GeoTalk: the climate communication between Earth’s polar regions

GeoTalk: the climate communication between Earth’s polar regions

Geotalk is a regular feature highlighting early career researchers and their work. In this interview, we caught up with Christo Buizert, an assistant professor at Oregon State University in Corvallis, who works to reconstruct and understand climate change events from the past. Christo’s analysis of ice cores from Greenland and Antarctica helped reveal links between climate change events from the last ice age that occurred on opposite ends of the Earth. At this year’s General Assembly, the Climate: Past, Present & Future Division recognized his innovative contributions to palaeoclimatology by presenting him with the 2018 Division Outstanding Early Career Scientists Award.

Christo, thank you for talking to us today! Could you introduce yourself and tell us about your career path so far?

Thanks for having me on GeoTalk! I’m a palaeoclimate scientist working on polar ice cores (long sticks of ancient ice drilled in Greenland and Antarctica), combining data, modeling and fieldwork. My background is in physics, and I did a MSc thesis project on quantum electronics. As you can see, I ended up in quite a different field. After teaching high school for a year in my home country the Netherlands, I pursued a PhD at the Niels Bohr Institute in Copenhagen, Denmark, working on ice cores. I must say, doing a PhD is a lot easier than teaching high school! I have gained a lot of respect for teachers.

After obtaining my PhD I moved to the US for reasons of both work and love (not necessarily in that order). I got a NOAA Climate & Global Change Postdoctoral Fellowship at Oregon State University (OSU). OSU has a great palaeoclimate research group and Oregon is one of the prettiest places on Earth, so the decision to stick around was an easy one.

What inspired you to pursue palaeoclimatology after getting your MSc degree in quantum electronics?

I wish I had a better answer to this question, but the truth is that I was drawn by the possibility of doing fieldwork in Greenland, mainly.

At the General Assembly, you received a Division Outstanding Early Career Scientist Award for your work on understanding the bi-polar phasing of climate change. For those of us who aren’t familiar, could you elaborate on this particular field of study?

The final drill run of the WAIS Divide ice core, with ice from 3,405 m (11,171 ft) depth that has been buried for 68,000 years. (Credit: Kristina Slawny/University of Bern)

During the last ice age (120,000 to 12,000 years ago), the world experienced some of the most extreme and abrupt climate events that we know of, the so-called Dansgaard-Oeschger (D-O) events. About 25 of these D-O events happened in the ice age, and during each of them Greenland warmed by 8 to 15oC within a few decades. Each of the warm phases (called interstadials) lasted several hundreds to thousands of years. Greenland ice cores provide clear evidence for these events.

The abrupt D-O events are thought to be linked to changes in ocean circulation. Heat is transported to the Atlantic Ocean by the Atlantic Meridional Overturning Circulation (AMOC) from the southern hemisphere to the northern hemisphere. The AMOC keeps the Nordic Seas free of sea ice and effectively warms Greenland, particularly during the winter months. However, the strength of this heat circulation went through abrupt changes during the last ice age. Marine sediment data and model studies show that changes to the AMOC strength caused the extreme temperature swings associated with the D-O events.

During weak phases of the AMOC, less heat and salt are brought to the North Atlantic, leading to expansive (winter) sea ice cover and cold conditions in Greenland. These are the D-O cycle’s cold phases, the so-called stadials. And vice versa, during the AMOC’s strong phases, the ocean transports more heat northwards, reducing sea ice cover and warming Greenland. These are the warm (interstadial) phases of the D-O cycle.

When the AMOC is strong, it warms the northern hemisphere at the expense of the southern hemisphere. This inter-hemispheric heat exchange is sometimes referred to as ‘heat piracy,’ since the North Atlantic is ‘stealing’ heat from the southern hemisphere. So when Greenland is warm, we see Antarctica cool, and when Greenland is cold, Antarctica is warming. These opposite hemispheric temperature patterns are called the bipolar seesaw, after the playground toy. Using a new ice core from the West Antarctica Ice Sheet (the WAIS Divide ice core), we were able to study the relative timing of the bipolar seesaw at a precision of a few decades – which is extremely precise by the standards of palaeoclimate research.

An infographic explaining the opposite hemispheric temperature patterns, also known as the bipolar seesaw (Illustration by David Reinert/Oregon State University).

We found that the temperature response to the northern hemisphere’s abrupt D-O events was delayed by about two centuries at WAIS Divide. This finding shows that the effects of these D-O events start in the north, and then are transmitted to the southern high-latitudes via changes in the ocean circulation. If the atmosphere were responsible, transmission would have been much faster (typically within a year or so). State-of-the-art climate models actually fail to simulate this 200-year delay in the Antarctic response, suggesting they are missing (or overly simplifying) some of the relevant physics of how temperature anomalies are propagated and mixed in the global ocean. The timescale of two centuries is unmistakably the signature of the ocean, in my view, and so it is an interesting target for testing models.

At the meeting you also gave a talk about the climatic connections between the northern and southern hemispheres during the last ice age. Could you tell us a little more about your findings and their implications? 

A volcanic ash layer in an Antarctic ice core. Volcanic markers like these were used in the new study to synchronize ice cores from across Antarctica. (Credit: Heidi Roop/Oregon State University)

I presented some recently published work that elaborates on this 200-year delay mentioned earlier. Together with European colleagues, we synchronized five Antarctic ice cores using volcanic eruptions as time markers. This makes it possible to study the timing of the seesaw across the entire Antarctic continent with the same great precision as at WAIS Divide. It turns out that the 200-year delayed oceanic response to the northern hemisphere’s abrupt climate change is visible all over Antarctica, not just in West Antarctica.

But the exciting thing is that by looking at the spatial picture, we detect a second mode of climatic teleconnection, superimposed on the bipolar seesaw we talked about earlier. This second mode has zero-time lag behind the northern hemisphere, suggesting that this mode is an atmospheric teleconnection pattern. In my talk I used postcards and text messages as an analogy for these two modes. The oceanic mode is like a postcard, that takes a long time to arrive in Antarctica (200 years). The atmospheric mode is like a text message that arrives right away.

The atmospheric circulation change (the “text message”) causes a particular temperature pattern over Antarctica, with cooling in some places and warming in others. Think of this as the “fingerprint” of the atmospheric circulation. We then compared the ice-core fingerprint to the fingerprints of several wind patterns seen in modern observations. We found that the so-called Southern Annular Mode, a natural mode describing the variability of the westerly winds circling Antarctica, is the best modern analog for what we see in the ice cores.

An infographic explaining how Earth’s polar regions communicate with each other (Illustration by Oliver Day/Oregon State University)

Another piece of the puzzle is that atmospheric moisture pathways to Antarctica change simultaneously with the atmospheric mode. All this supports the idea that the southern hemisphere’s westerly winds respond immediately to abrupt climate change in the North Atlantic. When D-O warming happens in Greenland the SH westerlies shift to the north, and vice versa, during D-O cooling they shift to the south.

This had been predicted in models, and some limited evidence was available from the WAIS Divide ice core, but the new results provide the strongest observational evidence for this effect. This movement of the westerlies has important consequences for sea ice, ocean circulation, and perhaps even CO2 levels and ice sheet stability. So it really urges us to look at these D-O cycle in a global perspective.

You’ve enjoyed success as a researcher, not least your 2018 EGU Award. As an early career scientist, do you have any words of advice for graduate students who are hoping to pursue a career as a scientist in the Earth sciences?

I’m sure there are many different routes to becoming a successful researcher. Developing your own ideas and insights is key, and the secret to having good ideas is having many ideas, because most of them end up being wrong! So be creative and go out on a limb. I am lucky to have had supervisors who gave me a lot of freedom to explore my own ideas. I would also encourage everybody to develop skills in programming and numerical data analysis, for example in Matlab or python.

Christo Buizert (right) and Didier Roche, President of the Climate: Past, Present & Future Division, (left) at the EGU 2018 General Assembly (Credit: EGU/Foto Pflugel).

Frustrating and unfair as it may be, luck plays an important role in getting your research career started. My main PhD project did not work out, but I had a very productive postdoc that grew out of a side project. I ended up in the right place at the right time, because the WAIS Divide ice core had just been drilled, and I got the privilege to work with some of the best ice core data ever measured.

Research is fundamentally a collaborative enterprise, and so developing a good network of collaborators is maybe the most important thing you can do for yourself. Be generous and helpful to your colleagues, and it will be rewarded.

A career in science sometimes feels like a game of musical chairs, with fewer and fewer positions available as you go along. But if you can hang in there it’s definitely worth it; we have the privilege of thinking about interesting problems, traveling to beautiful places, all while interacting with a global network of fantastic colleagues. Could it get much better?

Interview by Olivia Trani, EGU Communications Officer

EGU announces 2019 awards and medals

EGU announces 2019 awards and medals

From 14th to the 20th October a number of countries across the globe celebrate Earth Science Week, so it is a fitting time to celebrate the exceptional work of Earth, planetary and space scientist around the world.

This week, the EGU announced the 45 recipients of next year’s Union Medals and Awards, Division Medals, and Division Outstanding Early Career Scientists Awards. The aim of the awards is to recognise the efforts of the awardees in furthering our understanding of the Earth, planetary and space sciences. The prizes will be handed out during the EGU 2019 General Assembly in Vienna on 7-12 April. Head over to the EGU website for the full list of awardees.

Sixteen out of the total 45 awards went to early career scientists who are recognised for the excellence of their work at the beginning of their academic career. Twelve of the awards were given at division level but four early career scientists were recognised at Union level, highlighting the quality of the research being carried out by the early stage researcher community within the EGU.

Sixteen out of the 45 awards conferred this year recognised the work of female scientists. Of those, six were given to researchers in the early stages of their academic career.

As a student (be it at undergraduate, masters, or PhD level), at the EGU 2018 General Assembly, you might have entered the Outstanding Student Poster and PICO (OSPP) Awards. A total of 64 poster contributions by early career researchers were bestowed with a OSPP award this year recognising the valuable and important work carried out by budding geoscientists. Judges took into account not only the quality of the research presented in the posters, but also how the findings were communicated both on paper and by the presenters. Follow this link for a full list of awardees.

Further information regarding how to nominate a candidate for a medal and details on the selection of candidates can be found on the EGU webpages. For details of how to enter the OSPP Award see the procedure for application, all of which takes place during the General Assembly, so it really couldn’t be easier to put yourself forward!

The EGU General Assembly is taking place in Vienna, Austria from 7  to 12 April. The call-for-abstracts will open in mid-October. Submit yours via the General Assembly website.

GeoTalk: To understand how ice sheets flow, look at the bedrock below

GeoTalk: To understand how ice sheets flow, look at the bedrock below

Geotalk is a regular feature highlighting early career researchers and their work. In this interview we speak to Mathieu Morlighem, an associate professor of Earth System Science at the University of California, Irvine who uses models to better understand ongoing changes in the Cryosphere. At the General Assembly he was the recipient of a 2018 Arne Richter Award for Outstanding Early Career Scientists.  

Could you start by introducing yourself and telling us a little more about your career path so far?

Mathieu Morlighem (Credit: Mathieu Morlighem)

I am an associate professor at the University of California Irvine (UCI), in the department of Earth System Science. My current research focuses on better understanding and explaining ongoing changes in Greenland and Antarctica using numerical modelling.

I actually started glaciology by accident… I was trained as an engineer, at Ecole Centrale Paris in France, and was interested in aeronautics and space research. I contacted someone at the NASA Jet Propulsion Laboratory (JPL) in the US to do a six-month internship at the end of my master’s degree, thinking that I would be designing spacecrafts. This person was actually a famous glaciologist (Eric Rignot), which I did not know. He explained that I was knocking on the wrong door, but that he was looking for students to build a new generation ice sheet model. I decided to accept this offer and worked on developing a new ice sheet model (ISSM) from scratch.

Even though this was not what I was anticipating as a career path, I truly loved this experience. My initial six-month internship became a PhD, and I then moved to UCI as a project scientist, before getting a faculty position two years later. Looking back, I feel incredibly lucky to have seized that opportunity. I came to the right place, at the right time, surrounded by wonderful people.

This year you received an Arne Richter Award for Outstanding Early Career Scientists for your innovative research in ice-sheet modelling. Could you give us a quick summary of your work in this area?

The Earth’s ice sheets are losing mass at an increasing rate, causing sea levels to rise, and we still don’t know how quickly they could change over the coming centuries. It is a big uncertainty in sea level rise projections and the only way to reduce this uncertainty is to improve ice flow models, which would help policy makers in terms of coastal planning or choosing mitigation strategies.

I am interested in understanding the interactions of ice and climate by combining state-of-the-art numerical modelling with data collected by satellite and airplanes (remote sensing) or directly on-site (in situ).  Modelling ice sheet flow at the scale of Greenland and Antarctica remains scientifically and technically challenging. Important processes are still poorly understood or missing in models so we have a lot to do.

I have been developing the UCI/JPL Ice Sheet System Model, a new generation, open source, high-resolution, higher-order physics ice sheet model with two colleagues at the Jet Propulsion Laboratory over the past 10 years. I am still actively developing ISSM and it is the primary tool of my research.

More specifically, I am working on improving our understanding of ice sheet dynamics and the interactions between the ice and the other components of the Earth system, as well as improving current data assimilation capability to correctly initialize ice sheet models and capture current trends. My work also involves improving our knowledge of the topography of Greenland and Antarctica’s bedrock (through the development of new algorithms and datasets). Knowing the shape of the ground beneath the two ice sheets is key for understanding how an ice sheet’s grounding line (the point where floating ice meets bedrock) changes and how quickly chunks of ice will break from the sheet, also known as calving.

Steensby Glacier flows around a sharp bend in a deep canyon. (Credit: NASA/ Michael Studinger)

At the General Assembly, you presented a new, comprehensive map of Greenland’s bedrock topography beneath its ice and the surrounding ocean’s depths. What is the importance of this kind of information for scientists?

I ended up working on developing this new map because we could not make any reliable simulations with the bedrock maps that were available a few years ago: they were missing key features, such as deep fjords that extend 10s of km under the ice sheet, ridges that stabilize the retreat, underwater sills (that act as sea floor barriers) that may block warm ocean waters at depth from interacting with the ice, etc.

Subglacial bed topography is probably the most important input parameter in an ice sheet model and remains challenging to measure. The bed controls the flow of ice and its discharge into the ocean through a set of narrow valleys occupied by outlet glaciers. I am hoping that the new product that I developed, called BedMachine, will help reduce the uncertainty in numerical models, and help explain current trends.

3D view of the bed topography and ocean bathymetry of the Greenland Ice Sheet from BedMachine v3 (Credit: Peter Fretwell, BAS)

How did you and your colleagues create this map, and how does it compare to previous models?

The key ingredient in this map, is that a lot of it is based on physics instead of a simple “blind” interpolation. Bedrock elevation is measured by airborne radars, which send electromagnetic pulses into the Earth’s immediate sub-surface and collect information on how this energy is reflected back. By analyzing the echo of the electromagnetic wave, we can determine the ice thickness along the radar’s flight lines. Unfortunately, we cannot determine the topography away from these lines and the bed needs to be interpolated between these flight lines in order to provide complete maps.

During my PhD, I developed a new method to infer the bed topography beneath the ice sheets at high resolution based on the conservation of mass and optimization algorithms. Instead of relying solely on bedrock measurements, I combine them with data on ice flow speed that we get from satellite observations, how much snow falls onto the ice sheet and how much melts, as well as how quickly the ice is thinning or thickening. I then use the principle of conservation of mass to map the bed between flight lines. This method is not free of error, of course! But it does capture features that could not be detected with other existing mapping techniques.

3D view of the ocean bathymetry and ice sheet speed (yellow/red) of Greenland’s Northwest coast (Credit: Mathieu Morlighem, UCI)

What are some of the largest discoveries that have been made with this model? 

Looking at the bed topography alone, we found that many fjords beneath the ice, all around Greenland, extend for 10s and 100s of kilometers in some cases and remain below sea level. Scientists had previously thought some years ago that the glaciers would not have to retreat much to reach higher ground, subsequently avoiding additional ice melt from exposure to warmer ocean currents. However, with this new description of the bed under the ice sheet, we see that this is not true. Many glaciers will not detach from the ocean any time soon, and so the ice sheet is more vulnerable to ice melt than we thought.

More recently, a team of geologists in Denmark discovered a meteorite impact crater hidden underneath the ice sheet! I initially thought that it was an artifact of the map, but it is actually a very real feature.

More importantly maybe, this map has been developed by an ice sheet modeller, for ice sheet modellers, in order to improve the reliability of numerical simulations. There are still many places where it has to be improved, but the models are now really starting to look promising: we not only understand the variability in changes in ice dynamics and retreat all around the ice sheet thanks to this map, we are now able to model it! We still have a long way to go, but it is an exciting time to be in this field.

Interview by Olivia Trani, EGU Communications Officer

Give us the foundation to build our transferrable skills!

Give us the foundation to build our transferrable skills!

The EGU Early Career Scientists’ (ECS) Great Debates offer early career scientists at the EGU General Assembly the chance to network and voice their opinions on important topics in the format of round-table discussions. At the end of the debate, each table delivers a statement that summarises the discussion and recommendations. By publishing the results, we hope to highlight some of the needs of the EGU ECS community and how these matters should be addressed.

At this year’s ECS Great Debate, the topic was transferrable skills in science. The main question was “should early career scientists use time developing transferrable skills?” You may say this is a simple question to answer. Indeed, all the resulting statements indicated that the EGU ECS answer is YES. However, the simple statements hide a much more complex situation; a situation that varies considerably for each individual researcher. Different countries have different standards, different universities set different curricula, and different supervisors have different priorities. Some early career scientists are lucky to have many opportunities to develop transferrable skills, whereas others strive to gain these skills.

Groups defined transferrable skills as ones that could be used in other scientific disciplines and not least, in industry. Indeed, many scientific skills are transferrable. For example, data analysis and statistics were noted as valuable tools across various scientific fields and industry careers. Some groups gave extensive lists of transferrable expertise, and most were not strictly science-based. These included writing, presenting, social media, teaching, team working, project management, networking and critical thinking, to name a few. However, developing these skills do not traditionally fall into the curricula of the geosciences.

Early career scientists having round-table discussions on the importance of developing transferrable skills. (Credit: Olivia Trani)

It was evident that ECS in the EGU consider transferrable skills as extremely important to their careers and their science. They furthermore suggest that researchers should be given time and appropriate credit to develop these skills.

At the same time, many of the ECS debate participants believe in striking a balance between establishing these skills and the scientific skills that their PhDs and publications depend on.

Below you will find a list of the summary statements from the ECS that were present at the Great Debate. These reports, based on the discussions from more than 100 early career scientists, show solid support for transferrable skill training. These results are a clear indication that EGU must continue to work towards offering short courses at the General Assembly on a variety of transferrable skills. Additionally, these statements can help ECS persuade their universities to invest in opportunities to develop these skills if they do not already do so. It is clear that the EGU early career scientist community believes these skills not only help ECS develop their careers, but that they also benefit science and society!

Here are the table’s conclusions:

“Instead of currently developing random skills ourselves, on an ad-hoc basis, we need an environment to support more organized, collaborative, efficient, and recognized skill sets”

“We need transferrable skills to communicate knowledge and help society, therefore learn them, when you need them or want them, others will thank you”

“We should focus on developing these [transferrable] skills but we need to manage our time in order to go deeper into [our] own science”

“Yes, because whether you decide to stay in academia or in industry, these skills will help you be better in your field, help you work on interdisciplinary topics and communicate your work, thus increasing your success. The pros outweigh the cons!”

“Yes, to be a good scientist, researcher, or general human being, it takes more than one skill or field. It takes being open and brave to pursue new experiences to change both yourself and those around you.”

“Scientific careers are not just about getting specific knowledge in your field specialty but being able to adapt yourself to different disciplines.”

“Yes, because you get more job opportunities, it gives you flexibility, it’s fun, it makes you happy, it helps define you and strengthens your personality.”

“Yes, it is important for improving our possibilities after a PhD. We should take these opportunities as early career scientists [and] have more chances to learn these skills.”

“All scientists should be required to take time to develop useful skills for professional and personal development. These developments should not be exclusive to certain groups, should be obligatory with freedom to choose topics, should be offered to supervisors and managers, should include more courses at conferences and there should be more money for travel funding.”

“We need to find a good balance during PhD between doing science and attending courses about transferrable skills.”

“Yes, but plan which relevant transferrable skills you need to develop in the short term in relation to your project, and then update your long-term plan.”

“Transferrable skills will always be useful in your current and future situation. They should be learnt at university. It should be acceptable to spend time learning these skills in courses in tandem with your research.”

By Mathew Stiller-Reeve, co-founder of ClimateSnack and researcher at Bjerknes Centre for Climate Research, Norway

Editor’s note: This is a guest blog post that expresses the opinion of its author and those who participated at the Great Debate during the General Assembly, whose views may differ from those of the European Geosciences Union. We hope the post can serve to generate discussion and a civilised debate amongst our readers.