Report on “eScience Tools in Climate Science: Linking Observations with Modelling – 2021”

Figure 1 View of Tjärnö Marine Laboratory, Sweden, where the course took place this year. Photo: Sneha Aggarwal

With the present-day remarkable computing speeds used in the Earth system models and super-sensitive measurement techniques for collecting observational data, it is the need of the hour to combine both these in a way that they complement and improve each other. For example, models could be constrained using the observations and experiments could be inspired from model simulations. This is exactly what the eScience course organized by Paul Zieger from the Department of Environmental Science (ACES) at Stockholm University and Michael Schulz from the University of Oslo aims at, wherein every year, budding scientists get an opportunity to learn linking the models and the observations from the field experts. Funding from CHESS, UiO, the EU project FORCeS and the Bolin center enabled the course.

This year, the course took place at the Tjärnö Marine Laboratory located in one of the most species-rich marine areas of Gothenburg during the month of November. It was a great opportunity to interact in-person after more than a year-long social distancing norms. Several Masters’ and PhD students from universities in Sweden, Norway, Germany and Spain with a range of diverse backgrounds participated. They were introduced and trained to do Earth System Analysis using data from various climate models, model databases, atmospheric and oceanic databases, satellite databases, as well as model data evaluation portals. This was achieved with a balanced combination of lectures and tutorials. Students were given insights into a host of topics, such as cloud microphysical processes, climate evolution, cryosphere-climate interaction, organic aerosols as well as the basics of earth system modelling and introduction to climate-relevant Python libraries.

However, the main emphasis of the course was placed on intensive group work and a final report that was to be submitted by each student after the course. Students were divided into small groups of 3 with an assistant on individual projects in the realm of climate data evaluation and analysis. Galaxy research platform and Pangeo software ecosystem were used for this purpose wherein Jupyter notebooks were used to document the results from data analysis and related literature review. Additionally, each group had to give two presentations during the course – one to report the progress and the other to discuss the results. Moreover, students and assistants were supposed to peer-review the reports, so that everyone could receive some constructive feedback.

All in all, the course was a perfect opportunity to not only learn Earth System Analysis using both models and observations but also to train oneself in presenting, discussing and peer-reviewing project reports – all that goes into making a good scientist.

Figure 2 Course participants of the 5th eScience course shortly before they depart to Kosterhavet Nationalpark

text: Sneha Aggarwal, Department of Environmental Science, Stockholm University, Sweden