Andy Bedingfield and Calan Taylor are high school teachers participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis.Below are more selections from their daily journals:
July 19 – Calan
No entry yesterday, seas and wind picked up and I was too close to sea sickness to get onto a computer. The ship is big, the biggest I’ve ever been on at sea. It was blowing 30+ knots by the end of the day yesterday and the combined seas were 8-10 ft. On a seiner or sailboat it would have been challenging conditions. On Atlantis, it was relatively workable. There were definitely a few waves that came over the gunwales and a few crew that ran for the Dramamine…but relative to other boats I’ve worked on, it was smooth.
As far as the science/work, I spent the morning helping set, reset, launch and retrieve the MOCNESS. I sewed a couple holes in the trawl net using needle/thread, and a sailors palm. Shout out to my high school Home Ec Teacher Ms. Haskins for helping me get my sewing license. It’s come in handy out here. I also helped sort, label and process samples from the MOCNESS. One of the most educational parts of the day was talking to Bob Cowen about trends in species diversity in aquatic ecosystems vs terrestrial with relation to latitude. One thing I hadn’t realized was that the tropical regions are filled w/an abundance of genus while the higher latitudes have relatively few genera but many species to fill niches. A good example is rockfish where there are approximately 160 species in the North Pacific alone.
“Shout out to my high school Home Ec Teacher Ms. Haskins for helping me get my sewing license. It’s come in handy out here.”
I haven’t been able to create a blog post for two days now due to the weather. The first night of this weather, they called off operations. When they called off work for the night I was super relieved. I just went back to my bunk where I had spent most of my day. Flat on my back in my bunk is where I deal with the movement the best!
I spent the whole next day in my bunk. When I came down to work at about 9:00PM, we launched ISIIS and towed in up and down the transect all night. I was able to work by staying on the open deck. Our main job during ISIIS tows is to work the winch on the deck, paying out cable and hauling it back in. This night we were super careful. If someone went over the side in this weather in the dark, there would be very little chance of finding them. In fact one of the scientists went missing last night, and we all went looking for him. After about five minutes, we found him in the bathroom.
Today, the seas are still rough, but only about half as bad. While yesterday, I had to either be flat on my back in my bunk or outside looking at the horizon, today, I have been able to fire up my computer and actually get some work done. Hopefully my body is finally able to handle this movement. People say that seasickness gets better with time, and I hope they are right!
“People say that seasickness gets better with time, and I hope they are right!”
-Andy Bedingfield
Andy Bedingfield on deck
July 20 – Calan
Seas have started to calm after two days of rougher weather. I hadn’t taken sea sickness pills since I was a teenager but I caved yesterday as did the majority of the crew. I think the combination computer screen time, diesel/hydraulic fluid smells, not being able to see much, and the unfamiliar roll of a big ship combined to put me on the sick side. The good thing about sea sickness pills is it makes it easy to go to sleep. My best night yet in that regard.
July 21 –
Andy
My watch last night was very, very, very much better than the night before. The seas and wind had calmed down quite a bit, and I had zero seasickness symptoms. On top of that, we were running the MOCNESS net system all night. In addition, I’m finally getting used to being up until 3 in the morning.
Calan Taylor teaches Physics, Chemistry, and Physical Science at Bandon High School and Andy Bedingfield teaches Science at Taft 7-12 High School in Lincoln City. They are part of the Research Experiences for Teachers (RET) program on the R/V Atlantis cruise taking place July 13-27, 2019.
Andy Bedingfield is a high school teacher participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis. See other posts in this series using the navigation tools at right.
Heading Out to Sea, July 13-16, 2019 By Andy Bedingfield
Andy Bedingfield
July 13-14, 2019
Lisa Blank, Director of the Oregon Coast STEM Hub, recruited me for this mission and will be helping me turn the experience into something I can share with my students. On Saturday morning, July 13th, Lisa and I got a tour of the R/V Atlantis, learned about the science, and starting shooting videos to potentially use as part of our curriculum.
The ship was docked in Newport Oregon for two set-up days. In the chemistry world, you get to set up your lab space and use it for years to do your research. These scientists have just 48 hours to get all of their equipment on board and set up their gear, and only two weeks to collect their data. According to one of the graduate students, it is common for a graduate student to collect enough data in these two weeks to complete a PhD.
This puts a ton of pressure on everyone to make sure they bring everything that they need, and that it all works flawlessly during the cruise. That said, nothing ever works flawlessly, and a big part of their job is to stay calm and fix issues as they arise. For instance, Jami, the lab manager, and her sister Megan (a PhD physicist) have been working really hard to get the pressure sensor to work on the multiple opening net system. This one of the main pieces of equipment they will be using on this cruise, so if they can’t get it to work, we will be in big trouble.
Since the ship wasn’t scheduled to depart until 8:00AM on the 15th, I was able to go home after I got my gear stowed on board and had lunch with the crew. I was really grateful to be able to spend one more night on shore because I have two year old daughter and every minute with her is precious. Also, my in-laws flew in from Texas to help my wife take care of Fox while she works. Since I could go home, I was able to spend time with them. Without their help, I wouldn’t have been able to go on this cruise, so I am super grateful.
July 15
I arrived on the RV Atlantis at about 06:00AM. Not
much was going on, and there was a light rain. Then, slowly but surly the
science crew started to wake up. By 7:00AM Jami and Megan were trying to get
the pressure sensor system on the net system to work. This must be super
stressful for them! This system is pretty old, Jami was having to take pictures
and screen shots to send to the only guy in the world who really knows how it
works. Science is always like this, much of your time is spent trying to get
weird and wonky equipment to work so that you can collect the data that you
need to answer the question that you are after.
Just after breakfast, I went up to my stateroom to make a protein smoothie, and I just barely felt a different movement. When I looked out the window, I could see we were making our way to sea. I ran outside to join the crew on the bow of the boat to watch our transit down the Yaquina River and through the bar. The bar is a shallow area of sand that happens anytime a river meets the sea. We had a tugboat lead us out, and he stayed with us for a while as we made our way out to sea. At 9:00AM we had a meeting in the library and spent the next two hours learning about the ins and outs of the ship, safety, how to put on a survival suit, and how to evacuate and get on life boats. At 1:00PM, we had a science team meeting and everyone got to introduce themselves. I found out that starting tomorrow I will be on the night crew, working from 3:00PM till 3:00AM. I’m pretty worried about it, but I’m also excited to push the limits of my body.
For dinner I had some tofu, salad, green beans and asparagus. After dinner, I got my guitar out of my state room. I went down to the main aft deck where they send equipment over the side, parked myself in front of ALVIN, and played my songs. After a couple of songs, the reporter come by and asked me a few questions for his article. Then the artist showed up, and she sang along with me while I played. It was a lovely evening on the deck. We had a bit of south wind and chop through the middle of the day, but that cleared on in the evening.
After playing, I headed back to my stateroom. Cal and I chatted for a while, and then we took a quick tour of the bridge. Two guys were on watch up there, and we had a fun time chatting with them about how they run the ship.
July 16
I start my first watch at 3:00PM today and it will go to 3:00AM the next morning. A lot of people were talking about staying up as late as possible so that they will start adjusting to the night schedule, but I decided to just go to sleep when I was tired knowing that I would probably wake up at my normal 5 to 6. I slept great on the boat, though. We had just a gentle rocking and some nice airflow background noise from the ships operation. I’m sharing my stateroom with Cal, the other teacher on board. He is in the bottom bunk and I am in the top. It is pretty tight, but fine once you lie down. I have trouble getting in my bunk, though, since the roof is so low; there is only about 2.5 feet of vertical space. It is so low that I often hit the roof with my head as I’m turning over in my sleep, making a loud crashing noise. The roof is a metal tile like nothing I have seen and it is sort of like a steel drum if you bash into it in the night.
I woke up about 6:00AM, meditated in my bunk till about 7:00AM, and then wandered the ship until breakfast. During that time Kelly (one of the Principal Investigators) and I ran into each other and had a nice 20 minute chat about education. After tofu, home fries and fruit for breakfast, I made my way onto the aft part of the main deck. When I got there, a few of the science team members and a few of the boat crew members were getting ISIIS (the camera system) ready to be deployed over the side of the ship. I conducted a few interviews of science crew members as they were setting up. They used a two-part system: a crane boom that was operated by one person, and a winch operated by another person. Luckily everything went to plan and they got ISIIS over the side and towing without anyone getting hurt or damaging the equipment. As soon as the instrument was in the water, they began collecting data with the two high resolution cameras on ISIIS. After I finish this sentence, I’m going to go back down and see how things are going.
When I started my watch at 3:00PM they were just stowing the ISIIS on the deck. After that, we got trained on how to set up the CTD (conductivity, temperature and depth) recorder.
The CTD has 24 large plastic tubes that can be opened to collect water samples. To prime it to collect, you have to open up the end caps and set up the automatic closing device. There is a bungee — a really tight one– that runs down the middle of the pipe and is connected to both endcaps. To set up to take samples you pull the end caps off and put a restraining cord on the automatic trigger mechanism. One you drop it over the side, you can tell it to close one of the tubes, and you have a sample of water at that depth.
After that, we set up and lowered the neuston drag net for a
test run. The neuston is the name of any plants or animals in the ocean region
right on the surface. This net looks like a manta ray with a big aluminum
mouth. After about a 5 min drag on the surface at 2 knots or so, we reeled it
in and took a look at what we caught. First off, I was amazed at how much human
detritus we caught, bits of plastic, paper and paint. Even though it was a test run, we still
caught a ton of critters as well. We saw a ton of fish eggs (almost translucent
spheres), and two
baby Velella velella or “by-the-wind-sailors”. The latter are colonial
organisms that have a hard gelatinous top with a sail.
At 9:00PM we did our first official 5-minute neuston haul. It was a great one! They got about five live baby rockfish that were just past larval and moving towards the juvenile stage. After that, we put ISIIS back in the water under a newly-risen full moon. When we started at about 9:45PM the moon was blood red and we all saw a UFO (unidentified flying object). It was a bright light just as the sun was going down and you could only see the moon and a few stars. This bright object –as bright as Saturn –was moving erratically, but on a steady path to the north. I think it was a satellite on a north-south path and the erratic nature of its motion was due to our motion.
Hello everyone, my name is Andy Bedingfield, and the following is a journal style blog of my science adventures at sea on the Research Vessel Atlantis. My goal is to capture what it is like to live and work onboard a scientific research vessel. In My blog posts, I will talk about the science mission we are on as well as what it is like to live, eat and sleep on a moving hunk of steel in the middle of ocean with 50 of your new best friends.
Andy Bedingfield
SETTING THE STAGE, July 13, 2019 By Andy Bedingfield
I am a high school science teacher, and I was lucky to receive a research experience for teachers (RET) grant from the National Science Foundation (NSF) to have an at-sea experience on the R/V Atlantis. My goal for this trip is to learn as much as I can about the science and lifestyle that goes on in an NSF funded oceanographic research cruise. When I get back to land I will turn everything I know into a learning experience for middle and high school students.
We are going to sea for two weeks to study plankton and neuston. Anything that is alive and drifts through the ocean is considered plankton. This word comes from the Greek word for wanderer.
Plankton can range from single cell viruses and bacteria, to tiny
plants, to tiny complex animals like baby fish. If it is in the ocean,
is alive, and can’t swim against the ocean’s current, it is plankton.
Neuston (one of the new words I learned on this cruise), have pretty
much the same definition, but with the caveat that they only live on the
surface of the water right were the ocean meets the air. The word
neuston comes from the Greek word for swimmer.
At its heart, science is about answering questions by collecting data (information) and then using that data to figure out how something works. The big question that we are trying answer on this cruise is:
How are the plankton and neuston populations faring as humans have a larger and larger impact on the environment?
To accomplish this, we need fully understand their lifecycles
and look for long term changes over the years.
We are collecting data in two locations: off Newport, Oregon, and off Trinidad Head in Northern California. In both of these locations, we sail east and west along a line known as a transect. Scientific studies have been done on these same transects for years. This is a good example of scientists controlling variables. If we just wondered around the ocean collecting samples in different places, it would be really hard to see if there was an increase or a decrease in plankton populations over time.
Visit Ship Tracker to see how the R/V Atlantis is moving along a transect line.
There are five ways we will be collecting data on this research cruise:
MOCNESS (multiple opening and closing net and environmental sampling system): a multiple opening net system that allows us to catch our study subjects and bring them on board. With this system there are two sets of nets with different mesh sizes, MOC 1 is 333 microns, MOC 4 is 1000 microns. In addition to the nets this system collects data about the water such as temperature, salinity, and depth. This device is lowered to 100 meters while the ship is moving very slowly, about 2 miles an hour. When we send it over the side, the first net, called net zero is open. Once the net gets to 100 meters, we close net zero and open net one, and then bring it up to 75 meters. At 75 meters we close net one and open net two, and then bring it up to 50 meters, and so on until we reach the surface. Once we get the net system back on board, which in itself is a complex and dangerous operation, we take the all of the samples on board sort them into jars and preserve them in ethanol for later analysis.
ISIIS (in situ ichthyoplankton imaging system): an underwater high definition camera system that we tow through the water. In plain language this is an underwater camera system (imaging system) designed to take pictures of baby fish (ichthyoplankton) where they live (in situ).
A neuston net system: a single opening net system that sits right on the surface to collect neuston as we tow it through the water. Neuston are what the we call any plants or animals the inhabit the surface of the water. We tow this through the water at a slow speed. I sits right on top as it is towed and looks like a manta ray.
CTD (conductivity, temperature, and depth) device: this gets dropped straight over the side while we are stationary. This system is measuring these parameters in real time, and it also has 24 bottles that can be open and closed automatically. This way scientists can collect water samples at different depths and bring them back to the lab for analysis.
A vertical net: this also looks like a wind sock. This net is dropped down to 100 meters and pulled back up to the surface while the ship is stationary.
The data collected by these instruments will help answer big Science Questions posed by researchers. One question is:
What is the interaction between the different types of plankton and their food (which is also mostly other plankton)?
The specialized MOCNESS has multiple nets that can be opened and closed, enabling the crew to take samples at different depths. This issue with this method, though, is that if you drag the net for a 1000 meters, you smash everything in that stretch together. The baby fish can’t really swim against ocean currents and neither can their food. They are both at the mercy of the current. This fact determines if we consider them plankton or not. When you pull up your net, you may see food and baby fish, but you don’t really know if the food was close enough to the baby fish for them to eat it.
That’s where the ISIIS system comes into play. This is basically a high definition camera system we tow behind the boat which takes photo images of plankton in the water column. In the old days, graduate students used to look at thousands of images and count critters by hand, but now this is done automatically using a very smart computer system. With this system, researchers know not only how many baby fish are in the water and how much food, but where they are located in relation to each other.
My job on board will be two help the science crew (a mix of college professors, post docs, graduate students and one undergraduate student) work on the deck collecting the samples and running the equipment outlined above.
TWO high school teachers from the Oregon Coast are participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis this month. See other posts in this series
Not only are two high school science teachers from the Oregon Coast on board the R/V Atlantis right now, but also the managing editor for the Newport News Times. The newspaper is running a series of reports about the research cruise as it unfolds, and the first article features Taft High School science teacher Andy Bedingfield:
The scientific stakes are high, but Bedingfield’s mission is more personal and comes down to the individual Taft High School chemistry students who he will try to draw into a net of wonder.
Calan Taylor is a high school teacher participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis. See other posts in this series using the navigation tools at right.
DAY THREE July 16, 2019 By Calan Taylor
Second night at sea went well. I always sleep better on
boats. The coziness of the rack (that’s what a bed is called on a working ship)
coupled with the rhythm of the waves rocks you like a baby in a womb. I ended
yesterday with a workout at the “Gym,” which is a modified storage room in the
bow of the ship. I thought I’d be alone, but was actually joined by Jami (the
lab director from Hatfield), her sister (a nuclear physicist from the Sandia
Lab in Albuquerque), and Ronnie (the Bosun/Deck Boss) They suggested that we
all do “a light insanity workout together”. It went about how you’d
expect…not light. The interesting part was doing burpees and plyometrics on
the bow of a moving ship. After dinner I watched part of Good Will Hunting
with some of the crew, then went for a tour of the Bridge which was impressive
and expansive. The first time I’ve ever seen the bridge on a big ship. Fun
fact? The 278ft ship was built in Mississippi in the mid 90’s, gets 10 gallons
to the mile (not a typo), and is actually a Navy vessel (which explains the
wild interior layout reminiscent of a Rube Goldberg Machine).
This morning we commenced with our first transect by launching ISIIS (In Situ Ichthioplankton Imaging System) which is basically a fancy submersible with advanced imaging capabilities. The ROV is driven between depths of 100-0 meters every 20 minutes as the ship crosses the transect at 5 knots heading east to west. There are fiber optics in the core of the cable that tethers ISIS so that real time data can be communicated to the onboard lab. There are two cameras (which use shadow imaging similar to the old slide shows from my childhood) to capture 60 and 100 Frames Per Second of plankton ranging from 400 micrometers up to 50-60 mm, respectively. The shadow imaging allows the cameras to collect images across a relatively large depth of field which is important for two reasons. First, there’s a lot of empty space, and second, data on spatial relationships between organisms can be collected.
ISIIS on deck
There are 3 stations that we rotate through at roughly 20-30 minutes. The first job is on the back deck running the winch by either paying out or hauling in cable at speeds of 20-50 cm/sec depending on instructions received from the lab. This job looks easy until you actually get behind the joystick and realize how touchy it is. The second job is called “Flying ISIIS” which sounds like something you’d do in a Drone over Yemen but actually involves monitoring speed over water of the ROV in the lab and communicating instructions to adjust winch speeds to the operator on deck. At this station you also monitor salinity/conductivity, dissolved oxygen, Fluorescence/PAR (Which are proxies for photosynthesis), density, and salinity. The final job is watching the stream of real time data and annotating “Events” which are just things that look interesting such as fish larva or other rarer organisms. Since there are literally millions of slides being collected, most analysis will be done with AI, but potentially interesting events noted and time-stamped in the journal can be revisited for closer inspection by students or citizen scientists down the road. The cool thing about this job is that you are literally flying through the ocean passing millions of critters that look like something out of The Abyss in real time.
ISIIS in the water
So that’s about it for today, I have one more shift at each
station starting shortly, then a workout, dinner, and back to the rack. Looking
forward to reading some more and maybe watching a movie.
Calan Taylor is a high school teacher participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis. See other posts in this series using the navigation tools at right.
DAY TWO: July 15, 2019 By Calan Taylor
Stayed up too late reading. It’s easy to lose track of time on a big ship with few portholes and lots of fluorescent lights. I spoke with Melissa during breakfast. Until last year, she was a teacher and Athletic Director at Waldport High School (In the Sunset League with Bandon) and is now working on her Post Bach/Masters at Portland State. The breadth of representation onboard is impressive. The 21 folks on the science team (of which Andy and I are included) represent 5 academic institutions (UO, OSU, Portland State, Humboldt State, and UW) along with two NOAA labs, an artist from Sitka, the head of the Hatfield Marine Science Center, and the chief editor from the Newport News Times.
The day has been filled with safety/conduct meetings in the
morning and scientific briefings in the afternoon. Highlights of the morning
included abandon ship drills, emergency protocols, shipboard procedures and
expectations, and various other general info. It was interesting to watch 20
people in various stages of sea sickness/scopolamine stupor-struggle into
survival suits on a moving vessel. I felt fortunate for having had so much
practice on F/V Chasina in the past.
In the afternoon we learned about the overarching goals of
the research, which are to compare trophic webs in two locations. The first
transect will be off of Trinity Head in Northern California where upwelling
conditions are prevalent throughout the year. The second is off of Newport
Oregon where upwelling conditions are seasonal, occurring mostly in the summer
months. By sampling in winter and summer, they hope to address questions of how
trophic relationships and spatial distributions of phytoplankton, zooplankton,
and mesoplankton are affected by wind/upwelling conditions in the two locations.
One of the things that is most impressive is the amount of
resources that are going into the project. To begin, it costs around $55,000
per day to operate the ship. This does not include the HOV ALVIN which is
aboard, but not a part of this research. Second, each piece of equipment is a
state of the art, one off, that must be handled with precision and care in
potentially challenging ocean conditions. A good example is the MOCNESS (Multiple
Opening and Closing Net Environmental Sampling System) which is basically a
mid-water trawl similar to what you’d see in commercial fishing, but modified
to catch organisms in the 100 micron range. It opens and closes five separate
nets at discrete depth intervals of 20 meters, ranging from the surface to 100
meters deep.
MOCNESSPlanktonMOCNESS
We will work round the clock in two teams 12 hours on and 12 hours off. I have been assigned the 3am-3pm shift and we will begin tomorrow morning. I’m looking forward to seeing how this whole operation functions. First though, I’m going to head up to the weight room and get a workout.
Calan Taylor is a high school teacher participating in the Research Experiences for Teachers (RET) program on board the R/V Atlantis. See other posts in this series using the navigation tools at right.
Calan Taylor
DAY ONE: July 14, 2019 By Calan Taylor
First day on R/V Atlantis is coming to a close and I’m settled in. I showed up early and tried to check in to the wrong boat (an OSU research vessel that was docked next to the Atlantis). My wife was convinced that had to be the boat because, “The Atlantis is too nice and too big…it’s got to be the smaller one.” So I walked out the dock and introduced myself to the wrong crew who looked at me a bit bewildered… “We’re deadheading to San Diego,” they said, and pointed me in the direction of Atlantis.
R/V Atlantis
I had expected to encounter a strict set of codes/restrictions/protocols while on the boat, but the reality was much more relaxed. The crew showed me to my cabin which was nicer than I expected and then invited me to explore the ship on my own. I spent the next hour wandering around and getting lost. There are 6 levels on Atlantis and a maze of corridors that are a bit confusing. Eventually I ended up on the back deck talking to Will and Megan about their work. Will studies rockfish development and recruitment and is looking at how environmental conditions affect individuals with different growth rates. Apparently rockfish have their babies near shore but they quickly wash out to sea as larvae where they eat plankton for about a year until they are big enough to move back to the coastal regions and start preying on small fish. By counting and measuring the rings in its ear bone, he is able to see how old a juvenile fish is (in days) and how fast it is growing. Megan specializes in Ling Cod and may have some opportunities for my students and I to help her collect data from a SMURF (which is a buoy-like data collection device) that they have anchored off shore in Port Orford. Apparently she has trouble finding volunteers to work in “remote locations like Port Orford”, so we can potentially add value there. The work would involve taking a small skiff out to the offshore buoy and then free-diving on the smurf to collect samples. Sounds like some serious aquanaut stuff right? Sign me up.
R/V Atlantis
I ate lunch and dinner on board and was really impressed with the food. I had lunch with Kelly (a University of Oregon Professor) and Andy (the other RET Teacher). At dinner I sat with Bob (who is the director of the Hatfield Marine Science Center) and Sue (who runs the lab that Will and Megan work for). I was pleasantly surprised by the warmth and cordiality I received from everyone I met today. Although I had thought the boat was leaving today, it turns out we will stay in port until 7am tomorrow. We will then run south to Trinidad California and start our first transect.
After dinner (which was served at 5pm) the boat got super quiet. Most of the scientists are local so they went home to sleep in their own beds another night. I was about to head to my cabin and get back into my book when Will asked me if I wanted to go surfing. He was nice enough to loan me a board and suit and we paddled out at South Beach for a couple hours. Small summer fun, with whales spouting just off shore.
Alvin submersible
When I returned to Atlantis, I struck up a conversation with Lance, an able-bodied seaman and deckhand. He had worked in the same Southeast Alaska Salmon fishery as I had so we found we had a lot in common. He gave me a brief tour of the ALVIN submarine. Fewer than 10,000 people have ever dove in it, and he is one of them. Lance told me some cool stories about deep sea octopus, sea pigs, and other strange creatures he had encountered at 9,000 feet. We also talked a lot about his job as a deckhand on the vessel. 3 months on 3 months off…Not a bad gig. It’s always fun to find out about careers that you hadn’t considered, or even known existed.
Have you ever wondered what it would be like to join a marine science research expedition?
For the next thirteen days the Oregon Coast STEM Hub blog will be highlighting the experience of two coastal Oregon science teachers at sea: Calan Taylor and Andy Bedingfield. Calan and Andy are part of a Research Experiences for Teachers (RET) program supported by the National Science Foundation (NSF). The goal of the program is to improve science educators’ general knowledge and research skills by exposing them to research. This RET program is sponsored by the Oregon Coast STEM Hub and the Hatfield Marine Science Center.
INTRODUCTION
The Ship
R/V Atlantis
From July 13-27, 2019, two RETs from the Oregon Coast will join researchers at sea on board the Research Vessel Atlantis. The R/V Atlantis is an oceanographic research vessel owned by the US Navy and operated by the Woods Hole Oceanographic Institution as part of the University-National Oceanographic Laboratory System (UNOLS) fleet. Unique to the Atlantis is the fact that it is the only ship outfitted to launch Alvin – the first deep-sea submersible capable of taking crew down to the ocean floor.
The Teachers
Calan Taylor – Bandon, OR
Mr. Calan Taylor
Calan Taylor teaches Physics, Chemistry, and Physical Science at Bandon High School and assists with his school’s Surfrider club. He has been teaching high school science for 15 years in Oregon, first at Kalapuya High School in Eugene – where he taught Ecology and Natural Resource Management – and for the past 2 years at Bandon. He has a lifelong passion for Marine Ecology that started early, growing up living on sailboats, first in Massachusetts, and later in Port Townsend, WA. When he was ten years old his family attempted to sail around the world. Although they never made it past the Society Islands, he was able to spend over two years diving, fishing and sailing in some of the richest coral ecosystems on the planet. This included a month and a half on Palmyra Atoll.
After high school Calan became a commercial fisherman and spent eight years working on salmon seiners in Southeast Alaska. His skipper had a degree in Marine Biology so he was lucky enough to learn his perspective on balancing resource management and sustainable harvests. In addition to working and living on boats, Calan spends most of his free time and money traveling to explore the surf, giving Calan first-hand experience with an array of coastal marine conservation issues.
Andy Bedingfield – Lincoln City, OR
Mr. Andy Bedingfield
Andy Bedingfield has two master’s degrees: One in chemistry, and one in education. Andy worked as a research and development chemist at the Willamette Valley Company for seven years before serving four years as the Director of Outreach, Education, and Diversity for the Center for Sustainable Materials Chemistry. Since 2014, he has taught high school science at Taft High School in Lincoln City.
What you may not know about Andy is that he was a professional freestyle whitewater kayaker from 1998-2003, winning the Whitewater Freestyle World Championships in Taupo, New Zealand in 1999 and in Sort, Spain in Squirt Boating in 2001.
Can you find Mr. Bedingfield in the kayak?
Coming up next…
Stay tuned for a post about the first day of the cruise… from a teacher’s perspective!
Snow doesn’t stop motivated teachers from heading to the estuary!
What kinds of science can you study during the winter on the Oregon coast? Nine teachers braved the heavy gray skies, icy passes and a assortment of precipitation to find out. In mid-February the group of educators spent three days immersed in learning about ocean acidification and climate science at the South Slough National Estuarine Research Reserve in Charleston. Elementary, middle and high school teachers of science, social studies, library and media and environmental education attended a Teachers on the Estuary (TOTE) workshop. The Reserve used the phenomenon of ocean acidification as an anchor to explore causes and effects of changing atmosphere on estuaries and oceans.
During the workshop, teachers participated in classroom activities and field work to tackle the complexities of climate change and ocean acidification. Understanding the science behind these issues is difficult, and educators often face additional challenges when teaching about climate change due to external factors that influence student thinking like political polarization, media bias or personal values. Workshop participants learned ways to make ocean acidification, the carbon cycle and pH more tangible and relevant to their students. In addition, they had opportunities to discuss obstacles they face in their teaching, and methods to help address some of those problems.
The teachers examined water quality trends from South Slough with Ali Helms, the Reserve’s Estuarine and Monitoring coordinator. They discussed anomalies in estuarine pH as well as recent issues with eel grass declines.
The Reserve’s Education Coordinator, Jaime Belanger, believes the best way to understand and connect with a place is full immersion, so she took the teachers out on a research cruise with Captain Knute, aboard the UO Oregon Institute of Marine Biology’s R/V Pluteus. Teachers collected plankton, measured water quality, examined benthic samples and observed the diverse wildlife that call the estuary home.
The group also had a unique opportunity to hear from Oregon State University PhD candidate Brian Erickson, who has reviewed an immense collection of ocean acidification resources, taught in classrooms and developed a curriculum for classroom teachers.
Finally, they spent a morning working through some exercises with artist and ocean historian Samm Newton. Samm asked the teachers to dig into the questions “what do we know,” “how do we know it,” and “why do we care.” Then they worked as a group to identify ways that environmental arts and humanities could strengthen ocean acidification lessons.
Teachers on the Estuary (TOTEs) are professional development workshops offered by National Estuarine Research Reserves designed to provide hands-on experience in estuary science concepts that can be applied in the classroom. Participating in a TOTE allows educators to explore coastal habitats and conduct field investigations, learn from local scientists and experienced coastal educators.
“It truly felt like a deep dive and it will definitely impact my teaching significantly.”
“There was a lot of variety; lectures, speakers, activities, field trip, boat excursion, group work and art. Which kept the pacing lively and engaging.”
The next climate TOTE workshop at South Slough will be held Jun 19-22. For more information and to register, visit the Eventbrite site
Jaime Belanger is the Education Coordinator for the South Slough National Estuarine Research Reserve in Charleston, OR. In addition to providing professional development workshops for educators, she develops and leads students on field experiences at the Reserve throughout the year, and also works with teachers and students at their schools. South Slough NERR and UO’s Oregon Institute of Marine Biology are partners in the Oregon Coast STEM Hub.
More than 170 elementary and middle school students converged on OSU’s Hatfield Marine Science Center on March 5th to compete in the 7th annual Oregon Coast Renewable Energy Challenge hosted by Oregon Sea Grant and the Oregon Coast STEM Hub. For weeks leading up to the event, students from Lincoln City, Newport, Waldport, and Florence researched renewable energy, explored existing and emerging technologies, and worked in teams building their own model devices. At the competition, students put their wind and solar energy devices to the test to see how their devices performed.
More than 40 teams designed wind turbines and tested them in a wind tunnel to determine which device produced the most energy. Students made their turbines from materials ranging from cardboard to 3-D printed plastic; their models varied in the number, size, shape, and angle of turbine blades. In addition, 22 teams tested solar boats in outdoors water tanks to see which model traveled the fastest. A variety of boat shapes and materials were represented, with designs using everything from plastic water bottles, duct tape and cork, to cardboard.
In all, 40 science and engineering professionals volunteered at the event, helping with judging, scoring, and operating testing stations. Each student team was interviewed by a pair of Engineering Judges. Points were awarded based on student responses to questions about how the team’s device worked and their design process. The judges were impressed with the students, their designs, and their ability to explain the reasons why their device performed as it did.
Employment in the Renewable Energy sector provides high wage jobs for those with strong Science, Technology, Engineering, and Math (STEM) skills. By engaging students in hands-on STEM activities with real-world connections, the Oregon Coast Renewable Energy Challenge aims to get young people excited about STEM and STEM careers.
Winners of this year’s Oregon Coast Renewable Energy Challenge are listed below. Top wind teams are invited to participate in the National KidWind Challenge in Houston, Texas in May.
2019 Oregon Coast Renewable Energy Winners:
WIND ENERGY
1st Place Ms. Kilduff’s team #10 “Keelah & Sugar”, Crestview Heights School – Waldport
2nd Place Ms. Saxton’s team #6 “Windwalkers” from Crestview Heights School – Waldport
3rd Place Ms. Hill’s team #4 “Tornado Turbines” from Crestview Heights School – Waldport
SOLAR ENERGY
1st Place Ms. LaMarche’s team #5 “Famous Four” from Taft Elementary – Lincoln City
2nd Place Ms. LaMarche’s team #1 “The Monsters” from Taft Elementary – Lincoln City
3rd Place Ms. McDermott’s team #3 “Orange Team” from Sam Case School – Newport
Cait Goodwin is the Communications Coordinator for the Oregon Coast STEM Hub. If you would like to share your Oregon Coast STEM education story on this blog, contact her at cait.goodwin@oregonstate.edu.
