red snapper – NOAA Teacher at Sea Blog

August 29, 2022September 2, 2022

Maronda Hastie: Preparing for Teacher at Sea Aboard NOAA Ship Oregon II, August 28, 2022

NOAA Teacher at Sea

Maronda Hastie

Aboard NOAA Ship Oregon II

August 29, 2022 to September 14, 2022

Date: August 28, 2022

Mission: Shark/Red Snapper Bottom Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Introduction

Greetings from Atlanta, Georgia. Join me during my research on the NOAA Ship Oregon II in an expedition studying shark and red snapper. I am excited to board the ship in Cape Canaveral, Florida and head to the Gulf of Mexico for about 14 days. Be a part of my journey and interact through my blog.

I first learned about NOAA’s Teacher at Sea Program while at the Georgia Aquarium for a workshop two years ago. I immediately looked up more information & started the application process. Although I was accepted & thrilled to participate, Covid-19 delayed my departure. Please understand how frustrated I was as the world’s plans changed before my eyes! Normally I delete spam emails, but I did several searches to make sure I didn’t miss out on the email contacting me back to the original plan. I was so excited to finally get the news I’ve been waiting for that I did a happy dance.

In 2017 I was fortunate to participate in the Georgia Aquarium “Rivers to Reefs” program where educators spent one week testing water in the Altamaha River Watershed. We started in Atlanta and worked our way to Gray’s Reef National Marine Sanctuary off the coast of Savannah, Georgia. Our field experiences included a behind the scenes tour of the Georgia Aquarium, testing water in Shoals Creek on Glenwood Avenue, High Falls State Park in Jackson Georgia, canoe the Ocmulgee River where it meets the Oconee River, Sapelo Island Marine Institute, and Skidaway Island Marine Science Center. This experience opened my eyes to more opportunities for my students and enlightened me on how humans effect the environment. I immediately worked on developing student project presentations and fieldtrips the next school year. I love seeing the “Aha” moments and taking my students to Skidaway Island and other places around the world. I get just as excited as them when they figure out things work.

a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop. Title: Shoals Creek on Glenwood Avenue. "Our 1st data collection stop was Shoals Creek on Glenwood Avenue in Dekalb County. We observed our surroundings, discussed the difference between invasive and nonnative species, described watersheds and environmental concerns, completed projects to share with our students, and collected water samples." — Georgia Aquarium Rivers to Reefs Program in 2017 Shoals Creek

a slide Maronda created about her experience at the Georgia Aquarium's Rivers to Reefs Workshop. — GA Aquarium Rivers to Reefs Program 2017 High Falls Park

While studying Math & Computer Science at Savannah State University, I spent a lot of time in the Marine Biology building working on projects, catching small crabs at the school’s dock, walking to the docks at Thunderbolt, and Tybee Island collecting samples. This allowed me to relax, rejuvenate, learn about the environment and be creative. Now I challenge my students and people around me to do the same. Currently I teach Algebra, Geometry & Pre-Calculus and would like to incorporate more cross-curricular projects with my students.

a collage of photos of students visiting the Georga Aquarium. — Field trip with McNair High Students 2022

a student stands at a black table near a sample tray and laminated instruction sheets. She smiles down a small fish she holds in her gloved right hand. — Mariah was all smiles while she examined the fish at Skidaway Island Marine Science Center 2019

a group of students stands around a specimen bin in a lab setting. several of them hold containers of water and reach in to remove specimens. — Students Examine Samples at Skidaway Island Marine Science Center 2019

Upcoming Surveys in the Gulf of Mexico

My work hours will be from 12pm – 12am leaving from Cape Canaveral & headed to the Gulf of Mexico aboard the NOAA Ship Oregon II. I am excited to work with all types of sharks & red snapper along the way. Listen, if I pull a shark from the tail will it try to bite me? How close do I need to be? How long can the fish be out of water while I carefully examine it & put back in the ocean? What will I use all this information for? Are you trying to make me shark meat? Which statistic will I increase? What if a hurricane approaches, do I need to record that too or leave town? Soon I will find out. Let’s get started!

What did the faculty & students have to say before I depart?

Last week students & faculty members had something to say about this exciting journey I will participate in with NOAA. I am honored to carry the torch for the Teacher at Sea Program this year and proudly immerse myself in the entire experience. Check out what a few people had to say.

Student Da’Vaughn T. : “I would like field trips such as helping the marine life and be able to visit underwater animals.”

Math Instructional Coach Eboni Arnold: “Science research can help students at McNair High School by enhancing their critical thinking skills, mathematical competency as well as gain an in-depth knowledge of science based real life practical skills to enhance their learning. Environmental issues are related to STEAM because the more students and educators know about the environment, they are able to raise awareness of the importance of being environmentally safe and protecting our society through learned experiences. Everyone can benefit from this amazing experience through Ms. Hastie sharing her blogs, notes, her own experiences, and the connections she will make with her students, colleagues, and within McNair High School. Ms. Hastie is an excellent choice for this opportunity because she always connects real-life opportunities to her classroom instruction. She provides opportunities for students to experience life outside the classroom through field trips and project-based learning.”

Principal Dr. Loukisha Walker:

Principal Dr. Loukisha Walker

“Hello, my name is Dr. Loukisha Walker and I am a proud principal of Dr. Ronald E. McNair High School in Atlanta, Georgia. I would like to speak on why Ms. Hastie is the perfect choice for the Teacher at Sea Program.

“For Ms. Hastie, this opportunity is simply an extension of prior and current activities that she has used to expose students to opportunities and programs that would otherwise be out of reach for our students. This allows students to broaden their scope of possibilities for careers and even travel. Ms. Hastie, in addition to all of these things, is an avid blogger, project creator, and loves to communicate what she has learned to students to give them wisdom and insight, though they did not experience it first hand. For this reason and others, Ms. Hastie is simply the perfect choice for the Teacher at Sea Program. I know that Ms. Hastie, and her work ethic, and the way she pays attention to detail, she will take all of that information and bring it back to our students and make sure that she relays that information to them. She’s gonna talk about how exciting it is for them. She’s going to even speak on just her experience for being at sea for so many days. So with all of those things in mind, Ms. Hastie is going to not only do an amazing job while she’s at sea for 15 days, but she’s going to record, she’s going to continue to blog while she’s there, she’s gonna take a ton of photos and she’s going to come back and make sure our students experience it as if they were there with her.

“This is Ms. Hastie, this is her work ethic, and we’re so proud of her and we know she’s going to do an amazing job with the Teacher at Sea Program. Congratulations once again, Go Mustangs, and we are proud of you.“

Assistant Principal of Attendance & Testing, Dr. Barbara Long:

Assistant Principal of Attendance & Testing, Dr. Barbara Long

“Good afternoon, my name is Dr. Barbara Long. I serve as the assistant principal of attendance and testing at the fantastic Dr. Ronald E. McNair High School. We are so proud of Ms. Maronda Hastie and all that she is going to learn, do, and share when she returns from this amazing adventure. Science research can benefit our students at Dr. Ronald E. McNair High School in multiple ways. Number 1, it will surely help to develop our students’ problem solving, analytical, and critical thinking skills. Hopefully students will engage in actionable research projects following this pursuit and partner and collaborate with others to devise solutions to these real life problems and ultimately benefit the communities in which we live. So I’m looking forward to the engagement, activities, and application of the real science for our students. Proud to be a leader here.”

Art Teacher Debra Jeter:

Art Teacher Debra Jeter

“There’s something that’s universal about science research that could not only benefit the students at McNair, but benefit anyone to know what’s going on around us. How else can we, you know, contribute or help or even understand and live in this world if we don’t have some understanding of, you know, what’s going on around us. And the ocean is so important to us. And I think Ms. Hastie is a great choice for this, because not only has she been well traveled, but she has a great interest in science research and the environment.

“And not only that, but she does the most, you know? Like, she’ll be in there, following them and asking questions and writing it down and making sure she bring it back and share with McNair. And so many of these environmental issues are related to STEAM, too, which is a big concern for all the teachers at McNair, because environmental issues, as global warming continues, is gonna be vital for us all to understand how we can contribute to making our environment more peaceful. And not so hostile, and, you know, so many species are going extinct, if we just let this continue, we might be extinct too. And I’m sure that she’s gonna benefit… We’ll all benefit from her experience of being out there. I can’t wait to hear her stories and see her photos. I’ve been on journeys with her before she’s a marvelous… She know how to find places and go places and do things, she’s very capable. It’s gonna be fascinating just to hear her second-hand stories of what she found and how we can help make the world a better place.”

Business & Technology Teacher Wanda Charles-Henley

“Hello, my name is Wanda Charles-Henley and I’m a business teacher here at McNair High School. And I’d like to answer question number two: how and why is Ms. Hastie a good choice for this opportunity? I think Ms. Hastie is a perfect candidate for this opportunity because she’s always willing to go above and beyond for not only the students here at McNair, but also the staff members. She’s always willing to lend a helping hand. As a new teacher here, she was the first one to come and say she would teach me some of the new programs ’cause I’d been out of education for a while. She’s always one of the last teachers to leave the building. So she has a number of programs that she has coordinated for the students, exposing them to a lot of the opportunities outside of school. She also has the Chick-fil-A Leadership Program. She’ll coordinate activities for the students such as skating, coordinate activities such as environmentally cleaning up the Chattahoochee River. She’s always coming up with innovative ways to get the students involved. And I just think she will be an excellent candidate, and she is an outstanding teacher, and I can’t wait to see what she brings back to McNair High School and all the information she’s gonna share with us. Go Ms. Hastie!”

Culinary Arts Teacher Chef Leslie Gordon-Hudson:

Culinary Arts Teacher Chef Leslie Gordon-Hudson

“Okay, my question that I will be answering is how and why is Ms. Hastie a good choice for this opportunity… Ms. Hastie is a good choice for this opportunity, ’cause she is one teacher, I know, that will go out and get the resources and the information and bring it back not just to her math class, but in the entire school and engage the entire school, and whatever the idea is or the project or the learn resource or whatever the systems that she learned, that’s why I think she’s a great choice for this program.”

Student Dieynabou D.:

Student Dieynabou D.

“I believe that everyone can benefit from this great experience because it will provide excellent exposure into many things, including careers into oceanography. As a student leader, and a member of the National Beta Club here at McNair High School, I’m looking forward to creating community service activities that are involved with the environment.”

And here’s what I have to say:

Teacher at Sea Maronda Hastie

“Hi, my name is Maronda Hastie. I am a representative of McNair High School in DeKalb County, Georgia. I am so excited to have been selected to be a part of the Teacher at Sea Program. I first heard about it at the Georgia Aquarium, and it is a program from NOAA, the National Oceanic and Atmospheric Administration. So I’m excited that I’m gonna be studying shark and red snapper (hope the shark doesn’t eat me!) but I’m excited about studying the shark, because once I do all of my research for a few weeks, I get to bring it all back and I will share it with my colleagues, I will share it with my students, and I will share it with the community. So I feel like my job is to just spread the information about oceanic opportunities, as well as opportunities for the students to know about more careers, more field trips, more hands-on activities in the classroom. So I’ll develop a few lessons, so although I teach math, we can do interdisciplinary projects, so I’ll be working with, say, the science teacher, I work with the art teacher, I work with any teacher who would like to create lessons with me, so that we can, you know, expose our children. So I’m excited.“

September 23, 2019

Kathy Schroeder: Sharks, Sharks, and More Sharks! September 23, 2019

NOAA Teacher at Sea

Kathy Schroeder

Aboard NOAA Ship Oregon II

September 15-October 2, 2019

Mission: Shark/Red Snapper Longline Survey

Geographic Area of Cruise: Gulf of Mexico

Date: 9/23/19

Weather Data from the Bridge (at beginning of log)

Latitude: 28.07
Longitude: 93.27.45
Temperature: 84°F
Wind Speeds: ESE 13 mph
large swells

Science and Technology Log

9/21/19-We left Galveston, TX late in the afternoon once the backup parts arrived. After a few changes because of boat traffic near us, were able to get to station 1 around 21:00 (9:00 pm). We baited the 100 hooks with Atlantic Mackerel. Minutes later the computers were up and running logging information as the high flyer and the 100 hooks on 1 mile of 4mm 1000# test monofilament line were placed in the Gulf of Mexico for 60 minutes. My job on this station was to enter the information from each hook into the computer when it was released and also when it was brought onboard. When the hook is brought onboard they would let me know the status: fish on hook, whole bait, damaged bait, or no bait. Our first night was a huge success. We had a total of 28 catches on our one deployed longline.

Kathy and red snapper — *NOAA TAS Kathy Schroeder with a red snapper caught on the* Oregon II

We caught 1 bull shark (Carcharhinus leucas), 2 tiger sharks (Galeocerdo cuvier), 14 sharp nose sharks (Rhizoprionodon terraenovae), 2 black tip sharks (Carcharhinus limbatus), 7 black nose sharks (Carcharhinus acronotus), and 2 red snappers (Lutjanus campechanus). There were also 3 shark suckers (remoras) that came along for the ride.

sandbar shark — *Sandbar shark – no tag.* Oregon II

I was lucky to be asked by the Chief Scientist Kristin to tag the large tiger shark that was in the cradle. It took me about 3 tries but it eventually went in right at the bottom of his dorsal fin. He was on hook #79 and was 2300mm total length. What a great way to start our first day of fishing. After a nice warm, but “rolling” shower I made it to bed around 1:00 am. The boat was really rocking and I could hear things rolling around in cabinets. I think I finally fell asleep around 3:00.

9/22- The night shift works from midnight to noon doing exactly what we do during the day. They were able to complete two stations last night. They caught some tilefish (Lopholatilus chamaeleonticeps) and a couple sandbar sharks (Carcharhinus plumbeus). My shift consists of Kristin, Christian, Taniya, and Ryan: we begin our daily shifts at noon and end around midnight. The ship arrived at our next location right at noon so the night shift had already prepared our baits for us. We didn’t have a lot on this station but we did get a Gulf smooth hound shark (Mustelus sinusmexicanus), 2 king snake eels (Ophichthus rex), and a red snapper that weighed 7.2 kg (15.87 lbs). We completed a second station around 4:00 pm where our best catch was a sandbar shark. Due to the swells, we couldn’t use the crane for the shark basket so Kristin tried to tag her from the starboard side of the ship.

We were able to complete a third station tonight at 8:45 pm. My job this time was in charge of data recording. When a “fish is on,” the following is written down: hook number, mortality status, genus and species, precaudal measurement, fork measurement, and total length measurement, weight, sex, stage, samples taken, and tag number/comments. We had total of 13 Mustelus sinusmexicanus; common name Gulf smooth-hound shark. The females are ovoviviparous, meaning the embryos feed solely on the yolk but still develop inside the mother, before being born. The sharks caught tonight ranged in length from 765mm to 1291mm. There were 10 females and 3 male, and all of the males were of mature status. We took a small tissue sample from all but two of the sharks, which are used for genetic testing. Three of the larger sharks were tagged with rototags. (Those are the orange tags you see in the picture of the dorsal fin below).

measuring a shark — *Taking the three measurements*

king snake eel — *King snake eel caught on a longline.*

Personal Log

I spend most of my downtime between stations in the science dry lab. I have my laptop to work on my blog and there are 5 computers and a TV with Direct TV. We were watching Top Gun as we were waiting for our first station. I tried to watch the finale of Big Brother Sunday night but it was on just as we had to leave to pull in our longline. So I still don’t know who won. 🙂 I slept good last night until something started beeping in my room around 4:00 am. It finally stopped around 6:30. They went and checked out my desk/safe where the sound was coming from and there was nothing. Guess I’m hearing things 🙂

Shout out! – Today’s shout out goes to the Sturgeon Family – Ben and Dillon I hope you are enjoying all the pictures – love Aunt Kathy

July 29, 2019July 30, 2019

David Madden: Otolithia and The Tragedy of the Commons, July 27, 2019

NOAA Teacher at Sea

David Madden

Aboard NOAA Ship Pisces

July 15-29, 2019

Mission: South East Fishery-Independent Survey (SEFIS)

Geographic Area of Cruise: Atlantic Ocean, SE US continental shelf ranging from Cape Hatteras, NC (35°30’ N, 75°19’W) to St. Lucie Inlet, FL (27°00’N, 75°59’W)

On board off the coast of North Carolina – about 45 miles east of Wilmington, NC (34°18’ N, 77°4’ W)

Date: July 27, 2019

Weather Data from the Bridge:

Latitude: 34°18’ N
Longitude: 77°4’ W
Wave Height: 3-4 feet
Wind Speed: 6.68 knots
Wind Direction: 42°
Visibility: 10 nm
Air Temperature: 28.0°C
Barometric Pressure: 1022.4 mb
Sky: Partly cloudy

Science and Technology Log

Today, with the help of friends Zeb and Todd, I’d like to take a deep dive into the mission of this cruise. Starting with the fish work up process aboard Pisces, first explained in blog #3. Below is a picture flowchart I drew up to help visualize what’s going on.

NOAA Fish Protocol (color) — NOAA SEFIS Fish Survey Protocol

This sequential process is rather straight forward following steps 1-8, rinse (the gear) and repeat. It’s the before and after; what comes before step 1 and after step 8, that’s important; How and where is the data used. If you follow along into steps 9, 10, 11… you start with the laboratory analysis of the biological samples – otoliths and gonads – used to age the fish, and determine reproductive activity and spawning seasons, respectively. This information is vital to proper management of fisheries. Here’s why.

This cruise, and SEFIS in general, originally came into existence because of red snapper. Scientists determined around 2009 that the red snapper population in the SE Atlantic was at historically low levels. Strict regulations were put in place to help the species rebound. This on its own was a good measure, but only one step. In order to assess the effect of the regulations, scientists would have to monitor the abundance of red snapper in the region. However, charting changes in abundance would not be enough with this species (or with many others) due to the nature of its life cycle and reproduction. See, all populations have a natural age structure balance. This includes species specific traits – like its survivorship curve (how likely it is for an individual to die at different points in their life – for red snapper and many other reef-associated species it’s incredibly high at their larval and juvenile stages). It also includes pertinent developmental characteristics such as when the species is reproductively mature. Like many similar fish, older, mature red snapper have greatly increased reproductive potential, also known as fecundity. So while the population has been bouncing back in terms of numbers, the number of older, mature, more fecund fish is still considerably lower than historical levels; thus the population is still recovering. *this information is gathered from the data collected by scientist here on our SEFIS mission, and others like them.

The next step is to share this data with other scientists who will then, in conjunction with other information on the species, analyze the data and bring the results and conclusions of their analyses to policy makers (FYI, the government is moving towards making governmentally gathered scientific data available to the public). Discussion ensues, and climbs the political decision-making-ladder until allowable catch regulations are determined. Florida fishers, check here for your current snapper regulations or maybe this Fish Rules app will help. Fish safe, my friends!

Morning Crew — Morning crew: Mike, Dave, Brad, Me, Todd, Oscar the Octopus, Mike, Zeb

Macabre medieval cutlery? Or otolith extraction gear?

Ultimately this is a tricky and tangled issue of sustainability. Commercial fishermen are understandably upset, as this can threaten their livelihood. Although real, this concern is inherently short sighted, as their long term earnings depend on healthy and robust populations, and ecosystems. The difficult part is to gather the necessary scientific data (very challenging, especially for marine organisms) and marry that to the many financial, social, and political concerns. Comment below with thoughts and suggestions. And while you’re at it, here’s a lovely and quick (fish-related) tutorial overview of this situation in general – the tragedy of the commons – and the challenges of managing our resources.

A quick note about otoliths. Within the fish processing protocol (above) – the most satisfying part is otolith extraction. On board competitions abound: people vie for first chair (the spot in the lab that’s the coolest and best lit) and for the sharpest knives and scissors. Much like a wild west showdown, most important is fastest extraction times. Dave H opts for the classic chisel-through-the-gills technique, while the rest of us opt for the saw-through-the-skull-with-a-knife-and-crack-the-head-open-just-behind-the-eyes technique. While Brad looks to perform the “double-extraction” – both otoliths removed in the tweezers at the same time, I look to perform the please-don’t-slice-my-hand-open extraction. The quest for otoliths is usually straight forward. But sometimes an ill-sliced cut can leave you digging for the tiny ear bones forever.

This leaves us with: Why otoliths? These tiny little ear bones help function in the fish’s vestibular system. That’s a fancy way of saying the balance and orientation system of the fish. They help vertebrates detect movement and acceleration, and they help with hearing. These little bones help you determine your head and body orientation – turn your head sideways, it’s your otoliths who will send the message. All vertebrates, including you, gentle reader, have them. This makes me wonder if folks with exceptional balance and proprioception and court awareness have bigger otoliths? Fish requiring more balance, those that sit and wait to hunt vs. those that swim predominantly in straight lines, have bigger otoliths.

Otoliths are made of layered calcium carbonate (side question – does ocean acidification impact otolith formation? Like it does with other calcium carbonate structures in the ocean?) The fish secretes new layers as it ages: thicker layers during good times, thinner layers during lean times – correlated with summer and winter seasonality – just like with tree rings. Once you dig out the otoliths, they can be analyzed by on-shore scientists who slice ‘em in half and take a really thin slice, deli-meat-style. Voila! You can then count up the rings to tell how old the fish is.

Fish Otolith — From Andrews et al 2019, published in the Journal of Marine and Freshwater Research: Illustration of a red snapper (top right), a photo of a red snapper otolith (top left), and an image of a cross-section of that otolith (bottom) http://www.publish.csiro.au/MF/fulltext/MF18265

cod otolith — From Hardie and Hutchings 2011, published in the journal Arctic: A cross-section of the sagittal otolith of an Atlantic cod.

Retrieved from https://www.researchgate.net/publication/255711740_The_Ecology_of_Atlantic_Cod_Gadus_morhua_in_Canadian_Arctic_Lakes

Black sea bass otoliths with fingers for size comparison. Photos from Dave Hoke

Fish Count July 25th — Yesterday’s Fish Count.

Personal Log:

I’ve been continuing my work aboard the Pisces. Lately the focus has been on conversations with scientists and ship personnel. The source of most of today’s blog came primarily from conversations with Zeb and Todd. They were both super helpful and patient in communicating the goals and mission of this cruise and SEFIS. I’m also trying to contribute some things that might be useful to the NOAA scientists after the cruise is completed, and things that will be helpful to my students now and during the school year – like the drawings and diagrams, along with some upcoming videos (topics include: CTD color and pressure, Underwater footage featuring a tiger shark and hammerhead shark, Waves, All Hands on Deck, and a general cruise video).

The food and mood of the cruise continues to be good. * note: my salad eating has taken a hit with the expiration of spinach and leafy greens – it’s amazing they lasted as long as they did – the stewards, Rey and Dana, are amazing!

General Updates:

The other night I had my first bit of troubled sleeping. The seas were roaring! Actually, just about 6 feet. But it was enough to rock the boat and keep me from falling asleep. It was almost a hypnic jerk every time the ship rolled from one side to the other. Special sensations for when my head dipped below my feet.
Two more book recommendations: a. Newberry Book Award Winner: Call it Courage, by Armstrong Sperry. I loved this book as a little boy. I did a book report on it in maybe the 2^nd or 3^rd grade. I spent more time drawing the cover of the report than I did writing it. B. A few years ago I read The Wave, by Susan Casey. Great book about the science of waves and also the insane culture of big wave surfers.
I haven’t seen all that much lately in terms of cool biodiversity. The traps did catch some cute swimming crabs, a lionfish, and a pufferfish. * more below.
Zeb won the Golden Sombrero Award the other day. This is a momentous achievement awarded to a chief scientist after six consecutive empty fish traps!
Lauren crafted us an extra special tie-dye octopus named Oscar. He’s wearing the Golden Sombrero in the photo above.
Only 2.5 days till I’m back home. Can’t wait to see my family.

Neato Facts =

Back to general update #3 and today’s neato fact. Both lionfish and pufferfish are toxic. But are they poisonous? Or venomous? Wait. What’s the difference? Both poisons and venoms are characterized as toxins, and often they are used interchangeably. The distinction lies in the means of entry into your body. Venoms get into you via something sharp – you’re either bitten with fangs or stung with stingers or spines. Examples include our friend the lionfish, snakes, and bees. Poisons, conversely, get into you when you eat it. Examples include pufferfish, poison dart frogs,

Here’s a simple way to remember: Injection = Venom, Ingestion = Poison. Click these links for interesting lists of poisonous animals, poisonous plants, and venomous animals.

Lionfish and Pufferfish — Lionfish (Venomous) and Pufferfish (Poisonous). Injection = Venom, Ingestion = Poison http://www.peakpx.com/487337/lion-fish-and-blue-puffer-fish

Please let me know if you have any questions or comments.

July 21, 2019July 22, 2019

David Madden: Immersed in the Seascape July 18, 2019

NOAA Teacher at Sea
David Madden: July 18th, 2019

On board off the coast of North Carolina – about 35 miles east of Cape Fear, 40 miles south of Jacksonville, NC. (33º50’ N, 77º15’W)

Mission: South East Fisheries Independent Survey

Geographic Area of Cruise: Atlantic Ocean, SE US continental shelf ranging from Cape Hatteras, NC (35°30’ N, 75°19’W) to St. Lucie Inlet, FL (27°00’N, 75°59’W)

Here’s our location from the other day, courtesy of windy.com. And here is a good Gulf Stream explanation from our friends at NOAA:

Date: July 19, 2019

Science and Technology Log

Being at sea has got me thinking; about life at sea, the lives and careers of the men and women on board, and about the marine organisms around us. Pause there for a minute. Nature’s beauty and abundance on land is readily seen, so long as you travel to the right location and you’re patient. The ocean, however, hides its multitudes beneath the waves. I’ve found myself drawn to the ocean my whole life, and here on the cruise, I am drawn to staring at and contemplating the ocean and its life – the great hidden beneath. You know the stats: the earth is covered by ~70% water, the deep ocean has been explored less than outer space, the ocean is warming and turning more acidic, etc. I’m not saying that you and I don’t already know these things. I’m only saying that you feel them differently when you are in the ocean, when you are immersed for days in the seascape.

The goal is this cruise is to survey fish. (SEFIS = Southeast Fisheries Independent Survey). The science crew repeats a similar protocol each day of the cruise. It looks something like this:

Chief scientist, Zeb Schobernd, determines the site locations using NOAA sea floor maps.
The science team (broken into day and night shifts) baits six traps with menhaden fish bait, and starts the two GoPros that are attached to the traps.
The Pisces crew then deploys the traps, 1-6, at pre-determined locations (see step 1). They do this by sliding them off the back of the ship. Traps are attached to buoys for later pick up.
Wait for around 75 minutes.
Pisces Senior Survey Technician, Todd Walsh, along with crew members, Mike and Junior, drop the CTD [Conductivity, Temperature, Depth] probe. See picture below.

*Stay tuned for a video chronicling this process.

6. After ~75 min, NOAA Corps officers drive back to retrieve the traps, in the order they were dropped. (1-6)

7. Crew members Mike and Junior, along with scientists, collect the fish in the trap and sort them by species.

8. All fish are measured for weight and length.

9. Depending on the species, some fish contribute further information, most notably, their otoliths (to determine age) and a sample of reproductive organs to determine maturity.

10. Rinse and repeat, four times each day, for the length of the cruise.

I mostly work with the excellent morning crew.

The most excellent and experienced morning crew.

Mike and Junior, running the CTD, and supporting their favorite NFL teams.

Here’s a view into yesterday’s fish count – more fish and more kinds of fish:

Here is a view off the back of the boat, called the stern, where the traps are dropped.

On Wednesday the GoPros on one of the fish traps collected footage of a friendly wandering tiger shark. Our camera technician, Mike Bollinger, using his stereo video technique, determined the size of the shark to be ~ 8.5 feet. I added the location’s CTD data to the picture. This is part of an upcoming video full of neat footage. See below.

Tiger Shark at 64.55 meters, footage from fish trap GoPro.

Personal Log:

Things continue to be exciting on board. My mission to film flying fish flying continues (local species unknown/not really sure; probably family: Exocoetidae). But not without some mild success! I managed to get some of ‘em flying off the port side near the bow. Man are they quick. And small. And the seas were rough. Yet I remain undeterred! Here’s a picture of me waiting and watching patiently, followed by a picture of an unlucky little flying fish who abandoned sea and was left stranded at ship. Poor little fella.

Waiting patiently for the flying fish to fly. And fly right where I was aiming and focused.

General Updates:

The seas have picked up quite a bit. Rising up to 5-6 feet. That may not seem terrifically high, but it sure does rock the ship. Good thing seas were flat at the start, allowing me to get used to life at sea.
I just saw some dolphins! Yippie! Pictures and video to come.
Though not legal, I’m dying to take a swim in these beautiful blue waters.
I don’t think I’ll ever get tired of watching the ocean. *short of being stranded at sea, I suppose. See “In the Heart of the Sea: The Tragedy of the Whaleship Essex” – a true story and great book that’s may have served as inspiration for Moby Dick. I loved the book, haven’t seen the movie. Or check out the lost at sea portions of the, hard-to-believe-it-actually-happened, “Unbroken” – great book, okay movie.

Neato Facts =

NOAA Ship Pisces won NOAA ship of the year in 2018. This is no doubt due to the most excellent crew, seen below. Congratulations!

We’ve caught a number of moray eels in the fish traps. They’re super squirmy and unfriendly. Turns out they also have pharyngeal mouth parts. Essentially a second mouth that shoots after their first one is opened. Check out this fascinating look into the morey eel’s jaw biomechanics.

Please let me know if you have any questions or comments.

October 18, 2018November 1, 2018

Andria Keene: Let the fun begin! October 17, 2018

NOAA Teacher at Sea

Andria Keene

Aboard NOAA Ship Oregon II

October 8 – 22, 2018

Mission: SEAMAP Fall Groundfish Survey

Geographic Area of Cruise: Gulf of Mexico

Date: October 17, 2018

Weather Data from the Bridge
Date: 2018/10/17
Time: 13:10
Latitude: 027 39.81 N
Longitude 096 57.670 W
Barometric Pressure 1022.08mbar
Air Temperature: 61 degrees F

Those of us who love the sea wish everyone would be aware of the need to protect it.
– Eugenie Clark

Science and Technology Log

After our delayed departure, we are finally off and running! The science team on Oregon II has currently completed 28 out of the 56 stations that are scheduled for the first leg of this mission. Seventy-five stations were originally planned but due to inclement weather some stations had to be postponed until the 2nd leg. The stations are pre-arranged and randomly selected by a computer system to include a distributions of stations within each shrimp statistical zone and by depth from 5-20 and 21-60 fathoms.

At each station there is an established routine that requires precise teamwork from the NOAA Corps officers, the professional mariners and the scientists. The first step when we arrive at a station, is to launch the CTD. The officers position the ship at the appropriate location. The mariners use the crane and the winch to move the CTD into the water and control the decent and return. The scientists set up the CTD and run the computer that collects and analyzes the data. Once the CTD is safely returned to the well deck, the team proceeds to the next step.

Some members of the science team with the CTD

Step two is to launch the trawling net to take a sample of the biodiversity of the station. Again, this is a team effort with everyone working together to ensure success. The trawl net is launched on either the port or starboard side from the aft deck. The net is pulled behind the boat for exactly thirty minutes. When the net returns, the contents are emptied into the wooden pen or into baskets depending on the size of the haul.

red snapper haul — This unusual haul weighed over 900 pounds and contained mostly red snapper. Though the population is improving, scientists do not typically catch so many red snapper in a single tow.

The baskets are weighed and brought into the wet lab. The scientists use smaller baskets to sort the catch by species. A sample of 20 individuals of each species is examined more closely and data about length, weight, and sex is collected.

The information gathered becomes part of a database and is used to monitor the health of the populations of fish in the Gulf. It is used to help make annual decisions for fishing regulations like catch and bag limits. In addition, the data collected from the groundfish survey can drive policy changes if significant issues are identified.

Personal Log

I have been keeping in touch with my students via the Remind App, Twitter, and this Blog. Each class has submitted a question for me to answer. I would like to use the personal log of this blog to do that.

3rd Period - Marine Science II — 3rd Period – Marine Science II: What have you learned so far on your expedition that you can bring back to the class and teach us?

The thing I am most excited to bring back to Marine 2 is the story of recovery for the Red Snapper in the Gulf of Mexico. I learned that due to improved fishing methods and growth in commercial fishing of this species, their decline was severe. The groundfish survey that I am working with is one way that data about the population of Red Snapper has been collected. This data has led to the creation of an action plan to help stop the decline and improve the future for this species.

4th Period - Marine Science I — 4th Period – Marine Science I: What challenges have you had so far?

Our biggest challenge has been the weather! We left late due to Hurricane Michael and the weather over the past few days has meant that we had to miss a few stations. We are also expecting some bad weather in a couple of days that might mean we are not able to trawl.

5th Period - Marine Science I — 5th Period – Marine Science I: How does the NOAA Teacher at Sea program support or help our environment?

The number one way that the NOAA Teacher at Sea program supports our environment is EDUCATION! What I learn here, I will share with my students and hopefully they will pass it on as well. If more people know about the dangers facing our ocean then I think more people will want to see changes to protect the ocean and all marine species.

7th Period - Marine Science I — 7th Period – Marine Science I: What is the rarest or most interesting organism you have discovered throughout your exploration?

We have not seen anything that is rare for the Gulf of Mexico but I have seen two fish that I have never seen before, the singlespot frogfish and the Conger Eel. So for me these were really cool sightings.

Singlespot Frogfish

Conger Eel

8th Period - Marine Science I — 8th Period – Marine Science I: What organism that you have observed is by far the most intriguing?

I have to admit that the most intriguing organism was not anything that came in via the trawl net. Instead it was the Atlantic Spotted Dolphin that greeted me one morning at the bow of the boat. There were a total of 7 and one was a baby about half the size of the others. As the boat moved through the water they jumped and played in the splashing water. I watched them for over a half hour and only stopped because it was time for my shift. I could watch them all day!

Do you know …

What the Oregon II looks like on the inside?
Here is a tour video that I created before we set sail.

Transcript: A Tour of NOAA Ship Oregon II.

(0:00) Hi, I’m Andria Keene from Plant High School in Tampa, Florida. And I’d like to take you for a tour aboard Oregon II, my NOAA Teacher at Sea home for the next two weeks.

Oregon II is a 170-foot research vessel that recently celebrated 50 years of service with NOAA. The gold lettering you see here commemorates this honor.

As we cross the gangway, our first stop is the well deck, where we can find equipment including the forecrane and winch used for the CTD and bongo nets. The starboard breezeway leads us along the exterior of the main deck, towards the aft deck.

Much of our scientific trawling operations will begin here. The nets will be unloaded and the organisms will be sorted on the fantail.

(1:00) From there, the baskets will be brought into the wet lab, for deeper investigation. They will be categorized and numerous sets of data will be collected, including size, sex, and stomach contents.

Next up is the dry lab. Additional data will be collected and analyzed here. Take notice of the CTD PC.

There is also a chemistry lab where further tests will be conducted, and it’s located right next to the wet lab.

Across from the ship’s office, you will find the mess hall and galley. The galley is where the stewards prepare meals for a hungry group of 19 crew and 12 scientists. But there are only 12 seats, so eating quickly is serious business.

(2:20) Moving further inside on the main deck, we pass lots of safety equipment and several staterooms. I’m currently thrilled to be staying here, in the Field Party Chief’s stateroom, a single room with a private shower and water closet.

Leaving my room, with can travel down the stairs to the lower level. This area has lots of storage and a large freezer for scientific samples.

There are community showers and additional staterooms, as well as laundry facilities, more bathrooms, and even a small exercise room.

(3:15) If we travel up both sets of stairs, we will arrive on the upper deck. On the starboard side, we can find the scientific data room.

And here, on the port side, is the radio and chart room. Heading to the stern of the upper deck will lead us to the conference room. I’m told that this is a great place for the staff to gather and watch movies.

Traveling back down the hall toward the bow of the ship, we will pass the senior officers’ staterooms, and arrive at the pilot house, also called the bridge.

(4:04) This is the command and control center for the entire ship. Look at all the amazing technology you will find here to help keep the ship safe and ensure the goals of each mission.

Just one last stop on our tour: the house top. From here, we have excellent views of the forecastle, the aft winch, and the crane control room. Also visible are lots of safety features, as well as an amazing array of technology.

Well, that’s it for now! Hope you enjoyed this tour of NOAA Ship Oregon II.

Challenge Question of the Day
Bonus Points for the first student in each class period to come up with the correct answer!
We have found a handful of these smooth bodied organisms which like to burrow into the sediment. What type of animal are they?

Today’s Shout Out: To my family, I miss you guys terribly and am excited to get back home and show you all my pictures! Love ya, lots!