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My experience with teaching geophysics to high-school students

It all started with a rather inconspicuous email with the subject title: Do you fancy primary schools? I got quite confused. Why would I get such a message? I am not a teacher. Hmm. Luckily, I decided to read the email anyway. It said something about a program called Rent-A-Scientist. I was still confused, since I am not a scientist, yet. Hmm. Luckily, I decided to read further. There it was: Kiel-Region would be enourmously happy to find some university students that would like to present exciting topics of their choice to pupils at schools. Hmm. I am a university student!

So I answered that email, asked questions about how that would work and what I would have to do exactly. And the people from the Kiel-Region association and also from the center for key-skills at the university have been so friendly and encouraging, that finally I was sure: I will do it. I don’t want to miss this experience.

But what should I talk about? Which should be the topic of my choice? The final idea struck me, when I was once again trying to explain my study program to someone. People usually have funny ideas what geophysicists are doing, usually quite far from reality. But now, for once, I had the opportunity to improve that and tell a bunch of young people in one stroke about what geophysics is from my perspective. I collected subtopics and pictures, created some slides and invented some interactive exercises. Then, for the application process, I needed to describe my topic and content in an online form, which I did very thoroughly with many important (and maybe a little exaggerated) key words like energy supply, sustainability, climate change, civil protection, future strategies…. That must catch the teachers who will select my offer, I thought. As soon as I was finished, I could read what the other scientists (or students) had written. It was so much more appealing! They made their topics exciting, they wrote it as a narrative, more like a thrilling short story with an open end. I almost lost hope that anyone would book my offer which sounded so serious and boring compared to that. (Besides, they cut out my nice portrait on the research vessel with the sea and sunshine in background, took only the foreground (=me with an ugly helmet) and made it black-and-white, which looked … strange.)

As you might have expected, schools did choose my offer (otherwise I wouldn’t have been able to write this article). And they were three! Three 9th grade classes on high schools in Kiel. Communication with the physics teachers went well and we chose a convenient time and place. I asked for magnets, paper cards, felt-tip pens and the blackboard to prepare, as well as a computer with a projector to open my presentation.

The days came and apart from some technical issues (as usual) it went quite well. In general, the students were attentive, they raised their hands when I asked something and we had some nice discussions. I noticed that my presentation was far too long for the 45-minutes time slot at the first school, but luckily I had more time in the other cases. Sometimes, it was a bit loud as the students discussed with their chair neighbors and I didn’t know how to get their attention back. That is probably what makes the education and experience of a teacher. But with the next beautiful picture I had them focused again. What really was fun for me were the discussions that went so differently at the different schools. Once, we brainstormed what we could maybe find beneath the schoolyard with geophysical methods (catacombs and death bodies?? I aimed more for example for salt or ground water). Or when I asked everyone to say one important thing that we need metal for: …, headphones, jewellery, braces for teeth?! Of course the most important things.

All in all it was a positive experience for me. I believe, I got some more students interested in geophysics or its subtopics, everyone was nice and respectful, I saw some exceptional school architecture from the inside, and everyone learned something. At the very least, I did!

Julia Knüppel

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Back to school with Rent-a-Scientist 2023

Ocean Acidification

First Week of Cruise MSM142 – Into the Labrador Sea

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After a slight delay of the Maria S. Merian caused by late-arriving containers our research cruise MSM142 finally got underway. By last Tuesday (24.03.2026), the full scientific team had arrived in Nuuk, the capital of Greenland, and the ship reached port on Wednesday (25.03.2026) morning. That same day, scientists and technicians moved on board and immediately began preparations, assembling and testing our instruments. Although the mornings on Wednesday and Thursday were grey and overcast, the afternoons cleared up beautifully. This gave us valuable time to organize equipment on deck and store empty boxes back into the containers before departure.

Foto: Julia Pelle

Given the forecast of harsh conditions outside the fjord, we carried out the mandatory safety drill while still in harbour. This included practicing emergency procedures and boarding the lifeboat. After completing border control, we were finally ready to leave Nuuk. We set sail on March 27th, heading into the Labrador Sea to begin our mission. Even before starting scientific operations, we tested the setup for deploying our gliders without releasing them during the transit out of the fjord. Once we reached open waters, we were met by high waves the following morning. For some on board, this was their first experience under such rough sea conditions. Seasickness quickly became a challenge for a few, while scientific work had to be temporarily postponed due to the strong winds and sea conditions. Together with the crew, we discussed how best to adapt our measurement plans to the given weather conditions. On March 29th, we were finally able to begin our scientific program with the first CTD deployment. A CTD is an instrument used to measure conductivity, temperature, and depth, which are key parameters for understanding ocean structure.  

Foto: Julia Pelle

During the following night, we continued with additional CTD stations and successfully recovered two moorings: DSOW 3 and DSOW 4, located south of Greenland. These moorings carry instruments at various depths that measure velocity, temperature, and salinity. DSOW 4 was redeployed on the same day, while DSOW 3 followed the next day. In addition, the bottles attached to the CTD’s rosette can be used to collect water samples from any desired depth. These samples can be used, for example, to determine the oxygen content, nutrient levels, and organic matter.

Foto: Julia Pelle

Both are part of the OSNAP array, a network of moorings spanning the subpolar North Atlantic. On these moorings are a few instruments, for example microcats which measure temperature, pressure and salinity.

We then conducted around 25 CTD stations spaced approximately 3 nautical miles apart across an Irminger ring identified from satellite data. This high-resolution sampling was necessary to capture the structure of an Irminger Ring, which had a radius of about 12 km wide.

Foto: Julia Pelle

The days leading up to April 2nd were marked by very rough weather conditions. Life on board became both challenging and, at times, unintentionally entertaining sliding chairs were not uncommon. During the night from April 1st to April 2nd, winds reached 11 Beaufort with gusts up to 65 knots, forcing us to pause our measurements. Fortunately, conditions improved by morning, allowing us to resume our work. As well as with the help of the crew we had to adapt to the harsh weather conditions to continue our scientific work. On the 3rd of April, we were able to deploy a few gliders and one float. An ocean glider is an autonomous underwater Vehicle, which you can steer remotely and send to different locations, while it is measuring oceanographic key parameters.

Foto: Julia Pelle

This research cruise focuses on understanding small-scale processes in the ocean and their connection to the spring bloom, an essential phase in marine ecosystem in subpolar regions. Despite the challenging start, we have already gathered valuable data and look forward to the weeks ahead in the Labrador Sea. 

First Week of Cruise MSM142 – Into the Labrador Sea

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Ocean Acidification

All About False Killer Whales

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Despite their dramatic name, false killer whales aren’t an orca species. These animals are dolphins—members of the same extended family as the iconic “killer whale” (Orcinus orca). Compared to their namesake counterparts, these marine mammals are far less well-known than our ocean’s iconic orcas.

Let’s dive in and take a closer look at false killer whales—one of the ocean’s most social, yet lesser-known dolphin species.

Appearance and anatomy

False killer whales (Pseudorca crassidens) are among the largest members of the dolphin family (Delphinidae). Adults can grow up to 20 feet long and weigh between 1,500 and 3,000 pounds, though some individuals have been recorded weighing even more. For comparison, that’s roughly double the size of a bottlenose dolphin—and slightly larger than a typical sedan.

These animals are incredibly powerful swimmers with long, torpedo-shaped bodies that help them move efficiently through the open ocean in search of prey. Their skull structure is what earned them their name, as their head shape closely resembles that of orcas. With broad, rounded heads, muscular jaws and large cone-shaped teeth, early scientists were fascinated by the similarities between these two marine mammal species.

Although their heads may look somewhat like those of orcas, there are several ways to distinguish false killer whales from their larger namesake counterparts.

One of the most noticeable differences has to do with their coloration. While orcas are known for their iconic black-and-white pattern with paler underbellies, alternatively, false killer whales are typically a uniform dark gray to black in color—almost as if a small orca decided to roll around in the dirt. If you’ve ever seen the animated Disney classic 101 Dalmatians, the difference is a bit like when the puppies roll in soot to disguise themselves as labradors instead of showing their usual black-and-white spots.

Their teeth also present a differentiator. The scientific name Pseudorca crassidens translates almost literally to “thick-toothed false orca,” a nod to their sturdy, cone-shaped teeth that help these animals capture prey. Orcas tend to have more robust, bulbous heads, while false killer whales appear slightly narrower and more streamlined.

A false killer whale surfaces to breathe in incredibly blue ocean waters.

Behavior and diet

False killer whales are both highly efficient hunters and deeply social animals. It’s not unusual to see them hunting together both in small pods and larger groups as they pursue prey like fish and squid.

Scientists have even observed false killer whales sharing food with each other, a behavior that is very unusual for marine mammals. While some dolphin and whale species work together to pursue prey, they rarely actively share food. The sharing of food among false killer whales spotlights the strong social bonds within their pods. Researchers believe these tight-knit social connections help false killer whales thrive in offshore environments where they’re always on the move.

Maintaining these close bonds and coordinating successful hunts requires constant effective communication, and this is where false killer whales excel. Like other dolphins, they produce a variety of sounds like whistles and clicks to stay connected with their pod and locate prey using echolocation. In the deep offshore waters where they live, sound often becomes more important than sight, since sound travels much farther underwater than light.

Where they live

False killer whales are highly migratory and travel long distances throughout tropical and subtropical waters around the world. They prefer deeper waters far offshore, and this pelagic lifestyle can make them more difficult for scientists to study than many coastal dolphin species.

However, there are a few places where researchers have been able to learn more about them—including the waters surrounding the Hawaiian Islands.

Scientists have identified three distinct groups of false killer whales in and around Hawaii, but one well-studied group stays close to the main Hawaiian Islands year-round. Unfortunately, researchers estimate that only about 140 individuals remained in 2022, with populations expected to decline without action to protect them. This is exactly why this group is listed as endangered under the U.S. Endangered Species Act and is considered one of the most vulnerable marine mammal populations in U.S. waters.

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Current threats to survival

False killer whales are currently listed as Near Threatened on the IUCN Red List. From climate change-induced ocean acidification and harmful algal blooms to marine debris and fishing bycatch, false killer whales face the same mounting pressures that are impacting marine ecosystems around the world. As their prey becomes scarce due to increasing threats, populations of top predators like these decline, serving as a powerful signal that the ocean’s overall health is in critical need of protection.

Here at Ocean Conservancy, we’re working daily to confront these threats head-on and protect the ecosystems and wildlife we all cherish so dearly. But we can’t do it without you. Support from ocean lovers is what powers our work to protect our ocean, and right now, our planet needs all the help it can get. Visit Ocean Conservancy’s Action Center today and join our movement to create a better future for our ocean, forever and for everyone.

The post All About False Killer Whales appeared first on Ocean Conservancy.

https://oceanconservancy.org/blog/2026/03/31/false-killer-whales/

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Ocean Acidification

It’s been a long time since I posted here!

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A lot has happened in the meantime: I became an Associate Professor at the University of Southern Denmark, we all lived through the Corona period, then slowly adjusted to the post‑pandemic stability, only to find ourselves again in turbulent political times. I am now affiliated with the Marine Research Center in Kerteminde, a beautiful coastal town on the island of Fyn. My plan is to share small updates on my research and activities every now and then. So let’s start with yesterday’s sampling trip for benthic phytoplankton, carried out by my colleague, Prof. Kazumasa Oguri. The sampling will help prepare for the first‑semester bachelor students who will join his small but fascinating project. This project is all about the benthic diatoms that form dense, photosynthetic communities on tidal‑flat sediments. Their daytime oxygen production enriches the sediment surface and allows oxygen to penetrate deeper, supporting diverse organisms that rely on aerobic respiration. The project will explore how oxygen distribution and oxygen production/consumption in sediments change under different light conditions (day, night, sunrise/sunset). The team will incubate benthic diatom communities in jars and measure oxygen profiles using an oxygen imaging system under controlled light regimes.

Yesterday, we visited several potential sampling sites where students can carry out their fieldwork. I encourage all PIs in our group to define at least one small project related to Kerteminde Fjord, where our laboratories are located. Over time, I hope we can build a more integrated dataset describing the marine and coastal ecosystems of the area.

Another activity currently in preparation is a project on marine invasive species in Kerteminde, which will feed into a course I will run in July and a master’s thesis project. More will come later.

Let’s hope for a more continuous blog from here on, keeping track of our activities, with or without jellyfish!

Under the microscope, golden-brown microalgae spread in a star-like pattern, revealing the hidden architecture of life in a drop of water. (Kazumasa Oguri-March 2016)
A closer view shows delicate plankton cells and chain-like structures, offering a glimpse into the rich diversity of the microscopic world. (Kazumasa Oguri, March 2016)

It’s been a long time since I posted here!

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