Lacee Sherman: Teacher Running Out of Witty Blog Titles June 27, 2018

NOAA Teacher at Sea

Lacee Sherman

Aboard NOAA Ship Oscar Dyson

June 6, 2018 – June 28, 2018

 

Mission: Eastern Bering Sea Pollock Acoustic Trawl Survey

Geographic Area of Cruise: Eastern Bering Sea

Date:  June 27, 2018

Snailfish!!!

TAS Lacee Sherman with an Okhotsk Snailfish

Weather Data from the Bridge at 15:00 on 6/27/18

Latitude: 56° 32.03 N

Longitude: 168° 08.15 W

Sea Wave Height: 2 ft

Wind Speed: 9 knots

Wind Direction: 229° (SW)

Visibility: 8 nautical miles

Air Temperature: 9.8° C

Water Temperature: 8.5° C

Sky:  Broken cloud cover

Water and cloud cover

Water and cloud cover on 6/27/18 @ 15:00

Science and Technology Log

Sometimes the pursuit of scientific knowledge requires very precise scientific instruments, and sometimes it just requires a bucket, funnel, and a coffee filter.  During the CTD casts, a special bottle collects water samples from a specific depth.  The CTD can hold multiple water sample bottles, so a few days ago I was able to choose the location for an extra water sample to be taken.  The required water sample was taken near the ocean floor, and I requested one at about 15 meters below the surface.

On the EK60 we had noticed a lot of “munge” in the water near the surface and we wanted to know exactly what was in the water that was reflecting an acoustic signal back up to the transducers since it did not appear to be fish.  The upper part of the water column that had the munge was expected to have more small and microscopic organisms than the sample taken at a lower depth because of what had been seen on the EK60.

Water Collection Bottle

CTD water collection bottles

The CTD water bottles have flaps on the ends that can be triggered at specific depths.  When the two CTD bottles were brought back on the ship, they were opened to pour out the water samples.  Once the required 1 liter sample from the bottle taken near the ocean floor was put aside for another scientific study, the rest of the water was put into large white buckets to be sampled and inspected as we saw fit.  We had one large bucket filled with water from near the bottom which we labeled “deep” and the water from only 15 meters down, which we labeled “shallow”.

We used coffee filters placed in funnels to strain out any microscopic organisms from the water.  We had one set up for the “shallow” water sample, and another for the “deep” water sample.  When there was a tiny bit of water left in the filter, we used a pipette to suck up the slurry of microscopic organisms and a bit of water and place them in a glass dish.  From there, we took a few drops from each dish and put them under a dissecting microscope.

Filtering Ocean Water

Funnel and coffee filter straining the living organisms out of ocean water

 

Using the dissecting microscope we were able to identify a few things that we were seeing, and even take photos of them through a special part of the microscope where a camera could be attached.  We did not individually identify everything that we saw, but we did notice that there were diatoms, rotifers, crab larvae, and some type of egg.  There was a noticeable difference though between the quantity of organisms in the shallow and deep samples.  As predicted, the shallow water sample had many more microscopic organisms than the deep water sample.

 

Personal Log

Yesterday we did two trawls and one Methot sample.  I understand so much more now about exactly how all of the instruments work and how to operate some of them.  I finally feel like I was getting the hang of everything and able to be more helpful.  Each trawl takes about 3 hours plus processing time, so the days pass much quicker when we are fishing often.

Methot net being brought on deck

Methot net coming on deck after a haul

In our second trawl of the day we ended  up catching a really neat kind of snailfish that isn’t very common.  It’s always exciting to get something other than pollock in the nets, and it was really neat this time since no one else had ever seen one before either!  After spending a lot of time taking photos, looking at identifying features and using books and the internet to help, we finally were able to identify it as an Okhotsk Snailfish.

Today we are steaming back to Dutch Harbor, AK and I have to admit that I have mixed feelings about leaving life on the ship behind.  I will miss being a part of research and working with the MACE team.  I love being able to do research, and work closely with scientists and learn more about something that I really enjoy.  I will also definitely miss seeing the ocean every day.  I think it will probably be strange to walk on land now.  Since the ground won’t be moving anymore, hopefully that means that I can stop walking into walls!

All operations stopped on the ship last night so that we can have enough time to make it back to land before 09:00 on June 28, 2018.  Today I will be packing up my things, cleaning up my room for the next person, and then helping to clean and scrub the fish lab. Tomorrow I will return to life as a land dweller, although hopefully not forever.

Did You Know?

According to the Encyclopaedia Britannica, “The Bering Sea has more than 300 species of fish, including 50 deep-sea species, of which 25 are caught commercially. The most important among them are salmon, herring, cod, flounder, halibut, and pollock.”

 

 

 

Susan Dee: Ten Minutes to Bongo: Bongo, Bongo, Bongo, May 30, 2018

NOAA Teacher at Sea

Susan Dee

Aboard NOAA Ship Henry B. Bigelow 

May 23 – June 7, 2018

Mission:  Spring Ecosystem Monitoring Survey

Geographic Area of Cruise: Northeaster Coast of U.S.

Date:  May 30, 2018

Weather From Bridge

Latitude:  40° 42′
Longitude:  072° 35′
Sea Wave Height:  1-2 feet
Wind Speed:  calm
Wind Direction:  calm
Visibility:  overcast
Air Temperature:  15.5°C
Sky: overcast

Science and Technology Log

At Day 5, I am getting acclimated to life on the sea.  Days are filled with data collection at randomly selected stations.  One of the collections is of plankton, phytoplankton, zooplankton and ichthyoplankton. Plankton sampling has occurred since the early 19th century with simple collecting devices.  In early ocean sampling, it was believed that plankton were evenly distributed throughout the ocean, so a sample taken anywhere would be a good representation for a large area.  This idea is no longer supported. The belief is that there are large scale spatial variations in concentrations of plankton populations, which has lead to random sampling methods using bongo nets. Widely used since the 1970’s, bongo nets are named from their side by side configuration which makes them look like a set of bongo drums.

There are two sets of bongo nets the ship is using: a regular bongo with a diameter of 61 cm and 333 micron mesh and two different sets of baby bongos, 22 cm in diameter, and one set with 333 micron mesh and the other with 165 micron mesh for smaller organisms.  As the station to sample is approached, the bridge announces “Ten minutes to Bongo!” and all scientists and crew get prepared to deploy bongos.  They are lowered into the water with a crane and winch system  and towed for 8 to 25 minutes, depending on the depth, at a speed of 1-2 knots  There is an important communication between the bridge and the scientists during bongo deployment. The ship gets to the correct GPS and slows down for the tow. See video for deployment procedure:

A video of bongo deployment (no dialogue)

Bongo Deployment

Bongos being lowered into the water

When nets are retrieved, the bongos are rinsed to collect all the samples to the cod-end of the net. The baby bongo samples are preserved in ethyl alcohol to be sent to the Narraganset Lab to look for fish eggs and larvae and to the University of Connecticut to get a census of marine zooplankton. The large bongo samples are preserved in formaldehyde to be sent to a lab in Poland to identify species  and count numbers.

Bongo catch

Samples collected in cod-end of bongo net

After nets are washed they are prepared for next station. The cod-ends are tied with the “Taylor” knot shown below. After many attempts and a very patient teacher, I finally learned how to tie this knot.

Taylor knot

The “Taylor” cod-end knot

 

Washing out sieve

Washing out sieve to capture sample to be put into jar

 

Sample jar

Sample preserved and ready to be sent to lab to identify species

The questions scientists are trying to answer with the data from these samples are:

  1. What living plankton organisms does the sea contain at a given time?
  2. How does this material vary from season to season and year to year?

As scientist Chris Taylor reminded me, no sample is a bad sample. Each sample contributes to the  conclusions made in the end.  After samples are examined by the labs, I look forward to seeing the results of this survey.

Personal Log:

I am enjoying every second of this cruise.  We did hit rough seas but I had no effect due to wearing the patch. Hopefully, we will have calm seas as we head to the Gulf of Maine. The food is great. Chef Dennis prepares awesome meals.  I am eating a lot!! Even had an ice cream bar set up last night.  Life is very comfortable on the ship.

 

INTERVIEW: Andrew Harrison and Maddie Armstrong

I choose to interview ship members Andrew Harrison and Maddie Anderson because they are in the process of earning their mariner licenses.  Also, the perspective from a female in a male dominated career is of interest.  I often get questions from students about opportunities in the marine science field.  The marine science field has many paths to take. One path is research and another is earning a Merchant Mariner license.  There are several ways to obtain a Merchant Mariners USCG license. The two most common paths are the hawsepiper and Maritime academy.  The hawsepiper path begins with accumulating sea hours, taking training courses, completing board assessment and passing the USCG exam.  This path can take up to 14 years to complete. In the Maritime college route,  requirements for Merchant Mariner license can be complete in 4 years and earn a college diploma.  The interviews below give some direction to pursuing a career on a ship.

Interviewees role on ship:

Andrew Harrison- assignment on ship- Crew Able Body

Maddie Armstrong –assignment on ship- student and science party volunteer

The connecting link between Maddie and Andrew is they both are affiliated with Maine Maritime Academy.  Andrew graduated in 2015 and Maddie is presently a student.  What interested me the most is that a Maritime degree could be granted through college studies. I had no idea this was an option for students interested in maritime careers. There are 7 Maritime academies across the US. https://www.edumaritime.net/usa/top-maritime-programs, each with their unique specialty.  All programs are USCG approved and students earn license upon graduation through the US Coast Guard.  From talking to Andrew and Maddie I feel attending college to earn a merchant mariners license prepares one better for life at sea.

What degree do you hold?

Andrew: I have a BA Vessel Operations and Technology and a 500 Ton license.

Maddie: I will graduate with double major BA in Marine Science / Vessel Operations and Technology. Presently I have a 200 ton license but the plan is to graduate with a 500 Ton and 3rd Mate license.

Where did your interest in marine science stem from?

Andrew:  Since I was 14, I have been sailing and love the ocean

Maddie: Growing up in the middle of Maine, it was difficult to experience the ocean often.  My parents would take me to the ocean as a reward or holiday gift.

What experiences do students at Maine Maritime Academy get to prepare for maritime license?

Maddie:  The academy has a ship, The State of Maine, which is a moving classroom. Students practice navigation on the ship. There is also the Pentagoet Tug to practice barge pulling. Smaller vessels are available to practice to practice navigation on.  At the academy you can practice on real ships.

Andrew: The Academy gives students a faster way to obtain license than a non collegiate Hawsepiper route. Through a maritime college you also earn a college degree and graduate with a license. The academy route is faster but also more expensive. To obtain a similar license without going to an academy would take up to 15 years. Plus the academy has connections to job opportunities after graduation.

What other ships have you worked on over the years?

Andrew:  I was a deck hand on Spirit of South Carolina; worked on yachts out of Charleston; Space X barge AD- collected rocket after launch

Maddie: I have had some experience on a lot of different vessels through the academy. I started working on the Schooner Bowdoin and Brig Niagara for a summer. Then moved on to charter boats and small cruise ships.

What advice would you give a student who is interested in pursuing a Merchant Mariners license?

Andrew: Volunteer on ships as much as you can. Experience on a Schooner is invaluable.  Be prepared to put in the time.

Maddie: You have to be self driven and want to be on the water. You also have to be self confident and willing to give it your all at a moments notice.

How much time can a merchant mariner expect to spend at sea each year?

Andrew: It varies with the vessel and cruise.  It can be 9 months at sea and 3 months off; 60 days at sea; and 69 days off; 5-7 weeks on and 3-5 off. The bottom line is to be prepared to be away from home for long periods of time.

What are your interests and hobbies when you are on shore?

Andrew:  Fishing, sailing, scuba, reading and video games.

Maddie: I like to read, hike and learn to play instruments. Now I am learning to play a didgeridoo- a wind instrument developed by indigenous Australians.

Where do you see yourself working in 10 years?

Maddie: Working on a research vessel with ROV exploration.

Andrew:  In 10 years, I plan to be a 1600 Ton Master Captain working for NOAA or another cruise company.

 

Christine Webb: September 19, 2017

NOAA Teacher at Sea

Christine Webb

Aboard NOAA Ship Bell M. Shimada

August 11 – 26, 2017

Mission: Summer Hake Survey Leg IV

Geographic Area of Cruise: Pacific Ocean from Newport, OR to Port Angeles, WA

Date: 9/19/2017

Latitude: 42.2917° N (Back home again!)

Longitude: 85.5872° W

Wind Speed: 6 mph

Air Temperature: 65 F

Weather Observations: Rainy

Here I am, three weeks deep in a new school year, and it’s hard to believe that less than a month ago I was spotting whales while on marine mammal watch and laughing at dolphins that were jumping in our wake. I feel like telling my students, “I had a really weird dream this summer where I was a marine biologist and did all kinds of crazy science stuff.”

IMG_20170817_103950017_HDR

Me on marine mammal watch

If it was a dream, it certainly was a good one! Well, except for the part when I was seasick. That was a bit more of a nightmare, but let’s not talk about that again. It all turned out okay, right?

I didn’t know what to expect when signing on with the Teacher at Sea program, and I’m amazed at how much I learned in such a short period of time. First of all, I learned a lot about marine science. I learned how to differentiate between different types of jellyfish, I learned what a pyrosome is and why they’re so intriguing, I learned that phytoplankton are way cooler than I thought they were, and I can now spot a hake in any mess of fish (and dissect them faster than almost anyone reading this).

I also learned a lot about ship life. I learned how to ride an exercise bike while also rocking side to side.  I learned that Joao makes the best salsa known to mankind. I learned that everything – everything – needs to be secured or it’s going to roll around at night and annoy you to pieces. I even learned how to walk down a hallway in rocky seas without bumping into walls like a pinball.

Well, okay. I never really mastered that one. But I learned the other things!

Beyond the science and life aboard a ship, I met some of the coolest people. Julia, our chief scientist, was a great example of what good leadership looks like. She challenged us, looked out for each of us, and always cheered us on. I’m excited to take what I learned from her back to the classroom. Tracie, our Harmful Algal Bloom specialist, taught me that even the most “boring” things are fascinating when someone is truly passionate about them (“boring” is in quotes because I can’t call phytoplankton boring anymore. And zooplankton? Whoa. That stuff is crazy).

329 hobbit house 2

Phytoplankton under a microscope

Lance taught me that people are always surprising – his innovative ways for dissecting fish were far from what I expected. Also, Tim owns alpacas. I didn’t see that one coming. It’s the surprising parts of people that make them so fun, and it’s probably why our team worked so well together on this voyage.

I can’t wait to bring all of this back to my classroom, specifically to my math class. My students have already been asking me lots of questions about my life at sea, and I’m excited to take them on my “virtual voyage.” This is going to be a unit in my eighth and ninth grade math classes where I show them different ways math was used aboard the ship. I’ll have pictures and accompanying story problems for the students to figure out. They’ll try to get the same calculations that the professionals did, and then we’ll compare data. For example, did you know that the NOAA Corps officers still use an old-fashioned compass and protractor to track our locations while at sea? They obviously have computerized methods as well, but the paper-and-pencil methods serve as a backup in case one was ever needed. My students will have fun using these on maps of my locations.

They’ll also get a chance to use some of the data the scientists took, and they’ll see if they draw the same conclusions the NOAA scientists did. A few of our team were measuring pyrosomes, so I’ll have my students look at some pyrosome data and see if they get the correct average size of the pyrosome sample we collected. We’ll discuss the implications of what would happen if scientists got their math wrong while processing data.

I am so excited to bring lots of real-life examples to my math classroom. As I always tell my students, “Math and science are married.” I hope that these math units will not only strengthen my students’ math skills, but will spark an interest in science as well.

This was an amazing opportunity that I will remember for the rest of my life. I am so thankful to NOAA and the Teacher at Sea program for providing this for me and for teachers around the country. My students will certainly benefit, and I have already benefited personally in multiple ways. To any teachers reading this who are considering applying for this program – DO IT. You won’t regret it.

CWeb

Me working with hake!

Christine Webb: August 19, 2017

NOAA Teacher at Sea

Christine Webb

Aboard NOAA Ship Bell M. Shimada

August 11 – 26, 2017

Mission: Summer Hake Survey Leg IV

Geographic Area of Cruise: Pacific Ocean from Newport, OR to Port Angeles, WA

Date: 8/19/2017

Latitude: 48.59 N

Longitude: 126.59 W

Wind Speed: 15 knots

Barometric Pressure: 1024.05 mBars

Air Temperature: 59 F

Weather Observations: Sunny

Science and Technology Log:

You wouldn’t expect us to find tropical sea creatures up here in Canadian waters, but we are! We have a couple scientists on board who are super interested in a strange phenomenon that’s been observed lately. Pyrosomes (usually found in tropical waters) are showing up in mass quantities in the areas we are studying. No one is positive why pyrosomes are up here or how their presence might eventually affect the marine ecosystems, so scientists are researching them to figure it out. One of the scientists, Olivia Blondheim, explains a bit about this: “Pyrosomes eat phytoplankton, and we’re not sure yet how such a large bloom may impact the ecosystem overall. We’ve already seen that it’s affecting fishing communities because their catches have consisted more of pyrosomes than their target species, such as in the shrimp industry.”

IMG_20170817_100329068

Sorting through a bin of pyrosomes

Pyrosomes are a type of tunicate, which means they’re made up of a bunch of individual organisms. The individual organisms are called zooids. These animals feed on phytoplankton, and it’s very difficult to keep them alive once they’re out of the water. We have one alive in the wet lab right now, though, so these scientists are great at their jobs.

We’ve found lots of pyrosomes in our hake trawls, and two of our scientists have been collecting a lot of data on them. The pyrosomes are pinkish in color and feel bumpy. Honestly, they feel like the consistency of my favorite candy (Sour Patch Kids). Now I won’t be able to eat Sour Patch Kids without thinking about them. Under the right conditions, a pyrosome will bioluminesce. That would be really cool to see, but the conditions have to be perfect. Hilarie (one of the scientists studying them) is trying to get that to work somehow before the trip is over, but so far we haven’t been able to see it. I’ll be sure to include it in the blog if she gets it to work!

One of the things that’s been interesting is that in some trawls we don’t find a single pyrosome, and in other trawls we see hundreds. It really all depends on where we are and what we’re picking up. A lot of research still needs to be done on these organisms and their migration patterns, and it’s exciting to be a small part of that.

Personal Log:

The science crew continues to work well together and have a lot of fun! Last night we had an ice cream sundae party after dinner, and I was very excited about the peanut butter cookie dough ice cream. My friends said I acted more excited about that than I did about seeing whales (which is probably not true. But peanut butter cookie dough ice cream?! That’s genius!). After our ice cream sundaes, we went and watched the sunset up on the flying bridge. It was gorgeous, and we even saw some porpoises jumping in the distance.

It was the end to another exciting day. My favorite part of the day was probably the marine mammal watch where we saw all sorts of things, but I felt bad because I know that our chief scientist was hoping to fish on that spot. Still, it was so exciting to see whales all around our ship, and some sea lions even came and swam right up next to us. It was even more exciting than peanut butter cookie dough ice cream, I promise. Sometimes I use this wheel to help me identify the whales:

IMG_20170818_094058774_HDR

Whale identification wheel

Now we’re gearing up for zooplankton day. We’re working in conjunction with the Nordic Pearl, a Canadian vessel, and they’ll be fishing on the transects for the next couple days. That means we’ll be dropping vertical nets and doing some zooplankton studies. I’m not exactly sure what that will entail, but I’m excited to learn about it! So far the only zooplankton I’ve seen is when I was observing my friend Tracie. She was looking at phytoplankton on some slides and warned me that sometimes zooplankton dart across the phytoplankton. Even though she warned me, it totally startled me to see this giant blob suddenly “run” by all the phytoplankton! Eeeeep! Hopefully I’ll get to learn a lot more about these creatures in the days coming up.

Sam Northern: Ready, Set, Sail the Atlantic! May 5, 2017

NOAA Teacher at Sea
Sam Northern
will be aboard NOAA ship Gordon Gunter
May 28 –  June 7, 2017

Mission: Spring Ecosystem Monitoring (EcoMon) Survey (Plankton and Hydrographic Data)
Geographic Area of Cruise: Atlantic Ocean
Date: May 5, 2017

Introduction

Greetings from south-central Kentucky! My name is Sam Northern, and I am the teacher-librarian at Simpson Elementary School in Franklin, Kentucky. I am beyond exited for this opportunity NOAA has given me. Yet, even more excited than me are my students. I don’t think anyone is more interested in learning about the ocean and its marine ecosystems than my first, second, and third graders. Each week I get to instruct each of the school’s 680 students at least once during Library Media Special Area class. My students do way more than check out library books. They conduct independent research, interact with digital resources, solve problems during hands-on (makerspace) activities, and construct new knowledge through multimedia software.

My participation in the Teacher at Sea program will not only further students’ understanding of the planet, it will empower them to generate solutions for a healthier future. This one-of-a-kind field experience will provide me with new and thrilling knowledge to bring back to my school and community. I am as excited and nervous as my first day of teaching eight years ago. Let the adventure begin!

IMG_9038

In 2015 I married my best friend, Kara, who is also a teacher. We enjoy collecting books, watching movies, and doing CrossFit.

About NOAA
The National Oceanic and Atmospheric Administration (NOAA) is a scientific agency of the United States government whose mission focuses on monitoring the conditions of the ocean and the atmosphere. NOAA aims to understand and predict changes in climate, weather, oceans, and coasts. Sharing this information with others will help conserve and manage coastal and marine ecosystems and resources. NOAA’s vision of the future focuses on healthy ecosystems, communities, and economies that are resilient in the face of change [Source — NOAA Official Website].

Teacher at Sea
The Teacher at Sea Program (TAS) is a NOAA program which provides teachers a “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” [Source — NOAA TAS Official Website]. NOAA TAS participants return from their time at sea with increased knowledge regarding the world’s oceans and atmosphere, marine biology and biodiversity, and how real governmental field science is conducted. This experience helps teachers enhance their curriculum by incorporating their work at sea into project-based learning activities for students. Teachers at Sea share their experience with their local community to increase awareness and knowledge of the world’s oceans and atmosphere.

Science and Technology Log
I will be participating in the second leg of the 2017 Spring Ecosystem Monitoring (EcoMon) Survey in the Atlantic Ocean, aboard the NOAA Ship Gordon Gunter. The survey will span 10 days, from May 28 – June 7, 2017, embarking from and returning to the Newport Naval Station in Newport, Rhode Island.

Nashville to Rhode Island_Flight Diary Pic

Gordon Gunter Pic NOAA

NOAA Ship Gordon Gunter. Photo courtesy of NOAA.

The NOAA Ship Gordon Gunter is a 224-foot, multi-use research vessel. Gordon Gunter is well outfitted for a wide range of oceanographic research and fisheries assessments, from surveys on the health and abundance of commercial and recreational fish to observing the distribution of marine mammals. The Gordon Gunter carries four NOAA Corps officers, 11 crew members, and up to 15 scientists, and one Teacher at Sea.

My Mission
The principal objective of the Spring Ecosystem Monitoring (EcoMon) Survey is to assess the hydrographic and planktonic components of the Northeast U.S. Continental Shelf Ecosystem. According to Encyclopedia Britannica, plankton are countless tiny living things that float and drift in the world’s oceans and other bodies of water.

Plankton image

An almost transparent zooplankton is seen in an enlarged view.
Robert Arnold—Taxi/Getty Images

While on the Gordon Gunter, I can expect to collect zooplankton and ichthyoplankton throughout the water column (to a maximum depth of 200 meters) using paired 61-cm Bongo samplers equipped with 333 micron mesh nets. Scientists will preserve the plankton samples in formalin for further laboratory study. It is estimated that the Shelf-Wide Plankton Surveys will result in 300 types of plankton being sorted and identified by staff at the Sea Fisheries Institute in Poland through a joint studies program.

The National Ocean Service defines hydrography as the science that measures and describes the physical features of bodies of water. Aboard the Gordon Gunter, we will use traditional and novel techniques and instruments to collect information. Our research will calculate the spatial distribution of the following factors: water currents, water properties, phytoplankton, microzooplankton, mesozooplankton, sea turtles, and marine mammals. In fact, marine mammal and seabird observers will be stationed on the bridge or flying bridge making continual observations during daylight hours.

The survey consists of 155 Oceanography stations in the Middle Atlantic Bight, Southern New England, Georges Bank and the Gulf of Maine. These stations are randomly distributed at varying distances. The progress of the survey will depend on transit time, sea state, and water depth of the stations, with deeper stations requiring more time to complete operations.

Gordon Gunter’s Scientific Computer System is a PC-based server, which continuously collects and distributes scientific data from various navigational, oceanographic, meteorological, and sampling sensors throughout the cruise. The information collected during the survey will enrich our understanding of the ocean.

Personal Log
Since the Teacher at Sea program began in 1990, more than 700 teachers have worked on NOAA Research cruises. I am both honored and humbled to add to this statistic. My teaching philosophy can be summed up in just two words: “Embrace Wonder.”

Working with Students

I believe that students’ exploration of authentic topics nurtures a global perspective and community mindedness. I cannot think of anything more authentic than real-world research experience aboard a NOAA vessel alongside world-renowned scientists.

I am looking forward to gaining clearer insights into our ocean planet, a greater understanding of maritime work and studies, and increasing my level of environmental literacy. I will bring all that I learn back to my students, colleagues, and community. I hope that my classroom action plans will inspire students to pursue careers in research as they deepen their understanding of marine biology. Without a doubt, the Teacher at Sea program will impact my roles as teacher and library media specialist.

My Goals
Through this program, I hope to accomplish the following:

  • Learn as much as I can about NOAA careers, life at sea, and the biology I encounter. These topics will be infused in my library media instructional design projects.
  • Capture and share my experience at sea via photographs, videos, 360-degree images, interviews, journaling, and real-time data of the EcoMon survey.
  • Understand the methods by which NOAA scientists conduct oceanic research. I would like to parallel the process by which scientists collect, analyze, and present information to the research my students conduct in the library.
  • Create a project-based learning activity based on the research I conduct aboard the ship. Students will use the real-time data from my leg of the survey to draw their own conclusions regarding the biologic and environmental profile of the Atlantic Ocean. Students will also collect data from their local environment to learn about the ecosystems in their very own community. I plan to use the project-based learning activities as a spring board for the design and implementation of student-led conservation efforts.
  • Present my research experiences and resulting project-based curriculum to the faculty of Simpson Elementary and members of the Kentucky Association of School Librarians. My classroom action plan and outreach activities will be shared with teachers from far and wide via my professional blog: www.misterlibrarian.com

Did You Know?
In 2016, NOAA sent 12 teachers to sea for a total of 182 days. Combined, these teachers engaged in 4,184 hours of research!

My next post will be from the NOAA Ship Gordon Gunter in the Atlantic Ocean. In the meantime, please let me know if you have any questions, or would like me to highlight anything in particular. I will look for your comments below or through my Twitter accounts, @Sam_Northern and @sesmediacenter.

Michael Wing: What’s there to see out there? July 24, 2015

NOAA Teacher at Sea
Michael Wing
Aboard R/V Fulmar
July 17 – 25, 2015

Mission: 2015 July ACCESS Cruise
Geographical Area of Cruise: Cordell Bank National Marine Sanctuary
Date: July 24, 2015

Weather Data from the Bridge: Northwest wind 5 to 15 knots, wind waves 1’ to 3’, west swell 3’ at 14 seconds, patchy fog.

Science and Technology Log

I’ve been putting in long hours on the back deck, washing plankton in sieves and hosing down the hoop net. Often by the time the sample is safely in its bottle and all the equipment is rinsed off, it’s time to put the net down and do it all again.

On the back deck

Here’s where I wash plankton on the back deck

But, when I look up from the deck I see things and grab my camera. The surface of the ocean looks empty at first glance but it isn’t really. If you spend enough time on it, you see a lot.

Black Footed Albatross

Black Footed Albatross

Black footed albatrosses turn up whenever we stop to collect samples. They probably think we are a fishing boat – we’re about the same size and we have a cable astern. They leave once they find out we didn’t catch any fish. Kirsten tells me these birds nest on atolls east of Hawaii, and that most of the thirty or so species of albatross live in the southern hemisphere.

Mola

Mola

We also see lots of molas, or ocean sunfish. These bizarre looking fish lie on their side just under the water’s surface and eat jellyfish. They can be really large – four feet long, or more. I wonder why every predator in the ocean doesn’t eat them, because they are big, slow, very visible and apparently defenseless. The scientists I am with say that sea lions sometimes bite their fins. Molas are probably full of bones and gristle and aren’t very appetizing to sharks and seals. There are more molas than usual; one more indicator of the extra-warm water we’re seeing on this cruise.

Spouting whales

Humpback whales; one has just spouted

whale back

The back of a humpback whale

And of course there are WHALES! At times we a have been completely surrounded by them. Humpback whales, mostly, but also blue whales. The humpbacks are black with white patches on the undersides of their flippers and barnacles in places. They are playful. They breach, slap the water with their flippers, and do other tricks. The blue whales are not really blue. They are a kind of slate grey that may look blue in certain kinds of light. They are longer and straighter and bigger than the humpbacks, and they cruise along minding their own business. Their spouts are taller.

Humpback whale flukes

Humpback whale flukes

When we see one whale breaching in the distance, we call out. But, when a bunch of whales are all around us, we speak in hushed voices.

Personal Log

Orange balloon

Orange balloon

I have seen six balloons floating on the water, some dozens of miles offshore. Four of them were mylar, two like this one. The scientists I am with say they see the most balloons in June, presumably because June has more graduations and weddings. Maybe it’s time to say that balloons are not OK. When they get away from us, here’s where they end up.

Container ship

Container ship

We see container ships on the horizon. Sometimes they hit whales by accident. Every t-shirt, pair of sneakers, toy and electronic device you have ever owned probably arrived from Asia on one of these. Each of those boxes is forty feet long.

This is my last post from the R/V Fulmar. I go home tomorrow. I sure am grateful to everyone on board, and to NOAA, Point Blue Conservation Science, the Greater Farallones National Marine Sanctuary and the Cordell Bank National Marine Sanctuary for giving me the opportunity to visit this special place.

Common murre

Common murre

Did You Know? When common murre chicks fledge, they jump out of their nests onto the surface of the sea. The drop can be forty or fifty feet. At this point they can swim, but they don’t know how to fly or find food. So, their fathers jump in after them and for the next month or two father and chick swim together on the ocean while the father feeds the chick. These are small birds and they can easily get separated in the rough seas. When this happens, they start calling to each other. It sounds sort of like a cat meowing. We have heard it often on this cruise.

Murre with chick

Adult murre with almost-grown chick

Michael Wing: Introduction to El Niño, July 22, 2015

NOAA Teacher at Sea
Michael Wing
Aboard R/V Fulmar
July 17 – 25, 2015

Mission: 2015 July ACCESS Cruise
Geographical Area of Cruise: Pacific Ocean west of Bodega Bay, California
Date: July 22, 2015

Weather Data from the Bridge: Northwest wind 15-25 knots, wind waves 3’-5’, northwest swell 4’ – 6’ at eight seconds, overcast.

Science and Technology Log

UC Davis graduate student and Point Blue Conservation Science intern Kate Davis took some plankton we collected to the Bodega Marine lab in Bodega Bay. She said she is seeing “tropical” species of plankton. A fellow graduate student who is from Brazil peeked into the microscope and said the plankton looked like what she sees at home in Brazil. The flying fish we saw is also anomalous, as is the number of molas (ocean sunfish) we are seeing. Plankton can’t swim, so some of our water must have come from a warm place south or west of us.

Farallones

The Farallon Islands are warmer this year

The surface water is several degrees warmer than it normally is this time of year. NOAA maintains a weather buoy near Bodega Bay, California that shows this really dramatically. Click on this link – it shows the average temperature in blue, one standard deviation in gray (that represents a “normal” variation in temperatures) and the actual daily temperature in red.

NOAA buoy data

Surface seawater temperatures from a NOAA buoy near Bodega Bay, California

http://bml.ucdavis.edu/boon/climatology.html

As you can see, the daily temperatures were warm last winter and basically normal in the spring. Then in late June they shot up several degrees, in a few days and have stayed there throughout this month. El Niño? Climate change? The scientists I am with say it’s complicated, but at least part of what is going on is due to El Niño.

Ryan at flying bridge

San Francisco State University student and Point Blue intern Ryan Hartnett watches El Nino

So what exactly is El Niño?

My students from last year know that the trade winds normally push the surface waters of the world’s tropical oceans downwind. In the Pacific, that means towards Asia. Water wells up from the depths to take its place on the west coasts of the continents, which means that places like Peru have cold water, lots of fog, and good fishing. The fishing is good because that deep water has lots of nutrients for phytoplankton growth like nitrate and phosphate (fertilizer, basically) and when it hits the sunlight lots of plankton grow. Zooplankton eat the phytoplankton; fish eat the zooplankton, big fish eat little fish and so on.

During an El Niño event, the trade winds off the coast of Peru start to weaken and that surface water bounces back towards South America. This is called a Kelvin wave. Instead of flowing towards Asia, the surface water in the ocean sits there in the sunlight and it gets warmer. There must be some sort of feedback mechanism that keeps the trade winds weak, but the truth is that nobody really understands how El Niño gets started. We just know the signs, which are (1) trade winds in the South Pacific get weak (2) surface water temperatures in the eastern tropical pacific rise, (3) the eastern Pacific Ocean and its associated lands get wet and rainy, (4) the western Pacific and places like Australia, Indonesia, and the Indian Ocean get sunny and dry.

This happens every two to seven years, but most of the time the effect is weak. The last time we had a really strong El Niño was 1997-1998, which is when our current cohort of high school seniors was born. That year it rained 100 inches in my yard, and averaged over an inch a day in February! So, even though California is not in the tropics we feel its effects too.

Sausalito sunset

Sunset from the waterfront in Sausalito, California

We are in an El Niño event now and NOAA is currently forecasting an excellent chance of a very strong El Niño this winter.

NOAA map

Sea surface temperature anomalies Summer 2015. Expect more red this winter.

What about climate change and global warming? How is that related to El Niño? There is no consensus on that; we’ve always had El Niño events and we’ll continue to have them in a warmer world but it is possible they might be stronger or more frequent.

Personal Log

So, is El Niño a good thing? That’s not a useful question. It’s a part of our climate. It does make life hard for the seabirds and whales because that layer of warm water at the surface separates the nutrients like nitrate and phosphate, which are down deep, from the sunlight. Fewer phytoplankton grow, fewer zooplankton eat them, there’s less krill and fish for the birds and whales to eat. However, it might help us out on land. California’s drought, which has lasted for several years now, may end this winter if the 2015 El Niño is as strong as expected.

Golden Gate Bridge

Rain will come again to California

Did You Know? El Niño means “the boy” in Spanish. It refers to the Christ child; the first signs of El Niño usually become evident in Peru around Christmas, which is summer in the southern hemisphere. The Spanish in colonial times were very fond of naming things after religious holidays. You can see that in our local place names. For instance, Marin County’s Point Reyes is named after the Feast of the Three Kings, an ecclesiastical holy day that coincided with its discovery by the Spanish. There are many other examples, from Año Nuevo on the San Mateo County coast to Easter Island in Chile.

Window selfie

Michael Wing takes a selfie in his reflection in the boat’s window