Jennifer Goldner: Sea and Anchor, August 27, 2011

Posted on August 31, 2011 by Teacher at Sea

NOAA Teacher at Sea
Jennifer Goldner
Aboard NOAA Ship Oregon II (NOAA Ship Tracker)
August 11 — August 24, 2011

Mission: Shark Longline Survey
Geographical Area: Southern Atlantic/Gulf of Mexico
Date: August 27, 2011

Science and Technology Log

If you looked at the Ship Tracker today (August 27th), you would see that NOAA Ship Oregon II is docked at Pascagoula, Mississippi. I am writing to you from Oklahoma to share how we made it back to port safely. The procedure for making that happen is called “Sea and Anchor” and it’s quite a sight to behold!

Me on my last day at sea

Over two weeks ago when we were leaving port in Charleston, I heard the Captain announce “Sea and Anchor.” During Sea and Anchor, every crew member is at his/her station. For example, the engineers are in the engine room, the deck crew is ready to drop anchor if needed, and all officers are on the bridge.

Not to mention, just to get ready for Sea and Anchor, the Captain must oversee a 4 page checklist of things that must be done before going to sea. Sea and Anchor detail is done not only as the ship is going out, but also as it is coming in to port. This is what I got to observe on the bridge as we came into the channel in Pascagoula on August 24, 2011.

But let me back up to the first of the 2 page checklist to get ready for Sea and Anchor as the ship is taken through the channel and docked at the port. The 1st thing that must happen is the Officer of the Deck transits the ship from the last station to the Pascagoula Ship Channel. Our last station was north of Tampa, about 300 miles from port. We steamed at 10 knots/hour. (1 knot is roughly 1.15 miles per hour.) At this rate, how many hours did it take us to get to port from our last station?

One day prior to arrival, the Captain must call the port and talk to the Pascagoula Port Captain, Jim Rowe. When he calls, he verifies that line handlers are available at the pier as well as the ETA (Estimated Time of Arrival) of the ship. Thirty minutes before arrival at the channel sea buoys, the Captain must wake all hands up to prepare for Sea and Anchor.

He then calls the pilot/port for vessel traffic. According to the Captain, traffic is extremely important. The channel at Pascagoula is 500 feet in width. There are buoys at either side of the channel. NOAA Ship Oregon II is 34 feet wide. If a ship goes outside the buoys, it will run aground. Outside the buoys the depth of the channel ranges from only 13-18 feet. NOAA Ship Oregon II has a 15 foot draft. The larger ships can draw almost the entire depth of the channel which is 40 feet! Many will also take up most of the width of the channel, thus there is no way for 2 large ships to get through the channel at the same time without one running aground.

Model to show that 2 large ships cannot fit through the Pascagoula Ship Channel at the same time

These 2 boats, Grand Cheniere and Lady Glenda, were small enough that we could fit through the channel alongside them.

After traffic is checked, the propulsion and steering is tested, then the crew must ready an anchor to let go in case of an emergency. Next the call signs/flags are hoisted.

Call flags

The deck department breaks out mooring lines for port or starboard side docking. (We docked on the starboard side, so the deck hands got all the lines to that side.) At this point the Captain pipes (announces), “Set Sea and Anchor detail.” The engineers go to the engine room, the deck hands are all on deck, and the officers are on the bridge.

As I mentioned, the Pascagoula Ship Channel is 500 feet in width. Toward the beginning of the Channel, the Barrier Islands (Petit Bois Island, Horn Island, Ship Island, and Cat Island) must be navigated, as well as the entire channel.

One of the barrier islands, Horn Island, off the port side of the ship

One of the Barrier Islands, Petit Bois Island, off the starboard side of the ship

The Captain and Officers working on the bridge during Sea and Anchor

So how does this happen? I got to stay on the bridge to find out. The Captain and the 4 officers are all on the bridge and all have a part to play in this procedure. The Captain designates what duty each officer will do. This changes from port to port. He also serves as an overseer. If at any time he needs to jump in and help any of the officers, he will do so.

Here are the jobs of the officers: 1. Having the Conn- This officer conns/manuevers the ship in to port. 2. On the Helm- This officer steers the ship into dock. 3. On the pitch- This officer controls the throttle. It is also known as being on the “sticks and log.” 4. Doing navigation- This officer advises the Conning Officer when to make turns in the channel.

Jason, XO, conning the ship

Sarah, Operations Officer, is at the helm

Larry, Junior Officer, is on the pitch

Brian, Junior Officer, navigating

Now that everyone is at their stations, at the mouth of the channel the Captain calls the port on the radio. This time into port, this is what he said, “Research Vessel NOAA Ship Oregon II inbound at buoys 7 and 8.” Over the radio a friend of the Captain’s exclaimed, “Welcome back, dude!” (NOAA Ship Oregon II had not been here at home port for about a month.)

After the Captain makes a securite (pronounced “securitay”) call to the Port Captain over the radio to broadcast or alert any other vessels that the ship is heading in, the ship can then enter the channel. This was amazing to watch as all the officers and Captain worked together like clockwork to get through the channel. Here is an example of what you would hear: Conn to Helm: 3-2-0, Helm to Conn: 3-2-0. Conn: Very Well. . . Conn to Pitch: 4 feet ahead, Pitch to Conn: 4 feet ahead, Conn: Very well. This is done all the way through the entire channel until the ship is safely docked.

Shipyard

Beach in Pascagoula, Mississippi

Personal Log

I already had a great amount of respect for the responsibilities of Commanding Officer- Master Dave Nelson, Executive Officer- LCDR Jason Appler, Operations Officer- LT Sarah Harris, Junior Officer- ENS Larry V. Thomas, and Junior Officer- ENS Brian Adornato, but now I have even a greater respect than I did. While standing on the bridge during the Sea and Anchor detail, I was honestly in awe. I had NO idea what went into getting a ship to dock. It was absolutely a highlight of my trip to see how they make that work so smoothly. Cap told me, “I have done this Sea and Anchor procedure hundreds and hundreds of times, but I never take it lightly. I am in charge of all the lives on board and it’s my job to get you home safely.” Thank you Cap, and your entire crew, for getting this Oklahoman to her “home on the range!”

Pascagoula Port

After we docked, the XO, Chief Scientist, and myself did a Skype interview from the bridge of NOAA Ship Oregon II with NewsOn6. I appreciate the XO’s help in getting permission for us to do the interview as well as our Electronics Technician for setting up the equipment!

After the interview some of the scientists and I headed to Rob’s BBQ On The Side. It was wonderful! Next we were off to the Gulfport airport. I had a layover in Atlanta. There I was fortunate to meet and eat dinner with 2 AirTran Airways pilots, Vince-Captain, and John-First Officer.

Me with John and Vince, Pilots

Bahamas from the air (Courtesy of Vince, Pilot)

It turns out, while I was in the Atlantic and Gulf of Mexico, they were flying over it. I thought you’d enjoy their vantage point, so I included a couple of pictures that Vince took.

I asked them how important math and science were to their jobs. They both said that numbers were their world. They eat, breathe, and sleep numbers.

Atlantic Ocean from the air (Courtesy of Vince, Pilot)

On my flight from Atlanta to Tulsa I sat next to Don, Project Engineer-NORDAM Necelle/Thrust Reverser Systems Division. So for over an hour we had a great conversation about the importance of math and science. Here is what he said: “Math and science are important to my job (and to any engineer) because they are the basis of everything we do. An understanding of math and science allows aerospace engineers to understand why things work the way they do, and more importantly, that knowledge allows us to develop better products that can be used in the aerospace industry. This is possible because at some time or another, some boys and girls were sitting in class and really enjoyed learning about how things work. Math and science work together to explain those things in a logical manner. Their desire to continue learning led them down a road to more advanced classes in high school and eventually to math, science, and engineering degrees in college, allowing them the opportunity to get good jobs and to be a part of developing the next great airplane.”

This photo was taken while I was at sea by Don, engineer, as his plane descended into Georgia.

People often ask me how I meet so many interesting and intriguing people. Do you want to know how? I take the time to talk to them. Each of these people I met will now play an integral part in my classroom. Some will visit my classroom, others will answer our questions via email, and yet others will Skype or call our class during our classroom meetings.

In my classroom I have a sign that has 3 simple words: Find The Time. I take the time to tell my students the importance of budgeting their time and using it to the fullest each and every day. Every day is only what you make it. Remember to find the time to always keep learning and sharing what you know with others. It makes the world a better place to live.

My son and Mom surprised me with flowers when they picked me up from the airport!

Kevin Sullivan: Baring the Bering, August 28, 2011

Posted on August 30, 2011 by sullivankc

NOAA Teacher at Sea
Kevin C. Sullivan
Aboard NOAA Ship Oscar Dyson
August 17 — September 2, 2011

Mission: Bering-ALeutian Salmon International Survey (BASIS)
Geographical Area: Bering Sea
Date: August 25-28, 2011

Weather Data from the Bridge
Latitude: 56.95N
Longitude: 162.93 W
Wind Speed: 10 Knots
Surface Water Temperature: 10.5 C
Air Temperature: 55F
Relative Humidity: 97%

Science and Technology Log

My attempt at play on words for the title: “Baring the Bering”…… somewhat fitting as what we have been doing is literally trying to uncover and expose the hidden truths and secrets that this sea has to offer. I have become more comfortable with the scientific terminology being used on board and also have gotten into a nice flow with the overall processes going on and with the actual procedures and techniques being utilized to conduct these investigations. In the last blog entry, I was discussing the work I was doing alongside the oceanographers. I have been continuing this work and adding additional learning outcomes each day as this team throws more and more learning opportunities my way.

For example, yesterday we were dealing with primary productivity. This study is essentially trying to determine the rate at which photosynthesis is occurring. The amount of Phytoplankton–autotrophs (Self-feeders) obtaining their energy from sunlight–varies in different ecosystems as well as over time. For example, for the school where I teach, Sandy Hook, NJ is a nearby coastal estuarine system. Being an estuary and at mid-latitude, we have very high nutrient levels compliments of river runoff (in fact, excess runoff leads to algal blooms…think of it as pouring liquid Miracle-Gro into the waters and the resulting bloom that would occur. In the end, unfortunately, it leads to eutrophication, decrease in O2 and potentially fish kills) as well as strong sun angle. Therefore, we have large availability of productivity and biomass. The Bering Sea also has tremendous productivity and therefore biomass as well. Here, the relatively shallow seas of the Bering allow the Phytoplankton to transfer solar energy into chemical energy within the photic zone (area in which sun can penetrate). This coupled with the upwelling of nutrients off the shelf-break create the base of the food chain within these valuable, productive fisheries. There is still a lot of uncertainty as to the transport and fate of this setup but it is clear that we need to learn more and concentrate our efforts into putting these pieces together.

So, the actual procedure is to again take water from the CTD’s (explained in last Blog) Niskin Bottles at various depths and then “feed” these marine plants nutrients and give them there other ingredient to conduct photosynthesis, which is sunlight (they are already in H2o). We then take these samples and put them into a tank which is on the deck of the boat and has continuously circulating water. We also put on Mesh Nylon bags to mimic the light concentration from the various depths they were taken from. So for example, a sample taken at surface or near surface may be left without coverage whereas a sample taken at 50 meters may have two bags over the bottle and scatter the light entering to be representative of the light conditions the sample came from. In the picture below, you can see this tank, the bottles under experiment (the gray bottle in lower left is one with a mesh bag for light reduction and the dark bottle in the lower right allows no light through and is the control) and the continuous water circulating output in the lower right hand of the tank.

Primary Productivity Experiment

Now, the cool part of this, is that the nutrients that we introduced to the sample have been “laced” by stable isotopes of Carbon and Nitrogen. This way, after the sample has been filtered and the chlorophyl analyzed, we can make certain assumptions about how productive these phytoplankton are based on the isotope markers.

I cannot emphasize the importance of these producers enough. Think of them as being the base of a pyramid (which is often used by ecologists) — if they are removed, all of the other trophic (feeding) levels cannot exist. It takes a tremendous amount of producers to feed fewer and larger carnivores. This has to do with a rule in Ecology/Biology refered to as the “10% rule”. We cover this in class and will review it in more detail. In the interim, check out this website for pre-reading information on the flow of energy in an ecosystem.

I often cite the following excerpt in class to illustrate this concept:

“Three hundred trout are needed to support one man for a year. The trout, in turn, must consume 90,000 frogs, that must consume 27 million grasshoppers that live off of 1,000 tons of grass.”
—
G. Tyler Miller, Jr., American Chemist (1971)

Ok, so for the next few blogs, I will start to debrief my followers on my experiences aboard the Oscar Dyson as they relate to the Fisheries end of this cruise and tie it into the Oceanographic studies I have spent the last few entries explaining. I figured it made most sense to start at the base of the food chain and make my way up to the higher ordered species and then summarize with the interactions of all components for the Bering Sea and in turn, our global sea that represents 97% of all of Earth’s water supply.

In the interim, check out Where I am, almost real-time HERE. From this site, you can obtain current latitude/longitude, wind speed, water temp etc.

Personal Log

As I noted in the last blog, Hurricane Irene was a real threat to the East Coast and NOAA’s “Hurricane Hunters” (see last blog entry) did an excellent job at keeping the public informed about the status of the storms strength, location, and traveling direction. I brought it up last entry to illustrate the depth and scope of NOAA as an organization. Now that she has come and left her mark, lets take it one step further. Many places in the Mid-Atlantic received over 10″ of rain. Can you name two major river basins along the East Coast that drain into the Atlantic Ocean? If this water travels over millions of people’s yards (that have been heavily fertilized), and farming areas with livestock, think of the nutrient input into the Atlantic Basin. Relate this to the work currently being done on the Oscar Dyson. Remember, that off our coast of NJ, we often have to worry about an influx of too many nutrients and algal blooms…..If you want to learn more about causes/effects, then read this website about eutrophication.

During our travels yesterday, we were just offshore of very remote Cape Newenham, Alaska. I took the following picture. At the top of this mountain you can make out a white structure. This was part of a system titled “White Alice Communication Systems” which was a “US Air Force telecommunication link system constructed in Alaska during the Cold War. It also connected remote Air Force sites in Alaska such as Aircraft Control and Warning (AC&W), Distant Early Warning line (DEW Line) and Ballistic Missile Early Warning System (BMEWS). The system was advanced for its time, but became obsolete within 20 years following the advent of satellite communications.” (http://en.wikipedia.org/wiki/White_Alice_Communications_System)

White Alice 08-27-11

Chum Salmon 08/26/11

Lindsay Knippenberg: An Introduction, August 28, 2011

Posted on August 29, 2011 by lknippenberg

NOAA Teacher at Sea
Lindsay Knippenberg
Aboard NOAA Ship Oscar Dyson
September 4 – 16, 2011

Mission: Bering-Aleutian Salmon International Survey (BASIS)
Geographical Area: Bering Sea
Date: August 28, 2011

Posing with the Albert Einstein statue on my first day as an Einstein Fellow in Washington DC

Before I begin my adventure, I should probably introduce myself. My name is Lindsay Knippenberg and I am currently an Albert Einstein Distinguished Educator Fellow at the National Oceanic and Atmospheric Administration (NOAA) in Washington, D.C. You might be asking yourself, what is an Einstein Fellow? The Einstein Fellowship is a year-long professional development opportunity for K-12 teachers who teach science, technology, engineering, or mathematics. Around 30 educators are placed within the federal government each year and our job is to inform our agency or office on matters related to education. Last year fellows were placed at the National Science Foundation (NSF), Department of Energy, Department of Education, National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Administration (NOAA), and some fellows were even placed within the offices of U.S. senators. To learn more about what I have been working on as an Einstein Fellow check out the video below, or you can go to the NOAA Education website to view some of the resource collections that my office has made for educators this year.

My Freshmen even have energy during 1st Hour.

Before I came to Washington, D.C., I was a high school science teacher in St. Clair Shores, MI. At South Lake High School I taught Biology, Environmental Science, and Aquatic Biology. As a teacher, one of my goals was to get my students to take risks and make goals that take them beyond the city bus lines. Through my previous teacher research experience as a PolarTREC teacher in Antarctica, moving to Washington, D.C. for a year-long fellowship, and now traveling to Alaska to board a ship for the Bering Sea I hope to show my students that you can challenge yourself and step outside of your comfort zones and get big rewards. I am very excited to join the crew aboard the Oscar Dyson to learn about the science that is conducted on board a NOAA vessel and the careers that are available to my students through NOAA.

The Oscar Dyson will be my home for 12 days

The Oscar Dyson will be my home for 13 days

So where am I going and what will I be doing? On Friday I will be leaving hot and humid Washington, D.C. for cool and breezy Dutch Harbor, Alaska. In Dutch Harbor I will board the NOAA Ship Oscar Dyson. The Oscar Dyson is one of NOAA’s newer vessels and is one of the most technologically advanced fisheries survey vessels in the world. As a NOAA Teacher at Sea I will have the responsibility of learning about the science that is done onboard the ship, helping the variety of scientists that are onboard with their research projects, and then communicating what I learned through a blog and classroom lesson plans. The main research project that many of the scientists will be working on is called the Bering-Aleutian Salmon International Survey (BASIS).

Chum Salmon and Walleye Pollock are two fish species that I will be seeing a lot of.

The BASIS survey was designed to improve our understanding of salmon ecology in the Bering Sea. We will be sampling the fish and the water in the Southeastern Bering Sea to better understand the community of fish, invertebrates, and other organisms that live there and the resources available to them. The survey has been divided up into two legs. The first leg is from August 19 – September 1 and Teacher at Sea, KC Sullivan, is onboard blogging about his experience. To learn more about BASIS and what lies ahead for me check out his blog. I will be sailing on the second leg of the “cruise” from September 4 – 16 and as a Teacher at Sea I will also be blogging about my experiences. I am very excited about lies ahead for me and I hope that you will follow my adventures as a NOAA Teacher at Sea.

Marian Wagner: From Fishing to Dissecting in the Wet Lab, August 22, 2011

Posted on August 29, 2011 by marianwagner

NOAA Teacher at Sea
Marian Wagner
Aboard R/V Savannah
August 16 — 26, 2011

Mission: Reef Fish Survey
Geographical Area: Atlantic Ocean (Off the Georgia and Florida Coasts)
Date: Monday, August 22, 2011

Science Team on R/V Savannah Aug 16-26, 2011: Back row: Chief Scientist Warren Mitchell, Christina Schobernd, Katie Rowe, Mike Burton. Front row: Shelly Falk, Stephen Long, Sarah Goldman, Marian Wagner, David Berrane.

Weather Data from the Bridge (the wheelhouse, where the controls of the ship are)
S-SW Wind at 15 knots
(This means wind is travelling 15 nautical miles per hour, 1.15 statute miles = 1 nautical mile)
Sea depth today ranged from 45 meters to 74 meters
Seas 3-4 feet in the morning, 2-3 feet in the evening (measure of the height of the back of the waves, lower the number = calmer seas and steadier boat)

Science and Technology Log

In my last blog, I explained what I am doing on the first half of my shift (noon to around 6:00pm/dinnertime) and how we conduct our research on the aft deck of the boat: we drop chevron traps to the ocean floor with cameras attached and then pick up the traps with fish sample collections. The fish we trap and the cameras recording the activity around the traps help us estimate the fish populations. We finish up this segment of our work on the deck of the boat by recording this data in a systematic data collection sheet called “Length Frequency”. If we didn’t record the data the same way every time, it would be impossible to compare the thousands of samples in the past and into the future and understand what is happening to the populations of fish over time.

Length Frequency Data Recording

Here is a picture of us recording the weight and length of the fish and the frequency (how many we caught) in a systematic way, always keeping track of where the fish were caught as well. Because we catch large numbers of certain fish species (such as Vermillion Snapper, Red Porgy, Gray triggerfish, and Black Sea Bass), we do not keep all of them for further research. When recording/reporting “toss” or keep” got monotonous, I found ways to communicate creatively—how many words can you think of that rhyme with “toss” and “keep”? I got 11 for toss and 16 for keep. David, Katie, and Stephen were such sports for going along with my silly games!

After this point in the day, the fish are in bags and put on ice, and we wash up for dinner.

After dinner, our work moves into the wet lab, where we prepare biological samples for further research. For the rest of this log section I describe more about how and why we
use the biological samples.

Dissecting vermillion snapper in wet lab, in search of otoliths and gonads.

We use the biological samples to obtain and report important biological measures such as age, length, weight, feeding habits, and genetics. In order to know specific ages of the fish, we take out a small bone in the fish called the OTOLITH, which is located in the inner ear. An otolith is a reliable source to obtain the age of a fish. They show age in rings similar to how trees show their age in their growth rings. We also take the GONADS from the fish to give important information about reproductive development. Here is a picture of me dissecting a vermillion snapper and taking out the otolith (right hand) and gonads (left hand) to send to the lab back in Beaufort, North Carolina, where scientists work.

Here I just reeled in a gray triggerfish, one of our target species for hook and line catch.

Sometimes after dinner we had time to fish with hook and line in the stunning sunset. This method of catching fish provided us with fish samples to study that did not have stomachs full of bait like the rest of our fish samples caught in traps. We did this so we could study their stomach contents and learn about what they are eating and get information about the ecosystem they are dependent upon. We were targeting vermillion snapper and gray triggerfish, fish that are known to really gorge on bait in the traps. Sarah was dissecting the stomach of scamp grouper and found an octopus beak!

Sarah dissecting stomach of scamp grouper and finds octopus beak!

When Sarah was dissecting the stomach of a scamp grouper, she found an octopus beak, the last part of the octopus to be digested. Exciting find!!

When fishing becomes chaotic, teamwork is key.

Here is one of my favorite pictures of all, captured during one of our hook and line battles, and a testament to the incredible teamwork of the scientists and crewmen. How many people does it take to catch a fish? Here, 5 of us were working on the same task. Lines from 4 reels were tied up from a strong fish swimming in circles, and it took an intense team effort to unravel them in a critical moment. Success was sweetly earned.

Click here for more info on the fish we are studying for stock assessments.

Personal Log

I’m on a boat! This phrase has been repeated many times and it captures my enthusiastic awe (with a touch of humor) that I have had many privileges, and the fortune to be around some remarkable people, day in and day out. I took the opportunity to interview a few of them so I could share it here. (Next blog: Interview with Captain Raymond Sweatte)

Richard's showing me how to tie the speed bowline knot, see http://survival.atactv.com/?mediaId=743 to learn this knot.

Interview with Richard Huguley, engineer

Marian: When you were a kid, would you have imagined yourself here now?

Richard: Yes. In Mobile, Alabama, where I grew up, I played with wooden boats, making them go up and down the creek, and spent time catching crawfish. I could see this as where I’d be.

M: How often did you play outside?

Richard: From sun-up to sun-down. I skipped out to the woods all day some days. I was never afraid to be in the woods. I played with snakes, frogs, had a baby pet squirrel I kept in my pocket. It poked its head out to eat, and then crawled back into my pocket.

M: How did you become prepared for work as an engineer on a boat?

Richard: I have worked in all different fields required of an engineer: electrical, metal manufacturing-welding, automotive, building race cars and motor cycles, etc. I always had the interest to take a challenge someone else wouldn’t take—not a challenge that just required physical strength, but more of intellectual puzzle. It takes lots of time. I took the time to figure the challenges out. I can visualize math. My dyslexia is a strength I use to my advantage. I see people struggling with something, and it’s like I see it from the opposite end. I do it without thinking about it. Jigsaw puzzles are good for this kind of challenge. It would be good for your students to try doing a jigsaw puzzle with the pieces upside down so they build the puzzle from the angles of the edges.

Thank you, Richard, for taking the time to talk and share your stories and the many skills you taught me. You are one-of-a-kind and I hope you can come visit my classroom someday!

Katie Rowe on the deck of the aft.

Interview with Katie Rowe, scientist and scuba diver/instructor

Marian: What do you like about working in a lab?

Katie: Lab work is about exploration, you don’t know entirely what you’ll find. We’re looking for otoliths, etc, but there is a possibility to find anything!

M: What makes the best partnerships in the lab?

Katie: I like working with people who are organized and efficient, people who can interpret and know what needs to be done next. It takes an organized system for people to work like this, like we work here. The system works well here so everyone knows what they are doing, and what happens next so we can all step in and do what needs to be done.

M: What’s your favorite animal?

Katie: Bull shark, Carcharhinus leucas, because they are adaptable. They can survive in fresh water. In Nicaragua, one was found in fresh water going after fish to eat, and they thought it was a new species, but then realized it was the bull shark. They have the highest testosterone of any animal in the world, so they are bad-tempered, but I still love them. I named my cat Leucas after the bull shark’s Latin name.

Thanks Katie! It was great to work with you day in and day out! You are a tough gal and make an excellent partner, very organized and efficient!

Tossing grappling hook to "catch" buoys attached to fish traps.

Fun extra: How do we retrieve the buoys and pull up the fish traps? I got to try my hand at this new sport, the grapple hook toss. I am so grateful to have had the chance to try my hand at so many different roles. Thanks for the opportunity!

Kevin Sullivan: Bering Sea Bound, August 22, 2011

Posted on August 26, 2011 by sullivankc

NOAA Teacher at Sea
Kevin C. Sullivan
Aboard NOAA Ship Oscar Dyson
August 17 — September 2, 2011

Mission: Bering-ALeutian Salmon International Survey (BASIS)
Geographical Area: Bering Sea
Date: August 22-24, 2011

Weather Data from the Bridge
Latitude: N
Longitude: W
Wind Speed: 20-23kts Tue,Wed. seas 9′ Thu 8/25 = calm
Surface Water Temperature: C
Air Temperature: 55F
Relative Humidity: 70%

Science and Technology Log

We are on Day II of our travels to get to our first sampling station located in the SE Bering Sea. We will begin our fishing operations today! We have had decent weather thus far although we did just go through Unimak Pass (see picture below of location) which is a narrow strait between the Bering Sea and the North Pacific Ocean. This passage offered a time of heavier seas. I’m guessing that like any strait, the currents may become more funneled and the seas “confused” as they squeeze through this area. It’s kind of analogous to it being more windy in between buildings of a major city vs. suburbia as the wind is funneled between skyscrapers. I also imagine this to be a popular crossing for marine mammals as well.

Interesting to think that both marine mammals and humans use this passage to both get to the same things: a food source and a travel route. It’s a migratory “highway” for marine mammals, and a heavily-trafficked area for humans in international trade and commercial fisheries.

Anyway, the Bering Sea is a very unique body of water. It really is the way that I imagined it. It is as though you are looking through a kaleidoscope and the only offerings are 1000 different shades of grey. It is rainy, foggy, and windy. I can appreciate how this sea has been the graveyard for so many souls and fishing vessels in the past who have tried to extract the bounties it has to offer.

unimak pass

As of Wednesday, the 24th, we have finished 4 stations of the 30 that have been planned for Leg I of this study (Leg II is of similar duration and goals). I was involved with helping the oceanographic crew with their tasks of collecting and evaluating various parameters of water chemistry. To do this, an instrument called a “CTD”– an acronym for Conductivity, Temperature, and Depth — is lowered. This instrument is the primary tool for determining these essential physical properties of sea water. It allows the scientists to record detailed charting of these various parameters throughout the water column and helps us to understand how the ocean affects life and vice-versa.

One aspect that I found very interesting is the analyzing of chlorophyll through the water column. All plant life on Earth contains the photosynthetic pigment called chlorophyll. Phytoplankton (planktonic plants) occupy the photic zone of all water bodies. Knowing that we live on a blue planet dominated by 70% coverage in water, we can thank these phytoplankton for their byproduct in photosynthesis, which is oxygen. Kind of strange how you often symbolize the environmental movement with cutting down of the rainforests and cries that we are eliminating the trees that give us the air we breath. This is true, but proportionately speaking, with an ocean-dominated sphere, we can thank these phytoplankton and photosynthetic bacteria for a large percentage of our oxygen. Additionally, being at the base of the food chain and primary consumers, these extraordinary plants have carved a name for themselves in any marine investigation/study.

The procedure to measure chlorophyll involves the following: water from the Niskin Bottles (attached to the CTD, used to “capture” water at select depths) is filtered through different filter meshes and the samples are deep-frozen at -80F. To analyze chlorophyll content, the frozen sample filter is immersed in a 90% solution of DI (Distilled Water) and acetone which liberates the chlorophyll from the phytoplankton. This is then sent through a fluorometer.

Filtering water from CTD for Chlorophyll Measurements

Fluorescence is the phenomena of some compounds to absorb specific wavelengths of light and then, emit longer wavelengths of light. Chlorophyll absorbs blue light and emits, or fluoresces, red light and can be detected by this fluorometer.

Fluorometer; Berring Sea 08-25-11

Amazing to think that with this microscopic plant life, you can extrapolate out and potentially draw some general conclusions about the overall health of a place as large as the Bering Sea. Oceanographic work is remarkable.

CTD Berring Sea 08-24-11

Personal Log

The crew aboard the Oscar Dyson have been very accommodating and more than willing to educate me and take the time to physically show me how these scientific investigations work. I am very impressed with the level of professionalism. As a teacher, I know that most often, the best way to teach students is to present the material in a hands-on fashion…inquiry/discovery based. This is clearly the format that I have been involved in while in the Bering Sea and I am learning a tremendous amount of information.

The food has been excellent (much better than I am used to while out at sea). The seas have been a bit on the rough side but seem to be settling down somewhat (although, I do see a few Low Pressure Systems lined up, ready to enter the Bering Sea…..tis the season). Veteran seamen in this area and even in the Mid-Atlantic off of NJ, know that this is the time of year when the weather starts to change). On a side note, I see that Hurricane Irene has its eyes set on the Eastern Seaboard. I am hoping that everyone will take caution in my home state of NJ.

Lastly, it’s amazing also to think of the depth and extent of NOAA. With oceans covering 70% of our planet and the entire planet encompassed by a small envelope of atmosphere that we breathe, it is fair to say that the National Oceanic and Atmospheric Administration is a part of our everyday lives. I am in the Bering Sea, one of the most remote and harsh places this planet has to offer and across the country, there are “Hurricane Hunters” flying into the eye of a hurricane that could potentially impact millions of people along the Mid Atlantic………..Both operated and run by NOAA!

Sunset on the Bering Sea 08-24-11

Jessie Soder: Geology on Georges, August 17, 2011

Posted on August 24, 2011 by jsoder

NOAA Teacher at Sea
Jessie Soder
Aboard NOAA Ship Delaware II
August 8 – 19, 2011

Mission: Atlantic Surfclam and Ocean Quahog Survey
Geographical Area of Cruise: Northern Atlantic
Date: Wednesday, August 17, 2011

Weather Data
Time: 12:00
Location: 41°19.095 N, 71°03.261
Air Temp: 22°C (°F)
Water Temp: 21°C (°F)
Wind Direction: South
Wind Speed: 7 knots
Sea Wave height: 0
Sea Swell: 0

Science and Technology Log

Gulf of Maine: Including Georges Bank

So far, we have spent this entire trip on Georges Bank. This famous geographical location off the east coast of the United States is something that I had only heard about before this trip. After several tows over the past week I have been able to see a variety of materials brought up from the ocean floor of Georges Bank. I have seen loads of clams, empty shells, sand, mud and clay, and smooth polished rocks. We have even pulled up a few boulders that must have weighed a couple of hundred pounds. It was the smooth polished rocks that caught my attention. How would a rock from the bottom of the ocean become smooth and rounded? It probably meant that Georges Bank must not have always been the bottom of the ocean.

During the Wisconsin Glaciation the ice reached its maximum around 18,000 years ago. The Laurentide ice sheet paused in the area of Georges Bank and Cape Cod and left behind a recessional moraine that created these landforms. This ice also had several meltwater streams flowing from it and these streams were responsible for the polishing the rocks and cutting some of the canyons found on the seafloor today. The Northeast Channel off the northeast side of Georges Bank was the principle water gap for most of the meltwater.

Smooth Polished Rocks From the Ocean Floor

Georges Bank is a huge oval-shaped shoal bigger than Massachusetts that starts about 62 miles offshore. It is part of the continental shelf and its shallowest areas are approximately 13 feet deep and its deepest areas 200 feet. In fact, thousands of years ago Georges Bank used to be above water and an extension of Cape Cod. About 14,000 years ago the sea rose enough to isolate this area and it was home to many prehistoric animals such as mastodons and giant sloths. Today, traces of these animals are sometimes found in fishing nets! These animals died out about 11,500 years ago when the sea level rose further and submerged the area.

Georges Bank is a very productive fishing area in the North Atlantic. (The Grand Banks is more productive, but not as geographically accessible as Georges Banks.) Why is Georges Bank a prime feeding and breeding area for cod, haddock, herring, flounder, lobsters, and clams? It has to do with ocean currents. Cold, nutrient rich water from the Labrador Current sweeps over the bank and mixes with warmer water from the Gulf Stream on the eastern edges of Georges Bank. The mingling of these two currents, plus sunlight, creates an ideal environment for phytoplankton, which is food for the zooplankton. In fact, the phytoplankton grow three times faster here than on any other continental shelf. All of this plankton feeds the ecosystem of fish, birds, marine mammals, and shellfish that flourish on Georges Banks.

Personal Log

Yesterday we left Georges Bank for stations off the coast of Rhode Island. After dark, I stepped out on the back deck and Jimmy pointed out the lights of Nantucket and Martha’s Vineyard. We were in sight of land for the first time in a week. It wasn’t long before people had their cell phones out and were making calls.

A few times during this trip I have thought about sailors in the past and how they would leave for months, and even years, at a time and not have contact with their families and loved ones until they returned. I have had email contact this entire time, yet I am really excited to go home to see those that I miss. I can hardly imagine what it would be like to be gone for a year with no contact at all.

Throughout this trip I have been getting to know others on this cruise. I have learned that several of them have families and young children at home. Many of them are at sea for many weeks, or months, a year. After being on this cruise, I have gained a lot of respect for people who choose to work on the ocean for a living. It takes a certain type of person who can work hard, maintain a positive attitude, and live away from their home and loved ones for extended periods of time. It has been an honor to work with these people.

Marian Wagner: Deep in the Work, August 20, 2011

Posted on August 23, 2011 by marianwagner

NOAA Teacher at Sea
Marian Wagner
Aboard R/V Savannah
August 16 — 26, 2011

Mission: Reef Fish Survey
Geographical Area: Atlantic Ocean (Off the Georgia and Florida Coasts)
Date: Saturday, August 20, 2011

Weather Data from the Bridge (the wheelhouse, where the controls of the ship are)
E-SE Wind at 5 knots (wind is travelling 5 nautical miles per hour, 1.15 statute miles = 1 nautical mile)
Sea depth at 12:42 pm was 51.2 meters
Water Temperature 29.62 Celsius

Science and Technology Log

Research aboard the R/V Savannah has commenced and is at full throttle. Scientists and crew are well-trained and everyone knows their jobs thoroughly. All work is moving along with great efficiency! Now that I have learned and experienced the details this research, I’ll explain it here:

As a reminder, our mission is to survey the population of commercially-important species to inform stock assessments, or, put another way, we study how many fish there are and where they exist, and we provide information to help fisheries managers set a sustainable harvest (so we don’t run out of fish). We conduct our research by dropping chevron fish traps onto the ocean floor to catch samples of fish we can use to estimate a population and report important biological measures (for example, age, length, weight, feeding habits, and genetics). The method of using chevron traps to catch live biological samples doesn’t work well for all species, so another way of estimating abundance is by recording the activity that is happening around the traps with video cameras.

We cannot begin dropping fish traps until one hour after sunrise because the cameras need natural light to record the habitat and the activity (if we were to use artificial light it would change everything: sometimes fish are attracted to artificial light, other fish avoid it, so our research would be compromised, or messed up, if we used artificial light). So, the crew that works the shift from midnight to noon gets the first traps ready, and they start deploying them around 8:00 am. Here’s what it looks like to drop traps off the boat:

Cameras rolling, we are almost at the target spot to drop the trap.

The traps stay down on the ocean floor for 90 minutes. We usually deposit 6 traps at a time in the same general area (each a mile or less apart), and we pick them up in the same order we dropped them. To pull the traps out of the water, we use a hydraulic pot hauler (that was made in Seattle, WA!) and a team effort of coordinated and careful action. If we were not extremely careful doing this work on the deck, not only could the science data be useless, but people could easily be hurt. This is what we look like in action:

Pulling up trap, excited to see what we caught

I get up in the morning around 9AM, I have breakfast and relax during the few hours I have off before my shift begins. I like to talk to people, visit the bridge for weather and information on our direction, and when I can get on the single computer, I sometimes do so before my shift begins.

My shift begins at noon, when I suit up to work on the deck of the stern (the back). We work dropping traps, picking them up, and processing fish that we catch. The work is very carefully conducted, with everyone having specific roles but also helping each other in every way so we can do our best job. The amount of teamwork is incredible.

I am extremely impressed with how well each scientist and crewman clearly thinks of the team first, and his/her individual needs second. Everyone (I mean EVERYone) works hard (I mean VERY hard), is very thoughtful and conscientious of the “big picture”, is fun to laugh with and be around, and, in general, everyone is just easy to live with. Doing field science research like this would be really tough if scientists did not also get along well as a member of a team. Because conducting this research depends upon teamwork, being able to live and work well together is perhaps as important as one’s research skills.

This door is charming yet inconvenient during a middle-of-the-night bathroom run, but esential in case of emergency.

Personal Log

Living on a ship has so many opportunities for adventure! I mean…going to the head (bathroom) is still an adventure for me! Walking through two watertight doors to get to the bathroom is an adventure. Keeping my balance in a rocking shower, a place where I am often most relaxed, is a new adventure. Being constantly aware of the amount of water I am using so we don’t run out of running water (and knowing everyone else is doing the same) is a reality, and an adventure of sorts. Not being able to get away from the strangers-who-are-now-family is an adventure. And there are all the work-related adventures…wrestling with a moray eel against its gaping teeth (which could have infected and killed the muscles in my arm for life) was a foolish adventure (I should have let it get out of the tub and slither away instead of wrestling it), but I successfully made it through to tell about it with no injury. There are so many adventures. I am remembering how much I love learning by immersing myself in new experiences. I really believe the most powerful way to learn about another way of life is to live it.

After being iced for 30 minutes to take data on him, this moray was still fighting but with much less vigor. I threw him off the ship after this photo. He's alive.

Also, I love being in the unique environment of the pelagic ocean, the part of the ocean that is not near land. It is another experience of immersion to be around this environment for a length of time, and really get to live within it. I can feel the changes of the rocking motion of the ship when the seas are rougher, I can see when the clouds spell rain, I know the phase of the moon and the smell of the ocean air. I know this environment now just as well as I know my own neighborhood.

NOAA Teacher at Sea Blog

Monthly Archives: August 2011

Jennifer Goldner: Sea and Anchor, August 27, 2011

Kevin Sullivan: Baring the Bering, August 28, 2011

Lindsay Knippenberg: An Introduction, August 28, 2011

Marian Wagner: From Fishing to Dissecting in the Wet Lab, August 22, 2011

Kevin Sullivan: Bering Sea Bound, August 22, 2011

Jessie Soder: Geology on Georges, August 17, 2011

Marian Wagner: Deep in the Work, August 20, 2011