New steps towards community engagement: introducing high schoolers to the field

By Florence Sullivan, MSc, GEMM Lab Research Assistant

This summer, I had the pleasure of returning to Port Orford to lead another field season of the GEMM Lab’s gray whale foraging ecology research project.  While our goal this summer was to continue gathering data on gray whale habitat use and zooplankton community structure in the Port Orford region, we added in a new and exciting community engagement component: We integrated local high school students into our research efforts in order to engage with the local community to promote interest in the OSU field station and the research taking place in their community. Frequent blog readers will have seen the posts written by this year’s interns (Maggie O’Rourke Liggett, Nathan Malamud, and Quince Nye) as they described how they became interns, their experience doing fieldwork, and some lessons they’ve learned from the project. I am very impressed with the hard work and effort that all three of them put into making this field season a success.  (Getting out of a warm bed, and showing up at the field station at 6am sharp for five weeks straight is no easy feat for high-schoolers or an undergrad student during summer break!)

Quince hard at work scanning the horizon for whale spouts. photo credit: Alexa Kownacki

During the month of August, our team collected the following data on whale distribution and behavior:

  •  Spent 108 hours on the cliff looking for whales
  • Spent 11 hours actively tracking whales with the theodolite
  • Collected 19 whale tracklines
  • Identified 15 individual whales using photo-ID – Two of those whales came back 3 times each, and one of them was a whale nick-named “Buttons” who we had tracked in 2016 as well.

We also collected data on zooplankton – gray whale prey – in the area:

  • Collected 134 GoPro videos of the water column at the 12 kayak sample sites
  • Did approximately 147 zooplankton net tows
  • Collected 64 samples for community analysis to see what species of zooplankton were present
  • Collected 115 samples for energetic analysis to determine how many calories can be derived from each zooplankton
The 2017 field team. From left to right: Tom Calvanese (Field Station Manager), Florence Sullivan (Project Lead), Quince Nye, Maggie O’Rourke-Liggett, and Nathan Malamud. Photo credit: Alexa Kownacki

Since I began this project in 2015, I have been privileged to work with some truly fantastic interns.  Each year, I learned new lessons about how to be an effective mentor, and how to communicate our research goals and project needs more clearly. This year was no exception, and I worked hard to bring some of the things I’ve learned into my project planning.  As the team can tell you, science communication, and the benefits of building good will and strong community relationships were heavily emphasized over the course of the internship.  Everyone was encouraged to use every opportunity to engage with the public, explain our work, and pass on new things they had learned.  Whenever the team encountered other kayakers out on the water, we took the time to share any cool zooplankton samples we gathered that day, and explain the goals of our research.  Maggie and I also took the opportunity to give a pair of evening lectures at Humbug Mountain State Park, which were both well attended by curious campers.

Florence and Maggie give evening lectures at Humbug Mountain State Park

In addition, the team held a successful final community presentation on September 1 at the Port Orford Field Station that 45 people attended!  In the week leading up to the presentation, Quince and Nathan spent many long hours working diligently on the powerpoint presentation, while Maggie put together a video presentation of “the intern experience” (Click here for the video showcased on last week’s blog).  I am incredibly proud of Nathan and Quince, and the clear and confident manner in which they presented their experience to the audience who showed up to support them.  They easily fielded the following questions:

Q: “How do you tell the difference between a whale that is searching or foraging?”

A: When we look at the boundaries of our study site, a foraging whale consistently comes up to breathe in the same spot, while a searching whale covers a lot of distance going back and forth without leaving the general area.

Q: “How do we make sure that this program continues?”

A: Stay curious and support your students as they take on internships, support the field station as it seeks to provide resources, and if possible, donate to funds that raise money for research efforts.

Nathan talks about the plankton results during the final community presentation. photo credit: Alexa Kownacki
The audience during the final community presntation. photo credit: Alexa Kownacki
Quince and Nathan answer questions at the end of the community presentation. photo credit: Alexa Kownacki

When communicating science, it is important to results into context.  In addition to showcasing the possibilities of excellent research with positive community support, and just how much a trio of young people can grow over the course of 6 weeks, this summer has highlighted the value of long term monitoring studies, particularly when studying long-lived animals such as whales. We saw far fewer whales this summer than compared to the two previous years, and the whales spent much less time in the Port Orford area (Table 1). As a scientist, knowing where whales are not (absence data) is just as important as knowing where whales are (presence data), and these marked differences drive our hypotheses! What has changed in the system? What can explain the differences in whale behavior between years?  Does it have to do with food quality or availability?  (This is why we have been gathering all those zooplankton samples.) Does it have to do with other oceanographic factors or human activities?

Table 1. Summary of whale tracking efforts for the three seasons of field work in Port Orford.   Notice how in 2017 we only collected 194 whale location points (theodolite marks). This is about 92% less than in the previous years.

2015 2016 2017
Hours spent watching 72:49 148:30 108
Hours spent tracking 80:39* 82:30 11
Number of individuals 43 50 15
Number of theodolite marks 2483 2414 194

*we often tracked more than one individual simultaneously in 2015

Long term monitoring projects give us a chance to notice differences between years, and ask questions about what are normal fluctuations in the system, and what are abnormal. On top of that, projects like this create the opportunity for additional internships, and to mentor more students in the scientific method of investigation.  There is so much still to be explored in the Port Orford ecosystem, and I truly hope this program is able to continue.  If you are interested in making a monetary contribution to sustain this research and internship program, donations can be accepted here (gemm lab fund) and here (field station fund).

Quince records zooplankon sample weights in the wet lab.
Quince sorts through a zooplankton sample in the wet lab.
Nathan stores zooplankton community analysis samples
Maggie and Nathan out in the kayak
Quince and Maggie in the kayak
Maggie, Florence and Quince enjoy the eclipse!
Quince and Maggie bundle up on the cliff as they watch for whales.
Nathan and Quince organize data on the computer at the end of the day.
Quince and Nathan build sand castles as we wait for the fog to clear before launching the research kayak

This research and  student internships would not have been possible without the generous support from Oregon Sea Grant, the Oregon Coast STEM hub, the Port Orford Field Station, South Coast Tours, partnerships with the Bernard and Chapman labs, the OSU Marine Mammal Institute, and the Geospatial Ecology of Marine Megafauna Lab.

Through the intern’s eyes; a video log of the 2017 gray whale foraging ecology project.

By: Maggie O’Rourke-Liggett, GEMM lab summer intern, Oregon State University

Enjoy this short video showcasing the intern experience from the gray whale foraging ecology project this summer. Check back next week for a recap of our preliminary results.

The passion of a researcher

By Quince Nye, GEMM Lab Summer Intern, Pacific High School Junior

I have spent a lot of my life surrounded by nature. I like to backpack, bike, dive, and kayak in these natural environments. I also have the luck of having parents who are always planning to take me on another adventure where I get to see nature and its inhabitants in ways most people don’t get to enjoy.

Through my backyard explorations, I have begun to realize that Port Orford has an amazing ecosystem in the coves and rivers that are very tied into our community. I’ve fished and swam in these rivers, gone on kayaking tours in these coves (with a great kayak company called South Coast Tours that we partner with), and I’ve seen the life that dwells in them.

Nathan and Maggie paddle out to Mill Rocks for early morning sample collection

Growing up in a school of less than 100 kids I have learned to never reject an opportunity to be a part of something bigger and learn from that experience. So when one of my close friends told me about an OSU project (a college I’m interested in attending) that needed interns to help collect data on gray whales, and kayak almost every day, I signed up without a doubt in my mind.

The team gets some good practice tracking Buttons (Whale #3).  Left to right; Quince, Nathan, Maggie, Florence.

Fast forward a month, and I wake up at 5:20 am. I eat breakfast and get to the Port Orford Field Station. We make a plan for the operations of both the kayak team and cliff team. Today, I’m part of the cliff team, so I head up above the station to Fort Point. Florence and I set up the theodolite and computer at the lookout point and start taking half hour watch shifts searching the horizon for the spout of a gray whale.  Sometimes you see one right away, but other times it feels like the whales are actively hiding from you. These are the times I wish Maggie was here with her endless supply of Disney soundtracks to help pass the hours.

Imitating a ship’s captain, Quince points toward our whale while shouting “Mark”.

A whale spouts out at Mill Rocks and starts heading across to the jetty. Hurray, its data collection time! I try to quickly move the cross-hairs of the theodolite onto the position of the whale using a set of knobs like those on an etch-a-sketch. As you may understand, it’s not an easy task at first but I manage to do it because I’ve been practicing for three weeks. I say “Mark!” cueing Florence to click a button in the program Pythagoras on the computer to record the whale’s position.

The left hand side of Buttons – notice the scatter of white markings on the upper back.

Meanwhile, Florence sees that the whale has two white spots where the fluke meets the knuckles. Those are identifying marks of the beloved whale, Buttons. This whale has been seen here since 2016 and is a fan favorite for our on-going research program. Florence gets just as excited every time and texts her eagerly awaiting interns of previous years all about the sighting. Of course Buttons is not the only whale to have identifying marks such as scars and pigmentation marks. This is why we make sure to get photos of the whales we spot, allowing us to do photo-ID analysis on them through comparison to our database of pictures from previous years.

Quince practices CPR protocol on a training mannequin on his first day.

So far I have gained skill after skill in this internship. I got CPR certified, took a kayak training class, learned how to use a theodolite, and have spent many educational (and frustrating) hours entering data in Excel. I joined the program because I was interested in all of these things. It surprised me that I was developing a relationship with the whales I’m researching. By the end of August I’m now sure that I will also know many of the whales by name. I will probably be much better at using an etch-a-sketch, and I will have had my first taste at what being a scientist is like. What I strive for, however, is to have the same look in my eyes that appears in Florence’s whenever a familiar whale decides to browse our kelp beds.

Curiosity and Community, new ways of exploring our environment.

By Nathan Malamud, GEMM Lab summer intern, Pacific High School senior

I am someone who has lived in a small town for all his life. Pretty much everyone knows each other by their first name and my graduating class only has around 20 people. Everywhere you look you will find a farm, ranch, or cranberry bog (even our school has two bogs of their own!). Because of my small town life, I have a strong sense of community. However, I have also developed a curiosity about natural and global phenomena. I try to connect these two virtues by participating in scientific efforts that help my community. When I heard that the OSU Port Orford Field Station was offering internships, I knew right away that it would definitely be a great experience for me.

The view from our field site at Fort Point in Port Orford

Port Orford, on Oregon’s southern coast, is a town that is closely tied to the ocean. So naturally, it’s important to understand and monitor our surroundings so that our town can thrive. Last year, my Marine Science class helped me further understand the complexity of the ocean. Our first semester taught us all about marine biology, zoology, and ecology. Our second semester immersed us into oceanography, ocean geology, and ocean chemistry. During the second semester, we also took trips to our town’s marine science center and to the marine reserve near Rocky Point. I loved this course and decided to try to expand my knowledge about the subject by going to the OSU Field Station.

Our safety instructor teaches takes us through basic paddling techniques

As an intern, I am currently working with three teammates to understand the feeding behavior of gray whales – what places they like to eat zooplankton the most and why they like to eat there. This whale project helps our community by Port Orford enabling high school students to perform college-level scientific research and inquiry, as well as allowing us to learn valuable skills such as CPR, surveying using a theodolite, working with chemicals in a lab, and data processing.

We had to learn how to rescue ourselves just in case we have an accident in the boat.
We all made it back in the boat!

This internship with OSU’s GEMM Lab has taught me many new skills and given me new experiences that I have never had before. Before this internship, I had never been in a kayak. Now, I go out on the water nearly every other day! When on the water, I always try to sharpen my navigating skills. I use a GPS to pinpoint the locations of our sampling stations, and I communicate to my partner where we need to go and how we will get there.

Its very important to stretch before kayaking every morning.

Once we are there, it is my job to keep the boat close to the station location so that my partner can get accurate samples. This part is a very tricky task, because not only do I have to pay attention to the GPS to make sure we are within 10 meters of the spot, but I also have to pay attention to my surroundings. I have to look at the ocean, and figure out what direction the waves are coming from. I have to watch how external forces, like wind and currents, can cause the boat to drift far from station, and I have to correct drifting with gentle paddle strokes. This is hard, especially since the kayak is so light and easy to get pushed around by the wind. However, despite the difficulty, I have learned that it is crucial not to panic. Frustration only makes things worse. The key is to maintain a harmonic balance of concentration and zen.

I have also learned that when collecting data in the field, it’s important to observe and document as much as possible. When we are in the kayak, we have 12 stations that we try to visit every day (as long as the weather cooperates). At each station, we first use a secchi disk to test the water clarity, then lower the GoPro to film the water column and see where the zooplankton are. Sometimes we catch other interesting things on the video too, such as siphonophores (my personal favorites are jellies and salps) and rockfish.

A siphonophore
A rockfish captured with our GoPro.

Next we tow a zooplankton net through the water, and let it collect zooplankton of all shapes and sizes, from tiny mysids to skeleton shrimp. Then we proceed to the next station and repeat the process. We have to remember to label everything, and tell the GoPro camera what station we’re at so we can sort all the information correctly when we get back to the field station. At the end of the day, we log our data into a computer, and preserve half our plankton samples with ethanol, so that we can identify the species present.  The other half gets frozen for caloric content analysis by our collaborator Dr. Kim Bernard to help us understand how much zooplankton a whale needs to eat to meet its energy needs each day.

By repeating this entire process every day, we are able to look at daily changes, which also helps us to better understand why whales spend time in certain areas and not others. Be sure to check out my teammate Maggie’s blog post about some of the tools and technologies we use to track the whales!

This whale project has been, and definitely still is, a great experience for me! I have learned a lot and have worked with some amazing people. I believe that I am learning many valuable skills, and that the skills I learn will allow me to help my community.

A Little Slice of Heaven

Guest writer: Maggie O’Rourke-Liggett, GEMM Lab summer intern, Oregon State University,

One of the biggest obstacles an undergraduate can face is fulfilling the degree requirement of completing an internship or research opportunity. With almost every university and degree program requiring it for graduation and many employers requiring prior experience, the amount of pressure and competition is intense.

After being rejected from the internships I applied for earlier in the year, I heard about Dr. Leigh Torres’s research with the Geospatial Ecology of Marine Megafauna (GEMM) Lab . I decided to email her and ask if she had any open positions. Fast-forward a few weeks and I am collaborating with Florence Sullivan, a recent masters graduate from OSU, on the logistics of my Gray Whale Foraging Behavior internship with the GEMM Lab.


My workstation while I conduct photo identification analysis in the field station classroom. The photos are displayed and organized in Adobe Bridge. Source: Maggie O’Rourke-Liggett

During my time with the GEMM Lab team, I have been assisting with photo identification analysis of gray whales (Eschrichtius robustus), using a theodolite and Pythagoras computer program to track their movements, collecting samples of the zooplankton they eat, and recording other oceanographic data with our time-depth recorder. This project is hoping to identify the drivers of gray whale fine-scale foraging behavior.  For instance: Why do gray whales spend more time in some areas than others?  Does the type or density of prey affect their behavior? Do the whales use static features like kelp beds to help find their food? As a senior currently studying oceanography, who desires to study whale behavior in the future, this internship is like finding a gold mine.

Nathan Malamud, our other high school intern, and I working together to set up the theodolite in backyard during a practice run. Source: Florence Sullivan

Ever since day one at Hatfield Marine Science Center, I’ve been working with people who share the same passions for marine mammals as me. Spending hours upon hours sorting thousands of pictures may seem like a painful, tedious job, but knowing my work helps others to update existing identification catalogs makes it worthwhile. Plus, who wouldn’t want to look at whales all day?! After a while, you start to recognize specific individuals based on their various pigment configurations and scars. Once you can recognize individuals, it makes the sorting go by faster and helps with recognizing individual whales in the wild faster. It’s always exciting to sort through the photos and observe from the cliff or kayak and recognize a whale from the photo identification work.

After Florence taught me how to set up and operate the theodolite, a survey tool used to track a whale’s movements, we taught a class to undergrads on how to use it. I’ll never get over how people’s faces lit up when we discussed how the instrument works and its role in the overall mission.

Quince Nye, one of our high school interns, using side strokes to stabilize the kayak while I deploy our zooplankton net over the side with a down rigger. Source: Florence Sullivan

These past two weeks at OSU’s Port Orford Field Station have been like living on a little slice of heaven. My days are filled with clear views of the coast and the sound of waves crashing serve as a backdrop on my home for the month, the bed-and-breakfast turned field station. Each morning, the sun fills my room as I gather my gear for the day and help my teammates load the truck. We spend long days on the water collecting zooplankton samples and GoPro video or on the cliff recording whale behavior through the theodolite. To anyone searching for an internship and feeling burnt out from completing application after application, don’t give up. You’ll find your slice of heaven too.

Life in the lab: notes from a lab meeting

By Florence Sullivan, MSc, Oregon State University

One of my favorite parts about working as a member of the GEMM lab is our monthly lab meeting. It’s a chance for everyone to share exciting news or updates about their research, discuss recent advances in our field, and of course, make the schedule for who is in charge of writing the blog each week!  Our fearless leader, Leigh, usually also has an exercise for us to complete. These have varied from writing and editing abstracts for conferences, conducting mock interviews of each other, reading and discussing relevant papers, R coding exercises, and other useful skills. Our most recent meeting featured an exciting announcement, as well as a really interesting discussion of the latest International Whaling Commission (IWC) reports of the scientific committee (SC) that I felt might be interesting to share with our readers.

First, the good news – Six GEMM lab members submitted abstracts to the 2017 Society of Marine Mammalogy Conference, and all six were accepted for either a speed talk or an oral presentation! We are very proud and excited to present our research and support each other at the conference in October.

And now, a little science history:

The IWC was originally formed as a management body, to regulate the global catch of great whales. However, it never had much legal power to enforce its edicts, and was largely ineffective in its task.  By 1986 whale populations had been decimated to such low numbers by commercial whaling efforts that a worldwide moratorium on harvest was imposed. The SC of the IWC meets on an annual basis, and is made up of leading experts in the field who give advice and recommendations to the commission.  If you are interested in seeing reports from over the years, follow this link to the IWC Archive.  The reports presented by the various sub committees of the Scientific Committee are dense, packed full of interesting information, but also contain lots of procedural minutiae.  Therefore, for this lab meeting, each of us took one of the 2017 Annexes, and summarized it for the group.

Alyssa and Dawn reviewed Annex J: Report of the working group on non-deliberate human induced mortality of cetaceans.  The report shared new data about scarring rates of bowhead whales in the Bering Sea, notably, that 2.4% of the population will acquire a new scar each year, and that by the time an individual is 25 years old, it has a 40% chance of being scarred from a human derived interaction. The study noted that advances in drone technology may be an effective tool to assess scarring rates in whale populations, but emphasized that it is important to examine stranded carcasses to ground truth the rates we are able to capture from aerial and boat based photography.  The discussion then turned to the section about ship strikes, where we learned that in a comparison of fresh scars on humpback whales, and rates of voluntarily reported ship strikes, collisions were vastly under reported. Here it was noted that injuries that did not cause visible trauma could still be lethal to cetaceans, and that even moderate speed collisions can cause non-immediate lethal injury.

Leila walked us through Annex K: Report of the standing working group on environmental concerns. This subcommittee was the first one formed by the SC, and their report touched on issues such as bioaccumulation of heavy metals in whales, global oil spill emergency response training, harmful algal blooms (HABs), marine debris, diseases of concern, strandings and related mortality, noise, climate change, loss of arctic sea ice, and models of cetacean reaction to these impacts.

A few notes of particular interest:

-PCBs and other toxins are known to accumulate in killer whales, but this report discussed high levels of lead and cadmium in gray whales, leading to the question of what might be the source – sediment deposits? Fish?

-Lots of research has been done on the outfall of HABs involving domoic acid; now there is a need for research on other types of HABs

-A website has been created to increase surveillance, diagnosis and risk management of cetacean diseases, and is currently being refined:

-Changing climate is prompting distribution shifts in a number of species, putting animals at risk of interactions with shipping lanes, and increasing contact with invasive species.

-Models of cetacean bioenergetics have found that being entangled has energy costs equivalent to migration or pregnancy. Another model found that naval noise increased the metabolic rate of individuals by 30%. Models are becoming more and more accurate and complex every year, and each new one helps provide a framework to begin to assess cumulative impacts of human-cetacean interactions.

To wrap things up, I gave a brief overview of Annex N: Report of the subcommittee on whalewatching. This report gave quick updates on a number of different whale watching research projects around the world:

-Humpback whales in Hawaii change their swim speed and dive time when they encounter vessels.

-Endangered humpbacks in the Arabian Sea may need management intervention because there have been minimal advances in standards and attitudes by whale watching outfits or recreational boaters in Oman.

-Increased interactions and close encounters may be eroding the protective social barriers between bottlenose dolphins and the public.  The committee emphasizes that cetacean habituation to humans is a serious conservation cause of concern.

After research updates, the document then details a review from the working group on swim-with-whale operations. They emphasize the need for a global database, and note that the Convention on Migratory Species and the World Cetacean Alliance are both conducting reviews of this section of the whale watching industry and that a collaboration could be beneficial. Finally, this committee often gives feedback to ongoing projects and local management efforts, but is not convinced that their recommendations are being put into practice.

As one reads this litany of issues that face cetaceans in the modern world, it can be quite disheartening. However, reports like these keep researchers up to date on the current state of knowledge, areas of concern, and questions that need answering.  They help us set our priorities and determine which piece of the puzzle we are capable of tackling.  For more on some of the projects that our lab has under taken to help tackle these issues, check out Leila’s work on stress in gray whales, Dawn’s work looking at blue whales in New Zealand, Solene’s work on humpback habitat selection, or my work on vessel interactions. Individually, it’s easy to feel small, but when you look through the archives of the IWC, and realize how far we’ve come from extractive management to active conservation, you realize that every little project adds to those before it, and together, we can make a difference.




“Marching for Science” takes many forms

By Florence Sullivan, MSc student, Oregon State University.

Earth day is a worldwide event celebrated annually on April 22, and is typically observed with beach, park, or neighborhood clean ups, and outreach events sponsored by environmental groups.  Last year, environmentalists rejoiced when 195 nations signed the Paris Agreement – to “strengthen global response to the threat of climate change by keeping global temperature rise below 2 degrees C”.

GEMM Lab member Dawn Barlow helps carry the banner for the Newport, OR March for Science which over 600 people attended. photo credit: Maryann Bozza

This year, the enviro-political mood is more somber. Emotions in the GEMM Lab swing between anger and dismay to cautious optimism and hope. The anger comes from threatened budget cuts, the dismissal of climate science, and the restructuring of government agencies, while we find hope at the outpouring of support from our local communities, and the energy building behind the March for Science movement.

The Newport March for Science. photo credit: Maryann Bozza

What is perhaps most striking about the movement is how celebratory it feels. Instead of marching against something, we are marching FOR science, in all its myriad forms. With clever signs and chants like “The oceans are rising, and so are we”, “Science, not Silence”, and “We’re nerds, we’re wet, we’re really quite upset” (it rained on a lot of marches on Saturday) echoing around the globe, Saturday’s Marches for Science were a cathartic release of energy, a celebration of like-minded people.

Our competition room for NOSB 2017! Game officials are in the front of the picture, competitors at the first two desks, and parents, coaches and supporters in the back.

While millions of enthusiastic people were marching through the streets, I “Ran for Science” at the 20th annual National Ocean Science Bowl (NOSB) – delivering question sheets and scores between competitors and graders as 25 teams competed for the title of national champion! Over the course of the competition, teams of four high school students compete through rounds of buzzer-style multiple choice questions, worksheet style team challenge questions, and the Scientific Expert Briefing, a mock congressional hearing where students present science recommendations on a piece of legislation.  The challenges are unified with a yearly theme, which in 2017 was Blue Energy: powering the planet with our ocean.  Watching the students (representing 33 states!) compete is exciting and inspiring, because they obviously know the material, and are passionate about the subject matter.  Even more encouraging though, is realizing that not all of them plan to look for jobs as research scientists. Some express interest in the arts, some in policy, or teaching or engineering. This competition is not just about fostering the next generation of leading marine scientists, but rather about creating an ocean-literate, and scientifically-literate populace.  So, congratulations to Santa Monica High School, who took home the national title for the first time this year! Would you like to test your knowledge against some of the questions they faced? Try your luck here!

Santa Monica competes in the final round

The GEMM Lab also recently participated in the Hatfield Marine Science Center’s Marine Science Day.  It’s an annual open house where the community is invited to come tour labs, meet scientists, get behind the scenes, and learn about all the exciting research going on.  For us as researchers, it’s a great day to practice explaining our work and its relevance to many different groups, from school children to parents and grandparents, from artists to fishermen to teachers, fellow researchers, and many others.  This year the event attracted over 2,000 people, and the GEMM Lab was proud to be a part of this uniquely interactive day.  Outreach events like this help us feel connected to our community and the excitement present in all the questions field during this event reassure us that the public still cares about the work that we do.

Lab members Florence, Leila, and Dawn (L to R) answer questions from the public.

Our science is interdisciplinary, and we recognize the strength of multiple complimentary avenues of action to affect change.  If you are looking to get involved, consider taking a look at these groups:

500 Women Scientists: “working to promote a diverse and inclusive scientific community that brings progressive science-based solutions to local and global challenges.” Read their take on the March for Science.

314Action: starting from Pi (3.14), their mission is “to (1) strengthen communication among the STEM community, the public and our elected officials, (2) Educate and advocate for and defend the integrity of science and its use, (3) Provide a voice for the STEM community on social issues, (4) Promote the responsible use of data driven fact based approaches in public policy and (5) Increase public engagement with the STEM Community through media.”

She should run: “A movement working to create a culture that inspires women and girls to aspire towards public leadership. We believe that women of all backgrounds should have an equal shot at elected leadership and that our country will benefit from having a government with varied perspectives and experiences.”

And finally, The March for Science is finishing up it’s week of action, culminating in the People’s Climate March on April 29.

How will you carry the cause of science forward?


Beyond the Rock: Using Satellite Trackers to Study the Lives of Common Murres

By Stephanie Loredo, Seabird Oceanography Lab, OSU

Photo credit: Seabird Oceanography Lab

Common murres (Uria aalgee) are the most abundant seabird on the Oregon Coast. At least half of the population in the California Current Ecosystem breeds on the Oregon Coast (half a million seabirds). This makes them ecologically important consumers of forage fish, especially during the breeding season when they use state-waters.

While they spend most of their time at sea, murres must come to shore to breed. During this time, they are highly visible by humans as they breed in large masses on rocky islands. While they are not the most agile on land, due to their short and stubby legs, they are actually amazing divers. Their short flipper-like wings help them swim, and they typically reach depths of 30-60m to catch their prey.

Aside from their underwater aviation skills, they make great parents as well. Both parents will incubate and care for their chick – murres only lay one egg a year – until they fledge; once they leave the rock, male murres take full responsibility for their chicks while the moms go on vacation (they worked hard to lay the egg so they need some time to recuperate). After the breeding season, murres leave the rock in large quantities – this is often the last time humans will see them this year in large aggregations from shore.

Despite their omnipresence and importance as a marine predator in Oregon, there is still a lot we don’t know about murres. Where do murres go when they are not breeding? Do they migrate? Where do they feed during the breeding and non-breeding period? What habitat characteristics are associated with feeding areas? By answering these questions, we increase knowledge of murre ecology in Oregon. Moreover, a more comprehensive understanding of the year-round movements of murres aids marine spatial planners take more informed actions on the current decisions regarding offshore renewable energy development. This is what I hope to achieve through my Masters research project at OSU.

Most of what is known about the offshore distribution of murres in Oregon comes from vessel observations. However, vessel data only provide snapshots in time, and not a continuous picture of area-use. Within the Seabird Oceanography Lab (SOL), we are using individual satellite tracking devices to follow the movements of murres associated with the Yaquina Head colony, which is a prominent breeding colony in Oregon located near Newport.

A common murre displaying a satellite tag prior to release.

SOL was able to track 15 common murres associated with the Yaquina Head colony in 2015 and 2016.  These tags were deployed periodically throughout the breeding period and have been successful in tracking birds for up to three months. Thus far, we have tracking data ranging from May to December (only one bird tracked during December).

Tracking data from 2015 and 2016 of murres off the Yaquina Head colony provide an interesting comparison.  In both years, murres experienced warmer ocean conditions, high Bald eagle disturbance rates, and consequently high Western gull egg predation at the colony. Some data also indicate low prey availability.  The combination of all these factors is most likely the reason for the observed reproductive failure at the colony in both years. Tracking data showed that 13 of the 15 birds tagged dispersed from the colony earlier than expected. The maps below summarize the dispersal of birds by year and by time of deployment.


Each map (Left: 2015, Right: 2016) illustrates all birds that dispersed from the colony and did not engage in central-place foraging (feeding trips to and from the colony). Sample size: n2015=7, n2016_spring=1, n2016_summer=3.

Most birds made a northward movement and traveled as far north as British Columbia, Canada.  Along their movement north, they used inlets and bays, but one of the most prominent areas used was the Columbia River plume. Birds used the Columbia River mouth area during the summer and fall, with the most time spent there during the summer. Dispersal from the colony was not what we expected; we expected individuals to breed on colony and engage in central-place foraging  (feeding to and from the breeding site) nearshore until mid-August when they usually leave the rock. However, we are still interested in the habitat characteristics of feeding areas and the conditions that led to movement from one feeding area to the next.

Prior to examining habitat associations of murre feeding areas, we must first determine their behavior state at each point location derived from the satellite tags.  After data cleaning and filtering out erroneous locations, we applied a behavioral analysis (Residence in Space and Time method) to determine behaviors associated with each point location. This analysis has allowed us to distinguish between intensive foraging, transiting, and extensive foraging. Extensive foraging locations can be interpreted as a set of locations that are mostly spread out in space, where murres searched for prey. On the other hand, intensive foraging locations can be interpreted as a set of locations that are very close together in space where murres likely found prey, and thus spent more time.

We are finalizing the extraction of environmental data for each point location from satellite data. Once all data are extracted, we can begin analysis for determining what environmental conditions were sought during dispersal and what types of habitats are preferred. Some of the ocean conditions that will be examined are sea surface temperate, wind, upwelling index, and primary net productivity. Some other habitat descriptors we are interested in assessing are substrate, distance to river mouth, salinity, depth, distance to the 200-m isobath, and distance to shore. For now, exploration of data indicates differences in habitat associations by behavior and between seasons.

Sample size means everything in a study like this so I am happy to say that more data is yet to come: SOL plans to deploy 15 more tags during spring and summer of 2017. I am excited to see what the additional tagged murres will do, and whether they will follow a pattern similar to those tracked in 2015 and 2016. However this time around, we will deploy tags as late in the summer/early fall as we can, in hope of acquiring some novel winter data to fill this knowledge gap. If we are successful, we may finally have a better idea of what life is like for common murres during more of the year beyond the rock.


Celebrating Hydrothermal Vents!

By Florence Sullivan, MSc Student OSU

40 years ago, in 1977 OSU researchers led an NSF funded expedition to the Galapagos on a hunt for suspected hydrothermal vents. From the 1960s to the mid-1970s, mounting evidence such as (1) temperature anomalies found deep in the water column, (2) conduction heat flow probes at mid ocean ridges recording temperatures much lower than expected, (3) unusual mounds found on benthic mapping surveys, and (4) frequent, small, localized earthquakes at mid oceanic ridges, had the oceanographic community suspecting the existence of deep sea hydrothermal vents. However, until the 1977 cruise, no one had conclusive evidence that they existed.  During the discovery cruise at the Galapagos rift, the PI (principle investigator), Dr. Jack Corliss from OSU, used tow-yos (a technique where you drag a CTD up and down through the water in a zig zag pattern – see gif) to pinpoint the location of the hydrothermal vent plume. The team then sent the Deep Submergence Vehicle (DSV) Alvin to investigate and returned with the first photographs and samples from a hydrothermal vent. While discovery of the vent systems helped answer many questions about chemical and heat fluxes in the deep sea, it generated so many new questions that novel fields of study were created in biology, microbiology, marine chemistry, marine geology, planetary science, astrobiology and the study of the origin of life.

 “Literally every organism that came up was something that was unknown to science up until that time. It made it terribly exciting. Anything that came [up] on that basket was a new discovery,” – Dr. Richard Lutz (Rutgers University)

In celebration of this great discovery, OSU’s College of Earth, Ocean and Atmospheric Sciences sponsored a seminar looking at the past, present, and future of hydrothermal vent sciences. Dr. Robert Collier began with a timeline of how the search for hydrothermal vents began, and a commemoration of all the excellent researchers and collaborations between institutions and agencies that made the discovery possible. He acknowledged that such collaborations are often somewhat tense in terms of who gets credit for which discovery, and that while Oregon State University was the lead of the project, it takes a team to get the work done.  Dr. Jack Corliss proudly followed up with a wonderful rambling explanation of how vent systems work, and a brief dip into his ground breaking paper, “An Hypothesis concerning the relationship between submarine hot springs and the origin of life on Earth.” Published in 1981, with co-authors Dr. John Baross and Dr. Sarah Hoffman, they postulate that the temperature and chemical gradients seen at hydrothermal vents provide pathways for the synthesis of chemical compounds, formation and evolution of ‘precells’ and eventually, the evolution of free living organisms.

Dr. Corliss, Dr. Baross, and Dr. Hoffman were the first to suggest the now popular theory of the origin of life at hydrothermal vents. (click on image to read full paper)

Because of time constraints, the podium was swiftly handed over to Dr. Bill Chadwick (NOAA PMEL/ HMSC CIMRS) who brought us forward to the present day with an exciting overview of current vent research.  He began by saying “at the beginning, we thought, ‘No one has seen one of these systems before, they must be very rare…’ Now, we have found them [hydrothermal vents] in every ocean basin – including the arctic and southern oceans. We just needed to know how to look!”  Dr. Chadwick also reminded us that even 40 years later, new discoveries are still being made. For example, on his most recent cruise aboard the R/V Falkor in December 2016, they found a sulfur chimney that was alternately releasing bubbles of gas (sulfur, CO2 or other, hard to know without sampling) or bubbles of liquid sulfur! Check out the video below:

Some of the goals for this recent cruise included mapping new areas of the Mariana back-arc, and investigating differences in the biological communities between vents in the Mariana trench region (a subduction zone) and vents in the back arc (a spreading zone) to see if geology plays a role in biological community composition.  For some very cool video footage of the expedition and the various dives performed by the brand new ROV SUBastian (because all scientists love puns), check out the Schmidt Ocean Institute youtube channel.

Dr. Chadwick showed this video to highlight results from his last cruise.

Finally, Dr. Andrew Thurber wrapped up the session with some thoughts about hydrothermal vents from the perspective of an ecosystem services model. Even after 40 years of research, there are still many unknowns about these ecosystems.  Individual vent systems are inherently unique due to their deep sea isolation. However, most explored sites have revealed metals and mineral deposits that have generated a lot of interest from commercial sea floor mining companies. Exploitation of these deposits would be an example of ecosystem “provisioning services” (products that are obtained from the ecosystem). Other examples include the biology of the vents as a source of new genetic material, and the thermal and chemical gradients as natural laboratories that could lead to breakthroughs in pharmaceutical research. Cultural services are those non-material benefits that people obtain from an ecosystem. At hydrothermal vents these include new scientific discoveries, educational uses (British children’s television show “The Octonauts,” has several episodes featuring hydrothermal vent creatures), and creative inspiration for artists and others. Dr. Thurber cautions that there are ethical questions to be answered before considering exploitation of these resources, but there is a lot of potential for commercial and non-commercial use of vent ecosystems.

Vent inspired art by Lily Simonson

As an undergraduate at the University of Washington, I spent time as a research assistant in Dr. John Baross’ astrobiology lab. We studied evolutionary pathways of hydrothermal vent viruses and bacteria to inform the search for life on exoplanets such as Jupiter’s moon Europa.  It was very fun and exciting for me to attend this seminar, hear stories from pioneers in the field, and remember the systems I worked on in undergrad.  I may have moved up the food chain a little now, but as we all work on our pieces of the puzzle, it is important for scientists to remember the interdisciplinary nature of our work, and how there is always something more to learn.



“Evolution”: a board game review

By Florence Sullivan MSc student, Department of Fish and Wildlife.

Another grad student once told me that in order to survive grad school, I would need three things:

(1) an exercise routine, (2) a pet, and (3) a hobby. My Pilates class on Wednesdays is a great mid-week reminder to stretch. I don’t have a pet, so that advice gets fulfilled vicariously through friends. As for my hobby, I think you’ll find that even when scientists take a break from work, we really don’t get that far away from the subject matter…..

Board games have evolved significantly since the early ‘90s when I grew up on such family staples as Monopoly, Risk, Sorry!, Candyland, and Chutes and Ladders, etc. Now, table-top games tend to fall into three loose categories – “Euro-games” that focus on strategy and economic themes as well as keeping all players in the game until the end, “American-style” that tend toward luck and direct player contact so that not everyone plays until the end, and “Party” that are easy to learn and are often played in large groups as social icebreakers or to provide entertainment.

A few of my favorite games.

As board games proliferate, we see the use of many themes and often, there are valuable educational lessons included in the game design!  There are militaristic or survival games (Betrayal at the House on the Hill, Dead of Winter), economic and engineering (Settlers of Catan, Istanbul, Ticket to ride, Carcassonne), fantasy and art (Small World, Dixit), cooperative vs competitive (Hanabi, Forbidden Desert vs. 7 Wonders), and some of my favorites – the sciences (Compounded, Bioviva, Pandemic).

Today, let’s talk about my current favorite – Evolution. It is immediately obvious that the game designers responsible are either giant nerds (I use this in the most loving way possible) or have spent some quality time with ecologists.  Not only is the art work beautiful, and the game play smooth, but the underlying mechanics allow serious ecological theories such as ‘predator and prey mediated population cycles’, ‘co-evolution’ and ‘evolutionary arms-races’ to be acted out and easily understood.

Players set up their species around the watering hole, and contemplate their next moves.
Players set up their species (1 green/yellow tile = 1 species) around the watering hole, and contemplate their next moves.

In game play, as in life, the point of the game is to eat – victory is achieved by the player who has managed to ‘digest’ the most food tokens. All players begin with a single species, and with each turn, can either add traits (ie. fat tissue, scavenger, etc.) to the species, increase the body size of a species, gain a population level, or gain additional species.  Next, players take food from a limited, random supply until there is no food left. Species that have not been fed to their full capacity (population levels) will starve, and can even become extinct – much like the reality of environmental cycles.  Finally, all food that has been ‘eaten’ is digested, and the next round begins.

Since a player can never be sure how much food will appear on the watering hole each turn, it is a good strategy to capitalize on traits like foraging which allows a species to take twice as much food every time it feeds.  If your species cooperates with another, that means that it gets to eat every time you feed the first species. A player who combines foraging traits with multiple cooperating species in a “cooperation chain” can quickly empty the watering hole before any other players get a chance.  Much like a species perfectly adapted to its niche in the real world will out compete more generalist species.

The pack-hunting carnivore on the left can easily take down the fertile defensive herding species in the upper right. The efficient foraging species in the middle is protected by its horns, and cooperates with the next species to the right. The burrowing species is protected from carnivores only as long as it is full (and presumably no longer needs to venture out of its burrow).

One way to avoid the competition for food at the watering hole is to play the carnivore trait.  This species must now consume other species in order to feed itself.  A few caveats; a carnivore must be larger in body size than anything it tries to eat, and can no longer eat plant food as it is an obligate carnivore. As soon as a carnivore appears on the board, the evolutionary arms-race begins in earnest!  Traits such as burrowing, climbing, hard shells, horns, defensive herding and warning calls become vital to survival.  But carnivores can be clever, and apply ambush to species with warning call, or pack-hunting to a species with defensive herding.  In everything, there is a certain balance, and quickly, players will find themselves acting out a classic ‘boom and bust population growth cycle’ scenario, where herbivores go extinct due to low food supply at the watering hole and/or high predation pressure, and carnivores soon follow when there are no un-protected species for them to feed upon.

A flying creature must first pay the ‘upkeep cost’ of its body size in food, before it can feed its population. Good thing it has the extra cliff-side food source that is only accessible to other species with wings!

An expansion has been released for the game – it is called Flight – and introduces traits such as flight, camouflage, good eyesight, and others.  From an ecologist’s perspective, it fits the original game well both scientifically and thematically.  To achieve flight, a higher price must be paid (in terms of cards discarded) to gain the trait card, and unlike other species, an ‘upkeep cost’ must be gathered in food tokens before the species actually eats any food tokens during the round.  However, flight also gives access to a cliff-side watering hole that is not accessible to earthbound species. This neatly mirrors the real world where flight is an energetically costly activity that also opens new niches.

The next expansion is just arriving in stores, and I can’t wait to play it! It’s called Climate, and adds traits such as nocturnal, claws, and insectivore. Perhaps more exciting though, are the ‘event cards’ which will trigger things like desertification, cold snaps, heatwaves, volcanic eruptions and meteor strikes. A climate tracker will keep track of whether the planet is in an ice age or a warming period, and certain traits will make your species more or less likely to survive – can you guess which ones might be useful in either scenario? I think it will be enormously fun to play through different climate scenarios and see how traits stack and species interactions evolve.  Perhaps this new addition to the game will even cause a new game review in Nature – check out their initial assessment here:

Games like evolution are useful thought exercises for students and researchers because they promote discussion of adaptive traits, predator-prey cycles, climate, and ecosystem dynamics as related to our own projects. Watching a story unfold in front of you is a great way to truly understand some of the core principles of ecology (and other subjects). This is especially relevant in the GEMM lab where we continuously ask ourselves why our study species act the way they do? How do they find prey, and how are/will they adapt(ing) to our changing climate?