Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 15, 2025
Weather Data from Bridge:
First, Someone named Suzy asked if I am hopeful for the future of our oceans after seeing all the work that is done on my NOAA cruise. I am hopeful every day I get to go to school and see the brilliant young minds that are learning and developing so that they may work to solve our world’s problems. (Read more here). The dedicated people I’ve met through NOAA and on NOAA Ship Pisces remind me that we are using science in productive ways, like taking care of our oceans! Are you learning and doing your part? Thank you for reading and asking questions!
Dorothy and a plankton sieve
Second, the answers to the math problem from the previous BLOG: If we sorted through 1/8 of our Bongo net sample, and identified 20 krill, then we would estimate there to be 160 krill in the total sample. For part 2, the abundance is estimated as the number of krill expected per cubic meter. If the nets filtered through 5 cubic meters of water, we would expect to find 32 krill per cubic meter in this part of the ocean. (Alert, we’ll soon be calculating energy density in Chemistry!)
Observers Observing!
Science at Sea: Purpose! On purpose! With purpose!
It is hard to believe that my two weeks onboard NOAA Ship Pisces have come to an end. In many ways, it seems like I have just started. But when I reflect on all that I have learned about the science being done at sea, I realize I have been here long enough for some important things to sink in! I’d like to share some of these things with you.
Many of the Scientists I spoke with said that math wasn’t their thing. You don’t have to like math to do science, you do have to do some math, understand some math, check behind the computers on some math. There is a difference. We don’t live in a binomial world. You can’t say not liking math is a reason to not do math.
Science is a process. It is not a list of boxes to check or things to do. Science is a way of looking at the world. Observe, analyze, reflect, repeat.
Science can be used for good. NOAA Scientists are making our lives better.
We need more scientists. Are you ready? I’m ready to start a new school year sharing the insights I’ve learned as a NOAA Teacher at Sea!
Gear is ready for next time!
You do the Math: I’ve worked 12-hour shifts, 3pm-3am each day of the Summer2025 EcoMon meeting Scientists, doing science, seeing Science in action, and developing ways to connect my students with relative, real-world experiences. How many hours of professional development credit should I receive? OR Since a work day is considered to be 8-hours, how many days of “comp time” should I earn? (Teachers in some schools can earn “compensatory time” for work done outside of the school day, to be used on teacher workdays, not on regular days with students.) Feel free to post a kind reply in the comments.
Yes, that’s a sea horse!
Interesting Things: As a NOAA Teacher at Sea participant, I have had the privilege to work with an awesome Summer EcoMon 2025 crew. I have basked in the joy of focusing on science and ways to bring back some insights to my classroom in North Carolina. Some observations have come more organically than others. For example, on the Pisces, the mission is clear. Every department is working towards the goal of collecting our scientific data, but not in the same way. At school, our departments are also working, but sometimes our goals are in conflict… Increase test scores? Winning football season? Resume booster? Full stomachs? Social conduit? College acceptance? Understand the world? Develop skills? Create citizens? Workforce development? Avoid gun violence? Learn content?
The Wardroom
NOAA Corps is responsible for operations, safety, and project completion (possibly like school administration) but they must rotate off the ship after 2 years and they don’t make decisions unilaterally. Their well-honed leadership comes in understanding the institutional knowledge of each department.
I wonder what would happen if our school systems invested in clear missions and departmental leadership. I would settle for “just” focusing on science! 😊
View from the Wet Lab
Teacher at Sea/ Career Spotlight:
As part of my Teacher at Sea work, I’ve created a game to help my students see many of the people and careers on the NOAA EcoMon cruises. In addition to the Science, NOAA Corps, Deck, and Engineering departments I’ve been able to highlight in my blog posts, the Stewards, Survey, and Electronic Technician departments are also mission critical. Come to West Johnston to play my Career Exploration game.
I’ve also found ways to integrate real world skills and relevant examples into the content I teach. Next year specifically, we will be honing my “Death at Sea” Forensics Lesson and “Ocean Calorimetry” Chemistry lesson. Finally, I will be leading a session called “Come Sail with NOAA” at the NC Science Teacher’s Association PD conference in November. If you would like to learn more about applying to be a NOAA Teacher at Sea, or a Science Teacher in North Carolina, please come check us out. (read more here: NCSTA)
After our last data collection stop, we checked out the last sunset!
Personal Log: I am thankful for my community – those who have and continue to nurture, teach, and inspire me to observe, learn, enjoy, and be curious! This is going to be the best school year ever!!
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 14, 2025
Weather Data from Bridge: Latitude: 4025.699 Longitude: 07321.16 Relative Wind speed: 4 Wind Direction: 66 Air Temperature: 23.5 Sea Surface Temperature: Barometric Pressure: 1011.47 Speed Over Ground: 10.1 Water Conductivity: 4.69 Water Salinity: 31.21
First, Ferdinand asked about Sea Surface Temperature (SST) data the ship is collecting and how to access it. Storm Events, like the Hurricane Dexter and Tropical Storm Erin draw energy from warm ocean waters, which act as their primary fuel source. Warmer waters lead to increased evaporation and provide more latent heat to the storm, allowing it to strengthen. The National Weather Service (NWS) is a part of the National Oceanic and Atmospheric Administration (NOAA) and uses SST data in making forecasts. The data is available publicly here. Thank you for reading and asking good questions!
Images from Windy App
Second, an answer to the math problem on the last BLOG: If each of the engines’ cylinders has a displacement of 51 liters, and the engine has 12 cylinders, so the total displacement of the engine is 612 liters. The displacement from a car engine could fit into the Pisces 204 times.
Victoria (left) and Rowan (right) wrangle a radiometer
Science at Sea
How do we know that satellite information is valid? The satellites must be calibrated, just like the sensors in all other electronic devices.
One ongoing project taking place on our NOAA Summer EcoMon cruise is a calibration validation of a NASA PACE satellite measuring plankton. (See more here.) Victoria and Rowan are Biological Oceanographers, studying how light interacts with the ocean. Once a day, when the PACE satellite crosses over our location, they throw out the radiometer, pull it to the surface from different depths, and ensure it is collecting radiation or light data as it sinks to about 1% light transmission.
Victoria and Rowan also test the water with radiometer casts, once per day during satellite overpass. If we are doing a CTD stop, they will use water from the Rosette, but if we aren’t doing a CTD stop they can use water from the flowthrough system in the chem lab sink. This is a special plumbing network that allows seawater from below the ship to be retrieved in the lab spaces. These tests must happen during daylight hours.
The water is filtered out for particulate matter (plankton and other stuff) and colored dissolved organic matter (CDOM). These will eventually be used to characterize coloration through a spectrophotometer, although some of it will go directly to NASA. That’s right. They measure the wavelength of water, specifically how the light and color change throughout the water column.
The data are analyzed, triangulated, and compared with data being collected at other places. (Read about another validation team here.) Understanding light saturation might someday help fisheries measure water health in ways that will save money. If areas don’t have plankton, the bottom level of the food chain, then they won’t have higher levels either and fisheries should look elsewhere to fish.
Dorothy in the Pisces Chem Lab
Another member of the science crew is collecting dissolved oxygen and dissolved inorganic carbon data as we make our planned stops. It seems like everything is tied to Chemistry in some way!
NOAA Graphic showing the Chemistry of Ocean Acidification
You do the Math: If we sorted through 1/8 of our last sample from the Bongo nets, and identified 20 krill, how many krill would you estimate to be in the total sample. Then determine abundance if the nets filtered through 5 cubic meters of water. In other words, how many krill would you estimate we would find per cubic meter in this part of the ocean. Check in the next blog post for both answers.
Career Spotlight: James Walker, Chief Boatswain.
Chief Boatswain James Walker
James Walker serves as Chief Boatswain on NOAA Ship Pisces where he manages a 7-person department. He holds a bachelor’s degree in Human Resources from Park University. Having retired from serving 20-years in the Navy and serving as the Upward Bound Activities Coordinator for the University of Tennessee, James joined NOAA 18 years ago.
He is responsible for running the gear for our science experiments – cranes, hydro wrenches, A-frames, net grills, bongo nets, and CTD rosettes – as well as watch, lookout, and security. Without James and his crew, the experiments could not happen.
He loves playing all sports, especially bowling and baseball. His favorite tool is his computer because it keeps him informed of what is happening on the ship and in the world, but mainly because it keeps him in touch with his family. With his wife and nine children back home in Tennessee (ok, one child escaped to Mississippi), staying in touch is an important task!
Do you see James Walker’s name on the plaque?
Interesting Things: James Walker is also a NOAA Ship Pisces plank owner. That means he is a part of the original crew (since 2009) and has been responsible for establishing the operations. We don’t use that term in the Education-world, but if we did, we would say that Kris Bennet, Heather Earp, Chris Lee, Don Roncska, and Yvette Truman are West Johnston High School plank owners. These five teachers have been at West Johnston since 2003, the first year it was a four-year high school. Plank owners have a way of keeping things even-keeled. I think that every school should have a plank owner plaques!
Personal Log
When I was in high school, my Chemistry teacher Lavonda Ritchie showed me a styrofoam cup that had been sent to the bottom of the ocean and had shrunk. I thought that was the coolest thing ever. But now I have my own styrofoam cup. and bird. and ball. and another cup. I am SOOOOO excited to show my students! Thank you Mrs. Ritchie!!!
Before and after…. our styrofoam birdies shrunk! The picture on the left is before they were sent to the bottom of the ocean. The white, undecorated, styrofoam bird on the right is another way to see how big the birds were before the dive. Increased pressure from all the water molecules pushing down on them at the bottom of the ocean decreased the volume of gas trapped in the styrofoam. The cups and cones (below) were also part of the fun experiment!
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 11, 2025
Weather Data from Bridge: Latitude: 3956.51 N Longitude: 07043.5 W Relative Wind speed: 17 Wind Direction: 336 Air Temperature: 23.6 Sea Surface Temperature: 24.965 Barometric Pressure: 1022.81 Speed Over Ground: 9.8 Water Conductivity: 5.326 Water Salinity: 35.03125
Miles and Dorothy launch the drifter!
First, Janice from NC is asking about the drifters! In my first blog I mentioned the Global Drifter Program. Since 1979 countries have been placing and monitoring drifters around the world to better understand and make better predictions . Amanda, Miles and I launched the last of our drifters yesterday.
Sam Ouertani, CIMAS (UMiami/NOAA) Research Associate, provided the following answers to Janice’s questions: How long are the drifters collecting information? > Drifters typically collect data until the drifter runs aground, the batteries die, or the sensors die. Most drifters are able to collect data for 450 days, however they typically lose their drogue within a year. Without a drogue, data from drifters cannot be used to accurately estimate the surface current velocities, but drifters are still able to measure sea surface temperature and other parameters if equipped with additional sensors.
Are there cameras on the drifters? > Unfortunately, Global Drifter Program drifters don’t have cameras but several programs in NOAA have started to add cameras. The National Data Buoy Center has added cameras to almost 100 buoys. I believe the Arctic Buoy Program has started adding cameras to observe sea ice conditions, but footage is not yet available.
Do they collect data about depth of the ocean? >Drifters only collect data at the surface of the ocean; therefore they don’t measure any parameters below the surface, and they do not measure sea floor depth. Another NOAA program, Argo, collects temperature, salinity, and pressure below the ocean surface, but Argo floats do not reach the bottom of the ocean.
Where’s the deepest part? >The deepest part of the ocean is the Challenger Deep, 35,876 feet deep or over 6.7 miles deep, located in the Mariana Trench. Humans measured this depth by lowering a rope from a submersible vehicle.
Thank you Sam for such thorough answers, and thank you Janice for asking! You can find more information about the drifters we launched here.
Second, an answer to the math problem from the last BLOG: On the First Christmas Bird Count, 18,500 individual birds were logged by the 27 participants. On average, 685 birds were seen by each person. That’s a lot of birds! (The numbers 25, 89, and 1990 were not used to solve the problem.) How do you think that number compares to today’s counts?
Engineers Drew, Glen, and Eric on NOAA Ship Pisces
Science at Sea: If steel is heavier than water, how does the 1840-metric ton Pisces stay afloat? Her density, that’s how! The total volume of water she displaces (including steel, people, parts, and air) must have less mass than that same volume of saltwater. Saltwater’s density is 1.025 g/mL, that’s more dense than freshwater, making it easier for you to float in the ocean. You might remember the Titanic sank when it hit an iceberg, ripping the hull and allowing water to enter and add more mass to the ship.
I recently was given a tour of Pisces hull space by the fabulous Engineering Department. They literally make everything run.
Safety is paramount
With ear plugs safely protecting my eardrums, we traveled down into the engine space. Safety is paramount. Fire stations can reach any point on the ship with 2 different hoses. There are 2 or 4 of everything – fire hoses, engines, generators, AC units, proportion motors, you name it – because EVERYTHING needs a backup. There are traditional CO2 fire extinguishers, but I’ve never been to a school that had a CO2 flooding system like the engine room has. Carbon-dioxide (CO2) breaks the oxygen side of the fire triangle by displacing oxygen in the combustion reaction, effectively stopping the reaction. If you were taught to “stop, drop, and roll,” you learned another way to smother the fire. The CO2 flooding system is so powerful that it cannot be used without doing a full body count of the people onboard to make sure no one is in the engine room.
Engineer EricEngineer TravisDorothy tours the engine roomOily water separator
Engineers Eric (left) and Travis (right) show Dorothy how water, electricity, and power are provided
Our first stop was the water maker unit. The water needed for cooking, bathing, and drinking can be distilled from ocean water or processed through reverse osmosis. Both options are available on Pisces. Past the expansion tanks and power distribution units Engineer Eric pointed out the refrigeration system for our Chemistry lab above. We freeze chlorophyll samples taken in one of our CTD projects in an ultra low freezer maintained at -75oC. I was looking at the equipment that was making the freezer work. Air compressors, generators, and motors make the 600-volt electricity on board, step it down to 480 volts for the major machinery, and down even farther to 110 volts for the outlet in my stateroom to charge my cellphone.
Dorothy takes notes during her tour of the engine room
We continued inspecting the machinery that runs Pisces and enables our teams to fulfil our mission. Another piece of equipment that resembles an instrument from our chemistry lab is the centrifuge. It is used to purify the diesel fuel. These pull out the heavier impurities and store water, the lightest part of the mixture, underneath. You might have seen centrifuges at work in the dairy industry. Understanding the science of the engine room helps the science outside the engine room work even better!
Schematic (bottom left) of the 2 generators and 2 propulsion motors (down walkway on right). Water maker unit (top left) and refrigeration system (middle left) .
More information on Pisces: The ship is 206 feet long, is capable of trawling up to 6,000 feet, and can lift 8,000 pounds. She also has a “quiet hull” which helps reduce underwater sound. Maybe that’s why the whales and dolphins get so close?!
Feel the power!
You do the Math: If each of the engine’s cylinders displacement is 51 liters, and it has 12 cylinders, what is the total displacement of the engine? Compare this with a car engine which holds 2-3 liters. Check in the next blog post for the answer.
To increase the speed of the ship requires an increase in power, but this is not a directly proportional relationship. Doubling the speed requires the power to be cubed. Engineer Eric described the importance of understanding fuel use on ships, math is money! Large container ships easily spend $300,000 a day on fuel. Saving 1% translates to $30,000 savings.
Styrofoam science experiment…. submerged 500 meters…. inverse relationship between pressure and volume predicts the air pockets in the styrofoam will decrease when the pressure is increased. What do you think will happen?
Interesting Things: I am surprised by the ways I have been prepared for life on a boat by classroom life in a public school. At West Johnston High School, in Benson, NC, we have fire drills at least once a month. On a boat, we have safety drills at least once a week. The horn blows a series of long and/or short blasts to let us know if there is a fire, a “MAN OVERBOARD”, or if we need to “ABANDON SHIP!”
Everyone must get into their Gumby suit in less than a minute during an emergency fire drill. The FRB (Fast Reserve Boat) practices the man overboard rescue!
The Science team on NOAA Ship Pisces EcoMon Summer 2025
Career Spotlight: Meet NOAA Ship Pisces’ new CO! Commander Sinquefield.
Commander Sinquefield, NOAA Ship Pisces
Did you know there was a Change of Command last month? Our new CO brings a wealth of knowledge and a desire to be a good leader. He showed me around the bridge this week and shared some of his background (BTW, the view on the bridge is amazing!). CDR Sinquefield’s command philosophy is to respect yourself, respect your shipmates, and respect your ship. Likewise, take care of yourself, take care of your shipmates, and take care of your ship. He believes in personal communication and fresh air.
The things he likes about being CO? He likes seeing things you just can’t see on shore, the continuity of historical traditions (like the language, for instance the word “starboard,” has had meaning for 1000 years), training, the opportunity to put into action leadership skills that he was taught and learned through leaders he admired, and regulations. OK, regulations might be pushing it, but he did say he had great respect for the loss of life that has prompted many of the regulations in the shipping industry today.
Growing up in Mississippi, he joined the Coast Guard to complete the trifecta of working in cotton fields, chicken plants, and river tugboats. CDR Sinquefield worked on three different ships while in the Coast Guard, hauled more 80-lb batteries up Alaskan mountains to replenish navigation lights than he’d care to remember, and became familiar with NOAA projects that informed fisheries reports on the west coast. He left the Coast Guard as ship assignments became highly competitive as the service was taking older ships offline at a greater rate then they were being replaced. He left the USCG and he joined NOAA as a civilian, later joining NOAA’s uniformed service, the NOAA Corps.
CO teaches the teacher about maps available for navigation. ENS Howsman (top right) stands watch on the bridge. The center of the circular device (bottom right) spins so fast during cold weather it keeps the area ice free.
CDR Sinquefield was able to earn his commercial shipping license, but doesn’t plan on driving a Mississippi tug boat anytime soon. He stands firm with NOAA’s of 10,000 people, 7 line offices, 15 research and survey ships, and 10 specialized environmental data collecting aircraft. The extraordinary mammals – we’re talking seals and blue whales here – affirm his career choice every. single. day.
Personal Log
Life on is very different from life on land. We work 12-hour shifts. Everyone gets to walk to work – I take 53 steps (10 of them are down 1 staircase) from my cabin door to the door of the dry lab. I take 19 steps to the mess hall for lunch and dinner. There are 67 steps (up 3 staircases) from my door to the Flying Bridge where I see gulls, Mola mola, a full view of the sun in the day, and a sky load of stars at night. I am there now, working on this Blog post when I am not distracted by nature.
Dorothy “working” on this BLOG on the Flying Bridge
One thing that is the same on a boat is the need to wash clothes (probably more frequently since everything had to fit in a carry-on bag and I needed that fleece sleeping bag just in case!). Here is a picture of the laundry room. The ship has 3 washers, 3 dryers, and all the detergent you need.
Dorothy checks out the washer and dryer on board. Detergent is provided. The most important rule when using is to clean out the dryer lint trap before AND after using. Extra Credit if you can tell me why!
NOAA Teacher at Sea Tonya Prentice Aboard NOAA Ship Henry B. Bigelow August 8 – August 24, 2024
Mission: Northeast Ecosystem Monitoring Survey
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: September 20, 2024
Weather Data from Bass Harbor, Maine Latitude: 44.253636º N Longitude: 68.34944º W Wind Speed: 14 mph Air Temperature: 15° Celsius (59° F)
Science and Technology Log
Tremont Consolidated School’s Drifter Buoys: Exploring Ocean Data in Real-Time!
I was so thrilled to learn that Tremont Consolidated School (TCS) had been given two drifter buoys, allowing our students to participate in a cutting-edge, real-world scientific endeavor. Through the National Oceanic and Atmospheric Administration (NOAA) Global Ocean Monitoring and Observing Program, our students will track these buoys as they gather crucial data from the ocean. This is a hands-on, dynamic opportunity that infuses real-time ocean observing system data into our science curriculum! NOAA Adopt a Drifter Program
What’s a Drifting Buoy? A drifting buoy, also called a drifter, is a floating data collection device that travels with ocean currents. These drifters are equipped to record various ocean parameters such as sea surface temperature, salinity, and wave height, all while transmitting this data hourly via satellite. The buoys provide valuable insights into oceanic conditions that impact weather forecasts, climate models, and even search and rescue operations.
Why Deploy One? The data collected by drifters offers key information that supports a wide range of scientific and practical applications. This data helps scientists understand how the ocean circulates, predict the movement of marine debris or oil spills, and make better weather predictions. By tracking our adopted drifters, TCS students will gain firsthand experience in how this scientific data is used to analyze the ocean and its far-reaching impacts.
Bringing Science to Life for TCS Students At TCS, students in our science classes will be tracking and recording the drifter buoys’ locations and analyzing the data collected. They will plot coordinates on maps, explore ocean currents, and make connections between the data they collect and global environmental patterns. This interactive project brings abstract science concepts into a tangible experience, encouraging inquiry, problem-solving, and environmental stewardship.
Me deploying the first drifter buoy.Drifter Buoy #1 David Richardson (right), NOAA Research Fishery Biologist, and me (left) deploying drifter buoy #2.Drifter Buoy #2Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.
Personal Log
Sailing into New Horizons: A Farewell as a NOAA Teacher at Sea
As I sit here reflecting on my time aboard the NOAA research vessel, it’s hard to believe this chapter has come to an end. When I first applied to the NOAA Teacher at Sea program, I knew I would embark on a unique adventure, but I could never have imagined the profound impact this journey would have on me, both as an educator and as a person.
The early mornings watching the sunrise over the open ocean, the long hours of data collection, and the camaraderie of working alongside scientists and crew members—each moment has left an indelible mark. One of the highlights was observing the way oceanographic data is collected in real-time. Deploying CTDs, collecting plankton samples, and witnessing firsthand the vastness of our oceans reinforced the importance of understanding and protecting these ecosystems.
The lessons I’ve learned during this voyage are invaluable. I can’t wait to bring the excitement of real-world science into my classroom, showing my students that science isn’t just something they read about—it’s something they can experience. From tracking ocean currents to analyzing marine species, my students will have the opportunity to become oceanographers themselves, right in the classroom. I know the drifter buoy project, in particular, will captivate their imaginations.
This journey has rekindled my passion for inquiry-based learning and has reminded me that we, as educators, are lifelong learners. I’ve also come to understand the deep responsibility we have to educate the next generation about the importance of our oceans and the need for sustainable practices.
Of course, this experience would not have been possible without the incredible support of NOAA and the crew of the research vessel. Thank you to the scientists who patiently answered my endless questions and to the crew members who made me feel like part of the team. Your dedication to ocean science is inspiring.
As I sail back toward the shores of Maine, I’m filled with excitement for what lies ahead. I look forward to integrating what I’ve learned into my 7th and 8th-grade curriculum, empowering my students to become stewards of the environment. I also hope to encourage more teachers to take part in this incredible program.
Though this chapter is ending, I know it’s just the beginning of a deeper connection with the ocean and its mysteries. As Jacques Cousteau once said, “The sea, once it casts its spell, holds one in its net of wonder forever.” And I, for one, am happily caught in that net.
The Henry B. Bigelow Northeast Ecosystem Monitoring Survey Crew!
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ENS Danielle Remigio (left) teaching me how to drive the ship.Me spraying down the Bongo Nets.Me trying on my cold water immersion suit.
Chris Melrose (back), NOAA Research Oceanographer, and me (front) monitoring the CTD.
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 15, 2024
Weather Data fromthe Bridge Latitude: 42.26980º N Longitude: 66.08756º W Wind Speed: 11 mph due N Air Temperature: 15.4° Celsius (59.7° F) Sea Temperature: 18.2 Celsius (64.8° F)
Science and Technology Log
Behind the Scenes: Collecting Plankton Samples on Our Mission During this mission, we will be collecting plankton samples from over 120 stations in the Gulf of Maine and further south along the East Coast (see the figure below; Summer ECOMON Track Lines).
Summer EcoMon Track Lines
But why focus on plankton? Plankton are the foundation of all oceanic food webs, crucial for the survival of larger fish, marine mammals, and birds. Any changes in plankton biomass can have ripple effects throughout the entire ocean ecosystem, impacting a wide range of species.
By studying plankton, we gain insights into the health of our oceans. The data collected from these samples will be invaluable in estimating the populations of certain fish species and identifying key spawning areas. Moreover, we can observe how fish populations are shifting or altering their habitats in response to environmental changes and other stressors. (NOAA Fisheries)
Collecting plankton samples during this mission is a collaborative effort, requiring the expertise of the NOAA Corp, engineers, deckhands, survey technicians, and scientists. Together, we work to deploy, retrieve, and prepare the plankton samples for research.
We use two types of Bongo nets for sampling: Baby Bongos, set in a 20 cm frame, and Big Bongos, set in a 60 cm frame. Each net has a specific purpose: one is labeled “I” for Ichthyoplankton and the other “Z” for Zooplankton. These nets, made from 333 µm mesh, are equipped with flow meters to measure the volume of water filtered during each tow.
Once the Bongo nets are lowered into the water, the Conductivity, Temperature, Depth (CTD) sensors immediately start gathering conductivity, temperature, and depth data. The nets are then lowered to about 10 meters above the sea floor and gradually pulled back to the surface. Care is taken to ensure the nets don’t touch the ocean floor, avoiding the need for a recast. Today, for instance, we collected samples from around 230 meters deep!
When the Bongo nets are retrieved, we promptly rinse down the nets to flush the plankton into the codends at the bottom of the nets. The nets are then untied, and the plankton are flushed into a sieve pan.
Next, we carefully rinse the plankton from the sieve into a glass jar, preserving the sample by adding 5% Formalin. The jar is then topped off with seawater, labeled with the station/event, and inverted several times to ensure the sample is well-mixed. On average, we collect about 32 jars of plankton per day.
Finally, the plankton are ready to be shipped off to a lab to be sorted and counted.
Steps for collecting plankton:
1. Lowering the Bongo Nets into the water.2. Baby Bongo and Big Bongo coming out of the water.3. Record Flowmeter Reading.4. Spraying the Bongo Nets down to flush the plankton to the bottom.5. Plankton flushed into the Codend of the Bongo Net.6. Beautiful Gooey Plankton!7. Rinsing the plankton out of the sieve into the jar.8. Plankton preserved in 5% Formalin9. Ready to be shipped to the lab!
Personal Log
Life Aboard the NOAA Ship Henry B. Bigelow: A 24/7 Operation
The NOAA Ship Henry B. Bigelow never sleeps, which means someone is always awake and hard at work. This is no cruise ship—everyone aboard the NOAA Ship Henry B. Bigelow has a vital role to play. Most crew members work 12-hour shifts, ensuring the ship’s operations continue smoothly around the clock. In addition, all the department crew are responsible for safety drills, and are trained in firefighting and lifesaving equipment.
As part of the science crew, I work from 3 am to 3 pm, while my roommate takes over from 3 pm to 3 am. Our team of scientists are constantly collecting and uploading data to support our mission. Engineers, deckhands, and survey technicians work shifts from 12 am to 12 pm or 12 pm to 12 am.
Engineers keeping everything running efficiently and addressing any technical issues that may arise. They are responsible for the safe and proper operation of a ship’s machinery and equipment and other mechanical and electronic equipment onboard.
Survey technicians assist in the operations, monitoring, handling, and maintenance of various scientific gear. This includes annotating records and recording data; assist in the staging and set-up during preparations for, and at the completion of oceanographic or fishery research. They also perform oceanographic or fisheries observations, measurements, and calculations, assisting in the preparations, installation, deployment and recovery of oceanographic or fishery research equipment. (NOAA Survey Department)
The Deck Department operates the cranes and winches to deploy scientific equipment, and maintain the material condition of the ship. Electronics Technicians maintain the ship’s computer network and vital emergency communication and navigation equipment.
The NOAA Commissioned Officer Corps(NOAA Corps) operate and navigate the ship, and monitor oceanographic and atmospheric conditions, ensuring our safety and guiding us through each phase of the mission.
And let’s not forget some of my favorite crew members—the stewards, who keep us well-fed with amazing meals and plenty of delicious snacks.
Given the non-stop nature of our work, it’s important to remember that someone is always sleeping. This means being mindful of your noise level: avoid slamming doors, walk quietly down the halls, and always use your “inside voice” when moving about the ship. When living and working in such close quarters, professionalism, civility, and respect are essential to maintaining a happy and welcoming work environment.
Did You Know? There are currently 42 species of dolphins and seven species of porpoises. (Whale and Dolphin Conservation). Check out these videos captured this week of both Bottlenose and Common Dolphins riding alongside the NOAA Ship Henry B. Bigelow! Can you spot the difference between Bottlenose and Common Dolphins?
