Tag: Oregon Coast STEM Hub

By Alexa Kownacki, Ph.D. Student, OSU Department of Fisheries and Wildlife, Geospatial Ecology of Marine Megafauna Lab

From September 22^nd through 30^th, the GEMM Lab participated in a STEM research cruise aboard the R/V Oceanus, Oregon State University’s (OSU) largest research vessel, which served as a fully-functioning, floating, research laboratory and field station. The STEM cruise focused on integrating science, technology, engineering and mathematics (STEM) into hands-on teaching experiences alongside professionals in the marine sciences. The official science crew consisted of high school teachers and students, community college students, and Oregon State University graduate students and professors. As with a usual research cruise, there was ample set-up, data collection, data entry, experimentation, successes, and failures. And because everyone in the science party actively participated in the research process, everyone also experienced these successes, failures, and moments of inspiration.

Dr. Leigh Torres, Dr. Rachael Orben, and I were all primarily stationed on flybridge—one deck above the bridge—fully exposed to the elements, at the highest possible location on the ship for best viewing. We scanned the seas in hopes of spotting a blow, a splash, or any sign of a marine mammal or seabird. Beside us, students and teachers donned binoculars and positioned themselves around the mast, with Leigh and I taking a 90-degree swath from the mast—either to starboard or to port. For those who had not been part of marine mammal observations previously, it was a crash course into the peaks and troughs—of both the waves and of the sightings. We emphasized the importance of absence data: knowledge of what is not “there” is equally as important as what is. Fortunately, Leigh chose a course that proved to have surprisingly excellent environmental conditions and amazing sightings. Therefore, we collected a large amount of presence data: data collected when marine mammals or seabirds are present.

When someone sighted a whale that surfaced regularly, we assessed the conditions: the sea state, the animal’s behavior, the wind conditions, etc. If we deemed them as “good to fly”, our licensed drone pilot and Orange Coast Community College student, Jason, prepared his Phantom 4 drone. While he and Leigh set up drone operations, I and the other science team members maintained a visual on the whale and stayed in constant communication with the bridge via radio. When the drone was ready, and the bridge gave the “all clear”, Jason launched his drone from the aft deck. Then, someone tossed an unassuming, meter-long, wood plank overboard—keeping it attached to the ship with a line. This wood board serves as a calibration tool; the drone flies over it at varying heights as determined by its built-in altimeter. Later, we analyze how many pixels one meter occupied at different heights and can thereby determine the body length of the whale from still images by converting pixel length to a metric unit.

Finally, when the drone is calibrated, I radio the most recent location of our animal. For example, “Blow at 9 o’clock, 250 meters away”. Then, the bridge and I constantly adjust the ship’s speed and location. If the whale “flukes” (dives and exposes the ventral side of its tail), and later resurfaced 500 meters away at our 10 o’clock, I might radio to the bridge to, “turn 60 degrees to port and increase speed to 5 knots”. (See the Hidden Math Lesson below). Jason then positions the drone over the whale, adjusting the camera angle as necessary, and recording high-quality video footage for later analysis. The aerial viewpoint provides major advantages. Whales usually expose about 10 percent of their body above the water’s surface. However, with an aerial vantage point, we can see more of the whale and its surroundings. From here, we can observe behaviors that are otherwise obscured (Torres et al. 2018), and record footage that to help quantify body condition (i.e. lengths and girths). Prior to the batteries running low, Jason returns the drone back to the aft deck, the vessel comes to an idle, and Leigh catches the drone. Throughout these operations, those of us on the flybridge photograph flukes for identification and document any behaviors we observe. Later, we match the whale we sighted to the whale that the drone flew over, and then to prior sightings of this same individual—adding information like body condition or the presence of a calf. I like to think of it as whale detective work. Moreover, it is a team effort; everyone has a critical role in the mission. When it’s all said and done, this noninvasive approach provides life history context to the health and behaviors of the animal.

Hidden Math Lesson: The location of 10 o’clock and 60 degrees to port refer to the exact same direction. The bow of the ship is our 12 o’clock with the stern at our 6 o’clock; you always orient yourself in this manner when giving directions. The same goes for a compass measurement in degrees when relating the direction to the boat: the bow is 360/0. An angle measure between two consecutive numbers on a clock is: 360 degrees divided by 12-“hour” markers = 30 degrees. Therefore, 10 o’clock was 0 degrees – (2 “hours”)= 0 degrees- (2*30 degrees)= -60 degrees. A negative degree less than 180 refers to the port side (left).

Our trip was chalked full of science and graced with cooperative weather conditions. There were more highlights than I could list in a single sitting. We towed zooplankton nets under the night sky while eating ice cream bars; we sang together at sunset and watched the atmospheric phenomena: the green flash; we witnessed a humpback lunge-feeding beside the ship’s bow; and we saw a sperm whale traveling across calm seas.

On this cruise, our lab focused on the marine mammal observations—which proved excellent during the cruise. In only four days of surveying, we had 43 marine mammal sightings containing 362 individuals representing 9 species (See figure 1). As you can see from figure 2, we traveled over shallow, coastal and deep waters, in both Washington and Oregon before inland to Portland, OR. Because we ventured to areas with different bathymetric and oceanographic conditions, we increased our likelihood of seeing a higher diversity of species than we would if we stayed in a single depth or area.

Figure 1. Summary table of all species sightings during cruise while the science team observed from the flybridge.

Figure 2. Map with inset displaying study area and sightings observed by species during the cruise, made in ArcMap. (Image source: Alexa Kownacki).

Even after two days of STEM outreach events in Portland, we were excited to incorporate more science. For the transit from Portland, OR to Newport, OR, the entire science team consisted two people: me and Jason. But even with poor weather conditions, we still used science to answer questions and help us along our journey—only with different goals than on our main leg. With the help of the marine technician, we set up a camera on the bow of the ship, facing aft to watch the vessel maneuver through the famous Portland bridges.

Video 1. Time-lapse footage of the R/V Oceanus maneuvering the Portland Bridges from a GoPro. Compiled by Alexa Kownacki, assisted by Jason Miranda and Kristin Beem.

Prior to the crossing the Columbia River bar and re-entering the Pacific Ocean, the R/V Oceanus maneuvered up the picturesque Columbia River. We used our geospatial skills to locate our fellow science team member and high school student, Chris, who was located on land. We tracked each other using GPS technology in our cell phones, until the ship got close enough to use natural landmarks as reference points, and finally we could use our binoculars to see Chris shining a light from shore. As the ship powered forward and passed under the famous Astoria-Megler bridge that connects Oregon to Washington, Chris drove over it; he directed us “100 degrees to port”. And, thanks to clear directions, bright visual aids, and spatiotemporal analysis, we managed to find our team member waving from shore. This is only one of many examples that show how in a few days at sea, students utilized new skills, such as marine mammal observational techniques, and honed them for additional applications.

Great science is the result of teamwork, passion, and ingenuity. Working alongside students, teachers, and other, more-experienced scientists, provided everyone with opportunities to learn from each other. We created great science because we asked questions, we passed on our knowledge to the next person, and we did so with enthusiasm.

Check out other blog posts written by the science team about the trip here.