction to NOAA’s Teacher at Sea program began in the fall of 2017. After student teaching in the fall/winter of 2016 in a third grade class, and permanent subbing in a fifth grade in the winter/spring of 2017, I accepted a position for my own third grade classroom.
My classroom came together with a nautical theme, shades of blues and calm colors, nautical paintings by my Mom, lots of cleaning and moving by my Dad, sailboat name tags on the door, and our own 3D sailboat in my class library. It soon got around that my room was one to go see!
Door decorations for my first third grade classroom!
Classroom decor: life ring painting, handmade pilings, fish and life ring pillows, sea creature lights, and 3D sailboat
Our Technology Integration Specialist, a NOAA Teacher at Sea Alumnus, visited my room and explained the program to me. The application was due on my birthday, less than a month from when I learned about the opportunity.
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So, I applied in November 2017, 2018, and 2019. One year I just wasn’t selected, one year administrative input was not turned in on time, and other hiccups along the way. Then, my 2019 application was accepted, and I was over the moon in January 2020 to learn that I was a finalist. Of course, we all know what happened that March; and the 2020 and subsequent 2021 sailing seasons were canceled. Slowly, a few teachers were able to sail in the summer of 2022, and I was able to read their blogs from afar with the belief of everything happening for a reason.
“For three decades, the Teacher at Sea program has helped teachers participate in annual NOAA research surveys conducted by our scientists. Teachers from around the country embark on a two to three week expedition at sea. They gain invaluable on-the-job experience and communicate their journey through a series of blogs and lesson plans.”
I am so excited for this opportunity and experience after five and a half years of anticipation. So follow along, wish us fair winds and following seas, and as many schools of Pacific Hake as possible to sample from and research!
– From my king sized bed hotel room, and last night ashore:
Temporarily reassigned teacher, and sailor at heart.
Mission: 2023 Summer Acoustic-Trawl Survey of Walleye Pollock in the Gulf of Alaska
Geographic Area of Cruise: Islands of Four Mountains area, to Shumagin Islands area Location (in port, Kodiak Island): 57o 47.0200′ N, 152o 25.5543′ W
Date: June 22, 2023
TAS Laura Guertin and a pollock!
I’m wrapping up my time on NOAA Ship Oscar Dyson. There was so much that went in to getting out to sea for this expedition, and so many people that did so much work pulling for me and coordinating all the logistics before I joined Dyson (starting in 2020!), during my time at sea, and I’m sure after I leave the ship. Thank you to the wonderful people in the NOAA Teacher At Sea Office (Jennifer, Emily, Britta) and for giving me an opportunity to sail as a Teacher At Sea Alumna in 2023.
While waiting to board Oscar Dyson in 2022 during my first trip to Alaska, I prepared several blog posts that provided a background to NOAA, NOAA Fisheries, fisheries surveys, etc. With my undergraduate students in mind as my audience, I wanted to start the posts at the broadest scale and have the content easily utilized in multiple courses that I teach. As I authored these posts from Alaskan hotel rooms in 2022 and in 2023 and not while on the ship, they do not contain personal logs. Again, I thank the Teacher At Sea Program for giving me this flexibility in having one post that captures my personal log from the shortened expedition and keeping the “academic” focus for the prior content.
I’m trained as a geoscientist. During and after my studies in marine geology and geophysics, I’ve had the opportunity to participate in fieldwork in expeditions that have lasted hours to days to weeks to months. Although I think I know what it takes to live/work at sea, I’m reminded of new challenges on new ships in new ocean basins. It is so important as an educator that I take advantage of opportunities to get out to sea for my own professional development and to remind myself of what to share with students and community members when I present the story of what we did during our time at sea. I know I sound like a broken record – I’ve written these same words before. But that doesn’t mean these points are less important!
First topic of reflection – the people
This expedition had 32 people on board, which included the science party, bridge crew, stewards, engineering, deck, electronics technicians, and survey. The people on Oscar Dyson were born/raised and live in parts across the United States. Some people were sailing on a NOAA ship for the first time, and a few people were working for their first time on the ocean! We all have different backgrounds and training and personalities. In a way, I feel like stepping on to Oscar Dyson was like joining a game of Yahtzee – put all of these people together, shake us up (by sending us out to sea), and see what rolls out. Fortunately, during this “game”, everybody was a winner. On this 208.6-foot long ship, everyone has a purpose and function, and we must all work together to accomplish our research goals and the mission of the expedition. And to be successful, this group was supportive, understanding, respectful, took the time to listen, and made sure to laugh and smile through everything we faced.
Departing Kodiak aboard NOAA Ship OscarDyson
Next topic – the work
The schedule is very different than one I keep as an instructor. At home, I know the days/times I’m teaching, and I have a calendar to organize meetings and personal appointments. I’m pretty much in charge and in control of my own schedule. At sea, it’s not “me” but “we” when it comes to all day, each and every day. There are no weekends or holidays off. We work 12-hour shifts (mine was 4AM to 4PM) during the entire expedition. Once you leave your room at the start of your shift, you can’t go back to your room until your shift is over (you are sharing a room with someone that works a different shift than you, so the room is theirs during your work time).
But you are plenty busy during your 12 hours! There can be downtime as the ship transits to a site to begin data collection, and the weather can cause a change of plans for where you are headed and what work you can do. High winds, rainstorms, cold air temperatures, the ship rolling and heaving… we faced it all during our 13 days at sea.
And this work is hard! It is a balance of the physical demands faced by the deck crew setting the trawl net, and those working in the fish lab to furiously and accurately process the catch brought on board, and everyone ensuring that safety is a top priority at all times. The Chief Scientist working in the ship’s acoustics laboratory and all the NOAA Corps Officers working on the bridge must balance the scientific mission with the realities of our present situation – is there too much ship traffic to “go fishing” and set out the trawl net? Are there whales or other marine mammals in the vicinity? Is the wind speed too high for us to operate safely?
Everything on Oscar Dyson operates at a different pace and schedule from back home. Fortunately, we are able to balance out our time in the laboratories with taking short breaks to view beautiful sunrises and do some whale watching. Again, it is the amazing group of people on this ship, from the seasoned sailors to those doing fisheries work for the first time, that come together to mentor and support one another. They all make the work not seem like “work” but instead a really enjoyable and exciting time, knowing our efforts are making a difference for sustainable fisheries.
TAS Laura Guertin in the Gulf of Alaska
Final topic – what comes next
My time on Oscar Dyson has provided me an amazing opportunity and wealth of information about a field where I have had no training. Now that Leg 1 of the 2023 Summer Survey has wrapped up, I’m reminded of a popular saying from one of my graduate school faculty members – “so what?”
“So what?” stands for a family of questions or an attitude that leads to consideration of the broader significance of specific studies. These kinds of questions are particularly useful in descriptive research because, often, one can get so absorbed in collecting, organizing, and analyzing observations one forgets to consider the implications of the results. — Ginsburg (1982), Seeking Answers; suggestions for students
This “so what” piece is something I will spend even more time in the future thinking about. The “so what” of the survey is clear – NOAA does an excellent job explaining what sustainable fisheries are and why it matters (see my previous blog posts). But I still need to do a better job of figuring out how to connect the dots – the endpoints being what we do on the water (and the data we collect) to the production of the annual Status of Stocks and other products NOAA uses to inform the ecosystem management. The Magnuson-Stevens Fishery Conservation and Management Act, the primary law that governs marine fisheries management in federal waters, is also something I want to get up to speed on.
In addition, I need to think about defining the “so what” for the various audiences I will be sharing my at-sea experience. I have more NOAA resources to explore, such as The NOAA Fisheries Distribution Mapping and Analysis Portal (DisMAP) and The Fisheries One Stop Shop (FOSS) Public Data Portal. I will certainly be looking for other resources to pull in to my materials for students and presentations to the public, ranging from the Food and Agriculture Organization of the United Nations (FAO) to episodes of The Fisheries Podcast. I also look forward to exploring more resources on diversity and representation in fisheries science, with articles catching my eye: Women Leaders Are Essential for Tackling Ocean Sustainability Challenges (Fisheries Magazine, 2023) and Examining Diversity Inequities in Fisheries Science: A Call to Action (BioScience, 2016).
So my learning is not done! The sharing of my adventure and new knowledge is only beginning, and I look forward to sharing my pollock survey stories to not only positively impact the ocean literacy of my audiences, but to show how NOAA’s fishery work helps us address the Ocean Decade Challenges (part of the United Nations Decade of Ocean Science for Sustainable Development).
Mission: 2023 Summer Acoustic-Trawl Survey of Walleye Pollock in the Gulf of Alaska
Geographic Area of Cruise: Islands of Four Mountains area, to Shumagin Islands area Location (in port, Kodiak Island): 57o 47.0200′ N, 152o 25.5543′ W
Date: June 22, 2023
TAS Laura Guertin shows off her Teacher at Sea beanie aboard NOAA Ship OscarDyson
As we return to Kodiak, Alaska, for Leg 1 to wrap up and Leg 2 to begin of the 2023 Summer Survey, it’s exciting to know that even during our shortened expedition time at sea, we’ve collected data that is going to inform Alaska walleye pollock stock assessment models and catch allocation. Any/all data are good data to have! I have thoroughly enjoyed my time on Oscar Dyson and met some incredibly smart, passionate, kind, creative, and innovative people. The NOAA community is filled with amazing individuals that are not only dedicated to the NOAA science mission but then sharing that new knowledge with others. I’ve played a small part in this NOAA community during the expedition (while wearing my NOAA hat!), but I hope my future teaching and outreach efforts will shine an even brighter spotlight on the essential work carried out by NOAA Fisheries and the agency as a whole.
Prior to joining the ship, this past academic year was filled with some highs and lows in teaching and student learning. There’s one topic that I’m not quite sure how to classify – and that’s the emergence of Chat GPT, and how AI is being used in higher education. I was joking with the Instructional Designer at my campus (Penn State Brandywine) that I was going to write a sea shanty about this expedition. Turns out, he was able to get AI (Bing, specifically) to write one for me! So as I wrap up my time as a Teacher At Sea Alumna, I leave you with these versus to sing to your favorite shanty rhythm.
A Song of Pollock and Trawls
Oh we are the surveyors of the Gulf so vast and wide We sail the seas with acoustic gear to find the pollock hide We use sound waves to scan the depths and mark what we have found We measure their abundance and their biomass by the pound
(Chorus)
Yo ho ho as we sing this song On Leg 2 we’ll bring the DriX along Yo ho ho as we sing this song We love our job and we love our fish We love our job and we love our fish
We work in shifts around the clock to cover all the grounds We set the course and speed and time to trawl a certain length We haul the net and sort the catch and check their age and health We record all the data and we share it with the world
(Chorus)
We do this work for science and for management as well We help to keep the fishery sustainable and well We study the pollock’s life history, ecology, and stock We are proud to be part of this crew and this important work
(Chorus)
Oh we are the surveyors of the Gulf so vast and wide We sail the seas with acoustic gear to find the pollock hide We love our job and we love our fish We love our job and we love our fish
Mission: 2023 Summer Acoustic-Trawl Survey of Walleye Pollock in the Gulf of Alaska
Geographic Area of Cruise: Islands of Four Mountains area, to Shumagin Islands area Location (10:45AM (Alaska Time), June 21): 55o 29.7525′ N, 156o 44.7276′ W
Data from 10:45AM (Alaska Time), June 21, 2023 Air Temperature: 8.4 oC Water Temperature (mid-hull): 8.2oC Wind Speed: 8 knots Wind Direction: 20 degrees Course Over Ground (COG): 76 degrees Speed Over Ground (SOG): 11 knots
Date: June 21, 2023
Once the echo sounder has shown us the position of an aggregation of Alaska walleye pollock (we hope they are pollock and not some other fish species), we lower the trawl net and see what we can catch. This is where the trawl sonar and CamTrawl (see previous blog post) come in handy to give us an idea of what is going into the net. It’s an amazing coordination of effort between the acoustics lab (who decides where to trawl), the bridge for navigation, and the deck crew for setting/retrieving the haul.
We aim for trawling at the mid-water level, where the pollock are typically found. Pacific Ocean perch (POP, or rockfish) can also be found in the mid-water level in the Gulf of Alaska, especially just off the shelf break. Bottom trawls can yield pollock and other fish (e.g., POP and other rockfish species, various species of flatfish).
Once the trawl net has been brought back on board, the catch is emptied into a bin called a table. There is a door on the side of the table that opens into the fish lab. Once the table door opens, the fish spill into the laboratory where they travel down a conveyor belt for the initial sorting. Our target species is the pollock. We weigh everything that ends up onto the sorting table, either in bulk (by species) or individually.
Pollock moving along the sorting belt
Pile of Pacific Ocean perch (rockfish) after being hauled on the ship
Small squid that fell out of the trawl net on deck.
A subset of around 250 pollock are set aside to collect length data. The length of these of each individual pollock are measured on an Ichthystick. This is another invention by Rick Towler and Kresimir Williams (remember the CamTrawl? (see previous blog post)). As described in their article An inexpensive millimeter-accuracy electronic length measuring board, these NOAA scientists describe using magnetic measuring technology that, to millimeter resolution, takes a measurement when you placed a magnet on a sensor that runs the length of the board. For our pollock measurements, we were looking to record the fork length, and a quick placement of the red magnet along the fish tail sends the data to a computer program called CLAMS (Catch Logger for Acoustic Midwater Surveys).
Bins of pollock waiting to be measured on the Ichthystick
Ichthystick logo with a pollock sketch
Computer end of Ichthystick, which digitally shows the value of fish length and is written to CLAMS
Sketch showing what is measured for the fork length of a fish. From Corvallis Forestry Research Community.
Pollock lying on Ichthystick getting its fork length being measured
Two scientists measuring pollock fork length on Ichthystick
Another subset of approximately 50 pollock are set aside for additional data collection on individual specimens – length, weight, sex, maturity, and age. Otoliths (e.g., ear bones) are removed, and sometimes organs are removed and measured (ovaries for maturity development analyses, liver).
Otolith pairs (two per individual fish) from an assortment of Bering Sea fish species. Walleye pollock is located in the top left. Note: otolith sizes are not on a relative scale. Photo: NOAA Fisheries.
What are otoliths, and why remove them? Otoliths are ear stones, or ear bones, found in fish. To give you an idea of why we remove ear bones, let’s start by thinking about trees and corals… trees grow a new ring on their structure each year, and corals have differences in their skeletal density between the seasons (both trees and corals are also used to reconstruct past climate conditions (proxy data for paleoclimatology)). By counting the rings on trees and coral, we can calculate the age of that specimen. It turns out that fish also have a way to record their annual growth – and it occurs in their ear through Fish Otolith Chronologies.
Scientists are very interested in studying otoliths. When otolith data are combined with data on fish size, scientists are able to determine the growth rates of fish, which then combined with the survey work, helps inform annual fish stock assessment reports. We don’t do any of the otolith analyses on the ship, but we do collect the samples with a detailed label and all the corresponding data (fish length, sex, weight, location) that is sent back to the NOAA Fisheries Alaska Fisheries Science Center for analyses and entered into their Fish Otolith Collection Database.
Rockfish otoliths
Zoom of rockfish otoliths
Otoliths still inside a pollock
Placing an otolith cleaned in freshwater into a vial for storage and shipment for analysis
Did you know… More than 30,000 otoliths are read annually by NOAA Fisheries Alaska Fisheries Science Center scientists. So far, the Science Center has collected more than 1.1 million fish otoliths for ageing. (from NOAA Fisheries)
To learn more about the fascinating studies of otoliths and what NOAA Fisheries is doing, check out these websites:
NOAA Fisheries Age and Growth – NOAA Fisheries scientists assess the age and growth rates of fish species and populations to better monitor, assess, and manage stocks. There is also a separate site for Age and Growth Research in Alaska.
NOAA Fisheries Near-Infrared Technology Identifies Fish Species From Otoliths – NOAA Fisheries scientists are developing ways to use near-infrared spectroscopy (NIRS) analysis of otoliths (fish ear stones) to provide accurate information for sustainable fisheries management faster.
If you are really curious to explore some fish otolith data, check out the Alaska Age And Growth Data Map, an interactive map displays collected specimen information from recent age and growth studies from Alaska Fisheries Science Center.
Mission: 2023 Summer Acoustic-Trawl Survey of Walleye Pollock in the Gulf of Alaska
Geographic Area of Cruise: Islands of Four Mountains area, Western Gulf of Alaska Location (site of calibration, June 11): 57o 32.6154′ N, 153o 55.8318′ W
Data from 2PM (Alaska Time), June 11, 2023 Air Temperature: 8.29 oC Water Temperature (mid-hull): 6.3oC Wind Speed: 10.35 knots Wind Direction: 166.14 degrees Course Over Ground (COG): 222.34 degrees Speed Over Ground (SOG): 0.13 knots
COG = The direction the ship is heading relative to land. Over Ground means in relation to the Earth, so COG means the true direction free from the effects of sea currents. SOG = Speed, real progress with respect to Earth. SOG means the true speed free from the effects of sea currents.
Date: June 12, 2023
I am pretty sure that, on a daily basis, I mention NOAA in my classroom, during public outreach events, and in conversations with colleagues and neighbors. But too often, individuals are not aware of this government agency and the critical role NOAA plays in our lives, even for those that are not scientists. So this blog post is for everyone not familiar with the services NOAA provides us all, along with a focus on NOAA’s National Marine Fisheries Service (aka “NOAA Fisheries”).
NOAA is an agency that enriches life through science. Our reach goes from the surface of the sun to the depths of the ocean floor as we work to keep the public informed of the changing environment around them. — from About our agency
The letters N-O-A-A stand for National Oceanic and Atmospheric Administration, an agency in the U.S. Department of Commerce. NOAA has a fascinating history, going back to 1807 and President Thomas Jefferson founding America’s first physical science agency, the Survey of the Coast. Fast-forward to 1870, when the Weather Bureau was establshed as the first agency dedicated to the atmospheric sciences. In 1871, the first conservation agency, the U.S. Commission of Fish and Fisheries, was in place. All three of these agencies were brought together in 1970 with the formation of NOAA. (*yes, NOAA recently celebrated its 50th anniversary! See this playlist of videos to learn even more about its history and the people of NOAA from over the years. There is an additional video that goes back to the original agency and mission of 1807.)
NOAA mission: To understand and predict changes in climate, weather, ocean, and coasts, to share that knowledge and information with others, and to conserve and manage coastal and marine ecosystems and resources. — from Our mission and vision
View this video for an overview of NOAA “meeting the moment.”
When I think of and hear “NOAA”, there are several terms/phrases that pop into my mind – science research, atmosphere, hydrosphere, weather and climate, health and safety, economy, conservation, sustainability, and so many more. The educational resources provided by NOAA are also valuable for additional background reading, citizen science opportunities, and multimedia materials (including podcasts!).
A STEAM Moment
I mentioned in my first blog post how I have a passion for and explore the integration of science and creative arts, specifically crafting via crocheting and quilting. To help others learn about the mission of NOAA and its key focus areas, I created a quilt to showcase NOAA’s work in research, weather, climate, ocean & coasts, fisheries, charting, satellites, marine & aviation, sanctuaries, and education. This quilt is just another tool in my education/outreach toolkit! To learn more about this quilt and to view a video, see this post.
NOAA Fisheries
NOAA Fisheries provides science-based conservation and management for sustainable fisheries and aquaculture, marine mammals, endangered species and their habitats. — from Fisheries
NOAA Fisheries, also known as the National Marine Fisheries Service, is a NOAA office composed of five regional offices, six science centers, and more than 20 laboratories around the United States and U.S. territories. Working with additional partners, NOAA Fisheries achieves its two core mandates: (1) to ensure the productivity and sustainability of fisheries and fishing communities through science-based decision-making and compliance with regulations; and (2) to recover and conserve protected resources including whales, turtles, and salmon.
There are several NOAA websites and videos that showcase the history and work of this office. I recommend the NOAA Fisheries About Us page, History page, YouTube playlist of NOAA Fisheries videos, and especially this overview video:
The main Fisheries page on NOAA’s website has fascinating facts you can scroll through. For example, I did not know that the total area NOAA Fisheries is responsible for monitoring and enforcing regulations for marine fisheries is 4.4 million square miles! This area is the largest Exclusive Economic Zone (EEZ) in the world! And the Fisheries News & Announcements page is a wealth of articles, press releases, multimedia material and more that will soon become required reading for students in my courses, adding to the materials I already tap into on NOAA’s Climate.gov and NOAA’s Ocean Facts!
#TheMoreYouNOAA
NOAA has an incredible range of resources and materials that are constantly being updated and expanded upon. There is something for everyone! (*including on Twitter, where you will find individuals and organizations highlighting NOAA’s work with the hashtag #TheMoreYouNOAA)
I’ll end this post with one of the fun audio narratives from the NOAA Ocean podcast series, which details phrases we use today that came from the Age of Sail (the period of time between the 16th and 19th centuries, transcript available).
NOAA Ocean Podcast: Episode 29 – The Nautical Origins of 10 Popular Phrases
The Challenger mission – so much more than fish
The mission of H.M.S. Challenger 150+ years ago was not as developed as the statements for NOAA and NOAA Fisheries – terms such as ‘conservation’, ‘management’, and ‘sustainability’ were not part of the expedition. Challenger was all about collecting samples, whether those samples be seafloor mud, manganese modules, corals, crabs, and plant and animal life from the islands they visited over their 3-year journey. The six Challenger scientists were not concerned about aquatic systems or human/environment interactions – this really was a journey of discovery and documenting what exists in these unexplored areas. It took 50 volumes of the Challenger Report to describe what was seen and collected – including roughly 4,700 new plant and animal species!
For the fish samples collected at that time, the “Challenger fishes” were incorporated into the British Museum (of Natural History) collection. There were 688 specimens of shallow water, shore and miscellaneous estuarine and freshwater fishes; 261 deep-sea fishes; and 125 pelagic fishes. Some of the fish were then sent over to the National Museum of Ireland in 1899, including type specimens of sixteen species (*data on the Challenger fishes from Wheeler and O’Riordan, 1969).
A deep-sea eel, one of the many sketches from samples collected on the H.M.S. Challenger (image in the public domain, part of the Freshwater and Marine Image Bank)
I will be embarking August 12 and sailing through August 23 on a Hydrographic Survey mission from Newport, Oregon. Hydrographic Survey missions focus on mapping the seafloor in detail. I will be sharing more about that soon! To all my students (past and present), colleagues, fellow STEM enthusiasts, and friends, I hope you will follow along via these blog posts as I share this teacher adventure at sea and learn with me about the important work of NOAA. NOAA stands for National Oceanic and Atmospheric Administration. The mission of NOAA is “to understand and predict changes in climate, weather, oceans, and coasts, to share that knowledge and information with others, and to conserve and manage coastal and marine ecosystems and resources.”
Most of my time teaching is spent within the walls of the classroom, trying to prepare students for STEM careers that they (or I) have never seen. Now, as a Teacher at Sea, the dynamic will be flipped! I will learn with actual scientists about STEM careers that support NOAA’s mission and bring those experiences back to the classroom myself! I am so grateful for this opportunity to expand my own knowledge and for my students who will get a front row seat to STEM careers in action.
My “classroom” for the next two weeks:
My “classroom” for the next two weeks
About Me:
I was born in New Hampshire and moved around quite a bit growing up. My “hometown” was Chattanooga, Tennessee, but I grew up in many places including South Africa. I currently live on a “pocket farm” in Powder Springs, Georgia with my husband, 3 children, 3 dogs, and 2 cats. My family and I love to travel as well as camp in state and national parks.
Kurtz Family Photo Collage
I have always enjoyed a bit of adventure, learning rock climbing, downhill mountain biking, bungee jumping, and skydiving. My favorite adventure came at the age of 13 when I learned how to scuba dive. A new underwater world was revealed to me and I developed a deep love and respect for the ocean. I have tried to teach my children and my students the joys of outdoor adventure and the importance of stewardship. Powder Springs is about 20 miles away from the Georgia’s capitol of Atlanta. We love going to NFL Falcons’ games and MLB Braves’ games when we are not out camping!
Family Game Time
My greatest adventure now is being a STEM teacher. STEM stands for Science, Technology, Engineering, and Mathematics. I have been a STEM teacher for my entire teaching career and love it! I see STEM everywhere and believe our students are going to do great things for the world with a strong background in STEM education. I particularly enjoy teaching Coding and 3D printing to students as well as how to use technology to create solutions to problems instead of being passive users of technology
My undergraduate work was focused in Early Childhood education, and my graduate degree in Integration of Technology into Instruction. I now teach at Sope Creek Elementary and love my 1,000+ students in our evolving STEM school. We follow the steps of the EDP or Engineering Design Process every day to solve real world problems. We especially like to integrate problem solving with technology. This practice is what drew me to the hydrographic survey projects conducted by NOAA. I am excited to learn how technology is utilized to create detailed maps of the ocean floor, and learn about the science of Bathymetry, which is the study of the “beds” of “floors” of water bodies including oceans, lakes, rivers, and streams.
Finally, it was the mission of the NOAA Teacher at Sea Program is what drew me to apply for this program: The mission of the National Oceanic and Atmospheric Administration’s (NOAA) Teacher at Sea Program is to provide teachers hands-on, real-world research experience working at sea with world-renowned NOAA scientists, thereby giving them unique insight into oceanic and atmospheric research crucial to the nation. The program provides a unique opportunity for kindergarten through college-level teachers to sail aboard NOAA research ships to work under the tutelage of scientists and crew. As a life-long learner it is difficult to access professional development. In this program, I will gain real world experience as a scientist as sea while also having an adventure at sea! I can’t wait to share this experience with all of you! Now I’m off to get my dose of vitamin sea! More soon.
Questions and Resources:
Teachers: Please reach out with questions from teachers or students and keep an eye out for resources I will be sharing in the comments section of this blog. Check out these K-12 resources available through NOAA!
Students: Have a teacher or please post your questions. Here are the answers from questions so far:
Question 1: Do you think you will end up like the Titanic?
Answer: No way! The NOAA Ship Fairweather has been conducting missions since 1967 (the ship is older than ME!). This is a 231 foot working vessel with a strengthened ice welded hull. I don’t plan on seeing any icebergs off the coast of Oregon in Pacific Ocean, so don’t worry! NOAA Ship Fairweather’s crew have some of the best professionals in the world to run their fleet, so I will be safe!
Question 2: Are you coming back? And will you have to sleep outside like a pirate?
Answer: Yes, I will be coming back! I will be away for 2 weeks and will be back in the STEM-Kurtz lab on August 26th-so you can come see me when I get back. As for your 2nd question, I will get to sleep inside in a “berth” and will have a bed and everything else I need. I do not have to sleep outside, but you know when I’m home I like to sleep outside in my hammock!
Student focus of the week: Hey 5th Grade students! You are going to be learning about constructive and destructive processes of the earth over time. Check out this document about the Subduction Zone Marine Geohazards Project Plans. My mission will link directly to what you are learning in class!
Geographic Area of Cruise: Atlantic Ocean, SE US continental shelf ranging from Cape Hatteras, NC (35º30’ N, 75º19’W) to St. Lucie Inlet, FL (27º00’N, 75º59’W)
Date: July 11, 2019
NOAA Ship Pisces. Photo by National Oceanic and Atmospheric Administration.
Introductory Post
Personal Log:
Hello friends,
My name is David Madden. I am a high school science teacher at Maclay School in Tallahassee, FL, and I’m getting ready to go on my NOAATeacher at Sea cruise! I recently completed my 21st year teaching – it’s been a super fun journey. I am as excited heading into year 22 as I was in years 1-5. I’ve been in love with nature since I can remember.
Madden Science logo
Over the course of my career I’ve taught: AP Biology, regular Biology, Physics, Integrated Science (bio, chem, phys combined), and Marine Biology. This upcoming year I will also be teaching AP Environmental Science. I’ve loved every minute of my job – teaching and learning with students, challenging myself and being challenged by my friends and colleagues, and exploring new adventures – like NOAA Teacher at Sea. Along the way I’ve also been a coach, helping kids learn the value of sports, including: volleyball, basketball, tennis, and track.
Over the last few years I’ve started making educational videos for my students – as a way for them to further develop their love of science and grow their scientific literacy: Madden Science on YouTube and www.maddenscience.com.
The hardest part of the trip will be missing these two!
Starting on July 15th, 2019, I will be aboard NOAA Ship Pisces as part of the Southeast Fishery-Independent Survey (SEFIS). The mission of the cruise will be to conduct “applied fishery-independent sampling with chevron fish traps and attached underwater video cameras, and catch rates and biological data from SEFIS are critical for various stock assessments for economically important reef fishes along the southeast US Atlantic coast.” It’s an amazing opportunity for me to participate in important scientific research. I have the opportunity to work alongside and learn from some of the best scientists in the world.
NOAA Ship Pisces. Photo by National Oceanic and Atmospheric Administration.
There are so many things about NOAA Teacher at Sea that I’m looking forward to. Here’s a few:
Spending time out on the ocean, experiencing the energy and power of the wild sea.
Working with and learning from some of the world’s leading oceanic and atmospheric scientists.
Learning about fish and marine biodiversity in the Atlantic.
Asking tons of questions and hopefully learning more about the ocean and its central importance in our changing world.
Sharing my experience with you; my family, friends, students, and the public. I’ll share this adventure via this blog and also via videos I hope to create while on NOAA Ship Pisces. My goal is for these blog posts and videos to serve as a real-time record of the cruise, to be helpful and interesting right now, and also to help serve as resources for my classes and other classrooms around the world.
Neato Fact:
NOAA Ship Pisces is 209 feet (64 meters) long. To give you an idea, that’s basically 70% of a football field. That’s longer than two blue whales (~90 feet), the largest and longest animal to ever live! Usain Bolt can run that far in 6.13 seconds (assuming 9.58 s for 100 m). A starfish, traveling at 60 feet/hour, would take about 3.5 hours to travel the length of Pisces.
NOAA Ship Pisces is 209 ft long.
I’d love it if you could join in with me on this adventure – please comment and ask questions. I’ll do my best to respond in a helpful and interesting way!
I’m actually afraid of the sea. The unspeakable power, the dark depths, the mysterious uncharted territory – the sea has always held curious minds captive. I want to be someone who faces the things that scare me. And for 19 days, on a relatively tiny ship, I will be doing just that.
Reuben Lasker Pulls Into the Navy Pier on 1 May 2014
NOAA Ship Reuben Lasker is “one of the most technologically advanced fisheries vessels in the world” according to the Office of Marine & Aviation Operations. In addition to studying fish and marine life populations, it is also equipped for acoustic data sampling and the gathering of oceanographic data. It can stay out to sea for up to 40 days at a time without needing to return for food or fuel replenishment.
And yet, as I’m writing this, I can’t help but think about SS Edmund Fitzgerald and RMS Titanic. They were the most advanced ships of their time too. Of course, I’m just letting my imagination get carried away. People fear the things they don’t understand. And I’m looking forward to learning as much as I can on this cruise in order to understand not just how this incredible vessel operates, but also how the ocean and atmosphere impact my life on a daily basis.
I was lucky last year to stumble across a professional development opportunity funded through the American Meteorological Society. I took two graduate level courses since then – DataStreme Atmosphere and DataStreme Ocean. Upon finishing this program I’ll earn a graduate certificate from the California University of Pennsylvania and be able to apply my new understanding of earth science directly to my classroom instruction. Already I’ve been able to incorporate fascinating information about coral reefs, the Bermuda Triangle, map reading, and weather into lessons and activities this year.
Why does a Reading Specialist need all this professional development, you might ask? In science of all things? Because nobody reads about things they’re not interested in (unless they have to). Students need to have something to connect with, to care about, in order to learn. When was the last time I, as an adult, read something I didn’t care about? Probably years.
Humans are curious by nature, and by incorporating new topics into our reading lessons over the past year, I’ve noticed that students really like learning about earth science. It’s like the mother who hides cauliflower in the lasagna – students are more motivated to read when they’re reading about something exciting and directly relevant to their lives. Thankfully, the more they read, the better they get at comprehending the nuances of the text. And then the less they need me.
A classroom
One of the most valuable aspects of this trip for me is that I’ll return with a new appreciation for earth science, current events as they relate to our food supply and environment, and marine life. I can use this experience to build exciting lessons for high school students who may use their connection to these lessons as a lifeline. The last ditch effort to find something exciting to learn before graduating with a lackluster memory of the doldrums of the high school classroom.
Teenagers are tough eggs to crack! But I like them. And I’m very grateful to the NOAA Teacher at Sea program for giving me, and other teachers, opportunities like this to show our students that there are literally thousands of directions to take after high school in regard to career and quality of life. And that high school is one of the few places where they can build the foundational knowledge necessary to get them there – for free. I want my students to pursue their passions. To get excited about learning! And the first step to doing that successfully is to expose them to as many post-secondary options and lessons about their world as we can in the short time that we spend with them. Thanks NOAA! I’m excited to start my journey.
NOAA Teacher at Sea Justin Garritt (Almost) aboard NOAA Ship Bell M. Shimada September 3, 2018
Geographical area of cruise: Seattle, Washington to Newport, Oregon Date: September 3, 2018
Today was day two and my first full day on-board. I learned so much about the National Oceanic and Atmospheric Administration (NOAA). I learned about what our ship, Bell M. Shimada’s, mission was this cruise. I started to get acquainted with all the impressive things the ship has to offer. However, what I enjoyed most was meeting all the wonderful people who spend their lives on-board for months (or even years) serving us. Every single professional was warm and welcome and answered the thousand questions I asked today with a smile. It was an amazing day because of the crew and scientists who already made me feel at home.
I was unaware of what NOAA did before joining the Teacher at Sea Program. Today’s post is all about NOAA, the ship I am sailing on, and the mission ahead the next two weeks.
Justin Garritt standing across front of NOAA Ship Bell M. Shimada
Justin Garritt standing behind NOAA Ship Bell M. Shimada
NOAA Ship Bell M. Shimada at dock
My home for the next two weeks. . . NOAA Ship Bell M. Shimada
What is NOAA? Before I can get in to details about my journey, here is some information about the governmental agency that welcomes Teacher At Sea applicants with open arms.
The National Oceanic and Atmospheric Administration (NOAA) is an American scientific agency that focuses on the conditions of the oceans, major waterways, and the atmosphere. It was formed in 1970 and as of last year had over 11,000 employees. NOAA exists to monitor earth systems through research and analysis. It uses the research to assess and predict future changes of these earth systems and manage our precious resources for the betterment of society, the economy, and environment.
One component of NOAA studies our oceans. They ensure ocean and coastal areas are safe, healthy, and productive. One of the many ships that are used to study the oceanic environment (which I am fortunate to sail on these next two weeks) is NOAA Ship Bell M. Shimada. This ship is stationed on the west coast with forty-plus crew who work endlessly to make this ship run so NOAA scientists can perform important environmental studies. Every person I have met the past two days has been remarkable and you will hear more about them throughout my future blogs.
Why Are We Sailing? NOAA Ship Bell M. Shimada is one of dozens of NOAA ships that sail the ocean every day in order to research vital information about our environment. Every sailing has clear objectives that help achieve the goals that the National Oceanic Atmospheric Association sets. On NOAA Ship Bell M. Shimada, hake fish surveys are completed every other year and research is done during off years. Fish surveys determine estimates of certain fish species. This vessel sails the entire west coast of the United States and then works with their Canadian counterparts to provide an estimate of a variety of species. NOAA uses this information to provide the fisherman with rules governing the amount of species that can be fished. During research years, like the one I currently am on, the vessels have different objectives that support their work.
For this leg, the ship has three main objectives:
#1: Pair trawling to determine net size impact: Evaluate the differences between the US 32mm nets and the CANADIAN 7mm nets. The questions being asked are does the differences in size of the two nets affect the size, characteristics, or species of fish being caught during surveys.
The reason this research is needed is because currently the Canadians and the United States have always used different size liners on the far tip of the net while surveying. The purpose of this experiment is to eliminate the possibility that there is bias in the data between the two countries when surveying their respective territories with slightly different net sizes.The hope is that the different liners do not affect the size, characteristics, or species of fish being caught during surveys.
#2: Comparing old acoustic equipment with new equipment: An acoustic transducer is a highly technological piece of equipment used on board scientific and commercial fishing vessels around the word. It emits a brief, focused pulse of sound into the water. If the sound encounters objects that are of different density than the surrounding medium, such as fish, they reflect some sound back toward the source. On-board N
OAA Ship Bell M. Shimada these echoes provide information on fish size, location, and abundance. NOAA is modernizing all of their acoustic equipment to a higher range of frequency. This is equivalent to when televisions went from black and white to color. This will hopefully allow scientists to collect more precise and accurate data.
The second goal of this cruise is to determine the differences in the frequency levels of both the new and the old technology. The goal in the long run is to reduce the number of surveying trolls needed to determine the population of fish, and instead, use this highly advanced acoustics equipment instead. It would be a more efficient and environmentally smarter option for the future.
An illustration of a ship using multi-beam sonar. Image courtesy of NOAA
#3: Using oceanography to predict fish presence: During the night time, scientific studies continue. The ship never sleeps. Depending on where we saw and caught fish during the day time experiments, the captain will bring the boat back to that same area to determine what water characteristics were present. The goal is to find the correlation between increased hake presence and certain water characteristics.
Throughout the next two weeks I will take you behind the scenes on how the ship is collecting data and using the data to create a hypothesis for each goal.
A beautiful view while calibrating today
Immersion suit practice during drills
The beautiful Seattle skyline
Upcoming Blogs through Sept 14:
Life on-board these beautiful ships
The galley is a work of art
Tour of the ship
Careers on-board
Daily tasks and updates on our ship leg’s mission and goals
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
Latitude: 33.64° Longitude: 117.62°
Sea wave height: 1-2 ft
Wind speed: 4 kts
Wind direction: 90
Visibility: 10 nm
Air temperature: 29.0°C
Barometric pressure: 758 mm Hg
Sky: Clear
The past few days back home have given me a chance to share my experiences as a NOAA Teacher at Sea with family and friends and to enjoy some slime and scale free days in southern California. I no longer have the picturesque sunrises and sunsets, but I don’t have to climb down a ladder to get out of bed anymore. I am so grateful that I was selected to be a Teacher at Sea this season and that I had an opportunity to learn from and work with some fantastic people.
NOAA Ship Pisces route for SEFIS Survey, July 10 – 23, 2018 (image from Jamie Park)
My experience as a NOAA Teacher at Sea greatly exceeded my expectations and has reinvigorated me as a teacher. From the first full day on NOAA Ship Pisces, I was having fun learning about and collecting data that are used to create models of fish populations. The techniques the NOAA scientists taught me not only allowed me to contribute to their research in a small way, but it gave me an opportunity to collect data that I can immediately integrate into my classroom. My students will be able to analyze salinity, temperature, and pressure changes as depth changes, as well as biological data such as fish length, weight and age using tissue samples I was able collect while a Teacher at Sea. Furthermore, I was also able to learn about the men and women that serve as officers in the NOAA Corps, engineers, and deck crew, without whom the scientists would be unable to gather the necessary data. Meeting these dedicated men and women and learning about the mission of NOAA will allow me to help my own students know about career opportunities in marine biology and STEM fields. Every day was an opportunity to learn and I am eager to share my experience and knowledge with my future students as well as my colleagues in Irvine.
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I want to thank Nate Bacheler and the entire NOAA science group for not only teaching me how to extract otoliths and ovaries, but for answering my many questions and including me in everything. Whenever I asked if I could help out in some way I always got a, “Sure, let’s show you how to get that done.” I truly had a blast getting slimed by flopping fish. I also would not have learned so much about the NOAA Corps and the mission of NOAA without being able to freely go to the bridge and engage with the officers on duty. They too were willing to tell me the story of how the came to be NOAA Corps officers and answered my questions ranging from navigating and the propulsion of NOAA Ship Pisces to college majors and family-life.
View from a bow hawsehole. (photo by David Knight)
Mission: Mapping Deep-Water Areas Southeast of Bermuda in Support of the Galway Statement on Atlantic Ocean Cooperation
Weather Data from the Okeanos Explorer Bridge
Latitude: 28.39°N
Longitude: 65.02°W
Air Temperature: 28.3°C
Wind Speed: 11.8 knots
Conditions: Partly sunny
Depth: 5092.22 meters
Science and Technology Log
“Explorations of opportunity” including NASA Maritime Aerosol Network are conducted on the Okeanos Explorer while underway. The Maritime Aerosol Network is an organized opportunity to collect aerosol data over oceans. Aerosols are liquid or solid particles that can be generated in two ways: natural phenomena (volcano, sand storm, pollination, waves, etc.) or anthropogenic sources (combustion of hydrocarbons, chemical industries, etc.). The open ocean is one of the major sources of natural aerosols of sea-salt aerosols. Sea-salt aerosols, together with wind-blown mineral dust, and naturally occurring sulfates and organic compounds, are part of natural tropospheric aerosols.
Depending on their color, aerosols absorb sunlight in different ways. For instance, soot particles generated from the combustion of hydrocarbons absorb all visible light, therefore generating a rise in atmospheric temperature. Conversely, crystals of salt reflect all visible light and cause climatic cooling. Other studies have shown that their presence is essential for the water cycle: without aerosols, water could not condense in the form of clouds. Therefore, these particles influence the climate balance. In order to achieve this, NASA provides sunphotometers to “Vessels of Opportunity.” These vessels can be either scientific or non-scientific in their nature of operations.
Sunphotometer device used throughout the expedition
Garmin GPS used to collect coordinates before obtaining sunphotometer reading
How Does This Process Work?
Sunphotometer takes aerosol maritime measurements by using a photometer that is directed at the sun to measure the direct-sun radiance at the surface of the Earth. These measurements are then used to obtain a unit-less parameter: Aerosol Optical Depth (AOD). AOD is the fraction of the Sun’s energy that is either scattered or absorbed (attenuated) while it moves through the Earth’s atmosphere. The attenuation of the Sun’s energy is assumed to be a result of aerosols since the measurements are collected when the path between the sun and the sunphotometer instrument is cloud-free.
Why Is This Process Important?
This collaboration between NOAA and NASA allows for the addition of thirteen more data sets to the Maritime Aerosol Network. Regions in the open ocean are unable to be studied from land-based sunphotometers located on islands, so ships are the only other alternative to compile data. As a matter of fact, satellite based measurements are not as accurate over the ocean compared to hand-held surface measurements. Therefore, the measurements we have been logging serve as ground truth verification for satellites. In addition, the Maritime Aerosol Network allows for the expansion of data sets to the Arctic, thanks to NOAA Ship Ronald H. Brown and other West Coast hydrographic ships.
Tatum and I collecting sunphotometer readings
Personal Log
Safety is an absolute priority while out at sea, so the team aboard the Okeanos Explorer conducts weekly fire/emergency and abandon ship drills, and a man overboard drill every three months. We completed a man overboard drill today with an orange buoy. Everyone on the ship has designated reporting locations once the alarm sounds and the drill commences. Once you arrive at your assigned area on the ship, you must scan the water for the target and point in its direction once you find it. The fast rescue boat (FRB) is deployed to go retrieve the target and once it is safely back aboard, the drill is complete.
Fast Rescue Boat used during the Man Overboard Drill
Man Overboard Drill on the Okeanos Explorer
Did You Know?
The Mauna Loa Observatory record of solar transmission of sunlight is the longest continuous record in existence!
Mission: Mapping Deep-Water Areas Southeast of Bermuda in Support of the Galway Statement on Atlantic Ocean Cooperation
Weather Data from the Okeanos Explorer Bridge
Latitude: 29.03°N
Longitude: 62.11°W
Air Temperature: 27.5°C
Wind Speed: 6.38 knots
Conditions: Sunny
Depth: 5167.70 meters
Science and Technology Log
SIMRAD EK 60 echo sounder readings – 38kHz frequency is not pictured
In conjunction with the EM302 multibeam sonar, the Okeanos Explorer uses five different frequencies of SIMRAD single beam echo sounders to identify biomass in the water column: an 18 kHz, 38kHz, 70 kHz, 120 kHz, and 200kHz. (38 kHz is not pictured because it is not used in conjunction with the EM302 since the frequencies are too similar and they can cross talk). These sonar systems are common on fishing boats for estimating fish abundance and they’re used for other marine research, as well. In deeper waters, lower frequency sonar is used. Since we are surveying in approximately 5,000 meters of water, the 18 kHz will be used.
3.5 kHz Knudsen sub-bottom profiler data
The third piece of important equipment used during this mission is a 3.5 kHz Knudsen sub-bottom profiler. This technology is used to assist in many surveys since these systems identify and characterize layers of sediment or rock under the seafloor. In sub-bottom profiling a sound source directs a pulse towards the seafloor and parts of this pulse reflect off the seafloor while others penetrate the seafloor. The portions of the pulse that penetrate the seafloor are both reflected and refracted as they pass into different layers of sediment. These signals return towards the surface and can be used to determine important features of the seafloor. For instance, the time it takes for the reflected sound pulses to return to the vessel can be used to determine the thickness and positioning (ex. Sloped or level) of the seafloor. The refracted pulses can provide information about the sub-bottom layers. The variability in density can be used to explain differences in composition (ex. greater density is representative of harder materials). Frequency differences can help scientists obtain optimal results that can be used when collecting data during a survey. Lower frequency pulses can penetrate the seafloor but produce a lower-resolution picture while higher-frequency pulses produce the opposite.
The EM 302, EK60, and Knudsen sub-bottom profiler are all used simultaneously during this seafloor mapping operation.
Personal Log
Throughout the cruise, one of the NOAA Corps Officers is in charge of planning fun morale events for everyone aboard to participate in. Today, we had a cookout complete with delicious food, music, and corn-hole on the fantail. Everyone had a great time! Additional morale events are planned throughout the rest of the mission so I will post about those later on!
Competitive Cornhole on the Fantail
Some of the Mapping Team aboard the Okeanos Explorer!
Did You Know?
The earliest technique of bathymetry (depth measurement in water) involved lowering a weighted-down rope or cable over the side of a ship, then measuring the length of the wet end when it reached the bottom. Inaccuracies were common occurrences using this technique because of the bending of the rope caused by deflection from subsurface currents and ship movements.
This technique was replaced in the 1920s by echo sounding, in which a sound pulse traveled from the ship to the ocean floor, where it was reflected and returned.
The multibeam echosounder was invented in the 1960’s.
NOAA Ship Fairweather uses a multibeam sonar to map the ocean floor. Sonar stands for SOund Navigation And Ranging. This ship’s multibeam sonar sends sound (acoustic energy) to the seafloor in a fan shape, and then listens for the echos. The speed sound travels is vital to knowing the depth the sound has traveled to. Sound travels about 1500 meters per second in seawater. This is much faster than in air where it travels at about 340 meters per second. Sound speed is an important consideration in ocean floor mapping.
What factors influence the strength of acoustic return? (sound back to the ship)
Spreading – As the sound energy gets farther from its source (the bottom of the ship) and after it hits its target, the sound wave gets weaker. This is why you can hear someone standing next to you better than somebody on the other side of a room.
Absorption – The energy of the wave heats up the molecules of water it goes through because of friction and loses energy. This is also the reason you can hear someone standing next to you better than somebody on the other side of a room.
Ambient Noise – . This refers to the fact that the fish, (towed behind the ship) the ship, and wave action are also producing sound sources of their own. The sound “signal” needs to be extracted from this “noise”.
Target Strength – If the seafloor is muddy, some of the energy of the sound beam will be absorbed and less will be sent back to the ship. If it is a rocky bottom, the sound energy scatters in different directions and a weaker signal returns.
How is the sound speed measured?
When you hear MVP in sports? MVP means Most Valuable Players, but on NOAA Ship Fairweather the MVP stands forMoving Vessel Profiler. The MVP consists of a small crane on the fantail (the back deck on the ship) that pulls what is called a FISH! The MVP has a computer controlled winch that can be used while the ship is moving.
This is the MVP that is on the ships fantail
The surveyors (marine technicians) call to the bridge to ask if they can, “take a cast.” This means they will lower the “fish” to get readings and learn the speed of sound for the area. The bridge, which is where the boat is steered from, will respond that they may cast, only if it is safe. Our last “cast” measured the water column down to 217 meters as we were travelling at 6 knots (about 7 miles per hour.) The ship does not drop the “fish” while it is travelling at a high speed because that puts too much tension on the cable.
Bringing in the “fish”
The fish is the instrument that is pulled behind the ship, that collects data. The fish is actually a science instrument, much like the Hydrolab that we use at school. It is a CTD, and is used to measure conductivity, temperature and pressure. This data allows the CTD to measure the speed of sound.
This picture show how the fish is grabbed from the water
Conductivity is a measurement of the ability of water to conduct an electrical current. The dissolved salts in the water are the conductors of the electricity. The salts, as you may remember, come from the breakdown of rocks and are carried by rivers to the ocean. These “salts” are electrically charged ions, mostly in the form of sodium and chlorine. So, the conductivity measures the salinity (saltiness) of the ocean. This is very important, because the salinity affects the speed of sound. Since the sonar is sending sound to the bottom of the ocean, conductivity or salinity measurements are very important.
As sound travels through different densities (caused by the salinity) it causes refraction. You have seen refraction when you put a straw in a glass of water. The straw appears to bend. So the salinity of the water needs to be measured using the conductivity instruments in order to account for different densities caused by the salinity levels.
Here is the fish out of water!
Temperature also affects the density of the water. Colder water is more dense than warmer water. Remember when we studied how colder air is more dense than warmer air?
Since salinity and temperature change with depth, the CDT also measures depth. All three of these instruments together help determine the speed of sound through the water. Since the sonar uses sound to map the ocean floor, measuring the speed of sound is vital for collecting good data.
The speed of sound generally increases with an increase of temperature, salinity or pressure.
These are two CDT’s (Conductivity, Density and Temperature) that can be used if the ship is not moving. They sure look like our Hydrolab!
Did you know?
Datum – a noun meaning a piece of information, while data is plural.
Swath – a fan shaped area created by the sound beams
Transducer – where sound leaves from.
Receiver – where the sound comes back to.
Personal Log
One of the most exciting things about being at sea, is seeing animals. On our first day out we were lucky to see a pod of orcas whales (killer whales.) Since then, someone on board reported the whales and got information back from NOAA Fisheries about whales they could identify from the pictures sent. We found out that whale A4, named Sonora, and one of her four offspring A46, named Surf, were part of pod A5 which is a group that usually is in the water near British Columbia, but sometimes can be found in southeast Alaska, where we are right now. One male, named A66, was identified by the pictures. He was born in 1996! Look for more information about this pod here http://cetacousin.org/wild-database/orcas/northern-resident-orcas/ or http://orcinusorca.nl/
An Orca Photo Credit Megan Shapiro
Two Orca Whales Photo Credit Megan Shapiro
Orca whale near Ketchikan, Alaska Photo Credit Megan Shapiro
Today we saw group of Dall’s porpoise. They are very fast moving porpoise. They are found in the Northern Pacific Ocean in groups of 2-20 and can live 15-20 years. Individuals are about 7-8 feet long.
Latitude: 50° 10.002′ N
Longitude: 125° 21.685′ W
Sea Wave Height: 7 feet
Wind Speed: 5 knots or less
Wind Direction: Variable
Visibility: 14 km
Air Temperature: 9oC
Sky: Mostly Sunny
Science and Technology Log
NOAA Ship Fairweather has begun its transit to Alaska for the heart of the field season which means transiting the famous Inside Passage, a roughly two day voyage through a stretch of nearly a thousand islands between Washington State and Alaska. The more protected waterways of the Inside Passage provided a smooth, calm ride. I took advantage of the transit to spend more time on Fairweather‘s bridge in order to learn a bit about navigation.
Magnetic North v. True North
One thing that quickly became clear on the bridge of Fairweather is that for many navigational tasks, the crew has at least three ways of being able to obtain needed information. For example, navigational charts (maps) show two compasses: magnetic and true north. The inner circle represents the magnetic compass, which in reality points 17 degrees right of true North and is dependent upon the pull of the Earth’s magnetic core. Because the magnetic compass can be offset by the pull of the ship’s magnetic fields (the ship is made of steel, after all), Fairweather’s compass is actually readjusted each year. During our Inside Passage transit, a specialist came aboard near Lopez Island to reset the ship’s magnetic compass.
The Ship’s Magnetic Compass Located on the Flying Bridge (Top Deck)
A Series of Mirrors Allows the Crew to Read the Magnetic Compass from the Bridge
The ship’s magnetic compass is located on the flying deck, just above the bridge. So, to be able to read the compass from the bridge, the crew looks through a series of mirrors above the helm. Notice that next to the mirrors, is a digital display that reads “78.” This is an electrical reading from the gyrocompass. The gyrocompass reflects “true North” also referred to as geographical North.
The Gyrocompass is Secured in a Closet on D Deck Near the Galley
An Auxiliary Compass, Connected to the Gyrocompass, is Located Right Off the Bridge on Both Port and Starboard
When at sea, a crew member on the bridge takes “fixes” every fifteen minutes, both day and night. To take a fix, the crew member uses an auxiliary compass and chooses three landmarks on shore as points. The crew member then lines up the viewfinder and records the degree of the line formed between the ship and the given point.
The Crew Focuses the Auxiliary Compass on a Landmark on Shore. This Allows for a Reading on the Gyrocompass.
Next, the crew member plots the three points on the chart using triangles (similar to giant protractors). The point where the three lines intersect is the ship’s current location. Though technically, the crew could just plot two points ashore and look for where the lines intersect, but as a way of triple checking, the crew chooses three points. Then, if a line doesn’t intersect as expected, the crew member can either retake the fix or rely on the other two points for accuracy.
The Crew Use Triangles to Plot Their Course
A Crew Member Uses a Compass to Verify Our Current Location, Measuring and Checking Latitude and Longitude
In addition to using the two aforementioned compasses to determine the ship’s location, the open seas often mean majestic night skies. Some of the crew members told me they also look to the stars and find the Big Dipper and North Star. A central theme on the bridge is being prepared: if both compasses malfunction, the crew can still safely guide Fairweather along its course.
The Original Navigation System: The Night Sky
The Ship’s Location Also Displayed Electronically above the Helm
In addition to being able to take fixes and locate constellations in the night sky, modern day technology can make the crew’s job a bit easier. The ship’s latitude and longitude is continually displayed by an electronic monitor above the helm via GPS (Global Positioning System). Below, the ship’s Electronic Navigation System (ENS) essentially acts as Google Maps for the sea. Additionally, the ENS provides a wealth of data, tracking the ship’s speed, wind, and other contacts.
The Electronic Navigation System – Sort of Like Google Maps for the Ship!
Next to the ENS on the bridge is the ship’s radar, which shows other vessels transiting the area. Similar to ENS, the radar system also provides information about the ship’s speed and location.
The Ship’s Radar Is Yet Another Navigational Tool
The Electronic Wind Tracker above the Helm
Wind matters in navigation. The force and direction of the wind can affect both currents and the ship’s route. Winds may push the ship off course which is why taking fixes and constantly monitoring the ship’s actual location is critical in maintaining a given route. The wind can be monitored by the weather vane on the bow, the electronic wind tracker above, or on the ENS below. Additionally, a crew member demonstrates a wheel, used for calculating and recalculating a ship’s course based on the wind’s influence.
A Crew Member Holds a Wheel for Calculating Wind and Direction
An Old-Fashioned Speaker System on the Bridge
On the bridge, multiple ways of being able to perform tasks is not limited to navigation alone. Communicating quickly on a ship is important in case of an emergency. Fairweather is equipped with various communication systems: a paging system, an internal telephone line, cell phones, satellite phones, etc.
A Collection of Bells and Phone Systems for Contacting Various Parts of the Ship
Personal Log
Just before leaving Puget Sound, I had the chance to go kayaking for a few hours with two of the crew members. We had great luck; not only was the water placid, but harbor seals played for nearly an hour as we paddled around one of many coves. It was neat to see Fairweather from yet another perspective.
Kayaks are Secured for Seas on the Flying Bridge – The Hardest Part Is Carrying the Kayaks Up and Down Several Docks to Be Able to Launch Them
A Bit Tricky: Launching Kayaks from a Launch
Approaching Fairweather in Kayaks
Wide Open Waters of Puget Sound
Ready to Explore
Harbor Seals Played in the Water Around Our Kayaks
Incredibly Calm Waters in Puget Sound Made for Picturesque Reflections
Did You Know?
The Inside Passage is a series of waterways and islands that stretches from Puget Sound, just north of Seattle, Washington on past Vancouver and British Columbia and up to the southeastern Alaskan panhandle. In British Columbia, the Inside Passage stretches over more than 25,000 miles of coast due to the thousand or so islands along the way. In Alaska, the Inside Passage comprises another 500 miles of coastline. Many vessels choose the Inside Passage as their preferred coast as it is much more protected than the open waters of the Pacific Ocean to the immediate west. Nonetheless, rapidly changing tidal lines, numerous narrow straits, and strong currents make navigating the Inside Passage a challenging feat. In addition to frequent transit by commercial vessels, tugboats, and barges, the Inside Passage is also increasingly popular among cruise ships and sailboats. On average it takes 48-60 hours to navigate.
Approaching Open Waters as the Fairweather Leaves British Columbia and Enters the Alaskan Portion of the Inside Passage
A More Protected Stretch of the Inside Passage Creates a Glassy Reflection
Crew on Anchor Watch on the Inside Passage as We Approach Seymour Narrows. Note the Weathervane on the Bow.
Snowy Peaks Along the Inside Passage
Enjoying a Late Afternoon View from Fairweather’s Fantail
Some of the Many, Many Islands along the Inside Passage
Blackney Passage
A Tugboat Pulls a Barge Near Lopez Island
Late Afternoon on the Inside Passage as Seen from Starboard, F Deck
Impossible to Get Tired of These Views!
Challenge Question #4: Devotion 7th Graders – NOAA and NASA collaborated to produce the National Weather Service Cloud Chart which features explanations of 27 unique cloud types. Clouds can tell sailors a great deal about weather. Can you identify the type of clouds in the ten above pictures of the Inside Passage? Then, record your observations of clouds for five days in Brookline. What do you notice about the relationship between the clouds you see and the weather outside? What do you think the clouds in the pictures above would tell sailors about the upcoming weather as they navigated the Inside Passage? Present your observations as journal entries or a log.
A Bonus Challenge. . .
Just outside the bridge on both the Fairweather‘s port and starboard sides are little boxes with two thermometers each. What is the difference between dry and wet temperatures? Why would sailors be interested in both measurements?
Two thermometers, labeled “Dry” and “Wet”, with different readings
Latitude: 48° 25.012′ N
Longitude: 122° 44.039′ W
Sea Wave Height: 1-3 feet
Wind Speed: 10-20 knots
Wind Direction: NE
Visibility: 14.1 km
Air Temperature: 14oC
Sky: Scattered Clouds
Science and Technology Log
As NOAA Ship Fairweather began its northward journey through the Inward Passage, I took advantage of a few days at sea to conduct interviews with crew from each of the various departments onboard: deck crew, engineers, officers, stewards, and survey technicians. Through the interview process I realized just how much goes in to making Fairweather successful. Two themes arose again and again in conversations: First, the crew of the Fairweather loves what they do — the crew’s commitment and passion for being at sea was unanimous. . .and contagious. Second, Fairweather is family.
Enjoy the five interviews below, the first of which is with a Edward Devotion School alum. . .
An Interview with AB Carl Coonce, Fairweather Deck Crew & Devotion School Alum (1971-1974)
AB Carl Coonce at the Helm
AB Carl Coonce & Devotion School Alum on Fairweather’s Bridge
Q: What is your role aboard NOAA Ship Fairweather?
A: I’m an able-bodied seaman or AB. My permanent job is to take care of the ship. Some duties include maintaining the ship’s cleanliness, ensuring the security of the vessel, and steering the ship.
Q: Why is your work important?
A: Without AB’s, the ship can’t be driven. AB’s also maintain the security of the ship and watch out for the safety of the ship’s personnel. AB’s work on the upkeep of the ship’s inside and outside condition, checking to prevent rust and other damage. The AB’s ready the equipment for different missions and load and unload equipment, too. Finally, the AB’s help with the officers’ work, with surveying, and with engineering.
Q: What do you enjoy the most about your work?
A: I love being at sea. I love being able to see different sunrises and sunsets every day. I see things most people only see on TV or in pictures. For example, I’ve seen two rainbows cross before at sea. Sometimes rainbows are so close when you are at sea that you can almost reach out and touch them. Every day at sea is a new adventure.
Q: Where do you do most of your work?
A: I mostly work as a helmsman (driver) up on the bridge (which is like the front seat of the car/ship). A helmsman is the person who drives the ship. A helmsman keeps watch, looking for any potential dangers such as things floating in the water, other ships, and certain parts of land (such as sand bridges). Another important part of my job is to understand how to read maps and use all of the radar and other navigational equipment up on the bridge.
Q: What tool do you use in your work that you could not live without?
A: Sleep!
Q: When did you know you wanted to pursue an ocean career?
A: I always wanted to come to sea because my father was a sailor. I took a different route for a long time, but about 15 years ago I started my ocean career. I guess it was in my blood. It was hard to get started because I knew nothing about ships and what was required in the beginning. I went online and researched shipping companies and sent my resume out to a few hundred companies. I received a call from NOAA and began my sea career in Woods Hole, Massachusetts on a fishing vessel, NOAA Ship Albatross. By the way, Albatross is actually where the NOAA Teachers at Sea Program started.
Q: What part of your job with NOAA did you least expect to be doing?
A: I didn’t expect to be around the same people 24/7. You are always with the people with whom you work and your boss. Eventually, though, it becomes like a family.
Q: How do you help wider audiences to understand and appreciate NOAA science?
A: I would tell other people that NOAA is a wonderful job for people interested in going to sea. When you start off, you can go out to sea for a few weeks at a time. With NOAA, you have a chance to see and do things that you don’t get to do on commercial boats. You also are able to see new parts of the country. I’ve seen the east and west cost. The benefits are outstanding. Aside from traveling, I also have three months of vacation each year, something I would probably not have with a desk job, even after many years.
Q: How did you become interested in communicating about science?
A: When I was on the east coast, I was on NOAA Ship Henry Bigelow out of Newport, Rhode Island. A group of scientists came onboard, and we sailed up by Newfoundland. We sent a special net nearly three miles down into the ocean. The most memorable thing was catching a fish that was about 2.5 feet long, incredibly white, paper thin, and had bright red fins. The scientists told me that this fish only lives two miles down. Experiences like this are once in a lifetime. That was one of the most exciting and memorable trips I’ve had with NOAA.
Q: What advice would you give a young person exploring ocean or science career options?
A: Don’t take the sea for granted. There is a mystery for the sea. We know more about the moon than we do about the oceans. There is so much to learn at sea. Even after fifteen years at sea, there is so much more to learn about the ocean. It is never the same. There is always something new to see. I’m still amazed by some of the things I’ve seen at sea, even if I’ve seen them over and over again. For example, hearing the sound of the glaciers hitting the water is unforgettable. Seeing the different colors of the ocean, you realize there is so much more than green and blue. Once you think you’ve learned it all, the ocean changes again on you.
Q: What do you think you would be doing if you were not working for NOAA?
A: I’d probably be back in Boston working as a chef. I went to school for culinary arts, but I think I’d be miserable if I wasn’t at sea.
Q: Do you have an outside hobby?
A: When I’m home, I like to work in my backyard. I like to work on my garden. I also like to work out.
Q: What is your favorite memory as a student at the Edward Devotion School?
A: I loved growing up in Brookline. It was a wonderful town to grow up in. I really feel now that being a kid at Devotion School was one of the happiest parts of my life. There is so much history at the Devotion School. Even after having traveled all around the country with NOAA, I love going back home to Boston and Brookline. Boston and Brookline are my favorite places. I still keep in touch with five of my friends from school in Brookline. We’ve been hanging out together for over thirty years. My friendships from grade school and later at Brookline High are still tremendously important to me today.
An Interview with HST Bekah Gossett, Fairweather Hydrographic Survey Technician
HST Bekah Gossett
The View from the Plot Room
One of HST Gosset’s Projects from Last Season: Notice the Green Plot Lines and Surrounding Glaciers
A Finished Sheet from Last Season: Notice the Contrasting Depths (69 fathoms on a Previous Chart v. 94 fathoms Based on Sonar Data)
Comparing Updated Charts with an Outdated One (Green Represents Data Matched, Blue/Red Show One Data Set is Deeper/Shallower than the Other)
Q: What is your role aboard NOAA Ship Fairweather?
A: My role on the ship is to acquire and process data that gives us information about the depth of the seafloor.
Q: Why is your work (or research) important?
A: This work is important because it contributes to updating and creating charts (maps) that are navigationally significant for US mariners to keep them safe and to support them economically. And, it’s cool!
Q: What do you enjoy the most about your work?
A: I really like working on the small boats (the launches) and working in Alaskan waters is great. It is a really open and good learning environment for this field of work. I have learned a whole lot in just a year and a half. This goes beyond hydrography. I’ve learned a lot about others and myself and about working with people.
Q: Where do you do most of your work?
A: I do most of my work in the plot room and on the launches. During the field season, we’re on the launches almost every day. The plot room is the data processing room where there are lots of computers. It is adjacent to the bridge, the central and most important location on the ship.
Q: What tool do you use in your work that you could not live without?
A: A computer!
Q: If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
A: I would create something with lidar (lasers) or a super sonar. Lidar is used on planes or drones to scan and provide data back. Lidar on launches would help us get data quicker.
Q: When did you know you wanted to pursue an ocean career?
A: I studied art in school, but then I switched to science. I’ve always liked ocean sciences. I decided to pursue an ocean career when I was 19.
Q: What part of your job with NOAA did you least expect to be doing?
A: I run the ship store, which is never something I expected to be doing. The ship stores sells snacks, candy, soda, and ship swag for the crew to keep morale high.
Q: How do you help wider audiences to understand and appreciate NOAA science?
A: I usually explain the ship’s mission as updating and correcting nautical charts. Sometimes we have different projects. Last year, for example, we were searching for a ship that sunk in Alaska in February 2017. We found it!
Q: How did you become interested in communicating about science?
A: When I was in college studying geology, I realized exactly how important it is to communicate science, because there is a lot of knowledge there that we can all learn from and use.
Q: What advice would you give a young person exploring ocean or science career options?
A: There are a lot of different things one can do. There are many different degrees from engineering, to environmental science, to biology. You can study ocean science, but you don’t have to. Any science can be applied in the ocean. It is not just science. You can learn about many different careers in oceans. Engineers and deck crew are great fields to pursue. You could also be a steward and travel a lot.
Q: What do you think you would be doing if you were not working for NOAA?
A: I would probably be working for an environmental agency, but I would probably not be very happy. I might be at home with my dog.
Q: Do you have an outside hobby?
A: I like to paint. I also have a ukulele. I also love to read.
An Interview with EU Tommy Meissner, Fairweather Engineer
EU Tommy Meissner Hard at Work in Fairweather’s Boat Shop
First Assignment: In the Navy, Onboard the USS Forrestal, The World’s First Supercarrier at 1,060 Feet Long in 1990
EU Tommy Meissner: An Engineer & His Electric Guitar
Q:What is your role aboard NOAA Ship Fairweather?
A: I’m a utility engineer. I stand watch on the main engines and check all of the propulsion equipment. I do maintenance on the small boats. I work on air conditioning, refrigeration, heating, etc. I am jack-of-all-trades.
Q:Why is your work (or research) important?
A: There is always something too hot or too cold, something leaking or blocked. There is always too much of something or not enough of something else. That is really the challenge of the job.
Q:What do you enjoy the most about your work?
A: The travel aspect is the best thing about my job. I can go anywhere in the world I want to go, whenever I want to go. The oil field in Mexico is opening back up, and so now there is lots of work available.
From a work aspect, it is challenging to understand why a piece of equipment isn’t working. Fixing the engines. . .or anything really. . . is all about following a process, working methodically. It feels good to be able to fix the boat and keep it in the water.
Q:Where do you do most of your work?
A: I do most of my work in the boat shop on the small boats on E-Deck. That’s where all the maintenance is performed while the launches are in the davits (the machines that put the boats in the water). When underway, I spend eight hours a day in the machine room, but when in port I work mostly in the boat shop. Eight hours a day, four hours a watch. In addition to the two watches, I usually do at least two hours of overtime a day. During a watch, I walk around, checking all the machines, pumps, generators, boilers, air conditioners, fridge, freezer, etc.
Q:What tool do you use in your work that you could not live without?
A: The first thing I always grab is a pipe wrench. It is always good to have one nearby. A pipe wrench is a tool that we use to take apart plumbing and to loosen and tighten any connections. I am pretty well known on this boat for unclogging restrooms and showers.
Q:If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
A: I would want a third hand! There is always a time when you need another person. It would be helpful to have one more hand to do work more efficiently. There are lots of times when I can’t reach or need that extra hand.
Q:When did you know you wanted to pursue an ocean career?
A: I’ve been sailing since 1990. I joined the Navy in 1989. All my life I’ve liked being around boats and on the water. Even though I lived around the water when I was little, I never had the opportunity to go to sea, so it was something I dreamed about for when I was older. Living in Fort Lauderdale, I saw the Navy come through and watched all the ships. I thought it would be cool.
Q:What part of your job with NOAA did you least expect to be doing?
A: I had no idea where I would be going when I joined NOAA. Before I said yes to the job, they gave me the choice to go on the Fairweather or the Rainier. Initially, I wondered about Alaska. Nome, Alaska is as far away from home for me as Dubai. I had never been so far west. Alaska has been great, though.
Q:How do you help wider audiences to understand and appreciate NOAA science?
A: Everyone I talk to doesn’t seem to know what NOAA is. NOAA has various missions, mapping the bottom of the ocean, studying coral reefs, fish ecology (understanding how many tuna are in the middle of the Gulf of Mexico and what species of fish are on the reef off North Carolina). I don’t think people know enough about NOAA.
Q:What recommendations do you have for a young person interested in pursuing an ocean career?
A: I would study oceanography and math and science if you want to go to sea. Decide what type of career you would like; there are so many options at sea.
Q:What do you think you would be doing if you were not working for NOAA?
A: If I wasn’t working for NOAA, I would go back to South Carolina and work in building or construction. I prefer NOAA!
Q: Do you have an outside hobby?
I play guitar and teach guitar. I was always a metal head.
An Interview with 2C Carrie Mortell, Fairweather Steward
2C Carrie Mortell Serving a Delicious Meal in Fairweather’s Galley
Q: What is your role aboard NOAA Ship Fairweather?
A: I work in the galley (kitchen), which is very, very busy. It is kind of like the heart of the ship. We work to feed everyone, make sure everything is kept clean, etc. There is a lot to do! We work twelve hours everyday. Many people think the galley is just cooking, but there is a lot more to the galley such as keeping track of massive amounts of stores (supplies), keeping everything fresh, and more.
Q: Why is your work (or research) important?
A: Keeping the mess deck (dining area) clean and keeping people happy and healthy with good meals is key. We boost morale. People look forward to sitting down and having a good meal at sea. We try to take peoples’ requests and keep the crew satisfied.
Q: What do you enjoy the most about your work?
A: I love being at sea. I love to cook. I like to see people happy and satisfied. I always try to keep upbeat. We all have to live together, so it is important to keep morale up. We’re like a big family at sea.
Q: Where do you do most of your work?
A: I spend most of my day in the galley. All of the stewards cook. We rotate every week. One week, one cook is in the galley, and then we switch into the scullery (where dishes are cleaned).
Q: What tool do you use in your work that you could not live without?
A: My hands!
Q: If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
A: Another pair of arms to help cook. It is really, really busy in the galley!
Q: When did you know you wanted to pursue an ocean career?
A: Well, I used to commercial fish. I have always loved being on the ocean. I grew up around fishing people. When I was little, I always wanted to live in a lighthouse. I also like being able to go to different places. It is exciting to always get to travel when at sea. I loved the French Polynesian Islands, where I traveled with NOAA. I worked out of Hawaii for about eight years, so I spent a lot of time sailing around the Pacific, visiting Guam, Sonoma, the Marshall Islands, and crossing the equator several times. On the East Coast, I enjoyed sailing Puerto Rico and the Caribbean. I also love Alaska, so sailing on Fairweather is great! Eventually, I want to move back to Alaska.
Q: What part of your job with NOAA did you least expect to be doing?
A: I really love cooking, which is what I get to do everyday. I feel really passionate about my job. There isn’t anything I didn’t expect. You do have to really like what you do, though, at sea.
Q: How do you help wider audiences to understand and appreciate NOAA science?
A: All the ships do different missions. NOAA Ship Fairweather, for instance does mapping. Another NOAA ship I worked on put out buoys for tsunamis. NOAA helps keep oceans clean. NOAA also works with fisheries and brings many scientists out to sea to study the population of our oceans. NOAA even has gone on rescue missions for aircraft and other ships in distress.
Q: What advice would you give a young person exploring ocean or science career options?
A: First, you should love the sea. It is hard sometimes if you have a family. Sometimes you miss out on important events, but if you pick a ship in the right area, you can see your family more often. Sometimes, NOAA isn’t what people expect. It is really hard work, but I love it. There are lots of different departments and jobs on the ship though, so it is possible to find something you love.
Q: What do you think you would be doing if you were not working for NOAA?
A: I definitely would be working in culinary arts somewhere.
Q: Do you have an outside hobby?
A: I love to write, paint, draw, crochet, and read. I’ve always dreamed of writing children’s books. I used to tell my children stories, especially scary ones which they loved.
An Interview with ENS Linda Junge, Fairweather Junior Officer
ENS Linda Junge on the Bridge
ENS Linda Junge Leading a Navigation Briefing, Explaining Fairweather’s Course for the Inside Passage
Q: What is your role aboard NOAA Ship Fairweather?
A: I’m a junior officer (JO).
Q: What’s the process for becoming a JO?
A: The process to apply to become a JO is much like applying to graduate school. You write essays, get three to five letters of recommendation, fill out the application, and have an interview. You need a BS in a field relating to NOAA’s mission, which can be pretty much any math or science field (geology, physics, calculus, engineering, biology, environmental sciences, etc.). Then you attend BOTC (Basic Officer Training Class), which is held at the Coast Guard Academy along with their officer candidate school. Another way to become a JO is to transfer in if you were formerly enlisted. BOTC for JO’s lasts five months, and we have lots of navigation classes.
Q: Why is your work (or research) important?
A: NOAA Ships have three main categories: oceanography, hydrography, and fisheries. The major job of JO’s on ships is driving, we’re like bus drivers for science. When we are underway, 50% of my work is navigation, driving the ship, and deck stuff. 30% is collateral duties, extra administrative things to make the ship run such as thinking about environmental compliance and working as a medical officer. 20% (which can fluctuate) is focused on hydrographic survey, driving small boats or helping with survey sheets, managing an area, collecting data, and being sure data is processed on time.
Q: What do you enjoy the most about your work?
A: I really enjoy knowing that I’m keeping people safe while they are sleeping. I really enjoy traveling. I really enjoy the sense of family that comes from living on a ship.
Q: Where do you do most of your work?
A: All of the navigation is done from the bridge. The rest of the work is desk work. Any ship needs lots of administrative work to make it run. It’s like a space ship, a hotel, a restaurant, a family. To make all of those things run you need cooks, plumbers, etc., you need a lots of admin. It is like a government-run hotel. There is lots of compliance to think about. It’s a JO’s job to make sure everything is done correctly and all is well taken care of because it is paid for and continues to be paid for by tax payers. Everyone who serves aboard a ship has documented time of when you have been on the ship, sea-service letters. A commercial ship may have human resources (HR), and yeomen (arranges paperwork for travel, keep everything supplied and running, stocked, etc.), pursers (who manage money and billable hours), but all of these tasks are done by JO’s on Fairweather.
Q: What tool do you use in your work that you could not live without?
A: Red lights. At night, it is dark on the bridge. We can’t destroy our night-vision, so we use red lights, which are gentle on the eyes and don’t affect one’s night vision. It’s important to be able to see the charts as well as to maintain night vision while keeping watch.
Q: If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
A: I would hire someone to be the yeomen to make sure we never ran out of pens, always had travel vouchers, made sure copiers ran, and helped with all the other random jobs.
Q: When did you know you wanted to pursue an ocean career?
A: Before I did this, I was a fisheries observer. I was a biologist who went out to sea. I always loved standing on the bridge and hearing the stories. I loved not commuting, not having to go to the office. I loved casting out to sea, working hard, and then, pulling in, tying up, and feeling a huge sigh of relief that the crew worked hard and arrived safely back in port. It stuck with me, I enjoyed that, and I decided to pursue a career with NOAA.
Q: What part of your job with NOAA did you least expect to be doing?
A: All the administrative stuff!
Q: How do you help wider audiences to understand and appreciate NOAA science?
A: NOAA is everywhere, and sometimes people don’t appreciate that. NOAA produces weather reports and regulates fisheries in Alaska, where I’m from. NOAA could do a better job of advertising to the public its many pursuits.
Q: What advice would you give a young person exploring ocean or science career options?
A: There are many cool internships on research vessels. The commercial sector will always take people looking for adventure. If you don’t make a career of it, that’s fine. At the worst, you learn something new about yourself while having a really cool experience. That is not such a bad thing. I highly recommend giving an ocean job a try.
Q: What do you think you would be doing if you were not working for NOAA?
A: I would probably be in grad school. I would study city planning.
Q: Do you have an outside hobby?
A: I like walking. I like being in the woods.
Personal Log
While most of the crew spends days working on the bridge (navigation), the plot room (data analysis), in the galley (preparing meals), or in the engine room/boat shop (keeping everything running smoothly), there are a lot of other areas on the ship that help make Fairweather feel more like home. Below are some pictures of such key places:
The Ship’s Gym Next to the Engine Room
The Ship’s Movie Theater. Some Nights the Crew Gathers to Watch Films Together or Play Games.
The Ship’s Library – Lots of Science Fiction and Suspense!
The Ship’s Mailroom – Mail is Sent to Each Port; One of the Many Things to Look Forward to in a New Destination.
The Ship’s Conference Room Where Navigation Briefings and Safety Meetings Are Held
The Ship’s Laundry Room
The Ship’s Store – Candy & Snacks – Treasures at Sea
The Ship’s Store – Swag
A Berth (or Living Space) on the Ship Shared by Two Members of the Crew. Note the Bunk Beds & Curtains. The Crew Works Various Shifts 24/7.
Did You Know?
There is a lot of lingo aboard! Here are some terms helpful to know for navigating a ship:
Aft: towards the back of the ship
Bow: the front of the ship
Bridge: the navigation or control room at the front/top part of the ship
Deck: a floor/level on a ship
Flying Bridge: the top-most deck of the ship that provides unobstructed views
Fantail: area towards the back of the ship
Galley: the ship’s kitchen
Hands: a popular way to refer to the crew or people working aboard the ship
Head: the bathroom on a ship
Helm: the “steering wheel” of the ship
Hull: the outside sides/bottom of the vessels
Mess: dining area on the ship
Scullery: where dishes are washed
Starboard: to the right of the ship
Stores: the supplies kept in the hull that the crew will need while away at sea for a long time
Stern: the back of the boat
Port: to the left of the ship
Challenge Question #3: Devotion 7th Graders – Create a scale drawing of your ideal research or fishing vessel! Be sure to include key areas, such as those shown above. Remember that your crew will need space to eat, sleep, navigate, research, work, and relax. At a minimum, include the plan for at least one deck (or floor). Include your scale factor, show conversions and calculations, and label each area using some of the vocabulary included above. Needs some ideas? Check out this link to NOAA’s Marine Vessels for some inspiration.
Latitude: 47° 44.116′ N
Longitude: 122° 32.070′ W
Sea Wave Height: 1 foot or less
Wind Speed: 5-8 knots in the AM, then less than 5 knots in PM
Wind Direction: SSE, variable
Visibility: 16.1 km
Air Temperature: 8oC
Sky: Scattered Clouds
Science and Technology Log
For the past two days, NOAA Ship Fairweather has been anchored in Port Madison, part of Puget Sound off the coast of Seattle, Washington. The crew is currently stopped for a few days in Puget Sound before heading north to Alaska in order to complete the yearly Hydrographic Systems Readiness Review (HSRR). During HSRR, the survey techs test all of the hydrographic survey equipment that will be used during the field season. It’s essential to test and calibrate the equipment at the start of the season in order to ensure the data accuracy for upcoming projects.
The first part of HSRR began Thursday morning. Because NOAA Ship Fairweather spent winter at dock in Yaquina Bay, barnacles and algae were able to grow plentifully on the ship’s bottom, making it their home. The dive team deployed to check the Fairweather‘s hull and clean off the sonar transducers, removing any biofouling (sea life that had built up on the ship’s bottom) from the winter in port.
Dive Team Beginning HSRR in Port Madison, WA
Divers Preparing to Remove Biofouling from Ship’s Hull and Sonar Equipment
On Thursday afternoon and Friday, the next phase of HSRR began. On Friday, I was able to spend most of the day on the survey launches as a few of the survey techs conducted patch testing (a process for precisely determining an orientation of the launch’s sonar). NOAA Ship Fairweather has four 28-foot launches, and I spent the morning on 2808, and then the afternoon on 2806. When working on projects in relatively shallow waters, the Fairweather deploys these launches to collect data more efficiently as four launches can work on a project simultaneously.
Safety Meeting Before Launches Deploy
One of the Launches is Lowered from F Deck (the 6th Deck Up)
One of the Launches Being Lowered into Puget Sound
A Launch Begins Patch Tests
The launches are driven by a coxswain, often a NOAA officer or deck hand, while a Hydrographer-in-Charge (HIC) plans track lines for the vessel to run. Sometimes, a coxswain-in-training or HIC-in training will also join the launch. As part of HSRR, the HIC chose a few track lines for the launch to run, and the coxswain, drove the launch back and forth on the lines at various speeds. While we ran the track lines, the HIC was able to gather data by sending an acoustic ping from the sonar which reflects off the seafloor and is then recorded when it returns to the sonar. The two-way travel time of the pin is measured, which (when coupled with the speed of sound through the water) can be used to calculate the water depth.
The Coxswain Helps Deploy the CTD
The Coxswain’s Seat
The HIC Readies the Launch as We Pull Away from NOAA Ship Fairweather
The HIC and HIC-in-Training Prepare the CTD
The HIC Checks Data Being Collected as the Launch Runs Patch Tests
While in Port Madison, the crew will send all four of the Fairweather‘s launches out to run the same track lines and to ensure the data collected by each launch matches. At night, after the HIC’s have gathered data, the survey techs spend hours in the plot room, looking at the day’s data and checking for any discrepancies. The survey techs correct any errors in the data and the saved changes are sent back to each launch’s computing system. This is known as calibrating. By running patch tests and calibrating the launches to one another, survey techs are able to guarantee that data collected throughout the season is precise, no matter which launch is used for a given area.
The CTD Up Close: The Powerful Little Machine that Measures the Speed of Sound!
Data Being Collected from the CTD on the Launch Monitor: Conductivity (Salinity), Temperature, and Depth (Pressure)
The CTD Stands Ready to Be Deployed on the Launch’s Deck
Before and after running the patch tests, the crew deploys a CTD The CTD measures the conductivity, temperature, and depth of the water. The survey techs are interested in the CTD readings because this information helps them assess the speed of sound (or the sonar waves) in a given body of water. In turn, knowing the speed of sound and the amount of time the CTD takes to reach the ocean floor, allows survey techs to calculate ocean depths. (The classic distance equation, d=rt!)
Data Being Collected from the CDT on the Launch Monitor
Conductivity refers to the ability of the given water sample to pass an electrical current. Survey techs are interested in the conductivity, because the conductivity is another way to gauge the salinity (or “saltiness” of the water). The more salt in a sample of ocean water, the greater the ocean water’s conductivity and the faster the sound waves travel. Next is temperature. Water closer to the surface is warmer, and thus, sound will travel faster closer to the surface. Conversely, the cooler the temperature, the slower the sound waves travel. The final measurement is depth, or pressure. The deeper the water, the greater the pressure. Greater depths increase the speed of the sonar waves. The average speed of sound in the water is 1,500 m/s. By comparison, the average speed of sound in air is about 340m/s.
Night Processing of Data in the Plot Room
After dinner, survey techs are assigned to night data processing. I joined one of the survey techs, Ali, who was kind enough to explain how the launch data is analyzed. One interesting note is the red light in the plot room. The red light is used because the plot room is next to the bridge, where the officers and deck crew keep watch. The red lights help the crew keep their eyes ready for night watch, so those processing data also work under red lights.
A “Painting” of Collected Data: Different Colors Represent Differing Depths
In the above photograph, notice the various colors representing the differing ocean depths. In this case, red is shallower and purple is deeper. Notice that as the survey tech, hovers over a datapoint with her mouse, the data collected by Fairweather launch 2807 is shown as a coordinate with a depth of 168.3 meters. Creating a color “painting” of the data points is helpful because the changing colors help the survey techs understand the slope of the ocean floor; closer together colors mean a steeper slope or a sharp increase in depth, whereas larger swatches of the same color mean a flatter seafloor.
The green lines in the picture represent the “lines” that the launch ran, meaning the area where the coxswain drove back and forth in the boat at varying speeds. Notice that there are two lines as the launches always run two lines to ensure accuracy. As the launch is driven back and forth in the water, the transducers on the bottom of the launch emits multi-beam sonar, and sound waves ping off the ocean floor several times per second, sending sound waves back to the launch which are translated into millions of data points by the survey techs.
A Cross Section of the Patch Test “Painting”
On This 3D Grid, Survey Techs Show a Virtual Map of the Sea Floor of Puget Sound
Two Lines Being Compared for Accuracy
The survey techs use various computer programs and imaging software to analyze the data. Above, the survey techs can look at a 3D cross-section of the data, which essentially looks like a virtual map of the sea floor. In the bottom right corner, the survey tech compares two lines for accuracy, one with data points colored red, the other green. When the lines line up exactly, precision is ensured. The survey techs analyze the data to make sure the rocking of the boat in any direction (front/back, side-to-side, etc.) won’t interfere with mapping accuracy later in the season. Finally, survey techs compare their work with each other to ensure precise calibration.
Personal Log
One of my favorite things about being onboard NOAA Ship Fairweather are the tremendous views every time I look outside. Sunrises and sunsets are spectacular. We’ve had some really great weather over the last few days, and though it has been a bit chilly, the skies have been fairly clear.
Sunset in Port Madison
Mount Rainier at Sunset
Pulling Up the Anchor in Port Madison Shortly After Sunrise
Brainbridge Island, Washington
Two of the Crew Checking the Anchor Line Angle During Anchor Recovery
Puget Sound
Mount Olympia National Park
Did You Know?
On nautical charts (or maps), units of measurement vary. Ocean depths can be marked in feet, meters, or fathoms. Fathoms, like knots, is another term steeped in nautical history. When sailors used to measure ocean depths by hanging rope over the side of a vessel, they would pull in the line, looping the rope from hand to hand. The distance of the rope from one outstretched hand to another (a sailor’s wingspan) became known as a fathom.
Challenge #2 – Devotion 7th Graders: Measure your wingspan, the distance from one outstretched hand to another. Then measure four other friends, classmates, or family members’ wingspans. What is the median wingspan for you and your friends? What is the mean wingspan for you and your friends? What is the mean absolute deviation for your collective wingspans? One fathom is equal to 1.8288 meters or 6 feet. If one fathom is the average sailor’s wingspan, how do your wingspans compare? Present your findings on a 8.5x11inch paper as a mini-poster. Include illustrations and calculations.
Latitude: 44.64°N
Longitude: 124.04°W
Sea Wave Height: SW 3 ft at 5 seconds. NW swell 9 feet at 10 seconds.
Wind Speed: 11 to 14 kt. Gusts to 20kt.
Wind Direction: SSW
Visibility: 15 kilometers
Air Temperature: 7.8oC
Sky: AM showers, scattered clouds in PM.
Science and Technology Log
Though we were originally set to sail on Monday afternoon, predicted 10-15 foot swells for Monday evening delayed our departure from Newport, Oregon until Tuesday afternoon. The extra time in Newport allowed me to spend some time in the Plotting Room aboard NOAA Ship Fairweather. The Plotting Room is one of the main work areas for the hydrographers, the NOAA technicians who both plan the missions and then process data collected after each launch.
The Plotting Room
The Main Project Table in the Plotting Room
The West of Prince of Wales Island Project. Notice how each “sheet” is assigned a color.
One of the friendly surveyors, Bekah, gave me an overview of the upcoming project which will focus on the area west of Prince of Wales Island. The hydrographic survey technicians first receive an assignment, known as a project, from NOAA. Next, technicians, break each project into “sheets,” or smaller sections, which are assigned to each technician or NOAA officer. From there, the technicians further break down the sheets into “polygons.” The polygons are like mini-sections of a given area of the map, and are sized depending on a number of factors including the amount and distance from the shoreline as well as the depth. The polygons are assigned one-by-one to the survey launches to complete.
A Sheet from the Project
A Sheet Sectioned into Polygons (in Blue). Notice the Topographical Markings on the Islands.
One of NOAA’s primary goals with hydrographic surveying and updating the charts is to obtain more accurate data on the Pacific seafloor and its features in order to promote safe marine navigation. NOAA is part of the US Department of Commerce, and so updating navigational charts will help improve safe passage of all ships, especially commercial cargo ships. As commercial ships grow larger and heavier and global trade continues to increase, improved navigational charts allow for increased shipping drafts (how deep the vessel extends below the water, which is a function of how much cargo they can load), which in turn creates a positive economic impact for the national economy.
Today, NOAA Ship Fairweather uses sonar to measure seafloor depths. Previously, hydrographers used lead lines. Essentially, lead lines were dropped over the ship’s rail and lowered until they rested on the seafloor. While lead lines are occasionally still used today in very shallow areas close to shore, creating new seafloor maps with sonar allows for much greater precision, are much less labor intensive, and allow for continually measuring the depth.
ENS Linda Junge Holding a Lead Line
Personal Log
On Tuesday afternoon, at 14:00 (2pm), we set sail from Newport, Oregon and began making our way north to Port Madison, near Seattle Washington. After spending a few days at dock in Newport, I was eager to get underway, and the rest of the crew, many of whom had been in Newport for much of the winter, also seemed eager to begin the season. While the views leaving Oregon were spectacular, the wide open seas proved a bit of a challenge. I quickly learned that heading to the open deck on the back of the ship, the fantail, was an ideal place to catch some respite from feeling seasick. Later in the evening, the waves subsided a bit, and by morning the seas felt much calmer.
On the Dock in Newport, OR
A Beautiful Last Night in Newport
Passing Under the 982 meter long Yaquina Bay Bridge as We Leave Newport
Heading Out to the Pacific
Leaving Yaquina Bay
Some Really High Waves Crashing on the Fantail!
A Map Showing Our Departure Port (Newport) and Arrival (near Seattle)
On the Flying Bridge of the NOAA Ship Fairweather as We Depart Newport
Each day, the POD (Plan of the Day) is updated with important meetings, mealtimes, and general updates. Emergency responsibilities are also posted, and one of the first things we did once we were underway at sea was practice drills for a fire and abandon ship. As part of the abandon ship drill, I had to practice putting on the “survival suit.”
The POD (Plan of the Day)
Emergency Drill Assignments
Donning the “Survival Suit”
Most aboard NOAA Ship Fairweather work several four hour shifts or “watches” each day, and some may also work a few additional hours of overtime. Perhaps for this reason, meal times seem a bit early with breakfast at 7am and lunch at 11am. Dinner, when in port is at 4pm, and at sea, it’s at 5pm. Meals are prepared in the ship’s galley (or kitchen), and served buffet style. The crew eats together in the mess (or main dining area). In addition to meals, snacks such as cereal, fruit, and icecream are available 24/7 and some additional options are available for those on night watches who may eat “night lunch.” Meals are a great time to meet the many aboard Fairweather and better understand how the different teams–the wardoom, the engineers, the survery technicians, the deck, the stewards, the ET, and the visiting scientists–all work together.
Daily Menu
Meals Served Buffet Style
Night “Lunch” Freezer
The Mess
Did You Know?
NOAA Ship Fairweather is celebrating its 50th birthday this year! Fairweather was designed by the US Deparment of Commerce Maritime Administration and built in Jacksonville, Florida by Aerojet-General Shipyards. Fairweather was commissioned in October 1968 and is homeported in Ketchikan, Alaska. Fairweather’s sister ship is NOAA Ship Rainier which is also part of NOAA’s Pacific Fleet.
NOAA Ship Fairweather has a field season of about 220 days per year. At 231 feet long, it can house roughly 57 crew and weighs 1591 tons! While cruising, Fairweather averages 13 knots, and while surveying, the ship travels 6 to 10 knots.
By the way, you might be wondering what exactly is a knot. As the story goes, ancient mariners used to tell how fast their ship was moving by throwing a piece of wood tied to a rope overboard and measuring how much time it would take the wood to travel from the bow (front) to the stern (back) of the ship. According to historian Elizabeth Nix, by the 16th century, this method was updated to include knots tied at certain intervals in the rope that was thrown overboard. Sailors began to count the knots to determine a ship’s speed, and eventually a “knot” became a nautical mile per hour.
Nautical miles, by the way, refer to the Earth’s circumference, and are different from “land miles” which reflect the distance it takes to walk 1,000 steps (according to the Romans) or 5,280 feet (according to Queen Elizabeth). Today, one nautical mile is understood as 1,852 meters or 1.1508 miles. Or, more practically, it is one minute of latitude (where 60 minutes of latitude = 1 degree).
A knot, then, is a measure of speed used by ships and planes. A rate of one knot refers to covering a distance of one nautical mile in one hour.
Challenge Question #1: Devotion 7th Graders — Can you convert the speed of your favorite land animal, your favorite sea animal, your favorite bird, your favorite car/plane/boat, and this year’s Boston Marathon winner (male or female) to knots? Show the work to justify your conversions and then create an illustration comparing your choices.
Technology definitely finds its way into every corner of life, and cetacean studies are certainly no exception. One of the most recent additions to the Cetacean team’s repertoire of technology is a fleet of UAS, or unmanned aerial systems. (UAS is a fancy term for a drone, in this case a hexacopter. Yes, we are definitely using drones on this mission. This seriously cannot get much cooler.) HICEAS 2017 is utilizing these UAS systems to capture overhead photos of cetaceans in the water as they surface. And the best part of all of this? I was selected to be a part of team UAS!
The UAS can only fly under certain atmospheric conditions. It can’t be too windy and the seas can’t be too rough. We had the chance to practice flying the hexacopters on one of the few days we were off the Kona coast of the Big Island, where the wind and seas are typically calmer. Dr. Amanda Bradford is leading the HICEAS 2017 drone operations. She is involved in securing air clearance that might be required for a hexacopter flight, as well as all of the operations that take place in preparation for deployment – of which there are many. The UAS is launched preferentially from a small boat, although it can be launched from the ship. So, in order to do boat-based UAS operations, we must first launch a boat off of the side of the ship. There are four people involved in the small boat UAS operations – the UAS pilot, the UAS ground station operator (Dr. Bradford and scientist Kym Yano alternate these positions), a coxswain to drive the small boat (NOAA crewmember Mills Dunlap) and a visual observer/data keeper (me!) for each flight the hexacopter makes.
We all load up our gear and equipment onto the small boat, along with the coxswain and one team member, from the side of the ship. The ship then lowers the boat to the water, the remaining teams members embark, and we are released to move toward the animals we are trying to photograph. I don’t have any photographs of us loading on to the ship because the operation is technical and requires focus, so taking photos during that time isn’t the best idea. I will say that the whole process is really exciting, and once I got the hang of getting on and off the ship, pretty seamless.
Our first trip out was just to practice the procedure of getting into the small boat, flying the UAS on some test flights, and returning back to the ship. The goal was to eventually fly the hexacopter over a group of cetaceans and use the camera docked on the hexacopter to take photogrammetric measurements of the size and condition of the animals.
Launching a hexacopter from a boat is quite different from launching one on land. Imagine what would happen if the battery died before you brought it back to the boat! This is why numerous ground tests and calibrations took place before ever bringing this equipment out over water. The batteries on the hexacopter are good, but as a security measure, the hexacopter must be brought back well before the batteries die out, otherwise we have a hexacopter in the water, and probably a lot emails from higher ups to answer as a result. Each time the hexacopter flies and returns back to the small boat, the battery is changed out as a precaution. Each battery is noted and an initial voltage is taken on the battery before liftoff. The flights we made lasted around10 minutes. As soon as the battery voltage hits a certain low level, the pilot brings the hexacopter back toward the boat to be caught. My job as the note taker was to watch the battery voltage as the hexacopter comes back to the small boat and record the lowest voltage to keep track of battery performance.
The UAS has two parts, one for each scientist – the pilot (who directs the hexacopter over the animals), and a ground station operator. This person watches a computer-like screen from the boat that has two parts – a dashboard with information like altitude, time spent in flight, battery voltage, distance, and GPS coverage. The bottom portion of the ground station shows a monitor that is linked to the camera on the hexacopter in real time.
The pilot has remote control of the hexacopter and the camera, and the ground station operator is responsible for telling the pilot when to snap a photo (only she can see from the monitor when the animals are in view), watching the battery voltage, and the hand launching and landing of the drone. As the hexacopter is in flight, it is the coxswain’s and my responsibility to watch for obstacles like other boats, animals, or other obstructions that might interfere with the work or our safety.
To start a flight, the hexacopter is hooked up to a battery and the camera settings (things like shutter speed, ISO, and F-stop for the photographers out there) are selected.
The ground station operator stands up while holding the hexacopter over her head. The pilot then begins the takeoff procedures. Once the drone is ready to fly, the ground station operator lets go of the drone and begins monitoring the ground station. One important criterion that must be met is that the animals must never come within 75 overhead feet of the drone. This is so that the drone doesn’t interfere with the animals or cause them to change their behavior. Just imagine how difficult it is to find an animal in a camera frame being held by a drone and flown by someone else while looking on a monitor to take a photo from a minimum of 75 feet from sea level! But Amanda and Kym accomplished this task multiple times during the course of our flights, and got some great snapshots to show for it.
On the first day of UAS testing, we took two trips out – one in the morning, and one in the afternoon. On our morning trip, Kym and Amanda took 5 practice flights, launching and catching the hexacopter and changing between piloting and ground station monitoring. In the afternoon, we were just getting ready to pack up and head back to the ship when out of the corner of my eye I saw a series of splashes at the ocean surface. Team.I had a sighting of spinner dolphins! I barely stuttered out the words, “Oh my God, guys! There are dolphin friends right over there!!!!” (Side note: this is probably not how you announce a sighting in a professional marine mammal observer scenario, but I was just too excited to spit anything else out. I mean, they were Right. There. And right when we needed some mammals to practice on, too!) They were headed right past the boat, and we were in a prime position to capture some photos of them. We launched the hexacopter and had our first trial run of aerial cetacean photography.
OLYMPUS DIGITAL CAMERA
On the second day, we had a pilot whale sighting, and the call came over the radio to launch the small boat. Things move really fast on a sighting when there is a small boat launch. One minute I was up on the flying bridge trying to get some snapshots, and the next I was grabbing my camera and my hard hat and making a speedy break for the boat launch. We spent a good portion of the morning working the pilot whale group, taking photos of the whales using the hexacopter system. We were lucky in that these whales were very cooperative with us. Many species of whales are not good candidates for hexacopter operations because they tend to be skittish and will move away from the noise of a small boat (or a large one for that matter). These little fellas seemed to be willing participants, as if they knew what we were trying to accomplish would be good for them as a species. They put on quite a show of logging (just hanging out at the surface), spyhopping, and swimming in tight subgroups for us to get some pretty incredible overhead photographs. I also had the chance to take some great snapshots of dorsal fins up close, as well.
These side-long photos of dorsal fins help the scientific team to identify individuals. There were times when the whales were less than twenty yards from the boat, not because we went to them, but because they were interested in us. Or they were interested in swimming in our general direction because they were following a delicious fish, and I’d be happy with either, but I’d like to think they wanted to know what exactly we were up to.
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While photographing the whales a couple of interesting “other” things happened. I had a brief reminder that I was definitely not at the top of the food chain when Mills pointed out the presence of two whitetip sharks skimming beneath the surface of the water. Apparently these sharks know that pilot whales can find delicious fish and sort of hang out around pilot whale groups hoping to capitalize. I wondered if this was maybe my spirit animal as I am following a group of scientists and capitalizing on their great adventures in the Pacific Ocean, as well.
Another “other” thing that happened was some impromptu outreach. While working on the small boat, other boats approached the whales hoping to get some up close snapshots and hang out with them for a bit, as well. Two were commercial operations that appeared to be taking tour groups either snorkeling or whale watching, and one was just a boat of vacationers out enjoying the day. The scientific team took the opportunity to approach these boats, introduce us, and explain what we were doing over the whale groups. They also took the opportunity to answer questions and mention the HICEAS 2017 mission to spread the word about our study. It was a unique opportunity in that fieldwork, apart from internet connections, is done in relative isolation in this particular setting. Real-time outreach is difficult to accomplish in a face-to-face environment. In this case, the team made friendly contacts with approximately 45 people right out on the water. Congenial smiles and waves were passed between the passengers on the boats and the scientific team, and I even saw a few cell phones taking pictures of us. Imagine the potential impact of one school-aged child seeing us working with the whales on the small boats and thinking, “I want to do that for a career someday.” What a cool thing to be a part of.
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Personal Log
Over the last couple of days, the ship was near the coast of the Big Island, Hawai’i. One morning, we approached on the Hilo side, which is where Mauna Loa is spewing forth her new basaltic earth. It treks down the side of the volcano, red-hot and caustic, only to be tempered immediately as soon as it strikes the anesthetic waters of the Pacific. Having never seen real lava before, I was hoping to capitalize on the big eyes and catch a glimpse of it as it splashed into the ocean’s cool recesses, forming solid rock and real estate on the side of the mountain. Unfortunately, I failed to account for the laws of thermodynamics – forgetting that hot things make water evaporate and re-condense into steam. I suppose I was just romanticizing the idea that I could possibly see this phenomenon from an angle that not many get to see it from – miles out on the Pacific Ocean. And the truth is, I did, just not in the way I had imagined. I did get to see large plumes of steam extending up from the shoreline as the lava met its inevitable demise. While I didn’t get to see actual real lava, there was definitely hard evidence that it was there, hidden underneath the plumes of white-hot condensation. I took a few photos that turned out horribly, so you’ll just have to take my word for it that I almost sort of saw lava. (I know, I know. Cool story, bro.) If you can’t believe that fish tale, surely you won’t believe what I’m about to tell you next – I didn’t see the lava – but I heard it.
Starting in the wee hours of the morning, the acoustics team deployed the array only to find an unidentified noise – a loud, sharp, almost cracking or popping noise. They tried to localize the noise only to find out that it was coming from the shores of the big island. Sure enough, when they figured it out, the acoustics lab was a popular place to be wearing headphones. The snapping and cracking they were hearing was the lava cooling and cracking just beneath the ocean surface on the lava bench. So, I didn’t see the lava, but I heard it solidifying and contracting on the acoustics system. How cool is that?
Ship Quiz:
Why do the head stalls (AKA bathroom stalls) lock on both sides of the door?
So that you can lock your friends in the bathroom as a mean prank
Extra protection from pirates
To give yourself one extra step to complete to get to the toilet when you really gotta go
To keep the doors from slamming with the natural movement of the ship
If you said “D”, you are correct! The bathrooms lock on both sides because if left to their own devices, they would swing and bang open and shut with the constant motions of the ship. So, when you use the bathroom, you have to lock it back when you finish. Now you know!
Current Location: Impatiently waiting to sail in Centennial, Colorado
Date: June 20
Weather Data from the “Bridge” (AKA My Sun Porch):
Here’s the weather data from the “Bridge” in Centennial. (In Station Model format, of course. How else would we practice?)
Personal Log – An Introduction
Hello! My name is Staci DeSchryver and I will be traveling this upcoming July on the Oscar Elton Sette as part of the HICEAS program!
I am an Oceanography, Meteorology, and Earth Science teacher at Cherokee Trail High School in Aurora, CO. This August will kick off my 14th (yikes!) year teaching. I know you might be thinking, “Why Oceanography in a landlocked state?” Well, the reason why I can and do teach Oceanography is because of Teacher At Sea. I am an alumna, so this is my second official voyage through the Teacher At Sea program. It was all of the wonderful people I met, lessons I learned, and science that I participated in on the
This is my husband, Stephen, and I, at the game that sent the Broncos to the Superbowl!
Oscar Dyson in 2011 that led me to encourage my school to put an Oceanography course in place for seniors as a capstone course. This past year was the first year for the Oceanography and Meteorology courses, and they were very well received! I have three sections of each class next year, as well! (Shout out to all my recent senior grads reading this post! You were awesome!) We study our World’s Ocean from the top of the water column all the way to the deepest parts of the Marianas Trench, and from the tiniest atom all the way up to the largest whale. I believe it is one of the most comprehensive courses offered to our students – incorporating geology, chemistry, physics, and biology, but then again, I’m a bit biased.
Apart from being a teacher, I am a wife to my husband of 8 years, Stephen. We don’t have children, but we do have two hedgehogs, Tank and Willa, who keep us reasonably busy. Willa only has one eye, and Tank is named Tank because he’s abnormally large for a hedgie. They are the best lil’ hedgies we know. We enjoy camping, rock climbing, and hiking – the typical Coloradans, though we are both originally from Michigan. When we aren’t spending time together, I like to dance ballet, read, write, and I recently picked up a new weightlifting habit, which has led me to an entire new lifestyle of health and wellness with an occasional interjection of things like Ice Cream topped with caramel and Nachos when in the “off” season (hey, nobody’s perfect).
I will be leaving for Honolulu, Hawaii on July 4th to meet up with the fine scientists that make up the HICEAS team. What is HICEAS? Read below to find out more about HICEAS and the research we will be doing onboard!
Science Log
The HICEAS (Hawaiian Islands Cetacean and Ecosystem Assessment Survey) is a study of Cetaceans (Whales, Dolphins, and Porpoises) and their habitats. Cetaceans live in the ocean, and are characterized by being carnivorous (we will get along just fine at the dinner table) and having fins (since I am a poor swimmer, I will humbly yield to what I can only assume is their instinctive expertise). This means that the study will cover all manners of these majestic creatures – from whales that are definitely easily identifiable as whales to whales that look like dolphins but are actually whales to porpoises that really look like whales but are actually dolphins and dolphins that look like dolphins that are dolphins and… are you exhausted yet? Here’s some good news – porpoises aren’t very common in Hawaiian waters, so that takes some of the stress out of identifying one of those groups, though we will still be on the lookout. Here’s where it gets tricky – it won’t be enough to just sight a whale, for example and say, “Hey! We have a whale!” The observers will be identifying the actual species of the whale (or dolphin or possible-porpoise). The observers who tackle this task are sharp and quick at what is truly a difficult and impressive skill. I’m sure this will be immediately confirmed when they spot, identify, and carry on before I say, “Wait! Where do you see it?”
There are 25 cetacean species native to Hawaiian waters, so that’s a big order to fill for the observers. And we will be out on the water until we locate every last one. Just kidding. But we will be looking to spot all of these species, and once found, we will do our best to estimate how many there are overall as a stock estimate. Ideally, these cetacean species will be classified into three categories – delphinids (dolphins and a few dolphin-like whales), deep diving whales (whales with teeth), and baleen whales (of the “swim away!” variety). Once identified in this broad sense, they will then be identified by species. However, I do have a feeling these two categorizations happen all at once.
Once the data is collected, there is an equation that is used to project stock estimates for the whole of the Pacific. More on this later, but I will just start by saying for all you math folk out there, it’s some seriously sophisticated data extrapolation. It involves maths that I have yet to master, but I have a month to figure it out, so it’s not looking too bleak for me just yet. In the meantime, I’m spending my time trying to figure out which cetaceans that look like dolphins are actually possible-porpoises, and which dolphins that look like dolphins are actually whales.
Goals and Objectives of the HICEAS
The HICEAS study operates as a part of the Pacific Islands Fisheries Science Center (PIFSC) and the Southwest Fisheries Science Center (SFSC), both under the NOAA umbrella. Our chief scientist is Dr. Erin Oleson, who will be the lead on this leg of the cruise. HICEAS last collected data in 2010, and is now ready for the next round of stock assessments. HICEAS is a 187-day study, of which we will be participating in approximately 30 of those days for this particular leg. Our research area is 2.5 million square kilometers, and covers the whole of the Hawaiian Archipelago and it’s Exclusive Economic Zone, or EEZ! The HICEAS study has three primary goals:
Estimate the number of cetaceans in Hawaii.
Examine their population structure.
Understand their habitat.
Studies like the HICEAS are pretty rare (2002, 2010, and now 2017), so the scientists are doing their best to work together to collect as much information as they possibly can during the study. From what I can gather in lead-up chats with on board scientist Kym Yano, we will be traveling along lines called “transects” in the Pacific Ocean, looking for all the popular Cetacean hangouts. When a cetacean is sighted, we move toward the lil’ guy (or gal) and all his friends to take an estimate, and if it permits, a biopsy. There is a second team of scientists working below deck listening for Cetacean gossip (whale calls) as well. Acoustic scientists will record the whale or dolphin calls for later review and confirmation of identification of species, and, of course, general awesomeness.
But that’s not all!
We will also be dropping CTD’s twice per day, which is pretty standard ocean scientific practice. Recall that the CTD will give us an idea of temperature, salinity, and pressure variations with depth, alerting us to the presence and locations of any of the “clines” – thermocline, halocline, and pycnocline. Recall that in areas near the equator, rapid changes of temperature, salinity, and density with depth are pretty common year-round, but at the middle latitudes, these form and dissipate through the course of the solar year. These density changes with depth can block nutrients from moving to the surface, which can act as a cutoff to primary production. Further, the CTD readings will help the acoustic scientists to do their work, as salinity and temperature variations will change the speed of sound in water.
There will also be a team working to sight sea birds and other marine life that doesn’t fall under the cetacean study (think sea turtles and other fun marine life). This study is enormous in scope. And I’m so excited to be a part of it!
Pop Quiz:
What is the difference between a porpoise and a dolphin?
It has to do with 3 identifiers: Faces, Fins, and Figures.
Bradford, A. L., Forney, K. A., Oleson, E. M., & Barlow, J. (2017). Abundance estimates of cetaceans from a line-transect survey within the U.S. Hawaiian Islands Exclusive Economic Zone. Fishery Bulletin,115(2), 129-142. doi:10.7755/fb.115.2.1
Geographic Area of Cruise: Pacific Ocean; U.S. West Coast
Date: June 23, 2017
Weather Data from the Bridge
Date: June 15, 2017 Wind Speed: 24 kts
Time: 12:00 noon Latitude: 4332.4806N
Temperature: 15oC Longitude: 12446.5864W
Science and Technology Log
One of the lessons I want to take back to my students is not only a better understanding of some incredible career opportunities out there that they probably are not aware of, but also how some simple, almost by chance factors can influence our career choices. For example, in speaking with PJ Klavon one of the ship’s Officers on Duty (OOD), I asked how he came about becoming a NOAA officer. He said he was at a job fair and a NOAA staff member asked him if he would like to fish and captain a ship. He answered “Yes” and here he is, having been part of the NOAA program the past 7 years. I also met Sarah Donohoe, the ship’s navigator. She commented that while in middle school she happened to read the hardcover book about being a Teacher at Sea that NOAA produced a few years ago. It intrigued her then and now here she is, working her way up the chain of command having first earned a degree in Biology.
We headed out of the San Diego port on Monday, June 19 with the objective of traveling straight to Vancouver where we are to begin our main transects, collecting samples of fish throughout the night along a very specific path. The transect lines have been used for several years so that the data will show how species and population sizes change over time.
Transect Lines are paths along which one counts and records occurrences of the species of study (e.g. sardines). It requires an observer to move along a fixed path, to count occurrences along the path and, at the same time (in some procedures), obtain the distance of the object from the path. There will be more on this to follow when we get to actively fishing in a couple of days.
Samplings are taken at regular intervals. The pathways are marked by longitude and latitude so they can be repeated as needed.
Since we are mostly just cruising to our starting point, there has not been much research going on. The main activity has been to collect eggs from the water directly below the boat. This water is channeled through a tube containing a mesh filter capable of capturing organisms and eggs that are 5 microns in diameter or larger. There are two main egg types that the researchers are looking for – the eggs from anchovies and sardines. They are monitoring how many they find in the samples being collected every 30 minutes. This information can be compared to the water temperature, location of the vessel, and the size of schools of these organisms as observed via sonography.
CUFES (Continuous underway fish egg sampler) Approx. 640 L/min of water flows through the apparatus illustrated below. The water flows through a tube that has the 5 micron mesh filter inside which collects the eggs, etc. found in that water sample. The sample is then rinsed into a petri dish, where the number of eggs of each species is identified and recorded. The sample is then placed in a 5% formalin/salt water solution for preservation and later study.
CUFES (Continuous Underway Fish Egg Sampler)
The image below represents the eggs and multiple species of zooplankton that can be captured during one CUFES sample period. The anchovy eggs are a very distinct oval shape. See if you can find them in the sample below!
CUFES sample with anchovy eggs
CUFES sample with circular fish eggs
Personal Log
I arrived in San Diego last Sunday afternoon. With the ship in port for the weekend, there were few staff on board so I had a quiet start to my trip. PJ Klavon, the Officer on Duty (OOD) did a fabulous job of keeping me company and patiently answered my questions about the ship, our itinerary, what a “typical day” looks like, and the various roles of the ship’s personnel. As the evening progressed, I had a chance to meet a few other members of the crew. It was great to have some time to take it all in, move into my stateroom, and even enjoy an off-ship dinner in town. I watched the sunset in the harbor from the same deck level my room is located on.
Here’s me squinting into the morning sun for a selfie the morning of our launch. My room is on the 0-1 level with a small window looking out the starboard side of the boat.
TAS Dawn White and NOAA Ship Reuben Lasker
I haven’t written much these first few days for two reasons: 1) there hasn’t been much activity to report on and 2) I have struggled to get my “sea legs” beneath me. The weather north of us has not been cooperating very well and the wind/waves have been rather severe at times. Yesterday winds blew constantly at about 30 knots with periods of time blowing 40-45 knots. The waves were incredible. Quite an experience attempting stairs in such conditions, or trying to fill your plate during lunchtime! The ocean is much less angry today so I feel like I can look at a computer screen for any period of time.
I am staying up later this evening to begin the transition to our nighttime fishing schedule. We will be trawling and working on evaluating our catch from about 8 p.m. to 8 a.m. starting Sunday night. I am really looking forward to seeing what we catch!
Did You Know?
There are opportunities beyond the Teacher at Sea program for those of you interested in seeing what life upon a research vessel is like. Students with a degree in the sciences and an interest in marine biology can volunteer to assist on a NOAA research trip much like the one I am on right now. In fact, one of the members of the science team on this trip is a new graduate who is interested in getting involved in the NOAA program. You can read more about NOAA and its opportunities by checking out the information available on their home page at NOAA Home.
Geographic Area of Cruise:Southeast Alaska – West of Prince of Wales Island
Date: June 7, 2017
Weather Data from the Bridge:
Latitude: 55 04.473 N
Longitude: 133 03.291 W
Wind: 9 knots from the east
Air temperature: 17C
Visibility: 10 miles
Barometer: 1004.2 hPa
Science and Technology Log
The mission of the Fairweather is to conduct hydrographic surveys for nautical charting. The Fairweather does this work in the waters off the United States Pacific coast, but principally in Alaskan coastal waters. The data is collected using sonar both by the Fairweather but also using a series of smaller boats that are launched as often as possible, each with a small crew of 3-4 people. These smaller boats are able to conduct the surveys much closer to the shoreline, and spend about 8-9 hours each day surveying a specific region. Many of the waters up here have had no recent data collected, and mariners are relying on charts that may have measurements taken in the 1800’s or 1900’s when technology was very different.
NOAA Ship Fairweather
During the field season, Fairweather spends about 210 days at sea. During the rest of the year, the Fairweather stays at her homeport, allowing the crew to work on maintenance issues, take leave, work on the data and outfit the boat for the following season. During the field season, the boat conducts different legs of the research, spending 12-20 days out at sea at a time before returning to a port to re-supply. There are six departments on the ship: Command, Deck, Electronics, Engineering, Steward and Survey. Each person on the ship is hired with specific duties and responsibilities.
As a government vessel, the Fairweather is also available for use during the time of war or in case of an emergency. In the event of something along these lines, the ship and the officers would be transferred to the Armed Forces of the United States.
The Fairweather is named after the tallest peak in the Fairweather range in Alaska. The ship served in Alaskan waters for over 20 years but was decommissioned in 1988. In 2004, due to increasing demand for modern surveys in Alaska, it was retrofitted and put back in to the research fleet. Previously staterooms housed up to 4 people, but after the retrofit a maximum of two people share a room. The boat can house 58 people in 24 single staterooms and 17 double staterooms. The boat itself is 231 feet in length and 42 feet wide. Its cruising speed is 13 knots, with a survey speed of 6-10 knots. The Fairweather has 7 levels, A-G, each containing many rooms and areas essential to the mission of this ship. Wires and pipes run throughout the ship with sensors monitoring equipments, sensors ready to trigger if needed. Lower levels of the ship contain tanks, ballast and engines. Diesel, drinking water and grey water are stored in the tanks. The next three levels contain staterooms, lots of machinery and storage, the Mess, the Galley, laundry, labs, the sick bay and one deck with small boat storage. The last two levels contain the ships Navigation Bridge, the data processing center, electronics office, and lots more equipment.
Personal Log
A few days in to my journey with the ship, things are starting to make more sense. While there are still doors I haven’t opened and rooms I am sure I have not been to, I feel that I am getting a better sense of the Fairweather and how it works, the roles that people play, and a slightly better understanding of what it means for home to be a ship.
There is a lot going on. Unlike many of the fisheries boats, where science staff works on a shift system, here on the Fairweather, much of the hydro data acquisition needs to be done on the small vessels during daylight. After the 8am meeting, boats are launched and the survey crew leave for the day. Meanwhile the rest of the scientists and survey crew works with the previously acquired data. Shift systems are in operation for most of the rest of the staff. There are always engineering projects and issues to sort out on a boat of this size, and engineers are always available and always problem solving. There are always NOAA Corps officers and deck crew on the bridge to monitor the ship and coordinate communication. From early in the morning there is always food to prepare, parts of the ship to be cleaned and decisions to be made, reviewed and modified. Somewhere around 4:30pm the survey boats return. Meal times and group meetings are places where most of the crew comes together to hear about how the day has gone and what is needed for the next day. After dinner, there is still work to be done. The day’s data needs to be processed in order for the plans for the next day to solidify. Small boats are checked after their day in the water, re-fueled and parts fixed if need be. After working hours the ship is patrolled hourly to make sure equipment is working and things are safe.
NOAA Corps on the Bridge as the Fairweather sails
Help load small boats
Lowering the anchor
In between all these jobs, the crew does have down time. Those on a shift system hopefully manage to get some decent sleep, even if it is daytime. Laundry gets done. Personal emails are sent to communicate with families. Movies are watched in the lounge/conference room. Showers happen. People visit the exercise room. The ships store opens up for a while each night, allowing crew to splurge on a bag of chips or a candy bar. So, it’s a busy place. Whether it’s visible or not, there are always things going on.
Me in my stateroom
The gym!
The shower
In some very simple ways it is no different to your home or mine. There is food, shelter and water. In most other respects, it is very far removed from living on land. Most people don’t have breakfast, lunch and dinner with their work colleagues. Here we do. Most people don’t have bedrooms without windows in them. Here we do. Most people don’t have the floor swaying beneath their feet due to wave action. Here we do. And for what it’s worth, most people don’t get to look over the deck and watch curious sea otters swim by, knowing that a whale may breach any minute. Here we do.
Sea otter
View from NOAA Ship Fairweather
Fact of the day:
NOAA has nine key focus areas: Weather, Climate, Fisheries, Research, Satellites, Oceans and Coasts, Marine and Aviation, Charting and Sanctuaries. NOAA employs 12,000 people worldwide, of which 6,773 are scientists and engineers studying our planet. NOAA’s roots began over 200 years ago with the establishment of the U.S. Coast and Geodetic Survey by President Thomas Jefferson. In 1870 the Weather Bureau was formed closely followed by the U.S. Commission of Fish and Fisheries. In 1970 these three organizations became the beginning of NOAA. For more information: http://www.noaa.gov/about-our-agency
Word of the day: Knot
Knot, in nautical terms is a unit of speed. One knot is the equivalent of going one nautical mile per hour.
What is this?
What do you think this is a picture of? (The answer will be in the next blog installment).
(Previous answer: The picture is of a light and whistle that are attached to my PFD (personal flotation device).
It is beautiful here in Houston and Galveston, Texas: sunny, light wind, pleasant-looking clouds, and around 80 F.
Science and Technology Log
People benefit from collaboration and science is brought further, faster and better because of it. This is true of Federal agencies as well. NOAA and the National Aeronautics and Space Administration (NASA) have been scientific partners for decades.
A place where the important work of these Federal agencies intersects is Earth. Good Earth systems research requires a complement of remote-sensing technology, modeling, and ground truthing. This interagency partnership makes clear the need for specialized expertise in different areas, which complement each other. The results are also cost-saving. A classic example is NOAA and NASA’s work with weather, climate, and other environmental satellites. Without these our nation would not know when to evacuate due to hurricanes or tornadoes, plus so much more. There are many ways NOAA and NASA work together to give us a better “eyes in the sky.”
Satellites and other research result in massive amounts of data. This is where sophisticated computer modeling helps. Despite all of our improvements in technology, at some point you need to put people on the ground…or sea or space.
Today I visited the NASA Johnson Space Center in Houston, Texas (JSC). It is the famed headquarters of U.S. manned space flight. The facility was purposely built like a college campus to foster collaboration and innovation. Just like my upcoming trip aboard NOAA Ship Pisces, people need to go! They need to be there, whether that be space or sea, to figure out the science. No amount of satellites or computer modeling can replace what is gained by the human experience. We have pretty amazing robots now, but nothing beats good old fashioned people power.
The Robonaut 2. Still not as good as the real thing.
For my mission, we are looking at the abundance of fish species. There is remote sensing used as well, but we also need to fish, and get out in open water by ship. This is vital for the ecological and economic health of the Gulf of Mexico. The International Space Station (ISS) puts humans in space. There have been many positive effects from this work in our everyday lives such as Velcro, water recycling technology, MRI machines, cell phones, and fire fighting respirators. Working in microgravity is also bringing us one step closer to ending breast cancer.
You can interpret the title of this blog post a few different ways. Independently and together, NOAA and NASA work to progress science. These effects have built over decades to benefit humanity and our relationship with Earth in numerous ways. The two agencies are also continuing on this journey. It remains a work in progress. Our future depends on it.
Personal Log
Yesterday was an auspicious start to my trip. The museum itself is a treat for all ages as well as the tram tours. There are two tram tours you can take at Johnson Space Center, the red and blue. A trip to JSC is definitely not complete without a tour! I took both and enjoyed the high quality audio commentary from astronauts of many missions that accompany the drive.
First stop was the Space Vehicle Mockup Facility. I wish I was there during the workweek to see it in action. There are mockups of the International Space Station (ISS) for training, a model Russian Soyuz space capsule (which is how our astronauts now get into space since the last shuttle retired in 2011), tests related to the future of manned space flight with NASA’s Orion spacecraft, manned rovers for future asteroid and Mars missions, and even a robotics playing field where high school teams compete.
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The other tour took me to the White Flight Control Room. Since 1996, this mission control center has been used for shuttle missions, ISS mission control, and is now used for simulations to train mission controllers. It was noted that the room will become one of deep historical significance when it becomes Orion Mission Control.
Both tours end at Rocket Park. It is awe-inspiring to see a Mercury-Redstone spacecraft-booster like the one that propelled New Hampshire’s own Alan Shepard into space. I stood next to a F-1 rocket engine and then it was time to see, in my opinion, the crown jewel of Rocket Park: The Saturn V (Five). Even in person it is difficult to grasp its size.
The planned mission control center for Orion-set to launch between 2033-2035.
The men who launched into space are said to “have the right stuff.”
A cluster of five engines likes this one powered the Saturn V into space to reach destinations like the moon. It took 1,500,000 pounds of thrust and each engine weighs 15,650 pounds.
The Apollo 17 Command Module is a remarkable artifact to see in person.
The first American woman to walk in space, Kathryn Sullivan, worked on a number of oceanographic expeditions before becoming an astronaut. Here is one of her space suits.
This T-38 flight suit was the last NASA garment Astronaut Judy Resnik wore before she died serving her country aboard Challenger. Both NOAA Corps and U.S. Astronaut Corps fully accept women into their service.
Independence Park also contains museum displays inside a shuttle replica and the historic shuttle carrier aircraft NASA 905. Painted on the side are each ferry flights it took while in service.
The Saturn V is housed in a building where guests are reminded to keep the doors closed so humidity can not deteriorate it as fast.
NASA Johnson Space Center deftly combines the romantic and sometimes tragic history of manned space flight with the hopes and excitement of current and future missions.
Did You Know?
Halloween happens to be when I start teaching about space.
We landed on the moon in 1969. The average age of NASA engineers in the Apollo program was 27. This means that when they heard President Kennedy say, “We choose to go to the moon” many were still in school!
This is one I think about every time I fly…We landed on the moon before adding wheels on luggage.
Geographical area of cruise: Latitude: 58˚03.973 N Longitude: 153˚34.292 W
Date: July 4, 2016
Weather Data from the Bridge Sky: Cloudy Visibility: 10+ Nautical Miles Wind Direction: 010 Wind Speed: 10 Knots Sea Wave Height: 0-1 ft. (no swell) Sea Water Temperature: 11.1° C (51.9° F) Dry Temperature: 12° C (53.6° F) Barometric (Air) Pressure: 1013.3 mb
Science and Technology Log
Throughout my experience as a Teacher at Sea, it has been evident that the ocean and humans are inextricably interconnected. This was apparent from my very first evening in Homer when I came across an eagle poised next to its colossal nest assembled in the middle of three rusty pier pilings. An illustration of nature conforming to our presence on the water and what we deem to be acceptable for our environment.
Eagle with nest located in deep water port of Homer, AK
But, humankind must sometimes accept and conform to nature. The fishermen of Uganik Bay have built their fishing camps above the tidal line and strung out their nets where the fish traditionally run. Most of the men and women who live here have chosen to do so because this is where the fish are found. One such gentlemen is Toby Sullivan, a commercial fisherman, who in 1975 headed to Alaska from Connecticut to work on the Alaskan pipeline. Instead, he found himself fishing vs. working on the pipeline and to this day is still gill-netting salmon to make a living. Toby’s fishing camp, East Point, located on the south shore of the Uganik Bay, has had a net on the site for the past 80 years. And, unfortunately, we drifted into that site when a strong current took us by surprise while we were gathering water quality data over the side of the small sonar vessel. When this happened, Toby and his crew worked swiftly and diligently to secure their fishing gear while NOAA divers were summoned from the Rainier to safely help our vessel leave the area.
Toby Sullivan and crew work to install an additional line on their fishing set
A few evenings later, Mr. Sullivan and his crew came on board the Rainier as dinner guests and a rich discussion of hydrographic work and fishing gear followed. He explained in detail how he sets his fishing gear and offered the idea that a radio channel be utilized between NOAA’s small vessels that are working around fishing gear and the local fisherman, in order to facilitate better communication.
Toby Sullivan and XO (executive officer) Jay Lomincky
As I watched the exchange of ideas between Commanding Officer E.J. Van Den Ameele and Mr. Sullivan it appeared that both men recognized that both parties were interested in Uganik Bay because the ocean and humans are inextricably interconnected. The Rainier’s primary mission in Uganik Bay is to gather the necessary data to create accurate and detailed charts for navigational use by the local fisherman and other mariners. As a commercial fisherman, Mr. Sullivan’s primary interest is to keep his gear and crew safe while continuing to make a living from the harvest of local fish.
Toby Sullivan shares information about how he sets his fishing gear
Today the Rainier continues on with its mission of hydrographic work at sea using the multibeam sonar which is located on the hull of the Rainier. The swath that multibeam sonar on the Rainier covers is similar to the swath of the multibeam sonar on the smaller boats; the coverage area depends on the depth of the water. For example, at our current water depth of 226 meters, the swath of each pass that the multibeam sonar makes an image of is 915 meters wide. This evening, upon the completion of the work with the Rainier’s multibeam sonar we will depart the area and be underway for Kodiak, AK.
All Aboard!
Michael Bloom serves as as survey technician aboard the Rainier and kindly took some time with me to discuss his background and work aboard the Rainier.
Survey Technician Michael Bloom completes the collection of a bottom sample in Uganik Bay
Tell us a little about yourself:
I grew up in a military family, so I was actually born in England and have lived in Florida, Nebraska, Montana, Oregon and Washington. I went to college at Oregon State University located in Corvallis, OR and majored in earth systems with a focus on marine science.
How did you discover NOAA?:
Ever since I was a little kid instead of having posters of bands etc… I had posters of maps. NOAA Corps participated in career fairs at my university. I stopped at their booth my sophomore year and again my junior and senior year to learn more about their program. After learning more about NOAA I also focused on the marine aspect of earth science because I knew I wanted to work with them. Initially I didn’t know about the civilian side of NOAA, so I applied for the NOAA Corps two times and wasn’t accepted into the program, although I was an alternate candidate once. At some point, when speaking with an officer he told me to apply for a civilian position with NOAA. So, I applied and was accepted.
I’m happy to be on the civilian side because I get to work on the science side of the operations all of the time and I get to keep my beard!
Survey Technician Michael Bloom monitors the settings of the Rainier’s multi beam sonar
What are your primary responsibilities when working on the ship?:
I am survey tech and my primary duties include data acquisition and data processing. We can work to become the Hydrographer in Charge on the surveys after enough time working in the field and, if after the Field Operations Officer observes us, he feels confident that we are ready. Eventually I’d like to work for NOAA as a physical scientist, a job that would have me going out to sea several times a year but one that is primarily land based.
What do you love about your work with NOAA?:
I get paid to travel! I go to places that people pay thousands of dollars to visit and I actually get paid thousands of dollars to go there. I enjoy that I can see the real world application of the work that I do. Scientists are using our data and ultimately we could be saving lives by creating such accurate charts.
Personal Log
NOAA’s website for the Rainier states that the Rainier is one of the most productive and advanced hydrographic ships in the world. After spending two weeks working on board the Rainier, I couldn’t agree more. However, I don’t believe that it is only the cutting-edge technology that makes the Rainier one of the best hydrographic ships in the fleet. But rather a group of outstanding people at the helm of each of the different technical aspects of hydrography. Hydrographic surveying has many steps before the end product, a chart, is released. The people I met on board who are part of that process are teaching each other the subtle nuances of Rainier’s hydrographic mission in order to become even better at what they do. I am grateful for the time that the crew and Officers have graciously given me while I have been on board. I felt very welcome from the moment a NOAA Corps member picked me up at the airport throughout my stay on the Rainier as I continued to pepper everybody with questions. Thank you Rainier! I am confident that when I return to my classroom your efforts to help me better understand your work of hydrographic surveying will pay off. You have given me the gift of new knowledge that, when shared with my students has the potential to ignite in them the same excitement and passion for science that so many of you possess.
Teacher at Sea Kurth on the middle deck of the ship
Mission: WHOI Hawaii Ocean Timeseries Station (WHOTS)
Geographical Area of Cruise: Pacific Ocean, north of Hawaii
Date: June 29th, 2016
Weather Data from the Bridge
(June 29th, 2016 at 12:00 pm)
Wind Speed: 12 knots
Temperature: 26.3 C
Humidity: 87.5%
Barometric Pressure: 1017.5 mb
Science and Technology Log
Approaching Weather
When an anchor is dropped, forces in the ocean will cause this massive object to drift as it falls. Last year, after the anchor of mooring 12 was dropped, an acoustic message was sent to the release mechanism on the anchor to locate it. This was repeated in three locations so that the location of the anchor could be triangulated much like how an earthquake epicenter is found. This was repeated this year for mooring 13 so next year, they will know where it is. From where we dropped the anchor to where it fell, was a horizontal distance of 3oo meters. The ocean moved the 9300 pound anchor 300 meters. What a force!
The next morning as the ship was in position, another acoustic message was sent that triggered the release of the glass floats from the anchor. Not surprisingly, the floats took nearly an hour to travel up the nearly 3 miles to the surface.
A small boat went to retrieve the mooring attached to the floats
Once the floats were located at the surface, a small boat was deployed to secure the end of the mooring to the Hi’ialakai. The glass floats were loaded onto the ship. 17 floats that had imploded when they were deployed last year. Listen to imploding floats recorded by the hydrophone. Implosion.
Selfie with an imploded float.
Next, came the lengthy retrieval of the line (3000+ meters). A capstan to apply force to the line was used as the research associates and team arranged the line in the shipping boxes. The colmega and nylon retrieval lasted about 3 hours.
Bringing up the colmega line and packing it for shipping.
Once the wire portion of the mooring was reached, sensors were removed as they rose and stored. Finally the mooring was released, leaving the buoy with about 40 meters of line with sensors attached and hanging below.
Navigating to buoy.
The NOAA officer on the bridge maneuvered the ship close enough to the buoy so that it could be secured to the ship and eventually lifted by the crane and placed on deck. This was followed by the retrieval of the last sensors.
Bringing the buoy on board.
The following day required cleaning sensors to remove biofoul. And the buoy was dismantled for shipment back to Woods Hole Oceanographic Institution.
Kate scrubbing sensors to remove biofoul.
Dismantling the buoy.
Mooring removal was accomplished in seas with 5-6 feet swells at times. From my vantage point, everything seemed to go well in the recovery process. This is not always the case. Imagine what would happen, if the buoy separated from the rest of the mooring before releasing the floats and the mooring is laying on the sea floor? What would happen if the float release was not triggered and you have a mooring attached to the 8000+ pound anchor? There are plans for when these events occur. In both cases, a cable with a hook (or many hooks) is snaked down to try and grab the mooring line and bring it to the surface.
Now that the mooring has been recovered, the science team continues to collect data from the CTD (conductivity/temperature/depth) casts. By the end of tomorrow, the CTDs would have collected data for approximately 25 hours. The data from the CTDs will enable the alignment of the two moorings.
CTD
The WHOTS (Woods Hole Oceanographic Institution Hawaii Ocean Time Series Site) mooring project is led by is led by two scientists from Woods Hole Oceanographic Institution; Al Plueddeman and Robert Weller. Both scientists have been involved with the project since 2004. Plueddeman led this year’s operations and next year it will be Weller. Plueddeman recorded detailed notes of the operation that helped me fill in some blanks in my notes. He answered my questions. I am thankful to have been included in this project and am grateful for this experience and excited to share with my students back in Eugene, Oregon.
Al Plueddeman, Senior Scientist
The long term observations (air-sea fluxes) collected by the moorings at Station Aloha will be used to better understand climate variability. WHOTS is funded by NOAA and NSF and is a joint venture with University of Hawaii. I will definitely be including real time and archived data from WHOTS in Environmental Science.
Personal Log
I have really enjoyed having the opportunity to talk with the crew of the Hi’ialakai. There were many pathways taken to get to this point of being aboard this ship. I learned about schools and programs that I had never even heard about. My students will learn from this adventure of mine, that there are programs that can lead them to successful oceanic careers.
Brian Kibler
I sailed with Brian Kibler in 2013 aboard the Oscar Dysonup in the Gulf of Alaska. He completed a two year program at Seattle Maritime Academy where he became credentialed to be an Able Bodied Seaman. After a year as an intern aboard the Oscar Dyson, he was hired. A few years ago he transferred to the Hi’ialakai and has now been with NOAA for 5 years. On board, he is responsible for rigging, watch and other tasks that arise. Brian was one of the stars of the video I made called Sharks on Deck. Watch it here.
Tyler Matta, 3rd Engineer
Tyler Matta has been sailing with NOAA for nearly a year. He sought a hands-on engineering program and enrolled at Cal Maritime (Forbes ranked the school high due to the 95% job placement) and earned a degree in maritime engineering and was licensed as an engineer. After sailing to the South Pacific on a 500 ft ship, he was hooked. He was hired by NOAA at a job fair as a 3rd engineer and soon will have enough sea days to move to 2nd engineer.
There are 6 NOAA Corps members on the Hi’ialakai. They all went through an approximately 5 month training program at the Coast Guard Academy in New London, CT. To apply, a candidate should have a 4 year degree in a NOAA related field such as science, math or engineering. Our commanding officer, Liz Kretovic, attended Massachusetts Maritime Academy and majored in marine safety and environmental protection. Other officers graduated with degrees in marine science, marine biology, and environmental studies.
Nikki Chappelle, Bryan Stephan and Brian Kibler on the bridge.
NOAA Ensign Nicki Chappelle
Ensign (ENS) Nikki Chappelle is new to the NOAA Corps. In fact, this is her first cruise aboard the Hi’ialakai and second with NOAA. She is shadowing ENS Bryan Stephan for on the job training. She spent most of her schooling just south of where I teach. I am hoping that when she visits her family in Cottage Grove, Oregon that she might make a stop at my school to talk to my students. She graduated from Oregon State University with degrees in zoology and communication. In the past she was a wildfire fighter, a circus worker (caring for the elephants) and a diver at Sea World.
All of the officers have 2 four hour shifts a day on the bridge. For example ENS Chappelle’s shifts are 8am to 12pm and 8pm to 12am. The responsibilities of the officers include navigating the ship, recording meteorological information, overseeing safety. Officers have other tasks to complete when not on the bridge such as correcting navigational maps or safety and damage control. ENS Stephan manages the store on board as a collateral assignment. After officers finish training they are sent to sea for 2-3 years (usually 2) and then rotate to land for 3 years and then back to sea. NOAA Officers see the world while at sea as they support ocean and atmospheric science research.
ET Frank Russo
Electronics technician (ET) seem to be in short supply with NOAA. There are lots of job opportunities. According to Larry Wooten (from Newport’s Marine Operation Center of the Pacific), NOAA has hired 7 ETs since November. Frank Russo III is sailing with NOAA for the first time as an ET. But this is definitely not his first time at sea. He spent 24 years in the navy, 10 at Military Sealift Command supporting naval assets and marines around the world. His responsibilities on the Hi’ialakai include maintaining navigational equipment on the bridge, making sure the radio, radar and NAVTEX (for weather alerts) are functioning properly and maintaining the server so that the scientists have computer access.
I have met so many interesting people on the Hi’ialakai. I appreciate everyone who took the time to chat with me about their careers or anything else. I wish I had more time so that I could get to know more of the Hi’ialakai crew. Thanks. Special thanks to our XO Amanda Goeller and Senior Scientist Al Plueddeman for reviewing my blog posts. And for letting me tag along.
Did You Know?
The buoy at the top of the mooring becomes a popular hang out for organisms in the area. As we approached mooring 12, there were several red-footed boobies standing their ground. There were also plenty of barnacles and other organisms that are planktonic in some stage of their lives. Fishing line is strung across the center of the buoy to discourage visitors but some still use the buoy as a rest stop. The accumulation of organism that can lead to corrosion and malfunction of the equipment is biofoul.
Red-Footed Boobies
Wires and line to prevent biofoul.
One More Thing
South Eugene biology teacher Christina Drumm (who’s husband was Ensign Chappelle’s high school math teacher) wanted to see pictures of the food. So here it is. Love and Happiness.
Geographical area of cruise: Latitude: 57˚57.486 N Longitude: 152˚55.539 W (Whale Pass)
Date: June 28, 2016
Weather Data from the Bridge Sky: Overcast Visibility: 15 Nautical Miles Wind Direction: 164 Wind Speed: 8 Knots Sea Wave Height: 1 ft. (no swell) Sea Water Temperature: 8.3° C (46.94° F) Dry Temperature: 12.° C (53.6° F) Barometric (Air) Pressure: 1019.6 mb
Science and Technology Log
The ocean supports many ecosystems which contain a diversity of living things ranging in size from tiny microbes to whales as long as 95 feet. Despite the fact that I am working on a hydrographic ship, when out on a skiff or while in port, I have had the opportunity to view some of these ecosystems and a number of the species found in them.
While the Rainier was in port in Homer, I spent some time at the Kachemak Bay National Estuarine Research Reserve which, like other estuaries, is among the most productive ecosystems in the world. An estuary, with accompanying wetlands, is where the freshwater from a river meets and mixes with the salt water of the sea. However, there are some estuaries that are made entirely from freshwater. These estuaries are special places along the Great Lakes where freshwater from a river, with very different chemical and physical characteristics compared to the water from the lake, mixes with the lake water.
Because estuaries, like the Kachemak Bay Estuary, are extremely fragile ecosystems with so many plants and animals that rely on them, in 1972 Congress created the National Estuarine Research Reserve System which protects more than one million estuarine acres.
Kachemak Bay National Estuarine Research Reserve
All estuaries, including the freshwater estuaries found on the Great Lakes, are affected by the changing tides. Tides play an important part in the health of an estuary because they mix the water and are therefore are one of several factors that influence the properties (temperature, salinity, turbidity) of the water
Prior to my experience in Alaska, I had never realized what a vital role tides play in the life of living things, in a oceanic region. Just as tides play an important role in the health and function of estuaries, they play a major role in the plants and animals I have seen and the hydrographic work being completed by the Rainier. For example, the tides determine when and where the skiffs and multi beam launch boats will be deployed. Between mean low tide and high tide the water depth can vary by as much as 12 feet and therefore low tide is the perfect time to send the skiffs out in to document the features (rocks, reefs, foul areas) of a specific area.
Rock feature in Uganik Bay (actually “the foot” mentioned in previous blog) Notice tidal line, anything below the top of that line would be underwater at high tide!
In addition to being the perfect time to take note of near shore features, low tide also provides the perfect opportunity to see some amazing sea life! I have seen a variety of species while working aboard the Rainier, including eagles, deer, starfish, dolphins, whales, seals, cormorants, sea gulls, sea otters and puffins. Unfortunately, it has been difficult to capture quality photos of many of these species, but I have included some of my better photos of marine life in the area and information that the scientists aboard the Rainier have shared with me:
Tufted Puffins: Tufted Puffins are some of the most common sea birds in Alaska. They have wings that propel them under water and a large bill which sheds its outer layer in late summer.
Double Crested Cormorants: Dark colored birds that dive for and eat fish, crabs, shrimp, aquatic plants, and other marine life. The birds nest in colonies and can be found in many inland areas in the United States. The cormorants range extends throughout the Great Lakes and they are frequently considered to be a nuisance because they gorge themselves on fish, possibly decimating local fish populations.
Cormorant colony with gulls
Pisaster Starfish: The tidal areas are some of the favorite areas starfish like to inhabit because they have an abundance of clams, which the starfish love to feed on. To do so, the starfish uses powerful little suction cups to pull open the clam’s shell.
Teacher at Sea Kurth with a starfish that was found during a shore lunch break while working on a skiff.
Starfish found in tidal zone
Glaucous-winged Gull: The gulls are found along the coasts of Alaska and Washington State. The average lifespan of Glaucous-winged Gull is approximately 15 years.
Glaucous-winged Gull watching the multi beam sonar boat
The hydrographic work in Uganik Bay continues even though there are moments to view the wildlife in the area. I was part of the crew on board a boat equipped with multi beam sonar which returned to scan the “foot feature” meticulously mapped by the skiff. During this process, the multi beam sonar is driven back and forth around the feature as close as the boat can safely get. The multi beam does extend out to the sides of the boat which enables the sonar to produce an image to the left and right of the boat. The sonar beam can reach out four times the depth of the water that the boat is working in. For example, if we are working in six feet of water the multi beam will reach out a total of 24 feet across. Think of the sonar as if it was a beam coming from a flashlight, if you shine the light on the floor and hold the flashlight close to the floor, the beam will be small and intense. On the other hand, if you hold the flashlight further from the floor the beam of light will cover a wider area but will not be as intense. The sonar’s coverage is similar, part of why working close to the shore is long and tedious work: in shallow water the multi beam does not cover a very wide area.
“The foot” feature (as discussed in previous blog) being scanned by multi beam sonar
Image of “the foot” after processing in lab. The rocks are the black areas that were not scanned by the multi beam sonar.
All Aboard!
I met Angelica on one of the first days aboard the Rainier and later spent some time with her, asking questions as she worked .Angelica is very friendly, cheerful and a pleasure to talk with! She graciously sat down with me for an interview when we were off shore of Kodiak, AK before returning to Uganik Bay.
Assistant Survey Technician Angelica Patyten works on processing data from the multi beam sonar
Tell us a little about yourself:
I’m Angelica Patyten originally from Sacramento, CA and happy to be a part of NOAA’s scientific mission! I have always been very interested in marine science, especially marine biology, oceanography and somewhat interested in fisheries. Ever since I was a little kid I’ve always been interested in whales and dolphins. My cousin said that when I was really young I was always drawing whales on paper and I’d always be going to the library to check out books on marine life. I remember one of the defining moments was when I was in grade school, we took a trip to see the dolphins and orca whales and I thought they were amazing creatures.
As far as hobbies, I love anything that has to do with water sports, like diving and kayaking. I also want to learn how to surf or try paddle boarding as well.
How did you discover NOAA?:
I just kind of “stumbled upon” NOAA right after I had graduated from college and knew that I wanted to work in marine science. I was googling different agencies and saw that NOAA allows you to volunteer on some of their vessels. So, I ended up volunteering for two weeks aboard the NOAA ship Rueben Laskerand absolutely loved it. When I returned home, I applied online for employment with NOAA and it was about six months before I heard from back from them. It was at that point that they asked me if I wanted to work for them on one of their research vessels. It really was all good timing!
What are your primary responsibilities when working on the ship?
My responsibilities right now include the processing of the data that comes in from the multi beam sonar. I basically take the data and use a computer program to apply different settings to produce the best image that I can with the sonar data that I’m given.
What do you love about your work with NOAA?
I love the scenery here in Alaska and the people I work with are awesome! We become like a family because we spend a lot of time together. Honestly, working aboard the Rainier is a perfect fit for me because I love to travel, the scenery is amazing and the people I work with are great!
Personal Log:
Geoffrey Chaucer wrote, “time and tide wait for no man.” Chaucer’s words are so fitting for my time aboard the Rainier which is going so quickly and continues to revolve around the tides.
Geographical area of cruise: Latitude: N 57˚23 Longitude: W 153˚20 (North Coast of Kodiak Island)
Date: June 26, 2016
Weather Data from the Bridge: Sky: Fog Visibility: 1 Nautical Mile Wind Direction: 085 Wind Speed: 12 Knots Sea Wave Height: – Sea Water Temperature: 12.2° C (54° F) Dry Temperature: 12.6° C (54.7° F) Barometric (Air) Pressure: 1008.6 mb
Science and Technology Log
As I was looking up at the stars over the ship one evening, I was thinking about the study of space and the 1980’s Teacher in Space program. It’s difficult to believe that as of this past January it has been thirty years since the Space Shuttle Challenger disaster, which took the life of educator Christa McAuliffe and six other astronauts. Christa had been selected to become the first teacher in space, which offers such opportunity to learn and grow. I admire Christa McAuliffe because of this and the fact that she recognized that the study of space offers the opportunity for discovery, innovation and investigation.
Kurth at Sea (Uganik Bay, Alaska)
I love being a Teacher at Sea because the ocean is similar to space in that it is largely unexplored and offers the chance to discover, innovate and investigate. In fact, less than 5% of earth’s ocean has been explored even though new technologies have expanded our ability to explore. Scientists like those I am working with on the Rainier use a variety of this new technology such as satellites, complex computer programs, and multi beam sonar to explore and carry out their hydrographic work. Over the past week, I have been fortunate to work with these scientists in Uganik Bay and gain a better understanding of how they use these technologies in their work.
Out on the skiff with Chief Jim Jacobson and crew
Before the surveying work using the multi beam sonar system can begin, a small crew is sent off the Rainier in a skiff, a shallow flat-bottomed open boat, to complete near shore work. During this work, the crew on the skiff meticulously examines the features of the coastline while comparing what they see to any available charts and other sources of information about the area. The depth of Uganik Bay was last surveyed and charted in 1908 but the area does have some additional charting of shoreline features documented throughout the years via aerial photography and information shared by local mariners. The skiff used for the near shore work is equipped with a GPS (global positioning system) unit and a computer program which continually maps where it travels. The skiff moves slowly along the shoreline while circling rocks and other features (reefs, islands, kelp beds, fishing gear) in order to accurately determine their size and location. The scientists record all of their findings on a sheet illustrating the area they are working in and enter the revisions into a computer program when they return to the Rainier. These revisions frequently include adding features not previously documented, modifying information on existing features or suggesting possible features to be eliminated when they are not found and verified.
Chief Jim Jacobson enters updated information from near shore work documented while on the skiff.
For example, one of the days while I was working with a crew on a skiff, part of our work involved verifying whether or not a series of rocks existed where they had been previously charted. Oddly enough, when looking at the chart the formation of rocks looked like a giant left footprint. This particular feature on the chart, was flagged for us to investigate and verify because each of the rocks that made up “the little toes” seemed to be too equally spaced to be natural features. When we examined the area we found that there was only one rock, “the big toe”, at the top of the formation vs. a total of five. The suggested updates to this feature were supported with the documentation of photographs and measurements. In other words, the scientists suggested that the final revisions completed by NOAA staff in Seattle would include the “amputation” of the four “little toes” from the charts.
Sheet used on skiff to document suggested revisions. Notice the “foot” feature?
All Aboard!
I have really enjoyed chatting with the people on board the Rainier because they have interesting stories to share and are happy to share them. Erin Earley, member of the engine utility crew, was one of those people who graciously gave me some of her time for an interview.
I’m Erin Earley from Sacramento, California and was a social worker prior to working for NOAA (National Oceanic Atmospheric Administration). I enjoy water color painting, creating multi-medium sculptures, and anything to do with designing gardens. And I love dogs, Shelties in particular.
How did you discover NOAA and what do you love the most about your job with NOAA?:
As a social worker I had a couple of young adults in the child protection system who wanted to find a different career. When looking at career options for them I came across a maritime program for youth in Sacramento that seemed to meet their needs. So, I went to a parent night to learn more about the program and when I heard about the rate of pay and opportunity to travel I asked if they were considering an option for adults to join the program. They said that they were and I registered for the program and began with the AB (able bodied seaman) program for deck work but after watching the Deadliest Catch I decided that wasn’t for me. So, I decided to complete the engineering program to be qualified for engine room work. The course work included survival work, emergency ship repair work and fire fighting skills.
I love my job with NOAA because for the most part I’m working with a small group of people, we all know our duties, and we all help each other out. I enjoy seeing jobs get completed and things getting fixed. And, the most important reason I love my job is that I don’t have to drive to work and dress up. I come from Sacramento, and here I don’t have to wait for traffic coming across town and wait at Starbucks for an hour. On a ship you become a minimalist, you learn what is important and what is not. I love meeting new people, trying new foods and seeing new things!
Erin Earley takes a sounding of a fuel tank
What are your primary responsibilities when working on the ship?
My primary responsibilities at sea include monitoring the oil levels of the equipment, making sure that everything is running properly, reporting to the engineer anything that might be a problem, making sure the bow thruster has proper fluids, and making sure there’s no excess water in any of the places. We’re floating on a huge ocean and we want to make sure none of it’s coming in!
What kind of background and/or education do you need to have this job?
It would help to go to a maritime school and a lot of major coastal cities have these schools that offer these programs. If you want a four year college education you could go to a maritime academy (San Francisco, New York and Baltimore ) to get a degree in mechanical engineering and then you could work on a ship or on the shore side at a port. If you don’t want to go to a four year college you can still work in engineering but you would have to take certification courses and work your way up. I think for a young person the adventure of working for NOAA is fun but you should always have a plan as far as where you might want to go. Keep your options open!
Did You Know?
The Rainier, Uganik Bay
The Rainier:
has 26 fuel tanks
uses 500 gallons of fuel a day while at anchor
uses 100 gallons of fuel each hour while underway (2400 gallons/day)
goes through approximately 50 lbs of beef and 30 lbs of chicken each week
uses 8 different kinds of milk (lactose free, soy, almond, cashew, 1%, 2%, whole, and skim)
Geographical area of cruise: Latitude: N 57˚50 Longitude: W 153˚20 (North Coast of Kodiak Island)
Date: June 23, 2016
Weather Data from the Bridge: Sky: Clear Visibility: 10 Nautical Miles Wind Direction: 268 Wind Speed: 14 Knots Sea Wave Height: 2-3 ft. on average Sea Water Temperature: 12.2° C (54° F) Dry Temperature: 16° C (60.8° F) Barometric (Air) Pressure: 1023 mb
Science and Technology Log
I’m continually searching for ways to connect what I am learning to what is relevant to my students back home in the Midwest. So, as we left Homer, AK for our survey mission in Kodiak Island’s Uganik Bay, I was already thinking of how I could relate our upcoming survey work to my students’ academic needs and personal interests. As soon as the Rainier moved away from Homer and more of the ocean came into view, I stood in awe of how much of our planet is covered with water. It’s fascinating to think of our world as having one big ocean with many basins, such as the North Pacific, South Pacific, North Atlantic, South Atlantic, Indian, Southern and Arctic. The study of ocean and its basins is one of the most relevant topics that I can teach when considering the following:
the ocean covers approximately 70% of our planet’s surface
the ocean is connected to all of our major watersheds
the ocean plays a significant part in our planet’s water cycle
the ocean has a large impact on our weather and climate
the majority of my students have not had any firsthand experience with the ocean
Earth’s One Big Ocean as seen from outside of Homer, AK
Each of the ocean basins is composed of the sea floor and all of its geological features which vary in size and shape. The Rainier will be mapping the features of the sea floor of the Uganik Bay in order to produce detailed charts for use by mariners. The last survey of Uganik Bay was completed in 1908 when surveyors simply deployed a lead weight on a string over the edge of a boat in order to measure the depth of the water. However, one of the problems with the charts made using the lead line method, is that the lead line was only deployed approximately every 100 meters or more which left large gaps in the data. Although not in the Uganik Bay, in the 1930s NOAA began using single beam sonar to measure the distance from a ship’s hull to the sea floor which made surveying faster but still left large gaps in the data. Fast forward from approximately 100 years ago when lead lines were being used for surveying to today and you will find the scientists on the Rainier using something called a multibeam sonar system. A multibeam sonar system sends out sound waves in a fan shape from the bottom of the ship’s hull. The amount of time it takes for the sound waves to bounce off the seabed and return to a receiver is used to determine water depth. The multibeam sonar will allow our team on the Rainier to map 100% of the ocean’s floor in the survey area that we have been assigned.
Evolution of Survey Techniques (Illustration Credit: NOAA)
NOAA Ship Rainier June 22, 2016 in Uganik Bay off of Kodiak Island
All Aboard!
NOAA Corps Junior Officer Shelley Devereaux
The folks I am working with are some of the most knowledgeable and fascinating people that I have met so far on this voyage and Shelley Devereaux from Virginia is one of those people. Shelley serves as a junior officer in the NOAA (National Oceanic and Atmospheric Administration) Corps and has been working aboard the Rainier for the past year. The NOAA Commissioned Officer Corps is one of the seven uniformed services of the United States and trains officers to operate ships, fly aircraft, help with research, conduct dive operations, and serve in other staff positions throughout NOAA.
Here is what Shelley shared with me when I interviewed her one afternoon.
Tell us a little about yourself: I’m originally from the rural mountains of Appalachia and moved to Washington DC after college. I lived in DC for about seven years before I joined the NOAA Corps and while in DC I really enjoyed cycling, hiking, cooking, baking and beer brewing.
How did you discover NOAA Corps and what do you love most about your job in the NOAA Corps?
I went to Washington DC after I received my undergraduate degree in math and worked a lot of different jobs in a lot of different fields. In time, I decided to change careers and went to graduate school for GIS (Geographic Information Systems) because I like the data management side of the degree and the versatility that the degree could offer me. I was working as a GIS analyst when my Uncle met an officer in the NOAA Corps who talked with my Uncle about the NOAA Corps. After that, my Uncle told me about NOAA Corps and the more I found out about NOAA Corps the more I liked it. Especially the hydro side! In the NOAA Corps each of your assignments really develops on your skill base and you get to be involved in a very hands on way. Just this morning I was out on a skiff literally looking to determine what level a rock was in the water. And, later in my career I can serve an operations officer. So I loved the fact that I could join the NOAA Corps, be out on ship collecting data while getting my hands dirty (or at least wet!), and then progress on to other interesting things. I love getting to be part of all the aspects of ship life and being a surveyor. It’s a wonderful feeling knowing that what we do here has a tangible effect on the community and the public because we are making the water safer for the people who use it.
NOAA Corps Junior Officer Shelley Devereaux manages her sheets during near shore work in Uganik Bay
What are your primary responsibilities when working on the ship?
I am an ensign junior officer on a survey ship. Survey ships operate differently than other ships in the NOAA fleet with half of my responsibilities falling on the junior officer side of ship operations which includes driving the ship when we are underway, working towards my officer of the deck certification, working as a medical officer, damage control officer and helping with emergency drills. The other half of what I get to do is the survey side. Right now I am in charge of a small section called a sheets and I am in charge of processing the data from the sheets in a descriptive report about the area surveyed. So, about half science and half ship operations is what I do and that’s a really good mix for me. As a junior officer we are very fortunate that we have the opportunity to and are expected to learn the entire science of hydrography.
Junior Officer Shelley Devereaux checks the ship’s radar
What kind of education do you need to have this job and what advice do you have for young people interested in a career like yours?
You need a college degree with a lot of credits in science and/or math. Knowing the science that is happening on the ship is important to help your understanding of the operations on the ship which helps you be a better ship operator. Realize that there are a lot of opportunities in the world that are not always obvious and you need to be aggressive in pursuing them.
Personal Log
You didn’t think I’d leave out the picture of Teacher at Sea in her “gumby suit” did you? The immersion suit would be worn if we had to abandon ship and wait to be rescued.
Teacher at Sea (TAS) Kurth Hi Mom!
Happy Solstice! Quirky but fun: For the past six years I have celebrated the solstice by taking a “hand picture” with the folks I am with on the solstice. I was thrilled to be aboard the Rainier for 2016’s summer solstice and include some of the folks that I’m with on the ship in my biannual solstice picture.
Winter Solstice 2015 with Sisu (family pet) and my husband James
All Hands on Deck! Summer Solstice 2016
Did You Know?
Glass floats or Japanese fishing floats are a popular collectors’ item. The floats were used on Japanese fishing nets and have traveled hundreds and possibly thousands of miles via ocean currents to reach the Alaskan shoreline. The floats come in many colors and sizes and if you’re not lucky enough to find one while beach combing, authentic floats and/or reproductions can be found in gift shops along the Alaskan coast.
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 Jeanne Muzi Aboard NOAA Ship Thomas Jefferson August 2 – 8, 2015
Mission: Hydrographic Survey Geographical area of cruise: North Atlantic Date: August 10, 2015
As I head home to New Jersey a few days ahead of schedule, I am reflecting on what I have learned aboard the Thomas Jefferson. From day one, I was asking questions and trying to understand the process of hydrographic surveying, the equipment used and the different roles of everyone involved in the process. I learned why hydrographic surveying is so important and why the mission of NOAA (Science, Service and Stewardship) is demonstrated in all the research and activities aboard the Thomas Jefferson.
The ocean covers 71 percent of the Earth’s surface and contains 97 percent of the planet’s water, yet more than 95 percent of the underwater world remains unexplored. NOAA protects, preserves, manages and enhances the resources found in 3.5 million square miles of coastal and deep ocean waters.
The oceans are our home. As active citizens, we must all become knowledgeable, involved stewards of our oceans.
As my Teacher at Sea experience ends, I wanted to make sure I shared some of the conversations I had with the officers charged with leading the missions of the Thomas Jefferson and the hydrographic work it is involved in.
The Thomas Jefferson: Home to an amazing crew!
It is my honor to introduce to you:
Captain Shepard Smith (CO)
CO Smith
Captain Smith grew up on the water in Maine. He always enjoyed reading maps and charts. He received a Bachelor’s of Science degree in mechanical engineering from Cornell University and earned a Master’s of Science degree from the University of New Hampshire Ocean Engineering (Mapping) Program. He has worked at NOAA in many different capacities.
He served aboard NOAA Ship Rainier, NOAA R/V Bay Hydrographer and the Thomas Jefferson. He was also the chief of Coast Survey’s Atlantic Hydrographic Branch in Norfolk, Virginia. Captain Smith also served as Senior Advisor to Dr. Kathryn Sullivan, NOAA Deputy Administrator and as Chief of Coast Survey’s Marine Chart Division. Captain Smith explained how he has been involved in integrating many new technological innovations designed to improve the efficiency of NOAA’s seafloor mapping efforts. It was through Captain Smith’s endeavors that Americans enjoy open access to all NOAA charts and maps.
CO Smith on the Bridge
He enjoys being the CO very much and feels the best part of his job is developing the next generation of leadership in NOAA. He feels it is very important to have that influence on junior officers. The worst part of his job is the separation from his family.
Captain Smith’s advice to young students is to pay attention to the world around you and how things work. Try to ask lots of questions. He said, “There are loads of opportunities to be the best at something and so many things to learn about. There are new fields, new ideas and new ways to see and understand things. Never limit yourself.”
Lieutenant Commander Olivia Hauser (XO)
XO LCDR Hauser
LCDR Hauser grew up in New Jersey and always loved learning about the ocean. As a little girl, she thought she would like to study Marine Science but wasn’t sure how. She grew up and earned her Bachelor’s of Arts in Biology from Franklin and Marshall College and her Master’s of Science in Biological Oceanography from the University of Delaware’s College of Marine Studies. Before coming to NOAA, LCDR Hauser spent time working for a mortgage company, which provided her with different kinds of skills. She soon started officer training for NOAA and got to apply the sonar knowledge she developed in graduate school to her NOAA work. She has served on the NOAA ships Rainier and Thomas Jefferson. She has built her strong background in hydrography with both land and sea assignments. She has been Field Operations Officer, Field Support Liaison and Executive Officer. She explained that in the field of hydrographic surveying, experience is key to improving skills and she is always trying to learn more and share her knowledge. As XO, she is the second highest-ranking officer on the ship.
LCDR Hauser feels the best part of her job is that it never gets boring. Everyday is different and there are always new things to see and learn.
XO supervises the arrival of the launch
LCDR Hauser also explained that the hardest part of the job is the transitions, that come pretty frequently. She said, “You may find yourself leaving a ship or coming to a new job. There are always new routines to learn and new people to get to know. With so many transitions, it is often hard to find and keep community, but on the positive side, the transitions keep you adaptable and resilient, which are important skills too.”
Her advice to young students is “Take opportunities! Explore things you never heard of. Don’t give up easily! Even the rough parts of the road can work for you. Every experience helps you grow! Keep asking questions…especially about how and why!”
Lieutenant Joseph Carrier (FOO)
LT Carrier
As a young boy, LT Carrier was the kind of kid who liked to take things apart and put them back together. He joined the Navy right out of high school. When he got out, he attended University of North Carolina at Wilmington and studied biology as an undergraduate and marine science in graduate school. He taught biology, oceanography, and earth science at a community college and worked at NOAA’s Atlantic Hydrographic Branch in Norfolk, VA before attending officer training. He served on other NOAA ships before coming to the Thomas Jefferson and has learned a lot about the technical aspects of hydrographic surveying, data collection and processing while onboard. He is currently the Field Operations Officer.
FOO on deck
LT Carrier feels the best part of his job is the great people he works with. He explained that on a ship you are part of a close family that works together, lives together and helps each other.
He said the hardest parts of the job are the long hours and missing his family very much.
His advice to younger students is don’t get discouraged easily. He explained, “If you are not good at something at first, try again. Know that each time you try something…you have an opportunity to get better at it. Everyone can overcome challenges by working hard and sticking with it!
Personal Log:
Quick painting fromTJ Bow
The experience of living and learning on the Thomas Jefferson will stay with me and impact my teaching as I continue to encourage kids to stay curious, ask questions and work hard!
I would like to thank everyone at NOAA’s Teacher at Sea program for enabling me to come on this adventure! My time as a TAS has provided me with authentic learning experiences and a new understanding of science and math in action. I would like to thank every person serving on the Thomas Jefferson who took the time to talk with me and shared his or her area of expertise. I appreciated everyone’s patience, kindness and friendly help as they welcomed me into their home. Every crewmember has given me stories, knowledge and information that I can now share with others.
In my last blog entry the Question of the Day and Picture of the Day was:
What is this and what do the letters mean?
What is this? What do the letters mean?
These containers are life rafts. The letters “SOLAS” stand for “Safety of Life at Sea.”
The First SOLAS Treaty was issued in 1914, just two years after the Titanic disaster. The Treaty was put in place so countries all around the world would make ship safety a priority. The SOLAS Treaty ensures that ships have safety standards in construction, in equipment onboard and in their operation. Many countries have turned these international requirements into national laws. The first version of the treaty developed in response to the sinking of the Titanic. It stated the number of lifeboats and other emergency equipment that should be available on every ship, along with safety procedures, such as having drills and continuous radio watch. Newer versions of the SOLAS Treaty have been adopted and the guidelines are always being updated so people at sea remain safe. If there was an emergency on the Thomas Jefferson, the crew is prepared because they have practiced many different drills. If these lifeboats were needed they would be opened, inflated and used to bring everyone to safety.
Many thanks for reading about my Teacher at Sea Adventure!
NOAA Teacher at Sea Jeanne Muzi Aboard NOAA Ship Thomas Jefferson August 2 – 8, 2015
Mission: Hydrographic Survey Geographical area of cruise: North Atlantic Date: August 8, 2015
Weather Data From the Bridge: Temperature: 73°F (23°C) Fair
Humidity: 59%
Wind Speed: N 10 mph
Barometer: 29.94 in (1013.6 mb)
Dewpoint: 58°F (14°C)
Visibility: 10.00 mi
Science and Technology Log:
It is amazing that with hydrography, scientists can “look” into the ocean to “see” the sea floor by using sound.
All the data collected by the TJ, and other NOAA Hydro ships, is used to update nautical charts and develop hydrographic models.
This is important work because the charts are used to warn mariners of dangers to navigation, which can mean everything from rocks to ship wrecks. They also record tide or water level measurements to provide information about water depths. Surveys also help determine if the sea floor is made up of sand, mud or rock, which is important for the anchoring of boats, dredging, construction, and laying pipeline or cables. Hydrography also provides important information for fishery habitats.
The work being done on the Thomas Jefferson is a great example of STEM in action since hydrographic surveying combines science, lots of technology, the engineering of new devices and procedures, and the application of mathematical computations.
Here are two amazing survey images:
A crane discovered underwater
Image of the sunken ship, USS Monitor
A few of my students emailed me yesterday to ask how does the information gathered out on the launch become a chart. That’s a great question!
My XO (Executive Officer) LCDR Olivia Hauser provided me with a great explanation of how the data becomes a chart. She explained it this way:
It starts with deciding where to survey, and ends with an updated chart that is published and available for mariners to use. The decision where to survey is steered by a document called the National Hydrographic Survey Priorities document. It outlines where the top priorities to survey are based on the type of ship traffic that travels the area, the age of the survey in the area, how often the seafloor changes in the area, and specific requests from port authorities, the US Coast Guard, and other official maritime entities. Please see the following link for more information. http://www.nauticalcharts.noaa.gov/hsd/NHSP.htm
The operations branch of the Hydrographic Surveys Division of the Office of Coast Survey in NOAA (where Patrick works-see below) uses this document to decide where the ship will survey next. This branch then provides the ship with project instructions that identifies where the work will be done and divides the survey area into manageable chunks.
The data is raw when we first acquire it, and once it comes back to the ship, we need to apply some correctors to it, to improve the data quality.
Working in the survey room
One corrector we apply to the data is tide information. The water gets shallower and deeper depending on the stage of tide, and we need to make sure the depths on the chart are all relative to the same stage of tide.
Another corrector we apply to the data is vessel motion. When we acquire depth data with the sonar, the boat is moving with the waves, and the raw data looks like it has waves in the seafloor, too. We know that is not the case, so we take the motion data of the boat out of our depth data.
A third corrector we apply to the data is sound speed. The sonar finds the depth of the seafloor by sending a pulse of sound out and listening for its return, measuring the time it takes to complete that trip. We also measure the speed of sound through the water so we can calculate the depth (see the picture of ENS Gleichauf deploying the CTD to measure sound speed). Speed =Distance/Time. Speed of sound through typical seawater is 1500 meters per second. The speed of sound changes with water temperature and salinity (the saltiness of the water) .If we measure the time it takes for the sound to get to the seafloor and back, 1 second for example, and the sound speed is 1500 meters per second we know the seafloor is 750 meters away from the sonar. (the sound is traveling two ways).
Once all of the correctors are applied to the data, a digital terrain model (DTM) is created from the data to make a grid showing the depths and hazards in the area. A report is written about the survey, and it is submitted to the Atlantic Hydrographic Branch (Where Jeffrey works- See below). This branch reviews the data and makes sure it meets NOAA’s specifications for data quality. They also make a preliminary chart, picking the important depths and hazards that should be shown on the chart.
Once the data has been reviewed, it goes to the Marine Charting Division. This group takes the preliminary chart of the area surveyed, and adds it to the official chart that is being updated. These charts are then distributed to the public.
I had a chance to talk with some of the Survey Techs and project scientists who work on the TJ to find out more about their jobs.
Allison Stone
Allison Stone is the Hydro Senior Survey Technician (HSST). When Allison was 12 years old she clearly remembers her school’s Career Day, when lots of parents came in to talk about their jobs. She recalls there was one mom who had a sparkle in her eye when she talked about her job. She was an Oceanographer. That mom became her advisor when she attended the College of Charleston. Allison had an internship at the Atlantic Hydrography Branch in Norfolk and she first came to the TJ as a Student Scientist. She later became a full time technician. She enjoys her job because she gets the opportunity to observe the seafloor like no one has ever seen it before. She gets to solve problems and think outside the box. When she is going through raw data, she is able to make connections and interpret information. The work is interesting and challenging. Allison’s advice for young students is to keep being passionate about things you are interested in. Try to find out more and stay flexible. Try to volunteer as much as possible as you grow up so you can find out what you like to do and love to work on.
Jeffery Marshall
Jeffery Marshall was visiting the TJ for a project during my time aboard. Jeffery is a Physical Scientist with the Office of Coast Survey as a member of the Hydrographic Surveys Division, Atlantic Hydrographic Branch in Norfolk, Virginia. Jeffery grew up on the Jersey Shore and loved being out on the water, down at the beach and learning about the ocean. He loved surfing and was always wondering what the weather would be like so he could plan for the waves and the tides. So when he went to college, he studied meteorology. Following graduation, he taught middle school science and loved being a teacher. When he was ready for a change, he decided to attend graduate school and got his masters degree in Coastal Geology. He really enjoys having the opportunity to get out on the ships. His job is usually applying the processed data to charts, what he calls “Armchair Hydrography.” When he gets a chance to work on a NOAA ship mission, he has more opportunities to collect and analyze data. Jeff’s advice to young students is to read a lot and think about lots of different things, like how we use maps. He thinks everyone should take a look at old maps and charts, and think about how they were made. He encourages students to look for patterns in nature and to think about how rocks and sand change over time.
Patrick Keown
Patrick Keown is also a Physical Scientist. He was also working on a project on the TJ. Patrick works at the Operations Branch of the Hydrographics Survey Division in Silver Spring, Maryland. Patrick is usually working on plans for where surveying needs to take place. He started college as an Anthropology major but ended up in a Geographic Information Systems class and found that it came easily to him. Geographic Information Systems are designed to capture, store, manipulate, analyze, manage, and present all types of spatial or geographical data. He had an internship with the Army Corp of Engineers which provided some “on the job learning” of hydrography. When Patrick was young, he didn’t have the chance to travel much, so he spent a lot of time looking at maps and wondering, “What else is out there?” Now he loves to travel and likes to look at what he calls “Social Geography.” Patrick thinks the best part of his job is the chance to experience new things. He has had opportunities to try the latest technology and is inspired by all the new types of equipment, like drones and the Z boats. Patrick’s advice to young learners is “Never be afraid to explore! Never be afraid to ask questions! Most importantly, stay curious!!”
Cassie Bongiovanni
Cassie Bongiovanni is a GIS Specialist who works at The Center for Coastal and Ocean Mapping/Joint Hydrographic Center. The center is a partnership between the University of New Hampshire and NOAA, and it has two main objectives: to develop tools to advance ocean mapping and hydrography, and to train the next generation of hydrographers and ocean mappers. Cassie grew up in Texas and did not like science at all when she was young. She attended the University of Washington in Seattle and fell in love with the ocean. She received her Bachelors of Science in Geology with a focus in Oceanography. She is now working with NOAA’s Integrated Ocean and Coastal Mapping group on processing lidar and acoustic data for post Hurricane Sandy research efforts. Cassie explained that she loves her work because she loves to learn! She has lots of opportunities to ask questions and discover new things. The kid in her loves making maps and then coloring them with bright colors to create 3-D images of things like shipwrecks.
Personal Log:
The launch headed out again today to try to find a ship that sank earlier in the summer. Information was gathered and lines were surveyed, but so far no shipwreck was found. The day ended with a beautiful sunset.
Setting lines to survey
Looking out from the cabin of the launc
In my last blog entry the Question of the Day was:
How was the ocean floor mapped before sonar was invented?
Mariners have used many different methods to map the ocean floor to try to “see” what was under the water. For thousands of years a stick was used to see how deep the water was. Eventually, the stick was marked with measurements. Once ships started exploring the oceans, sticks were no longer good options for finding out the depth of water or if anything was under the water that could harm the ship. Sailors started tying a rope around a heavy rock and throwing it over board. In the 1400’s, mariners began using lead lines, which were marked lengths of rope attached to a lead weight. The lead line was good for measuring depth and providing information about the sea floor. The standard lead line was 20 fathoms long–120 feet–and the lead weighed 7 pounds. In the early 20th century, the wire drag was invented. This meant two ships had a set system of wires hung between them and it enabled mariners to find hidden rocks, shipwrecks or other hazards hidden in the water.
In my last entry, The Picture of the Day showed Ensign Gleichauf lowering an instrument into the water. That is a CTD, which stands for conductivity, temperature, and depth. A CTD is made up of electronic instruments that measure these properties. The CTD detects how the conductivity and temperature of the water column changes as it goes deeper into the water. Conductivity is a measure of how well a solution conducts electricity. Conductivity is directly related to salinity, which is how salty the seawater is.
This is a CTD
Today’s Question of the Day and Picture of the Day: What is this and what do the letters mean?
NOAA Teacher at Sea Jeanne Muzi Aboard NOAA Ship Thomas Jefferson August 2 – 8, 2015
Mission: Hydrographic Survey Geographical area of cruise: North Atlantic Date: August 7, 2015
Weather Data From the Bridge: Temperature:79°F (26°C) Partly Cloudy
Humidity: 41%
Wind Speed: W 9 mph
Barometer: 29.89 in (1012.0 mb)
Dewpoint: 53°F (12°C)
Visibility: 10.00 mi
Heat Index: 79°F (26°C)
Science and Technology Log:
The Thomas Jefferson is in port at the naval base at Newport so the small launch boats are being used for hydrographic survey training.
Last minute instructions on deck.
Lowering the Launch into the water!
Onto the launch..
…and we are off!
On my two trips out, I have absorbed an enormous amount of information about how to set up all the computer equipment so each part “talks” to the other, how to know if the underwater multi-beam sonar is set correctly, how to lengthen or shorten the swath of the beams so the “pings” travel the correct distance/speed and how to examine the survey data and discuss what is seen (for example, is that disturbance we see the wake from a passing ship? Are we running the lines too close to the jetty? Is that an underwater cable? Do you see that large school of fish moving?).
Coordinating all the tasks on all the screens is important.
Learning about multi-beam sonar
Examining data
Doug Wood, a senior hydrographic survey technician, explained how to start the generator on the launch, turn on all the surveying and charting technology and created different scenarios so that we could set various lines to survey. Once we had our location, the Coxswain (the person in charge of steering and navigating the boat) could guide the launch along that line and we could begin logging data. As the sonar began delivering data to the screen, we were able to see rocks, buoys and even large fish that appeared along with their shadows. The multi-beam sonar was capable of picking up lots of information about what was on the sea floor.
Gassing up the launch. Photo credit: Stephanie Stabile
Returning to the ship!
If you are interested in finding out more about how NOAA maps with sound, take a look at this article by clicking on this link:
Look at how detailed NOAA’s nautical charts must be:
Personal Log:
One of the most interesting parts of being on the Thomas Jefferson has been having conversations with everyone onboard. It seems that every officer, engineer, seaman or steward has a remarkable story about the path that brought him or her to serve on NOAA’s TJ.
Yesterday, I had a chance to ask three Junior Officers and a Lieutenant J.G. some questions about their work. Ensign Katie Seberger, Ensign Marybeth Head and Ensign Max Andersen were kind enough to let me chat with them as they worked in the chartroom updating checklists and working to improve safety routines. LTJG Matthew Forrest took a minute to talk with me in the mess. When I asked what the best thing about their job was, each answered that they really enjoyed their work.
Ensign Katie Seberger and Ensign Marybeth Head
Ensign Seberger explained that she had loved the ocean and wanted to study marine science her whole life and the best part of her job is being out on the water. Ensign Head said that doing something for the big picture is the best and it is easy to get really excited about her work. Ensign Andersen said the best part of his job has been getting a chance work with the Z boats; the newest surveying tool the crew of the TJ will begin using soon. LT.JG Forrest said that it was the opportunity to be a part of something much bigger than you, and contribute every day to something important. He also said an enjoyable part of his job is working with a great team.
Ensign Max Andersen
Each of the officers had to think about what the worst part of their job was. Ensign Seberger said that while it is exciting to travel, it is sometimes hard not knowing where you are going next. Ensign Head said that for her, it is difficult to be disconnected from the water, and that even though she is sailing on a ship, she grew up on small boats with the salt spray on her face, and she misses that. Ensign Andersen said the worst thing is the uncertainty of the ship’s schedule and not knowing where you will be next. LTJG Forrest said the worst thing is the lack of sleep because it is not unusual for them to be up working for 16 hours sometimes. He also said it was hard to be so far from his family and disconnected from everything going on at home.
LTJG Matthew Forrest
Each of the officers had great advice for young students who would like to one day do the type of work they do. Ensign Seberger suggested that its important to volunteer doing what you think you would like to work at so you can find out if it is for you. Ensign Head’s advice to students was to be “persistent and memorable.” She explained that you need to keep at whatever you are doing and not give up. The people that quit will be forgotten. The people that keep working will not. Ensign Andersen’s advice to young students is to make your own path and don’t settle for the status quo. He thinks you might have to work harder to make your way, but it’s worth it. LTJG Forrest felt that kids should understand that all the work done on the Thomas Jefferson is built on a foundation of the fundamentals of math and science so all kids should try to soak up as much math and science as they can. He also said to always be ready to work hard.
Each of the officers said they enjoy their work very much and could not imagine doing anything else!
In my last blog entry the Question of the Day was:
Why is surveying the ocean floor so important?
The ocean floor is covered with all sorts of things including natural things, like rocks, reefs, hills and valleys, and manmade objects, such as cables, docks, shipwrecks and debris. If ships don’t know where things are it can be very dangerous. Storms often change the position of things underwater so it is very important that charts are accurate and updated. Hydrographers capture the data from the seafloor using sonar, process the data and utilize the information to create precise and informative ocean charts.
In my last entry, The Picture of the Day showed an anchor ball. An anchor ball is a round, black shape that is hoisted in the forepart of a vessel to show that it is anchored. It must be taken down when the ship is underway.
Anchor Ball
Today’s Question of the Day is:
How was the ocean floor mapped before sonar was invented?
Today’s Picture of the Day: What is Ensign Gleichauf lowering into the water?
NOAA Teacher at Sea Jeanne Muzi Aboard NOAA Ship Thomas Jefferson| August 2 – 13, 2015
Mission: Hydrographic Survey
Geographical area of cruise: North Atlantic Date: August 5, 2015
Weather Data From the Bridge: Temperature: 71° F (22° C)
Humidity: 84%
Wind Speed: S 5 mph
Barometer: 29.89 in (1012.1 mb)
Dewpoint: 66° F (19° C)
Visibility: 10.00 mi
Hello again!
Science and Technology Log:
One important thing that every single person has to face, no matter how old they are or what kind of job they have, is what to do when things go wrong. We are always happy when things are going smoothly—but what do you do when they don’t?
I found out about how important it is to be a thinker and problem solver on the Thomas Jefferson because we are experiencing engine problems. First the launches were not running. Then the TJ’s engines were having difficulties and it was discovered that we had water in our fuel. The engineers and officers all started to ask questions: Where is the water coming from? Is there a problem with the tanks? How are we going to fix this situation? What is the best solution right now? It was determined that we should sail into the Naval Base in Newport, Rhode Island so the fuel could be pumped out and the fuel tanks examined. This is a big job!
Lighthouse
Jamestown Bridge
We sailed into Newport on a beautiful sunny afternoon. I got to spend some time on the bridge and watched as Ensign Seberger and GVA (General Vessel Assistant) Holler steered our large ship around obstacles like lobster pots and small sailboats. AB (Ablebodied Seaman) Grains acted as the look out, peering through binoculars and calling out directions in degrees (instead of feet or yards), and port and starboard (instead of left and right). LTJG Forrest explained how to chart the route to Newport using a compass, slide rule and mathematical calculations. His computations were right on as he plotted the course of the Thomas Jefferson.
Charting TJ’s course to Newport
When we arrived at Newport, the tugboat, Jaguar, needed to help us dock and then the gangway was lifted into place using a crane.
