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
Learn more about Rent-a-scientist
Ocean Acidification
Between Storms and Science: Easter in the Labrador Sea (04.04.26–13.04.26)
Between all the scientific work, we celebrated Easter on board, although the weather had other plans for us. Due to rough conditions, we weren’t able to carry out any CTD casts.

Easter itself was spent in a mix of rest and small celebrations. Some of us enjoyed a long Easter breakfast with traditional Easter bread, while others took the opportunity to sleep in. In the evening, we gathered with both crew and scientists for a small celebration. The ship’s cook even organized a quiz, and those who answered correctly were rewarded with Easter chocolate.
The next day, the weather improved, and we began early with the recovery of K1, a 3,495-meter-long mooring in the middle of the Labrador Sea.
We joined the nautical officers on the bridge before sunrise to search for it. Fortunately, K1 has a floating buoy with a light, so we were able to spot it even in the dark. The actual recovery started at first light, and it began to snow while we were working.


Amid all the CTDs and mooring operations, there was also a personal highlight: my (Sarah’s) birthday. Although I’ve spent birthdays away from home before, this one felt especially unique, being so far out at sea, with only limited internet contact.
Normally, I work the 4-8 shift, but my incredibly kind shift team gave me the morning off. That meant I could sleep in and even find time to call family and friends back home. In the afternoon, I was surprised with my favourite cake, baked by Julia.
Our work continued with the mooring array at 53°N, which consists of seven moorings. So far, we have recovered five (K7, K8, K9, DSOW1 and DSOW2), and three of them have already been redeployed (K7, K8 and DSOW1,).
Deploying K7 turned out to be particularly tricky. On our first attempt, sea ice drifted toward us faster than expected, forcing us to recover nearly half of the mooring again. While the ship itself can handle drifting ice, deploying a mooring is much more delicate: a long cable with instruments and floats is released behind the ship before the anchor is dropped, allowing the system to sink into place.
Two days later, we tried again and this time, the deployment was successful.

Afterwards, we moved closer to the sea ice, which was a highlight for many of us. Seeing the ice up close and even spotting a seal swimming nearby, made the experience unforgettable.


Due to the continuing harsh weather, the decision was made to return to K1 and make use of an upcoming weather window for deployment the following day.
German:
Zwischen Stürmen und Wissenschaft: Ostern in der Labradorsee (04.04.26 – 13.04.26)
Zwischen all der wissenschaftlichen Arbeit haben wir Ostern an Bord gefeiert, auch wenn das Wetter andere Pläne für uns hatte. Aufgrund der rauen Bedingungen konnten wir keine CTD-Messungen durchführen (Messungen von Leitfähigkeit, Temperatur und Tiefe im Ozean).

Ostern selbst war eine Mischung aus Erholung und kleinen Feierlichkeiten. Einige von uns genossen ein ausgedehntes Osterfrühstück mit traditionellem Osterbrot, während andere die Gelegenheit nutzten, etwas länger zu schlafen. Am Abend kamen Crew und Wissenschaftler*innen zu einer kleinen Feier zusammen. Der Koch organisierte sogar ein Quiz, und wer die Fragen richtig beantwortete, wurde mit Oster-Schokolade belohnt.
Am nächsten Tag besserte sich das Wetter, und wir begannen früh mit der Bergung von K1, einer 3.495 Meter langen Verankerung mitten in der Labradorsee. (Eine Verankerung ist eine lange, am Meeresboden befestigter Draht, der mit Instrumenten ausgestattet ist, um über längere Zeit Ozeandaten zu messen.)
Noch vor Sonnenaufgang gingen wir mit den nautischen Offizieren auf die Brücke, um nach ihr Ausschau zu halten. Glücklicherweise verfügt K1 über eine schwimmende Boje mit Licht, sodass wir sie bereits im Dunkeln entdecken konnten. Die eigentliche Bergung begann bei Tagesanbruch und es begann sogar zu schneien.


Zwischen all den CTD-Einsätzen und Verankerungsarbeiten gab es auch ein persönliches Highlight: meinen (Sarahs) Geburtstag. Obwohl ich schon öfter Geburtstage fernab von zu Hause verbracht habe, war dieser besonders, so weit draußen auf dem Meer und mit nur eingeschränktem Internetkontakt.
Normalerweise arbeite ich in der 4-8 Uhr Schicht, aber mein unglaublich nettes Schichtteam hat mir den Morgendienst freigegeben. So konnte ich etwas länger schlafen und hatte sogar Zeit, mit Familie und Freunden zu Hause zu telefonieren. Am Nachmittag wurde ich dann noch mit meinem Lieblingskuchen überrascht, den Julia für mich gebacken hat.
Unsere Arbeit ging weiter mit dem Verankerungs-Array bei 53°, das aus sieben Verankerungen besteht. Bisher haben wir fünf geborgen (DSOW1, DSOW2, K7, K8 und K9), von denen drei bereits wieder ausgebracht wurden (DSOW1, K7 und K8).
Das Ausbringen von K7 erwies sich als besonders schwierig. Beim ersten Versuch trieb das Meereis schneller auf uns zu als erwartet, sodass wir fast die Hälfte der Verankerung wieder einholen mussten. Obwohl das Schiff selbst gut durch treibendes Eis navigieren kann, ist das Ausbringen einer Verankerung deutlich anspruchsvoller: Dabei wird ein langer Draht mit Messinstrumenten und Auftriebskörpern hinter dem Schiff ausgesetzt, bevor am Ende der Anker gelöst wird und das gesamte System absinkt.
Zwei Tage später versuchten wir es erneut, diesmal mit Erfolg.

Anschließend fuhren wir näher an das Meereis heran, was für viele von uns ein besonderes Highlight war. Das Eis aus nächster Nähe zu sehen und sogar eine Robbe in der Nähe schwimmen zu beobachten, machte das Erlebnis unvergesslich.


Aufgrund der weiterhin rauen Wetterbedingungen wurde schließlich entschieden, zu K1 zurückzukehren, um ein bevorstehendes Wetterfenster für die Ausbringung am nächsten Tag zu nutzen.
Between Storms and Science: Easter in the Labrador Sea (04.04.26–13.04.26)
Ocean Acidification
Humans Just Flew Around the Moon This Week. But Would Babies Born There Ever Truly Feel Gravity? Ask Jellyfish Babies.
This week, NASA’s Artemis II crew made history by flying around the Moon and returning safely to Earth, the first human journey to the Moon’s vicinity in more than 50 years. It was a stunning reminder that humanity is no longer just dreaming about living beyond Earth. We are actively rehearsing for it.
And that leads to a much stranger, deeper question: even if one day we build skyscrapers on the Moon, raise families there, and turn space into a place to live, will babies born away from Earth develop a normal sense of gravity? Or will their bodies learn the universe differently?
To explore that question, NASA once turned to an unexpected stand-in for human babies: jellyfish babies. On the STS-40 mission, scientists sent thousands of tiny jellyfish polyps into space because jellyfish, like humans, rely on gravity-sensing structures to orient themselves. The experiment asked a simple but profound question: if a living body develops in microgravity, will it still know how to handle gravity later?
The answer was both fascinating and unsettling. The jellyfish developed in space in large numbers, but once back under Earth’s gravity, the ones that had developed in microgravity showed far more pulsing abnormalities than the Earth-grown controls. In other words, their bodies formed, but their sense of balance did not seem to work quite the same way.
That is why this old jellyfish experiment still matters today. Before we imagine lunar cities, schools, nurseries, and generations born off-world, we need to ask not only whether humans can survive in space, but whether developing there changes how the body understands something as basic as up, down, and movement. Jellyfish babies cannot tell us everything about human children, but they may have given us one of the first clues that life born beyond Earth might not come home unchanged.

Reference: https://nlsp.nasa.gov/view/lsdapub/lsda_experiment/0c10d660-6b12-573d-8c3b-e20e071aed3b
Image: GEOMAR, Sarah Uphoff
Ocean Acidification
First Week of Cruise MSM142 – Into the Labrador Sea
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.


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.


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.


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.

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.


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.
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