Tag: Marine Mammals

GEMM Lab 2018: A Year in the Life

By Dawn Barlow, PhD student, Department of Fisheries & Wildlife, Geospatial Ecology of Marine Megafauna Lab

As 2018 draws to a close, it is gratifying to step back and appreciate the accomplishments of the past year. For all members of the GEMM Lab, 2018 has certainly been one for the books! Here are some of our highlights for your holiday enjoyment.

We conducted fieldwork to collect new data in multiple seasons, multiple hemispheres, and across oceans. For the first time, GEMM Lab members joined the Northern California Current Ecosystem cruises aboard NOAA ship Bell M. Shimada as marine mammal observers—Florence in February, Alexa in May, and me in September.

Common dolphins (Delphinus delphis). Photo: Dawn Barlow.
Dawn Barlow scans for marine mammals from the flying bridge of NOAA ship Bell M. Shimada. Photo: Jess O’Loughlin.
An image of the NOAA ship Bell M. Shimada transiting between stations. Multiple members of the GEMM Lab conducted surveys from this NOAA vessel in 2018. (Image source: Alexa Kownacki)
Alexa on-effort using binoculars to estimate the distance and bearing of a marine mammal sighted off the starboard bow. Image source: Alexa K.

Summertime in the Pacific Northwest brings the gray whales to the Oregon Coast. The drone-flying, poop-scooping, plankton-trapping team of Leigh, Todd, Leila, Joe, and Sharon took to the water for the third year to investigate the health of this gray whale population. It was a successful field season, ending with 72 fecal samples collected! Visiting students joined our experienced members to shadow the gray whale fieldwork—Julia Stepanuk and Alejandro Fernandez Ajo came from across the country to hop on board with us for a bit. Friendship and collaboration were built quickly in a little boat chasing after whale poop, bonding over peanut butter and jelly sandwiches.

Launching the drone. Photo by Alejandro Fernandez Ajo.
The gray whale team aboard R/V Ruby. Photo by Alejandro Fernandez Ajo.
Gray whale photo-identification. Photo by Dawn Barlow.

Another GEMM Lab team tracked the gray whales from the cliff in Port Orford. Lisa Hildebrand joined us as the GEMM Lab’s newest graduate student, and immediately led a team of interns on Oregon’s southern coast to track gray whale movements and sample their prey from a trusty research kayak.

The summer 2018 gray whale foraging ecology team, affectionately known as “team whale storm”, at the Port Orford Field Station.

Rachael observed seabirds from Yaquina Head in May and June, where the colony of common murres had the highest reproductive success in 10 years! Then she left the summertime in July to travel to the other end of the world, braving winter in the remote South Atlantic to study South American fur seals in the Falkland Islands.

Dr. Rachael Orben and Dr. Alistair Bayliss looking out towards the fur seals. Photo: Kayleigh Jones

In New Caledonia, Solene and a research team ventured to Antigonia Seamount and Orne Bank to study the use of these offshore areas by breeding humpback whales. They collected numerous biopsy samples and successfully deployed satellite tags. Solene was also selected to receive the Louis Herman research scholarship to continue studying humpback whale movement and diving behavior around seamounts.

Sorting biopsy samples during a successful expedition to study humpback whales around remote seamounts in the South Pacific.

Beyond fieldwork, our members have been busily disseminating our findings. In July, Leigh and I traveled to Wellington to present our latest findings on New Zealand blue whales to scientists, managers, politicians, industry representatives, and advocacy groups. Because of our documentation of a unique New Zealand blue whale population, which was published earlier this year, the New Zealand government has proposed to create a Marine Mammal Sanctuary for the protection of blue whales. This is quite a feat, considering blue whales were classified as only “migrant” in New Zealand waters prior to our work. Fueled by flat whites in wintery Wellington, we navigated government buildings, discussing blue whale distribution patterns, overlap with the oil and gas industry, what we now know based on our latest analyses, and what we consider to be the most pressing gaps in our knowledge.

Dr. Leigh Torres and Dawn Barlow in front of Parliament in Wellington, New Zealand following the presentation of their recent findings.

Alexa spent the summer and fall in San Diego, where she collaborated with researchers at NOAA Southwest Fisheries Science Center on her study of about the health of bottlenose dolphins off the California coast. Her time down south has been productive and we look forward to having her back in Oregon with us to round out the second year of her PhD program.

In the fall, Dom and Leigh participated in the first ever Oregon Sea Otter Status of Knowledge Symposium. With growing interest in a potential sea otter reintroduction, the symposium brought together a range of experts – including scientists, managers, and tribes – to discuss what we currently know about sea otters in other regions and how this knowledge could be applied to an Oregon reintroduction effort. Dom was one of many speakers at this event, and gave a well-received talk on Oregon’s previous sea otter reintroduction attempt and brief discussion on his thesis research. Over the next year, Dom not only plans to finish his thesis, but also to join an interdisciplinary research team to further investigate other social, genetic, and ecological implications of a potential sea otter reintroduction.

Sea otter mom and pup. Source: Hakai Magazine.
2018-19 OSU NRT Cohort. Source: Oregon State University.

Several GEMM Lab members reached academic milestones this year. Rachael was promoted to Assistant Professor in the spring! She now leads the Seabird Oceanography Lab, and remains involved in multiple projects studying seabirds and pinnipeds all over the world. Leila passed her PhD qualifying exams and advanced to candidacy in the spring, a major accomplishment toward completing her doctoral degree. I successfully defended my MS degree in June, and my photo was added to our wall gallery of GEMM Lab graduates. I won’t be leaving the GEMM Lab anytime soon, however, as I will be continuing my research on New Zealand blue whales as a PhD student. The GEMM Lab welcomed a new MS student in the summer—Lisa Hildebrand will be studying gray whale foraging ecology on the Oregon Coast. Welcome, Lisa! In early December, Solene successfully defended her PhD, officially becoming Dr. Derville. Congratulations to all on these milestones, and congratulations to Leigh for continuing to grow such a successful lab and guiding us all toward these accomplishments.

Dawn Barlow answers questions during her M.Sc. defense seminar.
Dr. Solene Derville and co-supervisors Dr. Claire Garrigue and Dr. Leigh Torres after a successful PhD Defense!

Perhaps you’re looking to do some reading over the holidays? The GEMM Lab has been publishing up a storm this year! The bulletin board outside our lab is overflowing with new papers. Summarizing our work and sharing our findings with the scientific community is a critical piece of what we do. The 21 new publications this year in 14 scientific journals include contributions from Leigh (13), Rachael (3), Solene (3), Leila (6), Florence (1), Amanda (1), Erin (1), Courtney (1), Theresa (1), and myself (3). Scroll down to the end of this post to see the complete list!

If you are reading this, thank you for your support of our lab, our members, and our work. Our successes come not only from our individual determination, but more importantly from our support of one another and the support of our communities. We look forward to what’s ahead in 2019. Happy holidays from the GEMM Lab!

The whole GEMM Lab (lab dogs included) gathered for an evening playing “Evolution” at Leigh’s house.

Barlow, D. R., Torres, L. G., Hodge, K. B., Steel, D., Baker, C. S., Chandler, T. E., Bott, N., Constantine, R., Double, M. C., Gill, P., Glasgow, D., Hamner, R. M., Lilley, C., Ogle, M., Olson, P. A., Peters, C., Stockin, K. A., Tessaglia-Hymes, C. T., & Klinck, H. (2018). Documentation of a New Zealand blue whale population based on multiple lines of evidence. Endangered Species Research, 36, 27-40.

Barlow, D. R., Fournet, M., & Sharpe, F. (2018). Incorporating tides into the acoustic ecology of humpback whales. Marine Mammal Science.

Baylis, A. M., Tierney, M., Orben, R. A., Staniland, I. J., & Brickle, P. (2018). Geographic variation in the foraging behaviour of South American fur seals. Marine Ecology Progress Series, 596, 233-245.

Bishop, A., Brown, C., Rehberg, M., Torres, L., & Horning, M. (2018). Juvenile Steller sea lion (Eumetopias jubatus) utilization distributions in the Gulf of Alaska. Movement ecology, 6(1), 6.

Burnett, J. D., Lemos, L., Barlow, D., Wing, M. G., Chandler, T., & Torres, L. G. (2018). Estimating morphometric attributes of baleen whales with photogrammetry from small UASs: A case study with blue and gray whales. Marine Mammal Science.

Cardoso, M. D., Lemos, L. S., Roges, E. M., de Moura, J. F., Tavares, D. C., Matias, C. A. R., … & Siciliano, S. (2018). A comprehensive survey of Aeromonas sp. and Vibrio sp. in seabirds from southeastern Brazil: outcomes for public health. Journal of applied microbiology, 124(5), 1283-1293.

Derville, S., Torres, L. G., Iovan, C., & Garrigue, C. (2018). Finding the right fit: Comparative cetacean distribution models using multiple data sources and statistical approaches. Diversity and Distributions, 24(11), 1657-1673.

Derville, S., Torres, L. G., & Garrigue, C. (2018). Social segregation of humpback whales in contrasted coastal and oceanic breeding habitats. Journal of Mammalogy, 99(1), 41-54.

Hann, C. H., Stelle, L. L., Szabo, A., & Torres, L. G. (2018). Obstacles and Opportunities of Using a Mobile App for Marine Mammal Research. ISPRS International Journal of Geo-Information, 7(5), 169.

Holdman, A. K., Haxel, J. H., Klinck, H., & Torres, L. G. (2018). Acoustic monitoring reveals the times and tides of harbor porpoise (Phocoena phocoena) distribution off central Oregon, USA. Marine Mammal Science.

Kirchner, T., Wiley, D. N., Hazen, E. L., Parks, S. E., Torres, L. G., & Friedlaender, A. S. (2018). Hierarchical foraging movement of humpback whales relative to the structure of their prey. Marine Ecology Progress Series, 607, 237-250.

Moura, J. F., Tavares, D. C., Lemos, L. S., Acevedo-Trejos, E., Saint’Pierre, T. D., Siciliano, S., & Merico, A. (2018). Interspecific variation of essential and non-essential trace elements in sympatric seabirds. Environmental pollution, 242, 470-479.

Moura, J. F., Tavares, D. C., Lemos, L. S., Silveira, V. V. B., Siciliano, S., & Hauser-Davis, R. A. (2018). Variation in mercury concentration in juvenile Magellanic penguins during their migration path along the Southwest Atlantic Ocean. Environmental Pollution, 238, 397-403.

Orben, R. A., Kokubun, N., Fleishman, A. B., Will, A. P., Yamamoto, T., Shaffer, S. A., Takahashi, A., & Kitaysky, A. S. (2018). Persistent annual migration patterns of a specialist seabird. Marine Ecology Progress Series, 593, 231-245.

Orben, R. A., Connor, A. J., Suryan, R. M., Ozaki, K., Sato, F., & Deguchi, T. (2018). Ontogenetic changes in at-sea distributions of immature short-tailed albatrosses Phoebastria albatrus. Endangered Species Research, 35, 23-37.

Pickett, E. P., Fraser, W. R., Patterson‐Fraser, D. L., Cimino, M. A., Torres, L. G., & Friedlaender, A. S. (2018). Spatial niche partitioning may promote coexistence of Pygoscelis penguins as climate‐induced sympatry occurs. Ecology and Evolution, 8(19), 9764-9778.

Siciliano, S., Moura, J. F., Tavares, D. C., Kehrig, H. A., Hauser-Davis, R. A., Moreira, I., Lavandier, R., Lemos, L. S., & Quinete, N. S. (2018). Legacy Contamination in Estuarine Dolphin Species From the South American Coast. In Marine Mammal Ecotoxicology (pp. 95-116). Academic Press.

Sullivan, F. A., & Torres, L. G. (2018). Assessment of vessel disturbance to gray whales to inform sustainable ecotourism. The Journal of Wildlife Management, 82(5), 896-905.

Sztukowski, L. A., Cotton, P. A., Weimerskirch, H., Thompson, D. R., Torres, L. G., Sagar, P. M., Knights, A. M., Fayet, A. L., & Votier, S. C. (2018). Sex differences in individual foraging site fidelity of Campbell albatross. Marine Ecology Progress Series, 601, 227-238.

Torres, L. G., Nieukirk, S. L., Lemos, L., & Chandler, T. E. (2018). Drone up! Quantifying whale behavior from a new perspective improves observational capacity. Frontiers in Marine Science, 5.

Yates, K. L., Bouchet, P. J., Caley, M. J., Mengersen, K., Randin, C. F., Parnell, S., … & Sequeira, A. M. M. (2018). Outstanding challenges in the transferability of ecological models. Trends in ecology & evolution.

 

Inter- and Transdisciplinary Sea Otter Research

By Dominique Kone, Masters Student, Marine Resource Management

As the human population continues to grow, so does our impact on marine environments. In many cases, these problems – such as microplastics, vessel noise, or depleted fisheries – are far too grand for any one person to tackle on their own and it takes a team effort to find adequate solutions. Experts within a single field (e.g. ecology, economics, genetics) have been collaborating to tackle these issues for decades, but there is an increasing interest and recognition of the importance in working with others outside one’s own discipline.

It’s not surprising that most collaborative efforts are between experts from the same field. It’s easier to converse with those with similar vocabulary, we often enjoy learning from our peers, and our thought-processes and problem-solving skills are typically very similar. However, as issues become more complex and stretch across disciplines, the need for interdisciplinary collaboration becomes more and more imperative. As a graduate student studying marine resource management, I’ve learned the great value in conducting interdisciplinary work. Yet, I still have much to learn if I want to continue to help find solutions to the many complex marine issues. Therefore, over the next year, I’ve committed to joining a interdisciplinary team of graduate students, as part of an NSF-funded fellowship program at Oregon State University (OSU), to further investigate a potential sea otter reintroduction to Oregon. Here, I provide a brief overview of the program and my team’s goals for the coming year.

Source: Hakai Magazine.

The fellowship program emphasizes both interdisciplinary and transdisciplinary approaches, so before I explain the program, it’s important to first understand these terms. In short, interdisciplinarity typically relates to experts from different fields analyzing, synthesizing, and coordinating their work as a whole (Choi & Pak 2006). Another way to think about this, in more practical terms, is if two or more experts share information and learn from one another; each expert can then individually apply that information or lessons-learned to their own line of work. In contrast, transdisciplinary work is slightly more collaborative, where experts work more hand-in-hand to develop a product or solution that transcends their disciplines’ traditional boundaries. The experts essentially create a product that would not have been possible working in isolation. In practice, the product(s) that stems from inter- and transdisciplinary work – if they truly are inter- or transdisciplinary by definition – is potentially very different.

Source: Dr. Shoshanah Jacobs.

With an increasing interest in interdisciplinary work, the National Science Foundation (NSF) developed the National Research Traineeship (NRT) program to encourage select universities to develop and implement innovative and transformative models for training graduate students in STEM disciplines. After soliciting proposals, the NSF awarded OSU one of these NRT projects to support OSU’s Risk and Uncertainty Quantification in Marine Science NRT Program. OSU’s NRT program was born out of the recognition that much of the complexity of marine issues is largely due to the uncertainty of natural and human systems. Therefore, the primary purpose of this program is to train the next generation of natural resource scientists and managers to be better equipped to study and manage complex marine systems, especially under extreme uncertainty and potential risk.

Source: Oregon State University.

This NRT program trains graduate students in three core concept areas: coupled natural human systems, big data, and risk and uncertainty analyses and communications. To learn these core concepts, students fulfil a minor that includes coursework in statistical inference, uncertainty quantification, risk analyses, earth system science, and social systems. In addition to the minor, students also conduct collaborative research in small (3-5 students) cross-disciplinary teams to address specific issues in marine resource management. Within each team, students come from different disciplines and fields, and must learn to work together to produce a transdisciplinary research product. Throughout the year, each team will develop a set of research questions to address their issue at hand, conduct research which links all their fields, and produce a transdisciplinary report summarizing the process they undertook and the end product. Most students who are accepted into the NRT program are awarded one-year fellowships, funded by the NSF.

At the start of this academic year, I was awarded one of these NRT fellowships to address the many issues and implications of a potential sea otter reintroduction to Oregon. Over the next year, I will be working with two other OSU graduate students with backgrounds in genetics and social sciences. Our task is to not only investigate the ecological implications – which I am currently doing for my own thesis – but we are to expand this investigation to also address many of the genetic, political, and social factors, as well. While each of us is capable of addressing one of these factors individually, the real test will be in finding linkages between each of our disciplines to make this project truly transdisciplinary.

Structure and vision of OSU’s NRT program. Source: Oregon State University.

Since our project started, we have worked to better understand each another’s expertise, interests, and the general need for a transdisciplinary project of this sort. After acquiring this base understanding, we spent a considerable amount of time developing research questions and potential methods for addressing our issue. Throughout this process, it’s already become apparent that each of us is starting to learn important teamwork and collaboration skills, including effective communication and explanation of complicated concepts, active listening, critical thinking, and constructive feedback.  While these skills are imperative for our research over the next year, they are also life-long skills that we’ll continue to use in our careers beyond graduate school.

As I’ve stated previously, learning to be an effective collaborator is extremely important to me. Getting the opportunity to work interdisciplinarily is what attracted me to my thesis, the marine resource management program, and the NRT program. By choosing to take my graduate education down this path, I’ve been fortunate to obtain important skills in collaboration, as well as work on a project that allows me to tackle real-world issues and creatively develop scientifically-based solutions. I have high hopes for this NRT project, and I’m excited to continue to conduct meaningful and targeted research over the next year with my new team.

2018-19 OSU NRT Cohort. Source: Oregon State University.

References:

Choi, B. C., and A. W. Pak. Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, service, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine. 29(6): 351-64.

Who Am I? Exploring the theory of individualisation among marine mammals

By Lisa Hildebrand, MSc student, OSU Department of Fisheries and Wildlife, Geospatial Ecology of Marine Megafauna Lab

“Just be yourself!” is a phrase that everyone has probably heard at least once in their lives. The idea of being an individual who is distinctly different from other individuals is a concept that is focal to the society we live in today. While historically it may have been frowned upon to be the “black sheep in the crowd”, nowadays that seems to be the goal.

Source: Go Comics.

This quest for uniqueness has resulted in different styles of fashion, speech, profession, interest in art, music, literature, automobile types – the list is endless. The American Psychological Association defines personality as the “individual differences in characteristic patterns of thinking, feeling and behaving”1. So, all of the choices we make on a daily basis shape our behaviour, and our behaviour in turn shapes our personality.

Since personality is something that is so engrained within human society, it isn’t surprising that ecologists have explored this concept among non-humans. Decades of research have resulted in an abundance of literature detailing personality in many different taxa and species, ranging from chimpanzees to mice to ants2. Naturally, the definition of personality for animals differs from that for humans since the assessment of animal thoughts and feelings is still somewhat of a locked box to us. Nevertheless, the behavioural aspect of the two definitions remains consistent whereby animal personality is broadly defined as “consistent variation in behavioural traits between individuals”3.

Although I am an early career marine mammal ecologist finding my footing in this rapidly expanding field, I have a keen interest in teasing apart possible cases of individual specialisation within marine mammal populations. So, before getting straight into the nitty gritty of individual specialisation, it is important for me to take a small step back and consider the concept of specialisation as applied to small subgroups or populations of marine mammals.

Specialisations are mostly related to foraging or feeding behaviour whereby a subgroup of individuals will develop a novel method to locate and capture prey. These behaviours have been reported for several marine mammal species, and are strongly coupled to intra and inter-specific competition with other predators for prey and habitat characteristics. Furthermore, it is posited that factors such as resource benefits (e.g. energy content of prey), prey escape rates, and handling times can be minimised if specialisation for a particular prey type or habitat occurs4.

In Florida Bay, Torres & Read5 documented two distinct foraging strategies employed by two bottlenose dolphin ecotypes. One dolphin ecotype was found to forage using deep diving with erratic surfacings, whereas the second ecotype chose to forage through mud ring feeding and were mostly seen in shallow habitats. The latter ecotype is in fact so adapted to shallow depths that dolphins were typically observed foraging in waters <2 m deep. In this example, the foraging tactics of the two ecotypes are strongly driven by habitat conditions, specifically depth. The video below is aerial footage of bottlenose dolphins performing mud ring feeding.

Such group specialisations have been identified not only in several other bottlenose dolphin populations around the world6,7, but also in other cetacean species, including killer whales (distinct differences in target prey between transients and residents8), Guiana dolphins (mud-plume feeding9), humpback dolphins (strand feeding10), and several others. Noticeable here is that these records concern Odontocete species, which is not surprising since these toothed whales are vastly different to baleen whales in that they often live in structured groups with bonds between individuals sometimes lasting for decades11. Long-term relationships are conducive to developing specialised group hunting strategies as individuals will spend considerable time with one another and the success of obtaining prey depends on the cooperation and coordination of the group.

For baleen whales and other marine mammals, such as pinnipeds, where life history and social organisation is more geared toward a solitary life, examples of group specialisations are relatively rare (with the exception of the well-documented bubble-net feeding exhibited by humpback whales12). While group specialisation may not be as prevalent in Mysticetes, the same problems of inter and intra-specific competition persists among these more solitary species too, which would suggest that individuals should develop their own unique foraging tactics and preferences. Evidence for individualisation is hard to obtain since it requires repeated observations of the same individuals over time with good knowledge of the prey type being consumed and/or the habitat being used to forage in.

Nevertheless, examples do exist. Perhaps the most well-documented case of individualisation within a population for marine mammals is of the sea otter. Estes et al. (2003) describe 10 female sea otters in Monterey Bay that had high inter-individual variation in diet, which they investigated over a scale of 8 years13. Most females specialised on 1-4 types of prey, with marked differences between the diets chosen by each female, despite habitat overlap. This individualisation of diet was not attributable to variation in prey availability; hence, authors concluded that this extreme specialisation occurred to reduce intra-population competition for prey.

Ecologists have historically (and probably still to this day) disagreed on whether individualisation actually matters in the grand scheme of things. There are generally three schools of thought on the matter: (1) individual specialisation is rare and/or weakly influences population dynamics and so is not very important; (2) while individual specialisation does occur and may in fact be commonplace, it does not affect ecological processes at the large population scale; and (3) individual specialisation is widespread and can significantly impact population dynamics and/or ecosystem function.

As you might have guessed by this point, I find myself in the third school of thought. There are many arguments supporting this theory, and what I believe to be very good arguments against statements 1 and 2. While I have only provided one specific named example for individual specialisation in a marine mammal, there are several documented cases of such occurrences among other marine taxa (e.g., pinnipeds14, sharks15, fish16) and a much larger number of studies for terrestrial species4. Thus, the claim that it is rare or weak, seems implausible to me.

Statement 2 is a little more complicated to tackle as it involves understanding how actions on a relatively small scale affect a whole population or even an ecosystem. For instance, consider two female sea otters living in a small coastal area where one sea otter prefers to eat turban snails and the other exclusively feeds on abalone. The sudden decline in abundance of either of these prey could lead to serious health and reproductive issues for those females. Should the low prey abundance persist, then poor health and reproduction of several females in a population that specialise on that prey item can rapidly lead to genetic loss and an overall population decline. Particularly if an individual’s or species’ home range is rather restricted or small. In the case of the sea otter, which are often touted as a keystone species due to its presence preventing sea urchin barren formation that is known to wreak havoc on kelp forests, knock-on effects of such a population decline could result in poor overall ecosystem health.

It may be easy to assume that one individual dolphin, otter, seal or whale cannot possibly make a difference to a whole population or ecosystem. This assumption strikes me as a little odd since humans are always told to ‘be the change they wish to see in the world’ and that ‘every person can make a difference’. Why then should these sentiments not be applicable to non-humans? While a gray whale may not hold a sign at a protest or run for president (actions commonly considered to cause change in the human world), perhaps the choice that a gray whale makes every day to only consume one species of zooplankton, can influence other gray whales in the area, predators from other taxa, habitat structure, other prey availability, and/or cause trophic cascades.

Through my research, I aim to elucidate whether the gray whales display some level of foraging individualisation while feeding in Port Orford, Oregon. I will use data from four years to compare tracks of individual whales with zooplankton samples collected in the area to correlate each individual’s movement patterns with prey availability. I will assess the quality of prey through bomb calorimetry and microplastic analysis of the zooplankton samples to determine energetic content and pollutant levels, respectively. This prey assessment will describe the potential effects of prey specialization on whales, which is fundamental to assessing overall population health. Individualisation can strongly affect fitness of individuals, either positively or negatively depending on several factors, which will undoubtedly have an impact at the population level.

(The videos below are examples of two different tactics we see the gray whales display while foraging along the Oregon coast in the summer months. The first video shows a whale foraging among kelp with some very acrobatic moves, while the second is of a whale employing the ‘sharking’ method where the whale is feeding benthically in such shallow depths that both the pectoral fin and the fluke stick out of the water, making the whale look like a ‘shark’.)

References

  1. American Psychological Association, Personality. Retrieved from: https://www.apa.org/topics/personality/.
  2. Carere C., & Locurto, C., Interaction between animal personality and animal cognition. Current Zoology, 2015. 57(4): 491-498.
  3. Gosling, S.D., From mice to men: what can we learn about personality from animal research?Psychological Bulletin, 2001. 127(1): 45-86.
  4. Bolnick, D.I., et al., The ecology of individuals: incidence and implications of individual specialisation. The American Naturalist, 2003. 161(1): 1-28.
  5. Torres, L.G., & Read, A. J., Where to catch a fish? The influence of foraging tactics on the ecology of bottlenose dolphins (Tursiops truncatus) in Florida Bay, Florida. Marine Mammal Science, 2009. 25(4): 797-815.
  6. Gisburne, T.J., & Connor, R.C., Group size and feeding success in strand-feeding bottlenose dolphins (Tursiops truncatus) in Bull Creek, South Carolina. Marine Mammal Science, 2015. 31(3): 1252-1257.
  7. Gazda, S.K., et al., A division of labour with role specialization in group-hunting bottlenose dolphins (Tursiops truncatus) off Cedar Keys, Florida.Proceedings of the Royal Society: Biological Sciences, 2005. 272(1559): 135-140.
  8. Ford, J.K.B., et al., Dietary specialization in two sympatric populations of killer whales (Orcinus orca) in coastal British Columbia and adjacent waters. Canadian Journal of Zoology, 1998. 76(8): 1456-1471.
  9. Rossi-Santos, M.R., & Wedekin, L.L., Evidence of bottom contact behaviour by estuarine dolphins (Sotalia guianensis) on the Eastern Coast of Brazil.Aquatic Mammals, 2006. 32(2): 140-144.
  10. Peddemors, V.M., & Thompson, G., Beaching behaviour during shallow water feeding by humpback dolphins (Sousa plumbea). Aquatic Mammals, 1994. 20(2): 65-67.
  11. Tyack, P., Population biology, social behavior and communication in whales and dolphins. Trends in Ecology & Evolution, 1986. 1(6): 144-150.
  12. Wiley, D., et al., Underwater components of humpback whale bubble-net feeding behaviour.Behaviour, 2011. 148(5/6): 575-602.
  13. Estes, J.A., et al., Individual variation in prey selection by sea otters: patterns, causes and implications. Journal of Animal Ecology, 2003. 72(1): 144-155.
  14. Cherel, Y., et al., Stable isotopes document seasonal changes in trophic niches and winter foraging individual specialization in diving predators from the Southern Ocean. Journal of Animal Ecology, 2007. 76(4): 826-836.
  15. Matich, P., et al., Contrasting patterns of individual specialization and trophic coupling in two marine apex predators. Journal of Animal Ecology, 2010. 80(1): 294-305.
  16. Svanbäck, R., & Persson, L., Individual diet specialization, niche width and population dynamics: implications for trophic polymorphisms. Journal of Animal Ecology, 2004. 73(5): 973-982.

Hundreds and hundreds and hundreds of models: An ecologist’s love for programming

By Dawn Barlow, PhD student, Department of Fisheries & Wildlife, Geospatial Ecology of Marine Megafauna Lab

When people hear that I study blue whales, they often ask me questions about what it’s like to be close to the largest animal on the planet, where we do fieldwork, and what data we are interested in collecting. While I love time at sea, my view on a daily basis is rarely like this:

Our small research vessel at sunset in New Zealand’s South Taranaki Bight at the end of a day of blue whale survey. Photo by D. Barlow.

More often than not, it looks something like this:

In my application letter to Dr. Leigh Torres, I wrote something along the lines of “while I relish remote fieldwork, I also find great satisfaction in the analysis process.” This statement is increasingly true for me as I grow more proficient in statistical modeling and computer programming. When excitedly telling my family about how I am trying to model relationships between oceanography, krill, whales, and satellite imagery, I was asked what I meant by “model”. Put simply, a model is a formula or equation that we can use to describe a pattern. I have been told, “all models are wrong, but some models work.” What does this mean? While we may never know exactly every pattern of whale feeding behavior, we can use the data we have to describe some of the important relationships. If our model performance is very good, then we have likely described most of what drives the patterns we see. If model performance is poor, then there is more to the pattern that we have not yet captured in either our data collection or in our analytical methods. Another common saying about models is, “A model is only ever as good as the data you put into it.” While we worked hard during field seasons to collect a myriad of data about what could be influencing blue whale distribution patterns, we inevitably could not capture everything, nor do we know everything that should be measured.

So, how do you go about finding the ‘best’ model? This question is what I’ve been grappling with over the last several weeks. My goal is to describe the patterns in the krill that drive patterns in whale distribution, the patterns in oceanography that drive patterns in the krill, and the patterns in the oceanography that drive patterns in whale distribution. The thing is, we have many metrics to describe oceanographic patterns (surface temperature, mixed layer depth, strength of the thermocline, integral of fluorescence, to name just a few), as well as several metrics to describe the krill (number of aggregations, aggregation density, depth, and thickness). When I multiplied out how many possible combinations of predictor variables and parameters we’re interested in modeling, I realized this meant running nearly 300 models in order to settle on the best ten. This is where programming comes in, I told myself, and caught my breath.

I’ve always loved languages. When I was much younger, I thought I might want to study linguistics. As a graduate student in wildlife science, the language I’ve spent the most time learning, and come to love, is the statistical programming language R. Just like any other language, R has syntax and structure. Like any other language, there are many ways in which to articulate something, to make a particular point or reach a particular end goal. Well-written code is sometimes described as “elegant”, much like a well-articulated piece of writing. While I certainly do not consider myself “fluent” in R, it is a language I love learning. I like to think that the R scripts I write are an attempt to eloquently uncover and describe ecological patterns.

Rather than running 300 models one by one, I wrote an R script to run many models at a time, and then sort the outputs by model performance. I may look at the five best models of 32 options in order to select one. But this is where Leigh reminds me to step back from the programming for a minute and put my ecologist hat back on. Insight on the part of the modeler is needed in order to discern between what are real ecological relationships and what are spurious correlations in the data. It may not be quite as simple as choosing the model with the highest explanatory power when my goal is to make ecological inferences.

So, where does this leave me? Hundreds of models later, I am still not entirely sure which ones are best, although I’ve narrowed it down considerably. My programming proficiency and confidence continue to grow, but that only goes so far in ecology. Knowledge of my study system is equally important. So my workflow lately goes something like this: write code, try to interpret model outputs, consider what I know about the oceanography of my study region, re-write code, re-interpret the revised results, and so on. Hopefully this iterative process is bringing us gradually closer to an understanding of the ecology of blue whales on a foraging ground… stay tuned.

A blue whale lunges on an aggregation of krill in New Zealand’s South Taranaki Bight. Drone piloted by Todd Chandler.

Why Feeling Stupid is Great: How stupidity fuels scientific progress and discovery

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

It all started with a paper. On Halloween, I sat at my desk, searching for papers that could answer my questions about bottlenose dolphin metabolism and realized I had forgotten to check my email earlier. In my inbox, there was a new message with an attachment from Dr. Leigh Torres to the GEMM Lab members, saying this was a “must-read” article. The suggested paper was Martin A. Schwartz’s 2008 essay, “The importance of stupidity in scientific research”, published in the Journal of Cell Science, highlighted universal themes across science. In a single, powerful page, Schwartz captured my feelings—and those of many scientists: the feeling of being stupid.

For the next few minutes, I stood at the printer and absorbed the article, while commenting out loud, “YES!”, “So true!”, and “This person can see into my soul”. Meanwhile, colleagues entered my office to see me, dressed in my Halloween costume—as “Amazon’s Alexa”, talking aloud to myself. Coincidently, I was feeling pretty stupid at that moment after just returning from a weekly meeting, where everyone asked me questions that I clearly did not have the answers to (all because of my costume). This paper seemed too relevant; the timing was uncanny. In the past few weeks, I have been writing my PhD research proposal —a requirement for our department— and my goodness, have I felt stupid. The proposal outlines my dissertation objectives, puts my work into context, and provides background research on common bottlenose dolphin health. There is so much to know that I don’t know!

Alexa dressed as “Amazon Alexa” on Halloween at her office in San Diego, CA.

When I read Schwartz’s 2008 paper, there were a few takeaway messages that stood out:

  1. People take different paths. One path is not necessarily right nor wrong. Simply, different. I compared that to how I split my time between OSU and San Diego, CA. Spending half of the year away from my lab and my department is incredibly challenging; I constantly feel behind and I miss the support that physically being with other students provides. However, I recognize the opportunities I have in San Diego where I work directly with collaborators who teach and challenge me in new ways that bring new skills and perspective.

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    (Image source: St. Albert’s Place)
  2. Feeling stupid is not bad. It can be a good feeling—or at least we should treat it as being a positive thing. It shows we have more to learn. It means that we have not reached our maximum potential for learning (who ever does?). While writing my proposal I realized just how little I know about ecotoxicology, chemistry, and statistics. I re-read papers that are critical to understanding my own research, like “Nontargeted biomonitoring of halogenated organic compounds in two ecotypes of bottlenose dolphins (Tursiops truncatus) from the Southern California bight” (2014) by Shaul et al. and “Bottlenose dolphins as indicators of persistent organic pollutants in the western north Atlantic ocean and northern gulf of Mexico” (2011) by Kucklick et al. These articles took me down what I thought were wormholes that ended up being important rivers of information. Because I recognized my knowledge gap, I can now articulate the purpose and methods of analysis for specific compounds that I will conduct using blubber samples of common bottlenose dolphins

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    Image source: memegenerator.net
  3. Drawing upon experts—albeit intimidating—is beneficial for scientific consulting as well as for our mental health; no one person knows everything. That statement can bring us together because when people work together, everyone benefits. I am also reminded that we are our own harshest critics; sometimes our colleagues are the best champions of our own successes. It is also why historical articles are foundational. In the hunt for the newest technology and the latest and greatest in research, it is important to acknowledge the basis for discoveries. My data begins in 1981, when the first of many researchers began surveying the California coastline for common bottlenose dolphins. Geographic information systems (GIS) were different back then. The data requires conversions and investigative work. I had to learn how the data were collected and how to interpret that information. Therefore, it should be no surprise that I cite literature from the 1970s, such as “Results of attempts to tag Atlantic Bottlenose dolphins, (Tursiops truncatus)” by Irvine and Wells. Although published in 1972, the questions the authors tried to answer are very similar to what I am looking at now: how are site fidelity and home ranges impacted by natural and anthropogenic processes. While Irvine and Wells used large bolt tags to identify individuals, my project utilizes much less invasive techniques (photo-identification and blubber biopsies) to track animals, their health, and their exposures to contaminants.

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    (Image source: imgflip.com)
  4. Struggling is part of the solution. Science is about discovery and without the feeling of stupidity, discovery would not be possible. Feeling stupid is the first step in the discovery process: the spark that fuels wanting to explore the unknown. Feeling stupid can lead to the feeling of accomplishment when we find answers to those very questions that made us feel stupid. Part of being a student and a scientist is identifying those weaknesses and not letting them stop me. Pausing, reflecting, course correcting, and researching are all productive in the end, but stopping is not. Coursework is the easy part of a PhD. The hard part is constantly diving deeper into the great unknown that is research. The great unknown is simultaneously alluring and frightening. Still, it must be faced head on. Schwartz describes “productive stupidity [as] being ignorant by choice.” I picture this as essentially blindly walking into the future with confidence. Although a bit of an oxymoron, it resonates the importance of perseverance and conviction in the midst of uncertainty.

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    (Image source: Redbubble)

Now I think back to my childhood when stupid was one of the forbidden “s-words” and I question whether society had it all wrong. Maybe we should teach children to acknowledge ignorance and pursue the unknown. Stupid is a feeling, not a character flaw. Stupidity is important in science and in life. Fascination and emotional desires to discover new things are healthy. Next time you feel stupid, try running with it, because more often than not, you will learn something.

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Alexa teaching about marine mammals to students ages 2-6 and learning from educators about new ways to engage young students. San Diego, CA in 2016. (Photo source: Lori Lowder)

Oregon Sea Otter Status of Knowledge Symposium

By Dominique Kone, Masters Student in Marine Resource Management

Over the past year, the GEMM Lab has been investigating the ecological factors associated with a potential sea otter reintroduction to Oregon. A potential reintroduction is not only of great interest to our lab, but also to several other researchers, managers, tribes, and organizations in the state. With growing interest, this idea is really starting to gain momentum. However, the best path forward to making this idea a reality is somewhat unknown, and will no doubt take a lot of time and effort from multiple groups.

In an effort to catalyze this process, the Elakha Alliance – led by Bob Bailey – organized the Oregon Sea Otter Status of Knowledge Symposium earlier this month in Newport, OR. The purpose of this symposium was to share information, research, and lessons learned about sea otters in other regions. Speakers – primarily scientists, managers, and graduate students – flew in from all over the U.S. and the Canadian west coast to share their expertise and discuss various factors that must be considered before any reintroduction efforts begin. Here, I review some of the key takeaways from those discussions.

Source: The Elakha Alliance

To start the meeting, Dr. Anne Salomon – an associate professor from Simon Fraser University – and Kii’iljuus Barbara Wilson – a Haida Elder – gave an overview of the role of sea otters in nearshore ecosystems and their significance to First Nations in British Columbia. Hearing these perspectives not only demonstrated the various ecological effects – both direct and indirect – of sea otters, but it also illustrated their cultural connection to indigenous people and the role tribes can play (and currently do play in British Columbia) in co-managing sea otters. In Oregon, we need to be aware of all the possible effects sea otters may have on our ecosystems and acknowledge the opportunity we have to restore these cultural connections to Oregon’s indigenous people, such as the Confederated Tribes of Siletz Indians.

Source: The Elakha Alliance and the Confederated Tribes of Siletz Indians.

The symposium also involved several talks on the recovery of sea otter populations in other regions, as well as current limitations to their population growth. Dr. Lilian Carswell and Dr. Deanna Lynch – sea otter and marine conservation coordinators with the U.S. Fish & Wildlife Service – and Dr. Jim Bodkin – a sea otter ecologist – provided these perspectives. Interestingly, not all stocks are recovering at the same rate and each population faces slightly different threats. In California, otter recovery is slowed by lack of available food and mortality due to investigative shark bites, which prevents range expansion. In other regions, such as Washington, the population appears to be growing rapidly and lack of prey and shark bite-related mortality appear to be less important. However, this population does suffer from parasitic-related mortality. The major takeaway from these recovery talks is that threats can be localized and site-specific. In considering a reintroduction to Oregon, it may be prudent to investigate if any of these threats and population growth limitations exist along our coastline as they could decrease the potential for sea otters to reestablish.

Source: The Seattle Aquarium and U.S. Fish & Wildlife Service.

Dr. Shawn Larson – a geneticist and ecologist from the Seattle Aquarium – gave a great overview of the genetic research that has been conducted for historical (pre-fur trade) Oregon sea otter populations. She explained that historical Oregon populations were genetically-similar to both southern and northern populations, but there appeared to be a “genetic gradient” where sea otters near the northern Oregon coast were more similar to northern populations – ranging to Alaska – and otters from the southern Oregon coast were more similar to southern populations – ranging to California. Given this historic genetic gradient, reintroducing a mixture of sea otters – subsets from contemporary northern and southern stocks – should be considered in a future Oregon reintroduction effort. Source-mixing could increase genetic diversity and may more-closely resemble genetic diversity levels found in the original Oregon population.

At the end of the meeting, an expert panel – including Dr. Larson, Dr. Bodkins, Dr. Lynch, and Dr. Carswell – provided their recommendations on ways to better inform this process. To keep this brief, I’ll discuss the top three recommendations I found most intriguing and important.

  1. Gain a better understanding of sea otter social behavior. Sea otters have strong social bonds, and previous reintroductions have failed because relocated individuals returned to their capture sites to rejoin their source populations. While this site fidelity behavior is relatively understood, we know less about the driving mechanisms – such as age or sex – of those behaviors. Having a sound understanding of these behaviors and their mechanisms could help to identify those which may hinder reestablishment following a reintroduction.
  2. When anticipating the impacts of sea otters on ecosystems, investigate the benefits too. When we think of impacts, we typically think of costs. However, there are documented benefits of sea otters, such as increasing species diversity (Estes & Duggins 1995, Lee et al. 2016). Identifying these benefits – as well as to people – would more completely demonstrate their importance.
  3. Investigate the human social factors and culture in Oregon relative to sea otters, such as perceptions of marine predators. Having a clear understanding of people’s attitudes toward marine predators – particularly marine mammals – could help managers better anticipate and mitigate potential conflicts and foster co-existence between otters and people.
Source: Paul Malcolm

While much of the symposium was focused on learning from experts in other regions, I would be remiss if I didn’t recognize the great talks given by a few researchers in Oregon – including Sara Hamilton (OSU doctoral student), Dr. Roberta Hall (OSU emeritus professor), Hannah Wellman (University of Oregon doctoral student), and myself. Individually, we spoke about the work that has already been done and is currently being done on this issue – including understanding bull kelp ecology, studying sea otter archaeological artifacts, and a synthesis of the first Oregon translocation attempt. Collectively, our talks provided some important context for everyone else in the room and demonstrated that we are working to make this process as informed as possible for managers. Oregon has yet to determine if they will move forward with a sea otter reintroduction and what that path forward will look like. However, given this early interest – as demonstrated by the symposium – we, as researchers, have a great opportunity to help guide this process and provide informative science.

References:

Estes, J. A. and D. O. Duggins. 1995. Sea otters and kelp forests in Alaska: generality and variation in a community ecological paradigm. Ecological Monographs. 65: 75-100.

Lee, L. C., Watson, J. C., Trebilco, R., and A. K. Salomon. 2016. Indirect effects and prey behavior mediate interactions between an endangered prey and recovering predator. Ecosphere. 7(12).

The Beauty of Scientific Conferences

By Lisa Hildebrand, MSc student, OSU Department of Fisheries and Wildlife, Geospatial Ecology of Marine Megafauna Lab

Science is truly meaningful because it is shared amongst colleagues and propagated to the wider public. There are many mediums through which information dissemination can occur. A common and most rigorous form is the peer-review scientific publication of papers. The paper approval process is vigorous, can last a long time – sometimes on the scale of several years – and is therefore an excellent way of vetting science that is occurring all over the world in many different disciplines. New studies build upon the results and downfalls of others, and therefore the process of research and communication of knowledge is continuous.

However, scientific journals and the publications within them can be quite exclusive; they are often only accessible to certain members of the scientific community or of an educational institution. For a budding scientist who is not affiliated with an institution, it can be very hard to get your hands on current research. Having said that, this issue is slowly becoming inconsequential since open access and free journals, such as PeerJ, are becoming more prevalent.

How some students feel after reading scientific publications. Source: Know Your Meme.

Something that is perhaps more restrictive is the amount of topic-specific jargon used in publications. While a certain degree of jargon is to be expected, it can sometimes overwhelm a reader to the point where the main findings of the research become lost. This typically tends to be the case for those just at the beginning of their scientific journeys, however I have also known professors to comment on confusing sections of publications due to the heavy use of specific jargon.

Conferences on the other hand offer an opportunity to disseminate meaningful science in a more open and (sometimes) more laid-back setting (this may not always be true depending on the field of science and the calibre of the conference). Researchers of a particular field congregate for a few days to learn about current research efforts, ponder potential collaborations, peruse posters of new studies, and argue over which soccer team is going to win the next World Cup. That is the beauty of conferences – it is very possible to get to know each other on a personal level. These face-to-face opportunities are especially beneficial to students as this relaxed atmosphere lends itself to asking questions and engaging with scientists that are leaders in their fields.

Logo for the Marine Technology Summit. Source: MTS.

Just over a week ago, the GEMM Lab had the opportunity to do all of the above-mentioned things. PI Dr Leigh Torres and I participated in the Marine Technology Summit (MTS) in Newport, OR, a “mini-conference” at which shiny, new technologies for use in marine applications were introduced by leading, and many local, tech companies. While Leigh and I are not technologists, we are ecologists that have greatly benefitted from recent, rapid advances in technology. Both of our gray whale (Eschrichtius robustus) research projects use different technologies to unveil hitherto unknown ecological aspects of these marine mammals.

Leigh presented her research that involves flying drones over gray whales that grace the Oregon coastal waters in the spring and summer. Through these flights, many previously undocumented gray whale behaviours have been captured and quantified1, such as headstands, nursing and jaw snapping (check out the video below). Furthermore, still images from the videos have been used to perform photogrammetry to assess health and body condition of the whales2. These drone flights have added a wealth of valuable data to the life histories of individual whales that previously were assessed mainly through photo-identification and genetics. This still fairly new approach to assess health by using drones can be relatively cost-effective, which has always been one of Leigh’s key aims throughout her research so that methods are accessible to many scientists. These productive drones used by the GEMM Lab are commercially available (yup, just like the ones you see on the shelves at your local Best Buy!).

The use of cost-effective technologies is a common theme in the GEMM Lab and is also central to my research. The estimation of zooplankton density is vital to my project to determine whether gray whales in Port Orford select areas of high prey density over areas with less dense prey. However, the traditional technology used to quantify prey densities in the water column are often bulky or expensive. Instead, we developed a relatively cheap method of measuring relative zooplankton density using a GoPro camera that we reel down through the water column from a downrigger attached to our research kayak. While we are unable to exactly quantify the mass of zooplankton in the water column, we have been successful in assessing changes in relative prey density by scoring screenshots of the footage.

Screenshot of a GoPro video from this summer’s field season in Port Orford, OR revealing a thick layer of zooplankton. Source: GEMM Lab.

While our drones and GoPro technology is not without error, technology rarely is. In truth, we lost our GoPro for several days after it became stuck in a rock crevice and Leigh’s team regrettably lost a drone to the depths of the ocean this summer. This technology reality was part of the reason I presented at the MTS as I wanted to involve technologists to find solutions to some of the problems I have experienced. Needless to say, I got a lot of excellent input from many different people, for which I am very grateful. In addition to developing new opportunities to collaborate, I was very content to sit in the audience and hear about the ground-breaking new marine technologies that are in development. Below are short descriptions of two new technologies I learned about that are revolutionising the marine world.

ASV Unmanned Marine Systems develop autonomous surface vehicles that are powered by renewable energies (solar panels and wind turbines). These vessels are particularly useful for oceanographic monitoring as they are more capable than weather buoys and much more cost effective than manned weather ships or research vessels. Additionally, they can be used for a lot of different marine science applications including active acoustic fisheries monitoring, water quality monitoring, and cetacean tracking. Some models even have integrated drones that are launched and retrieved autonomously.

The Ocean Cleanup is a company that develops technologies to clean garbage out of our oceans. There is presently a large mission underway by The Ocean Cleanup to combat the Great Pacific Garbage Patch (GPGP). The GPGP is essentially a large island in the middle of the North Pacific Ocean comprised of diverse plastic particles – wrappers, polystyrene, fishing line, plastic bags, the list is endless3. A recent study estimates the amount of plastic in the GPGP to be at least 79 thousand tonnes of ocean plastic4. Unfortunately, the GPGP is not the only one of its kind. The Ocean Cleanup hopes to reduce this massive plastic accumulation with the development of a system made up of a 600-m long floater that sits on the ocean’s surface with a 3-m deep skirt attached below it. The skirt will collect debris while the float will prevent plastic from flowing over it, as well as keep the whole system afloat. The system arrived at the GPGP last Wednesday and the team of over 80 engineers, researchers, scientists and computational modellers have successfully installed the system. The team posts frequent updates on their Twitter and I would highly recommend you follow this possibly revolutionary technology.

While attending the MTS, it felt like there are no bounds for the types of marine technology that will be developed in the future. I am excited to see what ecologists working with technicians can develop to keep applying technology to address challenging questions and conservation issues.

 

References

  1. Torres, L., et al., Drone up! Quantifying whale behaviour from a new perspective improves observational capacity.Frontiers in Marine Science, 2018. 5, DOI:10.3389/fmars.2018.00319.
  2. Burnett, J.D., et al., Estimating morphometric attributes on baleen whales using small UAS photogrammetry: A case study with blue and gray whales, 2018.Marine Mammal Science. DOI:10.1111/mms.12527.
  3. Kaiser, J., The dirt on the ocean garbage patches. Science, 2018. 328(5985): p. 1506.
  4. Lebreton, L., et al., Evidence that the Great Pacific Garbage Patch is rapidly accumulating plastic. Scientific Reports, 2018. 8(4666).

Albatrosses at sunrise, dolphins at sunset: Northern California Current cruise

By Dawn Barlow, PhD student, Geospatial Ecology of Marine Megafauna Lab, Department of Fisheries and Wildlife, Oregon State University

Sun on my face and wind in my hair, scanning the expanse of blue. Forty minutes on, twenty minutes off, from sunrise until sunset, day after day. Hours of seemingly empty blue, punctuated by graceful black-footed albatrosses wheeling and gliding over the swells, by the splashing approach of a curious group of Pacific white-sided dolphins coming to play in the bow of the ship, by whale spouts on the horizon and the occasional breaching humpback. A flurry of data entry—geographic coordinates, bearing and distance from the ship, number of animals, species identification, behavior—and then back to blue.

Scanning for marine mammals from the flying bridge of NOAA ship Bell M. Shimada. Photo: Jess O’Loughlin.

I’ve just returned from the Northern California Current (NCC) ecosystem cruise aboard NOAA ship Bell M. Shimada. My role on board was the marine mammal observer, logging marine mammal sightings during the transits between sampling stations. We surveyed and sampled between Cape Mears, Oregon and Trinidad, California, from right along the coast out to 200 nautical miles offshore. Resources in the marine environment are patchy, and our coastline is highly productive. This diversity in environmental conditions creates niche habitats for many species, which is one reason why surveying and sampling across a broad geographic range can be so informative. We left Newport surrounded by gray whales, feeding in green, chilly waters at temperatures around 12°C. Moving west, the marine mammal and seabird sightings were increasingly sparse, the water increasingly blue, and the surface temperature warmed to a balmy 17°C. We had reached offshore waters, an ocean region sometimes referred to as the “blue desert”. For an entire day I didn’t see a single marine mammal and only just a few seabirds, until a handful of common dolphins—more frequently seen in warm-temperate and tropical waters to the south—joined the ship at sunset. As we transited back inshore over the productive Heceta Bank, the water became cooler and greener. I stayed busy logging sightings of humpback and gray whales, harbor porpoise and Dall’s porpoise, pacific white-sided dolphins and sea lions. These far-ranging marine predators must find a way to make a living in the patchy and dynamic ocean environment, and therefore their distribution is also patchy—aggregated around areas of high productivity and prey availability, and occasionally seen transiting in between.

Here are a few cruise highlights:

Curious groups of common dolphins (Delphinus delphis) came to play in the bow wake of the ship and even checked out the plankton nets when they were deployed. Common dolphins are typically found further south, however we saw several groups of them in the warmer waters far offshore.

Common dolphins (Delphinus delphis). Photo: Dawn Barlow.
Common dolphins (Delphinus delphis). Photo: Dawn Barlow.
Common dolphins (Delphinus delphis). Photo: Dawn Barlow.
Common dolphins (Delphinus delphis). Photo: Dawn Barlow.

Ocean sunfish (Mola mola) will occasionally lay themselves flat at the surface so that seabirds will pick them clean of any parasites. I was delighted to observe this for the first time just off Newport! There were several more sunfish sightings throughout the cruise.

Gull picking parasites off an ocean sunfish (Mola mola). Photo: Dawn Barlow.

A masked booby (Sula dactylatra) hung around the ship for a bit, 16 nautical miles from shore, just south of the Oregon-California border. Considered a tropical species, a sighting this far north is extremely rare. While masked boobies are typically distributed in the Caribbean and tropical Pacific from Mexico to Australia, one found its way to the Columbia River in 2006 (first record in the state of Oregon) and another showed up here to Newport in 2015 – reportedly only the second to be recorded north of Mendocino County, California. Perhaps this sighting is the third?

Masked booby (Sula dactylatra). Photo: Dawn Barlow.

While most of my boat-based fieldwork experiences have been focused on marine mammal research, this was an interdisciplinary cruise aimed at studying multiple aspects of the northern California current ecosystem. There were researchers on board studying oceanography, phytoplankton and harmful algal blooms, zooplankton, and microplastics. When a group of enthusiastic scientists with different areas of expertise come together and spend long days at sea, there is a wonderful opportunity to learn from one another. The hydroacoustic backscatter on the scientific echosounder prompted a group discussion about vertical migration of plankton one evening. Another evening I learned about differences in energetic content between krill species, and together we mused about what that might mean for marine predators. This is how collaborations are born, and I am grateful for the scientific musings with so many insightful people.

Thank you to the Shimada crew and the NCC science team for a wonderful cruise!

The NCC science team after a successful cruise!

Over the Ocean and Under the Bridges: STEM Cruise on the R/V Oceanus

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

From September 22nd through 30th, 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.

The science party enjoying the sunset from the aft deck with the Astoria-Megler bridge in the background. (Image source: Alexa Kownacki)

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.

High school student, Chris Quashnick Holloway, records a seabird sighting for observer, Dr. Rachael Orben. (Image source: Alexa Kownacki).

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.

High school student, Alishia Keller, uses binoculars to observe a whale, while PhD student, Alexa Kownacki, radios updates on the whale’s location to the bridge and the aft deck. (Image source: Tracy Crews)

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.

Drone pilot, Jason Miranda, flying his drone using his handheld ground station on the aft deck. (Photo source: Tracy Crews)

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).

Killer whale traveling northbound.

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.

Sperm whale surfacing before a long dive.

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.

Humpback whale lunge feeding off the bow.
Number of sightings Total number of individuals
Humpback whale 22 40
Pacific white-sided dolphin 3 249
Northern right whale dolphin 1 9
Killer whale 1 3
Dall’s porpoise 5 49
Sperm whale 1 1
Gray whale 1 1
Harbor seal 1 1
California sea lion 8 9
Total 43 362

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

Pacific white-sided dolphins swimming towards the vessel.

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.

On the bow, Alexa and Jason use binoculars to find Chris–over 4 miles–on the Washington side of the Columbia River. (Image source: Kristin Beem)

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.

High school students, Jason and Chris, alongside Dr. Leigh Torres, all try to get a glimpse at the zooplankton under Dr. Kim Bernard’s microscope. (Image source: Tracy Crews).

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

A Summer of “Firsts” for Team Whale Storm

By Lisa Hildebrand, MSc student, OSU Department of Fisheries and Wildlife, Geospatial Ecology of Marine Megafauna Lab

To many people, six weeks may seem like a long time. Counting down six weeks until your favourite TV show airs can feel like time dragging on slowly (did anyone else feel that way waiting for Blue Planet II to be released?). Or crossing off the days on your calendar toward that much-needed holiday that is still six weeks away can feel like an eternity. It makes sense that six weeks should feel like a long time. After all, six weeks are approximately a ninth of an entire year. Yet, I can assure you that if you asked anyone on my research team this summer whether six weeks was a long time, they would all say no.

As I watched each of my interns present our research to a room of 50 engaged community members (Fig. 1) after our six week research effort, I couldn’t help but feel an overwhelming sense of pride for all of them at how far they had come during the course of the field season.

Figure 1. Our audience at the community presentation on August 31. Photo by Leigh Torres.

On the very first day of our two-week training back in July, I gave my team an introductory presentation covering gray whales, their ecology, what the next six weeks would look like, how this project had developed and its results to date (Quick side-note here: I want to give a huge shout out to Florence and Leigh as this project would not be what it is today without their hard work and dedication as they laid the groundwork for it three years ago and have continued to improve and expand it). I remember the looks on my interns’ faces and the phrase that comes to mind is ‘deer in headlights’. It isn’t surprising that this was the case as this internship was the first time any of them had done marine mammal field work, or any kind of field work for that matter. It makes me think back to my first taste of field work. I was a fresh high school graduate and volunteering with a bottlenose dolphin research group. I remember feeling out of place and unsure of myself, both in terms of data collection skills but also having to live with the same people I had worked with all day. But as the first few days turned into the first few weeks, I grew into my role and by the end of my time there, I felt like an expert in what I was doing. Based on the confidence with which my interns presented our gray whale foraging ecology research to an audience just over a week ago, I know that they too had become experts in these short six weeks. Experts in levelling a theodolite, in sighting a blow several kilometres out from our cliff site, in kayaking in foggy conditions, in communicating effectively in high stress situations – the list goes on and on.

While you may have read the previous blog posts written by each of my interns in the last four weeks and thus have a sense of who they are, I want to tell you a little more about each of these hardworking undergraduates that played a large role in making this year’s Port Orford gray whale season so effective. Although we did not have any local high school interns this year, the whole team hails from Oregon, specifically from Florence, Sweet Home and Portland.

Figure 2. Haley on the cliff equipped with the camera waiting for a whale to surface. Photo by Cynthia Leonard.

Haley Kent (Fig. 2), my co-captain and Marine Studies Initiative (MSI) intern, an Environmental Science major, is going into her senior year at OSU this fall. She is focused and driven, which I know will enable her to pursue her dream of becoming a shark researcher (I can’t even begin to describe her excitement when we saw the thresher shark on our GoPro video). I couldn’t have asked for a better right hand person for my first year taking over this project and I am excited to see what results she will reveal through her project of individual gray whale foraging preferences. Also, Haley has a big obsession for board games and provided the team with many evenings of entertainment thanks to Munchkin and King of Tokyo.

Figure 3. Dylan in the stern of the kayak on a foggy day reeling down the GoPro stick on the downrigger. Photo by Haley Kent.

Dylan Gregory (Fig. 3) is transferring from Portland Community College and is going to be an OSU junior this fall. Not only was Dylan always extremely helpful in working with me to come up with ways to troubleshoot or fix gear, but his portable speaker and long list of eclectic podcasts always made him a very good cliff team partner. He was also Team Whale Storm’s main chef in the kitchen, and while some of his dishes caused tears & sweat among some team members (Dylan is a big fan of spices), there were never any leftovers, indicating how delicious the food was.

Figure 4. Robyn on one of our day’s off visiting the gigantic Redwoods in California. Photo by Haley Kent.

Robyn Norman (Fig. 4) will be a sophomore at OSU this fall and her commitment to zooplankton identification has been invaluable to the project. Last year when she was a freshman, Robyn was given our zooplankton samples from 2017, a few identification guides and instructions on how to use the dissecting microscope, before she was left to her own devices. Her level of independence and dedication as a freshman was incredible and I am very grateful for the time and skills she has given to this work. Besides this though, Robyn always brought an element of happiness to the room and I can speak on behalf of the rest of the team, that when she was gone for a week on a dive trip, the house did not feel the same without her.

Figure 5. Hayleigh Middleton at the community presentation. Her dry humour and quips earned her a lot of laughter from the audience keeping them entertained. Photo by Tom Calvanese.

Hayleigh Middleton (Fig. 5), a fresh high school graduate and freshly turned 18 during the project, is starting as a freshman at OSU this fall. She is extremely perceptive and would (thankfully) often remind others of tasks that they had forgotten to do (like take the batteries out of the theodolite or to mention the Secchi depth on the GoPro videos). I was very impressed by Hayleigh’s determination to continue working on the kayak despite her propensity for sea sickness (though after a few days we did remedy this by giving her raw ginger to chew on – not her favourite flavour or texture but definitely very, very effective!). She is inquisitive about almost everything and I know she will do very well in her first year at OSU.

Thank you, Team Whale Storm (Fig. 6), for giving me six weeks of your summer and for making my first year as project leader as seamless as it could have been! Without each and every one of you, I would not have been able to survey for 149.2 hours on the cliff, collect over 300 zooplankton samples, identify 31 gray whales, or launch a tandem kayak at 6:30 am every morning.

Figure 6. Team Whale Storm. Back row, from left to right: Haley Kent, Robyn Norman, Hayleigh Middleton, Dylan Gregory. Front row, from left to right: Tom Calvanese, Dr. Leigh Torres, Lisa Hildebrand. Photo by Mike Baran.

My interns were not the only ones to experience many “firsts” during this field season. I learned many new things for the first time right alongside them. While taking leadership is not a foreign concept to me, these six weeks were my first real experience of leading a project and a team for a sustained period of time. Managing teams, delegating tasks and compiling data felt gratifying because I felt like I was exactly where I should be (Fig. 7).

Figure 7. From left to right: Tom, myself, Hayleigh & Dylan on the cliff site looking for whales. Photo by Leigh Torres.
Figure 8. Haley & I on a cold evening out on the water but very excited to have gotten back the GoPro stick retrieved by divers after it had been stuck in a crevice for over 5 days. Photo by Lisa Hildebrand.

I dealt with many daunting tasks, yet thanks to the support of my interns, as well as Tom (Port Orford field station’s incredible station manager), Florence and Leigh, I learned how to resolve my problems: I fixed and replaced broken or lost gear (I am not a very mechanically inclined person; Fig. 8), budgeted food for five hungry people doing tiring field work (I’ve only ever budgeted for one person previously), and taught people how to use gear that I had not often used before (I can say now that the theodolite and I are friends, but this wasn’t the case for the first few weeks…).

 

Figure 9. Me with all the gear packed into the truck ready to leave Port Orford after the end of the field season. Photo by Haley Kent.

In the lead up to the summer field season this year, Leigh said to me, in one of the many emails we exchanged, that leading the project was a big task but that it was just six weeks long. She suggested that I rest up and get organised as much as I could ahead of time because, after all, the data collected this summer was going to be my thesis data, so I would want it to be as good as possible. Looking back, she couldn’t have been more right – the six weeks simply flew by, I did need the rest she had advised, and it definitely was a big task. I can’t wait for it to happen all over again next summer.