British Geological Survey (BGS) and British Antarctic Survey (BAS)
The British Geological Survey (BGS) and British Antarctic Survey (BAS)are research centres operating within the Natural Environment Research Council (NERC). We work closely with both governmental and non-governmental organisations to develop earth-science related knowledge and infrastructure, with the aim of supporting society to:
- use natural resources responsibly and sustainably
- manage environmental change and be resilient to environmental hazards
- meet UN sustainable development goals
As part of the Warwick PATHWAY initiative, we will be providing financial and project support to black students who would like to undertake summer research projects as part of the 2025 Undergraduate Research Support Scheme(URSS).
Students will have the opportunity to conduct their research at our sites and will receive an additional £200 to £500, depending on the number of applicants, to assist with living expenses and other project related costs. The financial contribution is in addition to the funding available (up to £1,500) via the Undergraduate Research Support Scheme.
Where are we located?
The British Geological Survey operates throughout the UK, with offices in the following locations:
- Keyworth, Nottingham (headquarters)
- Edinburgh
- Belfast – BGS runs the Geological Survey of Northern Ireland (GSNI) on behalf of the Northern Ireland government.
- Cardiff
- London – we have a small outreach team within the Natural History Museum
The British Antarctic Survey’s headquarters is located in Cambridge.
Both centres also operate a range of research facilities, laboratories and observatories. Find out more by visiting the following webpages:
- British Geological Survey Science Facilities
- British Geological Survey Geoenergy, Geomagnetism, Landslide and Space Geodesy Observatories
- British Antarctic Survey Research Facilities
What kind of research do we conduct?
Both centres conduct interdisciplinary research covering a wide range of earth science research topics.
You can find out more about our research themes and projects by visiting the following webpages:
If you have your own research project proposal that you would like to pitch, please email Maria Kariuki - BGS. Please include in your email, a brief overview (1-to-2- paragraphs) of your proposed project and the team or staff member you would like support from.
We also have 2 specific research projects open for students to express an interest: see next section 'Summer Projects'.
Summer Projects
Project contacts:
Proposed start date and duration:
1 July 2025, ten weeks (flexible)
Project location:
British Geological Survey, Edinburgh office
Background:
For over 30 years, between 1860 and 1895, measurements of the ‘telluric currents’ (geoelectric field) were made at Greenwich, London, as part of the geophysical observations, including magnetic field variations (Figure 1). These were made to understand the link between the aurora, magnetic field changes and currents induced in the subsurface; a phenomenon related to what we nowadays call ‘space weather’.
Of particular concern was the effect on the telegraph system – the ‘internet’ of the Victorian era. Modern technology is also vulnerable to interference or damage from large geomagnetic storms, particularly infrastructure like the UK high-voltage power grid. Large geomagnetic storms have been rare in the past 30 years, so looking back into the past offers insights into how the power grid might react to an extreme space weather event.
Figure 1: Location of electric dipoles at Greenwich in 1870. The probes were connected via 5 km long cables in a northeast-southwest and northwest-southeast direction.
Project goals:
The traces of the magnetic and geoelectric field variation were recorded on photographic paper and published in annual yearbooks along with other observatory measurements (weather etc). In 1886, the first scaling factors in SI units were provided – previously, researchers were only concerned with the direction. The British Geological Survey (BGS) hold several years of paper records (Figure 2) that need to be photographed and digitised for the analysis. The digital values must be scaled to nano Tesla and Volt and the timestamps needs to be determined as well.
Figure 2: Photographic record of the telluric currents at Greenwich on 18-19 September 1888
Figure 3: Installing magnetotelluric equipment in the Lake District
From the simultaneous and synchronized magnetic and electric time series we can compute a transfer function (also known as the magnetotelluric (MT) impedance function) – something which has not been done before for Greenwich. This will be compared to modern measurements that are being collected in a field work campaign in England by BGS staff (Figure 3). The newly digitize data will improve the resolution of existing hazard assessments near London – an area where it is nowadays impossible to collect clean magnetic data.
How will the project be conducted:
Choosing ten of the most geomagnetically active days in 1886 and 1888, the plates will be photographed at BGS offices in Edinburgh with a mm-scale ruler, and digitised using the software suite ‘Engauge Digitize’ and scaled using Python to process and analyse the data (Beggan et al., 2024). The scaling factors can be found in the Greenwich year books (Christie, 1888). The digitised time series need to be rotated into a north-east aligned coordinate frame and synchronized.
The student also has an opportunity to join an on-going campaign collecting magnetotelluric data in England and learn about geophysical data collection in the field. The MT impedance data from south-east England (Hübert et al., 2024) can be convolved with the digitised magnetic field time series from Greenwich to compute a modelled geoelectric field during 1886-1888. This can then be directly compared with the historic digitised geoelectric field.
The student will work closely with BGS colleagues in the Edinburgh office and can meet a large team of researchers, data scientists and engineers working on geomagnetism.
Proposed timeline (flexible):
| Week | Task | Location |
| 1-4 |
Introduction; literature review; photographing the historic records; training to use the software for digitization and data manipulation; digitization and data analysis |
BGS Edinburgh offices |
| 5 | Opportunity to join an ongoing geophysics fieldwork campaign. |
Locations in SW England |
| 6-8 | Continue work |
Home/Warwick |
| 9 | Preparation of final report (in-person meeting) |
BGS Edinburgh offices |
| 10 | Finalization of analysis and report |
Home/Warwick |
Please note: The recommended start date is early July as it can be difficult to find accommodation in August in Edinburgh during the Festival. BGS staff are also scheduled to attend an overseas conference from 31 August – 5 September 2025. We are however open to adapting the timeline where possible and can discuss any changes closer to time.
Outputs and impacts:
The major goal will be to understand whether the historic telluric currents can inform us as to whether there is an unknown or unappreciated space weather hazard in the UK. The output of the project will be a report on the geoelectric field strength during the selected storms. The report will also define the procedure for digitising the data in a repeatable manner so that future researchers can recreate the dataset. The data will be output in a re-usable ASCII format (e.g. IAGA-2002) with associated meta-data. There will also be analysis of whether modern impedance functions accurately re-create the measured geoelectric field when provided with similar magnetic inputs
Parts of the final report can be collected into a blog report for the BGS website authored by the student: https://www.bgs.ac.uk/news/?tax_category=bgs-blogs. We will also invite the student to give a presentation to BGS colleagues.
Key skills to gain during the project:
- Develop geoscientific knowledge and expertise: Students will learn how to collect and interpret geophysical data then apply this knowledge to understand space weather hazard to modern infrastructure.
- Scientific data analysis: Students develop their software skills including learning how to develop software tools for data analysis in Python.
- Research communication: Students will progress their written and verbal communication skills by using various forums to communicate research results to other scientists and the public.
- Project management: The project aims to allow students to gain independence while conducting the project enabling them to develop key employability skills such as time management, problem solving and critical thinking.
- Industry exposure: Students will get to experience research environment at BGS, both in the office and in the field.
References:
- Beggan, C. D., Clarke, E., Lawrence, E., Eaton, E., Williamson, J., Matsumoto, K., & Hayakawa, H. (2024). Digitized continuous magnetic recordings for the August/September 1859 storms from London, UK. Space Weather, 22(3), e2023SW003807.
- Hübert, J., Beggan, C. D., Richardson, G. S., Gomez-Perez, N., Collins, A., & Thomson, A. W. P. (2024). Validating a UK geomagnetically induced current model using differential magnetometer measurements. Space Weather, 22, e2023SW003769. https://doi.org/10.1029/2023SW003769
- Christie, W.H.M., (1888). Results of the Magnetical and Meteorological Observations made at the Royal Observatory, Greenwich yearbook in 1888, https://geomag.bgs.ac.uk/data_service/data/yearbooks/YBpdf/YB_GRW_1888.pdf
- British Geological Survey Geomagnetism team
Project contacts:
- Narendra Singh (nsi@bgs.ac.uk, Narenda Singh Career Profile)
- Gavin Mudd (gmudd@bgs.ac.uk, Gavin Mudd Career Profile)
- Evi Petavratzy (evpeta@bgs.ac.uk, Evi Petavratzy Career Profile)
Proposed start date and duration:
Flexible
Project location:
British Geological Survey, Keyworth Nottingham office
Background:
Mining and processing mineral resources, particularly those that are key to green energy transition technologies and the technologies that we use in our daily lives, can be energy intensive and have severe environmental impacts, including climate change, deforestation, pollution, soil erosion, human-wildlife conflict, and the loss of biodiversity.
There are several ways to measure the environmental impact of a product, but a life cycle assessment (LCA) is the most comprehensive and widely used tool. LCA is a scientific tool applied to quantify the environmental impacts of a product, service, or material over its entire life cycle.Briefly, LCAs can offer details on the extraction of the product's constituent materials, its processing & manufacturing, its subsequent distribution & usage, and, finally, its disposal. (Figure 1: Lifecycle of a product)
In today's fast-changing landscape, where sustainability is at the forefront of business and policy agendas, understanding LCA has become essential for researchers and professionals seeking to make sustainability decisions. Specifically, LCAs can be used to:
- Compare different ways of creating a product or providing a service to see which has a lower environmental impact,
- Assess how much embodied carbon each material choice will add to a structure
- Evaluate the cost implications of implementing energy-efficient design alternatives.
Key aims of the research project:
This project aims to:
- Explain the LCA methodology and how to implement it to any product or technology for environmental impacts assessment. Students are free to choose a topic (product or technology) for the assessment.
- Provide a solid understanding of the process, data requirements and how to compare the LCA results with different processes.
- Provide an understanding of the application of LCA in the circular economy.
How will the project be conducted
The project will require students to do some introductory reading on LCA before or during the programme. Training will be provided to explain the key content of the project and how to access the life cycle inventory datasets and use open LCA software. OpenLCA is an open-source software for LCA and sustainability assessment, developed by GreenDelta. It is freely available, without license costs.
Please note: Each student is expected to bring their own laptop but a loan laptop can be arranged where required.
Proposed timeline:
| Week | Task |
| 1 and 2 | Literature review on LCA studies to understand background information of a product or technology that is of interest to students and to collate background information of interested product (or technology) such as material composition, product weight, manufacturing year, lifespan, end-of-life treatment, etc. |
| 3 | Training on LCA methodology including goal and scope, inventory analysis, impact assessment, and interpretation of the results. |
| 4 | Downloading the openLCA software and getting familiar with the datasets and how to access them from different sources. |
| 5 - 8 | Students will choose a product or technology for assessing the global warming potential of manufacturing or use or end-of-life management ( i.e. carbon footprint). Product can be selected based on data availability. An alternative approach is to focus on a case study which is freely accessible to download as a practice exercise. |
| 9 - 10 | Concluding the exercise and results and delivering a short summary of their project. |
Please note: The location of these tasks can be discussed closer to time, based on the availability of those involved in the project.
Outputs and impacts:
This project contributes towards the global ambition to reach net zero emissions by 2050 and mitigate global warming in the second half of the century.
Students will be introduced to the concept of life cycle thinking (LCT) which aims to reduce a product's resource consumption and environmental emissions while improving its socioeconomic performance throughout its lifetime. In particular, they will learn the benefits and challenges of applying LCTs into practice, for instance within industry and policy-making sectors. Consequently, students will be able to identify opportunities for improving sustainable resource management and make better environmental decisions.
Output: students will be asked to write a short communication article (e.g. a blog piece or report) on a modern-day product or technology of their interest.
Key skills to gain during the project:
Students will be able to demonstrate the following skills:
- Research skills: Ability to review scientific literature and collate LCA-related datasets which are key for any sustainability assessment
- Geoscientific knowledge:
- Understanding the life cycle assessment methodologies and how to calculate the carbon footprint of a product or technology.
- Recognize the main advantages and difficulties of using life cycle assessment for a variety of objectives.
- Data analysis: involving the use of life cycle inventory databases and open LCA software.
- Problem solving (global challenge): Finding business opportunities, like redesigning to use less packaging or materials, changing materials, adding more recycling content, identifying bottlenecks and opportunities for environmental and financial savings, etc., and informing supply chain partners and final consumers.
Project Contacts
- Megan BarnettLink opens in a new window megan@bgs.ac.uk
- Marcus DobbsLink opens in a new window marc1@bgs.ac.uk
- Simon GregoryLink opens in a new window simongr@bgs.ac.uk
Project Location:
British Geological Survey, Keyworth Nottingham office
Background information
Photograph of the project team carrying out fieldwork at a site that is experiencing coastal erosion that is damaging access routes.
Microorganisms can produce a range of biominerals including phosphates, iron oxides and carbonates. However, it is the microbial production of carbonates by the breakdown of urea (using the urease biochemical pathway) that is of particular interest in various geotechnical applications. Bioprecipitation of minerals within porous media (soils, sands and some types of rock) results in grains becoming cemented together giving the material greater integrity (improved compressive strength, shear strength, and stiffness) and thus reducing the risk of erosion and failure. The engineering geology and geomicrobiology groups at the British Geological Survey are involved in research into the role of bioprecipitation of minerals to mitigate geohazards, which includes work on slope stability, coastal erosion and heritage conservation.
Typically, the bacterium Sporosarcina pasteurii is used in this process, but we have recently shown that microorganisms naturally present in beach sands can also be stimulated to have the same effect, removing the need to handle microorganisms at the site or add laboratory strains of microorganisms to the environment. This project will involve investigating the biological and geomechanical aspects of bioprecipitation process to understand and optimise this approach. It would be suitable for students who are interested in exploring nature-based solutions for natural hazard mitigation and would involve the interdisciplinary application of microbiology, geosciences and engineering expertise.
Key aims of the research project
- To assess whether microorganism present in a wider range of sands, soils and rocks are able to cause bioprecipitation.
- To optimise the method to increase the strength of bioprecipitated samples
How will the project be conducted
The project will be conducted at BGS laboratories including the geomicrobiology and engineering geology laboratories.
The geomicrobiology laboratory has facilities for:
- growing and characterising microorganisms
- setting up experiments to test how microorganisms can strengthen soils or rocks
- analysis of microbial and biogeochemical parameters (e.g. measuring microbial growth, monitoring pH and conductivity).
The engineering geology laboratories have facilities for:
- characterising soils and rocks including mechanical properties such as compressive strength, shear strength, tensile strength and elastic moduli.
- characterising index properties, such as water content, density, porosity, plasticity; geophysical properties, such as dynamic elastic moduli and resistivity
- characterising hydrogeological properties such as permeability and soil suction.
The intern will work under the guidance of Megan Barnett and Simon Gregory (geomicrobiologists) and Marcus Dobbs (engineering geologist) and alongside BGS staff members working on related projects.
After induction and initial training in the laboratory in the first week, the student will test a small collection of UK samples in simple laboratory experiments to determine whether the microorganisms naturally present within them can cause the reactions required for bioprecipitation (Weeks 1-3). This will involve setting up experiments and sampling them for pH, conductivity and microbial growth. Once this has been done, a subset of the samples will be selected for column tests (Weeks 4-8). The purpose of these experiments will be to assess different methods of applying solutions to cause bioprecipitation within the columns that increases their cohesion and strength. This will involve exchanging fluids according to set protocols and carrying out geotechnical testing at the end of the experiments. The geotechnical testing will primarily involve characterising the index properties and mechanical properties of bioprecipitation-treated samples using geotechnical testing apparatus. The final two weeks will be devoted to preparing a short report or presentation of the work
As the research project progresses the student will have the opportunity have some input into the research project. For example, it may be possible for student with a background or interest in the microbiological aspects to conduct DNA sequencing of samples collected from the initial experiments using Oxford Nanopore Technology to understand more about the diversity of organisms responsible for bioprecipitation.
Alternatively, the student may wish to explore additional geomechanical or hydrogeological characterisation testing or look at the effects of bioprecipitation in a greater range of materials.
Outputs and impacts:
This project complements previous work carried out by the team to develop this approach for specific cases where coastal erosion is of concern. The student will play an important role in developing our understanding of the best way to stimulate natural microbial communities to produce the desired effect and to test methods that could be applied in the field. This work has attracted the attention of several local councils who are facing the challenges of coastal erosion, and it is hoped that this work will lead on to field trials of this approach.
The student will also be expected to share outputs with the public, such as a BGS blog post, and will be encouraged to take part in additional activities that may arise, such as the BGS Science Festival.
Key skills to gain from completing the project
- Specialist microbial, biogeochemical and geotechnical techniques
- Data collection, analysis and interpretation
- Designing and running experiments
- Preparing materials for science communication
Project contact:
Jan Hennissen
- Email: janh@bgs.ac.uk
- ResearchGateLink opens in a new window:
- OrcidLink opens in a new window
- Career profileLink opens in a new window
Additional contact: Max Page (BPL laboratory technician); mapa@bgs.ac.uk
Proposed start date and duration:
Flexible
Project location:
British Geological Survey, Keyworth Nottingham officeLink opens in a new window
Background:
The global average atmospheric carbon dioxide (CO2) currently exceeds 400 ppm, as recorded by the Mauna Loa Observatory, Hawaii (https://gml.noaa.gov/ccgg/trends/Link opens in a new window). Furthermore, according to the latest climate models of the Intergovernmental Panel on Climate Change (IPCC), atmospheric CO2 levels are expected to double, leading to a 3 °C increase in surface air temperatures by the end of the 21st century. This is a situation last encountered during the Piacenzian stage of the Pliocene which is the most recent past interval of sustained global warmth, about 3 million years ago. During that time, sea levels were predicted to be between 5 and 25 meters higher than today which is high enough to drown many of the world’s largest modern cities (Dumitru et alLink opens in a new window.).
Studying the climate dynamics of the deep-time Pliocene analogue (i.e. a time frame that is an analogue for future climate) is therefore crucial in helping us understand how our environment could respond to these predicted changes. Evidence for paleoclimate conditions (past climate dynamics) can be derived from fossils which provide geochemical data that is integrated with sophisticated numerical models to reconstruct past climates.
For this research project in particular, the composition of the calcareous shell of foraminifera speciesLink opens in a new window will be used to estimate palaeotemperatures and construct age models by measuring their stable-oxygen-isotopic composition (δ18O). The foraminifera that will be studied have been derived from two key geological formations (body of rocks), namely the Coralline Crag Formation and the Red Crag Formation which were depositedLink opens in a new window during the Mid-Pliocene warm period and can be found in Suffolk, England.
Aim of the project:
The overall aim of the URSS research project will be the laboratory preparation of micro-palaeontological samples to isolate foraminifera using a stereoscopic microscope. Once extracted, the foraminifera will be handed to the National Environmental Isotope Facility (NEIF, https://www.isotopesuk.org/Link opens in a new window) for stable isotope analysis using mass spectrometry (MS) techniques.
Please note, the student will not be conducting the isotope measurements and is only required to do the sample extraction. However, should a student be interested, the BGS team are happy to discuss the isotope results with them once the results are available from NEIF.
The project will also involve an in-depth review of the literature available on this research topic. The student will help expand on an existing database of relevant papers to compile a body of peer-reviewed work on Pliocene climate dynamics and Pliocene exposures in the UK.
Figure 1: example of the setup the student will be using. On the left: the stage of a stereoscopic microscope with a 250µm filter and a black picking tray containing foraminifers. They will be screened under the microscope and picked using a single haired brush. On the right an electron microscope image of a single foraminifer of the species Globigerina bulloides.
How will the project be conducted:
The project will entail the following activities:
- Literature review: desk-based which can be conducted on site (BGS) or remotely. If working elsewhere, access to the relevant literature should be checked prior to commencing the project. Access to a reference manager, preferably Endnote to ensure consistency with ongoing BGS work, is essential.
- Laboratory work: the student will be trained in the calcareous micropalaeontology preparation protocol utilised at the Biostratigraphy and Palaeontology Laboratories (BPL) at BGS. Students can also learn about the palynological preparation protocol to make palynological slides (optional). Training will be conducted at BGS Keyworth. All consumables and equipment are available at the BPL.
- Microscopy: facilities available at the BGS but can be conducted wherever a decent stereoscopic microscope is available.
- Write-up: desk-based, can be done anywhere. However, access to BGS resources (literature, Endnote) may be necessary.
- An optional field visit to the Suffolk sites where the sediment samples containing the microfossils under study are collected.
Proposed timeline:
| Week | Tasks |
| 1 | Monday: Site and laboratory introduction (training) Tuesday - Friday: Literature review - topics covered: pilocene, coralline crag formation, basic paleoceanography (deskwork) |
| 2 | Monday: Learning preparation protocol (practical work) Tuesday - Friday: preparation of samples independently in the BPL (practical work) |
| 3 | Monday - Friday: Preparation of samples independently in the BPL (practical work) |
| 4 | Monday: initiation on the microscope (training) Tuesday - Friday: microscopy (practical work) |
| 5 | Monday - Friday: Microscopy (practical work) |
| 6 | Monday - Wednesday: microscopy (practical work) Thursday - Friday: evaluation and write-up of short report (deskwork) |
The duration is flexible. We have samples from additional locations and can accommodate a student for six weeks, but equally we can add samples to extend this duration to 10 weeks, depending on how the student sees the project evolving.
In addition, if so desired, to break up laboratory work and microscopy, we have a large reprint collection we are in the process of digitising and indexing using EndNote. For students wishing to get experience with this valuable citation compiler and indexer, we can accommodate that as well.
Outputs and impacts:
The student’s work will be key to advancing a long-term research priority, helping society understand what may happen to the bottom of our food chain if temperatures continue to rise in response to increasing CO2 in the atmosphere. In particular, efficient sample preparation is the first step of measuring accurate results by being able to recover sufficient concentrations of the samples used, as well as eliminating contaminants that would complicate data interpretation.
At the end of the project, a short report will be written to document the collection of foraminifera species that have been extracted for isotope analysis. This document will serve as the foundation for a future reference database that can be implemented in the scientific community to correlate the composition of fossils to predictive models that reconstruct paleoclimates.
Key skills to gain during the project:
- Laboratory skills (transferable): Students will be able to gain a range of technical skills adapted in micropalaeontology laboratories to prepare delicate microfossil samples. Note, these skills are transferable and can be applied in other industries. They include:
- Wet sieving
- Light microscopy (stereoscopic microscope)
- Good laboratory practices (GLP)
- Scientific publication: Students will be acknowledged in any scientific publications that feature the results of samples they prepared.
- Research and writing skills: Including the ability to review scientific literature and be proficient in using reference managers, particularly Endnote.
Further Reading:
Pliocene Climate Studies
1. De Schepper, S., et al., 2014. A global synthesis of the marine and terrestrial evidence for glaciation during the Pliocene Epoch. Earth Sci. Rev. 135, 83-102. http://dx.doi.org/10.1016/j.earscirev.2014.04.003Link opens in a new window
2. De Schepper, S., et al., 2013. Northern Hemisphere Glaciation during the Globally Warm Early Late Pliocene. PLoS ONE 8, e81508. http://dx.doi.org/10.1371/journal.pone.0081508Link opens in a new window
Methodology:
3. Hennissen, J.A.I., et al., 2014. Palynological evidence for a southward shift of the North Atlantic Current at ~2.6 Ma during the intensification of late Cenozoic Northern Hemisphere glaciation. Paleoceanogr. 29, 564-580. http://dx.doi.org/10.1002/2013pa002543 Link opens in a new window
BGS Correspondent:
Erin Mills (emills@bgs.ac.uk)
Dr Annie Winson (anwin@bgs.ac.uk; Research profileLink opens in a new window)
Proposed start date and duration:
Flexible, 6-8 weeks
Project location:
British Geological Survey, Keyworth Nottingham officeLink opens in a new window
Background:
The BGS Geodesy & Remote Sensing team Link opens in a new windowseek to understand:
- the interactions of hazards across space and time
- how their associated impacts propagate across sectors
- the differing 1vulnerability associated with these hazards
- how we can integrate Earth Observation (EO) data to investigate these hazards
In line with these objectives, this project will focus on further developing an existing BGS database (information hub) that collates hazard related information, drawing from various types of sources including academic publications, peer reviews, policy briefings, grey literature and social media.
Specifically, by utilising the data collated within the database the student will be tasked with producing data-driven impact chains (IC), which visually illustrate the complex relationships of hazards and their impacts in a way that is easy for general audiences to understand. An example is shown in Figure 1.
Additionally, the student will have the opportunity to implement Geographic Information System (GIS) software to plot various hazard events with the aim of identifying spatial trends. Finally, if time allows and the student is interested, they will explore open-source satellite imagery through the Google Earth Engine API (GEE). The aim would be to determine whether the imagery, and related data such as spectral indices or pre-processed images , can identify marker components that precede certain hazards. For example, the images2 might show that an area hit by wildfires had previously experienced a summer heatwave and drought, suggesting that those conditions made the area more likely to experience wildfires later on (pre-conditioned). Alternatively, the imagery can be used to provide evidence for the ICs.
There is scope to tailor the multi-hazard interactions to the student’s interests, but the project would ideally focus on UK named storms, landslides/surface movements or coal mining implications.
1 Meaning how susceptible different areas or populations are to damage from a particular hazard event as well as their ability to cope with and recover from the impact of the hazard.
2 Removing artefacts from the images that are not related to the actual reflectance of the land cover.
Summary of project aims:
- Contribute towards maintaining a large qualitative database by conducting literature review of chosen hazards and collating information.
- Developing data-driven ICs to visually communicate the complexity of hazard-impact interactions and highlight the vulnerable assets of various sectors or specific vulnerable groups.
- Begin to explore EO imagery through GEE to identify hazards and related parameters, in order to establish hazard footprints and exposure, and integrate these images into the hazard storylines.
Figure 1 – Conceptual IC highlighting some of the potential hazard cascades associated with a heatwave, and the resultant impacts.
How will the project be conducted:
The project is open to the student exploring various means of data collation and dissemination. Literature search will be predominantly online via search engines (e.g. Google Scholar, Scopus or Web of Science, in addition to Google/Bing/Ecosia).
An existing database structure in Excel will be provided, but the student can reproduce it using a programming language (e.g. GeoPandas database via Python) if preferred. Literature results detailing hazards will be streamlined, with plotting via GIS software (QGIS or ArcPro) or Python (GeoPandas & Geemap) if preferred. As mentioned, there is scope to begin to look at EO imagery within the GEE API and Sentinel Browser that may be beneficial for investigating hazards. ICs can be created through Miro (streamlined within BGS), but the student can use other platforms or software that they may prefer.
GEE API interface is written in JavaScript, but the Geemap package is the python substitute. Both GIS & Sentinel Browser are point-and-click, so no significant coding experience is required as methodology can adapted be as simple or advance as student desires.
Proposed timeline (flexible):
| Week | Task |
| 1 | Project introduction & background briefing. Literature review on UK hazards. |
| 2 | Database production on specific hazard cascade. |
| 3 | Database production & EO reading |
| 4 | Hazard event plotting, identifying spatial and/or temporal trends, IC reading |
| 5 | IC development, finalisation of database & plotting |
| 6 | EO data exploration, report writing |
| 7 | Finalise short report & present findings at BGS. |
The tasks can be completed remotely or at the BGS headquarters, depending on what works best for the student. This can be discussed prior to the start of the project.
Outputs and impacts:
There are several desirable outputs to this work would include: hazard-impact database that can streamline into various BGS projects (cited in work), data-driven impact chains specifying vulnerable sectors/components, hazard event maps to highlight spatial trends/distribution, and (time/interest dependent) EO images to highlight/investigate hazards. This would ideally be prepared in a short report and there is opportunity to present findings here to BGS staff.
Impact chains are an incredibly useful resource for hazard communication and education – particularly to vulnerable groups. The generation of these hazard-specific chains enables non-scientists to visualise the hazard interactions that may impact day-to-day lives, and critical sectors such as infrastructure and agriculture.
Key skills to gain during the project:
By conducting this project, the student will:
- Develop cartographic skills for big data streamlined from a database
- Learn/explore useful coding practicalities for representing spatio-temporal data
- Public engagement and presentation skills, particularly in a working environment
- Qualitative/Quantitative data collation, cleaning, storage & dissemination
References/Further Reading
Geohazard notes - British Geological SurveyLink opens in a new window
Shallow geohazards - British Geological SurveyLink opens in a new window
Giles, D.P., 2020. Chapter 1 Introduction to Geological Hazards in the UK: Their Occurrence, Monitoring and Mitigation. Geological Society, London, Engineering Geology Special Publications, 29(1), pp.1-41. https://www.lyellcollection.org/doi/full/10.1144/EGSP29.1 Link opens in a new window
Wang, J., He, Z. and Weng, W., 2020. A review of the research into the relations between hazards in multi-hazard risk analysis. Natural Hazards, 104(3), pp.2003-2026. https://doi.org/10.1007/s11069-020-04259-3 Link opens in a new window
Contact details and career/research profiles/BGS staff profiles:
Holly Hourston, hhourston@bgs.ac.uk, Google ScholarLink opens in a new window, BGS staff profileLink opens in a new window
Claire Dashwood, cfoster@bgs.ac.uk, ORCiD: 0000-0002-0373-8719
Alessandro Novellino, alessn@bgs.ac.uk, Google ScholarLink opens in a new window , BGS staff profileLink opens in a new window
Background information
Peatlands cover only 3–4% of the Earth’s surface (~12% of UK), but they store nearly 30% of global soil carbon stock. This significant carbon store is under threat as peatlands continue to degrade at alarming rates around the world due to climate change. Their degrading conditions can also lead to hazards such as landslides and subsidence. Currently, we do not have a full picture of peatland distribution and conditions across the UK. Better tools for rapid and reliable assessment of peatland extent and condition are therefore urgently needed to monitor carbon storage, provide insight into the future of carbon storage in the UK, and monitor potential landslides.
This study aims to characterise the extent of UK peatlands and their potential risk for creating geohazards by integrating multiple existing datasets: ground deformation from European Space Agency satellite data, peat thickness, peat condition and peat type. By analysing these datasets, we aim to create a model describing the relationship between peat deposit thickness and its deformation rate, and potentially include climate-informed conclusions if time allows.
Requirements
- GIS
- Scientific background (maths, geology/geography, physics, environmental science, engineering)
- Interest in natural/environmental sciences and/or interest in earth observation
- Python (basic, preferred but not mandatory)Key aims:
Key aims
- Characterising peatland deposits across England using existing land cover maps from various sources (EEA, CEH, Natural England)
- Analysing the relationship between peatland type and condition, thickness and kinematic including existing geological datasets (e.g., boreholes) and spaceborne-derived ground deformations over time (InSAR)
- Characterise the hazards associated with peatlands and identify areas of concern.
Proposed start date and length
7th July 2025, lasting 6-10 weeks (start date and duration flexible to student’s needs. Latest start date 8th September, project must finish by 17th October 2025)
How will the project be conducted
Activities divided into three phases with flexibility depending on the interests of the student.
Introduction and orientation: BGS induction. Review of existing national maps and datasets on peatlands in England & Wales. Creation of a GIS project of peatland locations and associated information. Create an inventory of known peatland hazard and their impacts (1-2 weeks suggested).
Analysis: Spatial and temporal analysis of ground deformation rates due to varying environmental parameters, borehole information and natural hazards (GIS, Excel and/or Python). Linking hazard occurrence with the characteristics identified during the analysis. If time allows, we will create a specific case study for closer examination of these relationships and incorporate meteorological data. (4-5 weeks suggested)
Communication of findings: Write a blog post describing the main conclusions and findings with an accompanying report. Presentation for BGS staff identifying main findings and skills acquired.
Intended reach or impact
This research is intended to build a better understanding of peatland locations, conditions and volumes. This information is key to constrain carbon storage potential and inform site managers and policymakers on how to conserve and reduce emissions from this carbon-rich ecosystem. Our hazard and climate-inclusive analysis may also provide key information for planners & developers in the infrastructure industry, local and national government, and climate policy makers.
Key skills/knowledge that students will gain
- GIS and spatial analysis techniques (e.g., interpolation)
- Statistical approaches to analyse large datasets
- Knowledge and understanding of various satellite missions, their purposes and uses in science
- Applying geological knowledge to real-world problems
- Understanding UK geohazards
- If desired, there is opportunity to build or develop coding experience and knowledge (Python)
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