Carbon mineralization converts CO2 into carbonate reaction products, thereby permanently storing it in a thermodynamically stable form. Many naturally occurring and industrially manipulated materials can be treated with CO2 and take forms that satisfy applications in the built environment. Potential products can include structural materials (e.g., concrete and mortars), nonstructural materials (e.g., for road-base, erosion, sea, and flood protection barriers), and protective coatings (e.g., paints and polymers). The overall mitigation potential of currently identified applications for the built environment exceed 2 gigatonnes of CO2 per year, which equals over 5% of global anthropogenic emissions. Carbon dioxide utilization in the built environment provides impactful, permanent, and economically driven CO2 storage.
To put mineralization into practice, innovative and fundamental research is required to overcome several technology challenges. Better understanding of how process parameters and material composition are related to product properties and performance will: (i) aid in meeting stringent performance requirements and, (ii) allow the prediction of the long-term performance of the building products. Studying these causes and effects, at solid–liquid–gas interfaces and at atomic to macroscopic scales, will unlock the barriers to storing globally significant amounts of CO2, in addition to providing useful, cost-effective, and carbon-negative materials for everyday life that replace carbon-intensive traditional materials.
This new knowledge will be generated in this Globalink project by a team of students who will prepare building materials containing sequestered CO2, and use these materials to prototype an infrastructure application. This is a unique opportunity to help close the gap between fundamental research and commercial products, show that CO2 sequestration and utilization can become a normal part of business and life, and help raise awareness to the new technologies and ways of thinking that will become the future of engineering.
Research area, student roles & skills
Research area: The research group of Dr. Santos is developing processes that take CO2 from industrial flue-stacks and out of the atmospheric air, and turn it into valuable materials and products. CO2 is the most important greenhouse gas, and its emissions are strongly linked to climate change. Finding a better use for this gas can improve the sustainability of industrial operations, protect the environment, and even generate economic value. Dr. Santos is especially interested in CO2-derived materials that can be incorporated into, or be used as, building materials; these include concrete, bricks, mortar, paints, papers and polymers.
Student roles: The project activities will be divided into three main tasks: (1) preparation of building materials containing CO2; (2) characterizing the prepared materials and their mechanical/chemical performance under controlled laboratory conditions; (3) building a prototype using these novel materials that demonstrates their quality and performance. Each student will work on preparing and characterizing one out of three types of CO2-containing building materials: bricks, mortar, and paint. The first student, preparing bricks, will utilize a combination of solids and water that when cured under a CO2 atmosphere in a reaction chamber solidifies into a brick. The second student, preparing mortar, will first react CO2 with a mineral to produce a carbonated product, which when combined with cement and water turns into a mortar paste that will hold the bricks together. The third student, preparing paint, will extract calcium from minerals, react it with CO2 to form calcium carbonate, and then combine this with solvents and polymers to produce paint. This work is not nearly as simple as it sounds, so students can expect many trials and close assistance from the research team. Students will be encouraged to explore ideas, be exposed to complex questions, and be challenged to innovate. The materials will be characterized for chemical and mineral composition, strength and soundness, using a variety of instruments and techniques. With assistance from the research team, the students will have a chance to see how electron microscopy, X-ray analysis, thermal analysis, among others, are performed using high-end equipment. The prototype the student will build will take shape as a wall, a miniature building (non-leaning tower of Pisa?), or any other form the students are inspired to pursue. The key is to build something that demonstrates the potential for the technology and is expected to last (durability of the prototype will be studied post-project).
Skills required: Students should have an academic background in sciences (chemistry, geology, environmental sciences) or engineering (chemical, environmental, materials, mineral, mining, etc.). A diverse team will preferably be assembled. Students should also have some formal training on performing laboratory work, ideally including experience with designing/planning experiments and using analytical instruments to characterize samples. Student will work closely with graduate students and other researchers, so an aptitude for team work, professionalism, and good communications skills are important. Students will benefit from most this project if they are inquisitive, self-motivated, and resourceful. Prior experience with construction work is an asset, but not a requirement.
2. Comparative analysis of Apollo and terrestrial impact crater samples
Impact cratering is one of the most ubiquitous geological processes in the solar system. The impact of asteroids and comets with planetary surfaces is an incredibly energetic process, with temperatures over 10,000 oC and pressures over 100 GPa. All of this energy is also deposited at a single point in the Earth’s crust within seconds. A result of this is the production of a range of “impactites” (i.e., rocks produced or affected by impact cratering), including a wide variety of impact breccias. The return of Apollo material pre-dates our modern understanding of the impact cratering process. As a result, early lunar research resulted in a classification system for lunar impactites that is today duplicative and inconsistent. The nomenclature of lunar impactites remains a barrier to the scientific investigation of lunar geologic samples. The goal of this research is to conduct a comparative study of impactites from the Mistastin Lake impact structure with Apollo samples (already on loan to Western). Samples from various locations around the Mistastin Lake structure have previously been collected. Samples will be studied via optical microscopy (for textures), electron microprobe analysis (EPMA) (for micro-textures and elemental mapping), and using a benchtop X-Ray Fluorescence instrument (to study the geochemistry of thin sections and hand samples) The software ImageJ will be used to quantify properties such as clast content, sorting, etc., for comparison of the Mistastin and lunar impactites. This data will feed into an ongoing effort to reclassify lunar and terrestrial impactites.
Research area, student roles & skills
Research area: My research interests are diverse and interdisciplinary in nature. I synthesize field and remote sensing observations with a range of geochemical and petrographic data. A major current focus of my research is on the Moon, with a focus on understanding impact cratering processes and products. This is in support of the Artemis Lunar Surface Science Team of which I am a member.
Student roles: The student will be involved in all aspects of the research described above, from the literature review stage, through sample preparation and analysis. They will conduct the initial detailed petrographic examination of samples to identify high-priority targets for subsequent micro-analytical analyses. The student will then be trained in the use of, and conduct, EPMA and other laboratory investigations of samples. They will also write a short report on the results and give a presentation in the final week of the internship. Depending on the interest and background of the student, opportunities for preparing a conference abstract and/or journal publication will be offered and encouraged.
Skills required: Knowledge of geological processes and products. Previous laboratory experience in microscopy, petrography, and geochemistry is considered an asset.
3. Developing Sustainability Education Modules for High School Youth: Engaging Undergraduate Researchers in Curriculum Innovation
If you are a science, engineering, or science education student who wants to dig in to developing science outreach activities for high school students, this project could be a great match for you! In this project, intern(s) will contribute to development of comprehensive sustainability education modules for summer STEM camps for Grade 11 and 12 students. Undergraduate students will conduct background research and work to create engaging, age-appropriate content covering critical topics such as climate change, renewable energy, waste management, and sustainable urban development. If the intern(s) are interested and if time allows, they could also develop training workshops to support the educators who deliver the modules, to equip them with the skills and resources needed to effectively deliver sustainability education. Intern(s) will have the opportunity to work closely alongside active researchers and their lab groups in Earth sciences, engineering, and education as they develop the materials, to provide them with insight and technical expertise for their module development. Interns may also have the chance to “field trial” their modules on summer STEM camp students. The outcome will be contributions to a scalable, research-informed curriculum that enhances environmental literacy and empowers youth to become future sustainability leaders. Come join us for a fun education internship opportunity!
Research area, student roles & skills
Research area: In my research group, we study how microbes influence geochemistry in natural and engineered environments. In addition to my research work, I am actively involved in educational development for geoscience education at the first-year level and on developing open educational resources to enable more equitable access to geoscience education. Along with me, colleagues in the Centre for Teaching and Learning (Dr Deena Salem), Engineering (Dr Tim Maciag), and Non-Profit Leadership (Colleen Strauch) will also support the intern(s) on this project.
Student roles: The intern will meet weekly in person or over zoom with Dr McBeth and/or Dr Salem and with other staff and students at URegina, complete any required safety training, conduct background research and develop modules for your specific project as agreed upon with Dr McBeth and Dr Salem, keep a clear and detailed project record book, and prepare a poster summarizing your results that you will present to other interns at the end of your internship. The student will be responsible for researching and developing comprehensive sustainability education modules tailored for summer camps for Grade 11 and 12 students, ensuring content is accurate, engaging, and age appropriate. They will collaborate with project mentors and educators to incorporate interactive activities and multimedia resources, as well as contribute to the creation of supplementary materials. Additionally, the student may participate in the development and delivery of workshops aimed at building capacity among faculty members to effectively teach sustainability topics. Throughout the project, they will gather feedback from pilot testing, refine the modules accordingly, and support the overall goal of creating scalable, research-informed educational resources that promote environmental literacy and inspire youth leadership in sustainability. You will be expected to keep regular office hours (generally 9-5 pm, Monday to Friday), attend group meetings and seminars, and participate in training activities offered within the lab group (e.g., presentation skills workshop). You may have the opportunity to assist other interns/students with analytical work. If interested and if the opportunity arises, you could also come to the Canadian Light Source (CLS) in Saskatoon or other field or labwork to help graduate students collect data - a unique internship opportunity! There will be opportunities to learn a variety of skills including lab skills if you come and work with our team!
Skills required: The ideal intern(s) for this project would be undergraduate(s) enrolled in a relevant field such as Education, Environmental Science or Engineering, Earth Science, or Sustainability. The ideal candidate would have experience with outreach activities already from their home institution, or perhaps other experience working with teaching children (e.g., summer sports or music camps). Course background or interest in curriculum development, instructional design, or educational pedagogy is preferred, along with a good understanding of sustainability issues and environmental challenges. You should be able to work both independently and collaboratively within a team, and have strong organizational skills and attention to detail.
This project is the continuation of a long-term study in the Cape Breton Highlands. The project will focus on geochronology, and will use U-Pb dating of detrital zircons and igneous units in the Cape Breton Highlands to fill in significant gaps in our understanding of the tectonic evolution of the area. The project will focus on low-grade metamorphic rocks of the Clyburn Brook formation, and a suite of Ordovician to Silurian metasedimentary rocks that make up a large part of the Cape Breton highlands. The project will attempt to date the protoliths of these metamorphic rocks, and use petrographic and geochemical analyses to investigate proposed correlations between different units. If possible we will also attempt to date the metamorphism in the different areas. Samples are available for a lab-based project, or additional samples can be collected during field work and mapping, depending on student preference.
Research area, student roles & skills
Research area: I am a field geologist who specializes in metamorphic geology, structural geology, and geochronology. I work primarily in the Appalachian orogen, and this project is part of a long-term study in the Cape Breton Highlands in northern Nova Scotia.
Student roles: Student will collect samples during field mapping, assisting the supervisor. Student will make thin sections and select samples for further analysis and geochronology. Student will elarn how to prepare minerals for U-Pb dating and learn how to image them using the SEM in the department. Student will perform Laser Ablation ICP-MS U-Pb analysis of samples and learn how to interpret the data.
Skills required: Critical skills: petrographic analysis, mineral identification, thin section description/interpretation Assets: interest in field mapping, or interest in geochronology (or both) Optional: field mapping skills, interest in Appalachian geology
5. Method development for dating seafloor sulfate minerals
Supervisor: Man-Yin Tsang
University: University of Saskatchewan (Saskatoon campus)
Electron spin resonance (ESR) signals produced in natural sulfate minerals can be used as a geochronological tool to determine the timing of mineral formation and subsequent geological events. This project focuses on understanding the origin, stability, and geological significance of ESR signals in sulfate minerals such as gypsum, anhydrite, and barite. Because different radicals within minerals respond differently to heating, radiation, and environmental conditions, identifying which ESR signals remain stable over geological timescales is critical for reliable dating applications.
The project will investigate how ESR signals form and evolve under different thermal and chemical conditions. Students will examine the thermal stability of ESR signals to determine which radicals are suitable for geochronological purposes and which may be altered or erased during burial and heating underground. The project will also compare ESR characteristics among natural samples formed in different geological settings to evaluate how environmental conditions influence signal formation and preservation.
Laboratory work will include preparation of sulfate mineral samples, ESR measurements using analytical facilities at the University of Saskatchewan, such as the Saskatchewan Structural Sciences Centre, and synthesis of sulfate minerals under controlled laboratory conditions to better understand the mechanisms responsible for generating specific ESR signals. Students may additionally analyze natural evaporite samples from the Mediterranean Sea and calculate formation ages based on measured radiation doses and signal intensities.
For students with strong mathematical or physics backgrounds, there is also an optional computational component involving simulation of ESR spectra generated by different radicals within sulfate minerals. This aspect of the project introduces students to modeling and interpretation of spectroscopic data.
Overall, the project provides training in geochronology, mineral spectroscopy, geochemistry, and analytical laboratory techniques while exposing students to interdisciplinary research linking geology, chemistry, and physics.
Research area, student roles & skills
Research area: Dating sulfate minerals provides important information about the timing and evolution of geological processes in a wide range of environments. Applications include determining the formation rates of evaporite deposits, reconstructing hydrothermal-fluid activity on the seafloor, and identifying post-depositional heating or fluid-flow events in sedimentary or igneous deposits. However, few geochronological methods are suitable for directly dating Phanerozoic sulfate minerals, particularly samples older than a few hundred years. Electron spin resonance (ESR) dating is one feasible approach. The method relies on natural radiation producing and accumulating radicals within mineral crystal lattices through time.
Student roles: The student will participate in laboratory-based research focused on measuring and interpreting electron spin resonance (ESR) signals in sulfate minerals. The project involves examining how sulfate minerals accumulate radiation-induced radicals through time and determining how these signals can be used for geological dating applications.
Students will first learn sample preparation techniques for sulfate minerals. They will then conduct ESR measurements using instrumentation available at the University of Saskatchewan analytical facilities. Through these measurements, students will investigate the types and intensities of ESR signals present in different sulfate minerals and evaluate how much natural radiation the samples have received during their geological history. If project progress is satisfactory, students may further participate in complete dating experiments on evaporite samples from the Mediterranean Sea to estimate their formation ages. This will involve combining ESR measurements with radiation dose calculations and interpretation of geological context.
Students with strong quantitative backgrounds may take on an optional computational component involving the simulation and interpretation of ESR spectra produced by different radicals in sulfate minerals. This work provides a fundamental basis for understanding the ESR signals observed in natural samples.
The project is designed to provide senior undergraduate students with hands-on experience in analytical geoscience research. Students will develop skills in laboratory techniques, spectroscopy, data interpretation, scientific problem solving, and geological reasoning. The experience is particularly suitable for students interested in geochemistry, geochronology, or mineralogy.
Skills required: Basic laboratory and analytical skills are required. Students should have taken coursework in mineralogy or basic physics. Students must complete laboratory safety training upon arrival in Saskatoon. Experience with electron spin resonance is optional but considered an asset. Coursework or experience in quantum mechanics or advanced mathematics is required for students interested in the optional computational component of this project.
6. Microbial mats and microbialites: geology at the interface between minerals and microbiology!
If you are a geoscience student who wants to learn more about environmental geochemistry and how microbes influence the environment, this project could be a great match for you! This internship will give you experience in a busy and friendly geomicrobiology lab. You will work closely with students at URegina in the McBeth group and may also have opportunities to interact remotely with researchers at University of Saskatchewan.
Have you ever seen images of stromatolites (a type of microbialite) from the rock record or in modern environments such as Shark Bay, Australia? We study the microbes that live on and in microbialites and the minerals they generate! Your project would combine one or more parts of the following options: OPTION 1: collecting microbialites and microbial mats from natural environments in Saskatchewan and analysing them using scanning electron microscopy and measurements of pH, temperature, and geochemistry. You will learn more about the microbes that are found in these environments and how they generate biosignatures. OPTION 2: conducting lab studies of how changing parameters (e.g., T, salinity, light exposure, grazing by fly larvae or brine shrimp) influence the growth of microbialites. Here, you will learn how to enrich for the microbes that grow in microbialites, and you will set up and optimize aquaria where we are growing microbialites. OPTION 3: sampling microbialites from salt lakes and obtaining high-throughput amplicon sequencing data to identify microbes (Bacteria, Archaea, algae) that are important in microbialite growth. Working with data from this year and previous summer seasons, you will learn how to analyse bioinformatics data and consider how these microbes may be important in microbialite formation.
Interns will also get to use the Canadian Light Source (CLS) synchrotron facility in Saskatoon to study these samples and others - a unique internship opportunity!
Research area, student roles & skills
Research area: In my research group, we study how microbes influence geochemistry in natural and engineered environments. Most of my students are studying environmental geoscience, and I teach them microbiology for their projects. Microbes are important in the environment; for example, they can dissolve metals from rocks or form new minerals from water containing metals. We gather samples from the field, use microbiological approaches (e.g., culturing microbes), geochemical and mineralogical tools (e.g., x-ray diffraction), and synchrotron approaches (e.g., X-ray absorption spectroscopy) in our experiments. We use our results to better understand how microbes impact geochemistry in the environment.
Student roles: You will be required to conduct a background reading review of project documentation to familiarize yourself with the project (project overview document, related peer-reviewed literature), meet weekly in person or over zoom with Dr McBeth and with other project members at URegina and partner institutions, complete required safety training, conduct sample preparations and analyses as described in your specific project as agreed upon with Dr McBeth, keep a clear and detailed project record book, generate standard operating procedures (SOPs) for the work you do, and prepare a poster summarizing your results that you will present to other interns at the end of your internship. You will be expected to keep regular office hours (generally 9-5 pm, Monday to Friday), assist other interns/students with analytical work (e.g., all will participate in any synchrotron beamtime), attend group meetings and seminars, and participate in training activities offered within the lab group (e.g., presentation skills workshop). You will get to use the Canadian Light Source (CLS) synchrotron facility in Saskatoon to help graduate students in my lab collect data - a unique internship opportunity! Additional opportunities may come up for field work or synchrotron beam time associated with other students’ projects. There will be opportunities to learn a variety of geochemical and microbiological skills if you come and work with my team!
Skills required: A strong interest in learning new things is essential for this internship! You should be in the process of obtaining a degree in geology, environmental geoscience, Earth sciences, geoecology, or similar programs. Previous experience with geochemical, mineralogical, bioinformatics, or bacteriology techniques is an asset but is not required; training will be provided during the internship if these skills are needed for the project. Students who are interested in learning these approaches are encouraged to apply - jump in the deep end even if the microbiology part is new to you. If you are interested, we will help you learn!
7. Mineral speciation in hydrothermal vents
Supervisor: Man-Yin Tsang
University: University of Saskatchewan (Saskatoon campus)
This project investigates the mechanisms controlling mineral formation and chemical speciation in hydrothermal-vent systems. Hydrothermal vents produce a wide variety of minerals that form under rapidly changing temperature and chemical conditions, making them excellent environments for studying geochemical reactions and mineral-forming processes. In particular, the project will focus on arsenic-bearing hydrothermal minerals. Although arsenic is commonly associated with toxicity and environmental contamination, it is also an important geochemical indicator that records fluid chemistry, temperature conditions, and mineral precipitation pathways within hydrothermal systems. Many arsenic-rich minerals additionally produce the bright yellow, orange, and red surface coatings commonly observed on active hydrothermal chimneys.
Students will work with rock and mineral samples collected from hydrothermal fields in the Okinawa Trough or the Izu Arc, offshore Japan. These geological settings are tectonically active submarine volcanic environments characterized by hydrothermal activities and variable fluid compositions. Samples formed under different temperatures, fluid chemistries, and redox conditions provide an opportunity to compare how environmental factors influence mineral assemblages.
The project combines rock sample examination with laboratory-based geochemical and mineralogical analysis. Students will examine mineral assemblages, identify mineral phases, and compare mineral occurrence between samples formed under contrasting underground conditions. Analytical approaches may include microscopy, spectroscopy, and elemental analysis depending on project progress.
Through this project, the student will gain exposure to marine geochemistry, hydrothermal mineralization, and analytical geoscience techniques commonly used in modern Earth science research. The project is suitable for students interested in geochemistry, mineralogy, or marine geology, and will provide experience in interpreting geological processes from real research samples collected during international oceanographic expeditions.
Research area, student roles & skills
Research area: Hydrothermal vents occur along tectonically active seafloor environments such as volcanic arcs and mid-ocean ridges, where hot fluids circulate through rocks beneath the ocean floor and discharge back into seawater. These systems create steep gradients in temperature, chemistry, and redox conditions over very small spatial scales, making them natural laboratories for studying water-rock interaction and mineral formation. Hydrothermal vents host unusual mineral assemblages enriched in elements such as gold, copper, zinc, and arsenic, many of which occur as minerals rarely found in other geological settings. Studying these environments improves our understanding of mineral-forming processes and fluid-rock reactions beneath the seafloor.
Student roles: Students participating in this project will assist with the preparation, analysis, and documentation of hydrothermal rock and mineral samples collected from the Okinawa Trough or Izu Arc hydrothermal systems offshore Japan. The work will involve both laboratory preparation and analytical characterization of samples using research facilities at the University of Saskatchewan, such as the Saskatchewan Structural Sciences Centre.
Students will begin by learning basic sample preparation procedures such as polishing and cataloguing rock samples. They will then assist with mineralogical observations using microscopes and imaging systems to identify minerals and relationships between different mineral phases. Depending on the student’s background and project progress, additional opportunities may include participation in spectroscopic or geochemical analyses used to determine mineral composition and chemical speciation.
A major component of the project will involve comparing samples formed under different hydrothermal conditions and interpreting how temperature and fluid chemistry influence mineral formation. Students will be trained to organize and interpret analytical data, maintain laboratory records, and communicate scientific observations clearly. They may also participate in literature review and scientific discussion related to hydrothermal vents, subseafloor geochemistry, and mineral-forming processes. The student will gain practical experience with modern analytical instrumentation for geoscience and develop skills in laboratory techniques, sample observation, data interpretation, and scientific communication.
Skills required: Basic analytical chemistry laboratory skills and patience in data analysis are required. The student must complete lab safety training upon arrival in Saskatoon. Experience with Raman spectroscopy, scanning electron microscope (SEM), SEM-EDS, or XRD is optional but considered an asset.
8. Regional and contact metamorphism in southern Nova Scotia
The project will investigate the pressure-temperature conditions represented in southern Nova Scotia which is an area of particular interest in Appalachian geology because it represents an anomalous area of very high temperature - low pressure metamorphism. This area is part of the Meguma terrane, which is one of the outboard terranes that was accreted to ancestral North America in the Devonian period. The original affinity of the Meguma terrane and its tectonic evolution is an active area of research because of potential links with rocks of the same age in Morocco and Spain. The Meguma terrane underwent regional metamorphism during the Neoacadian phase of the Appalachian orogen, and also documents overprints of contact and high temperature - low pressure metamorphism. This project will evaluate and interpret different generations of metamorphism preserved in the southern Meguma terrane in order to better understand the tectonic evolution of the terrane.
Research area, student roles & skills
Research area: I am a geologist who specializes in the Appalachian orogen. I do field and laboratory work. I work primarily in metamorphic geology, structural geology, and geochronology with a big emphasis on field work.
Student roles: Student will produce detailed maps of selected areas to document metamorphic assemblages and associated structures. Student will participate in field work with supervisor, and assist in mapping and data interpretation. Student will examine, describe, and interpret thin sections, and use those interpretations to select samples for laboratory analyses (EMPA, SEM) and further thermobarometric modelling.
Skills required: Critical skills: Petrographic analysis and mineral identification, thin section descriptions/interpretations Asset: field experience and mapping ability in metamorphosed rocks Other optional skills or interests: quantitative skills in thermobarometric modelling (e.g. Theriak, Thermocalc etc.) or interest in learning more about these methods
9. Role of Meteorite Impacts in the Origin of Life
Over the past decade, it has become clear that impact events have profoundly affected the origin and evolution of Earth. The destructive geological, environmental, and biological effects of meteorite impact events are well known. This is largely due to the discovery of the ~200 km diameter Chicxulub impact structure, Mexico, and its link to the mass extinction event that marks the end of the Cretaceous Period 66 Myr. ago. In recent years, it has also become apparent that, once formed, impact events also have certain beneficial effects, particularly for microbial life. The effects range from generating conditions conducive for the origin of life (e.g., clays, which form catalysts for organic reactions, and hot spring environments) to varied habitats for life that persist long after an impact event, including hydrothermal systems, endolithic habitats in shocked rocks and impact glasses, and impact crater lakes. This may have important implications for our understanding of the origin and evolution of early life on Earth, and possibly other planets such as Mars. This summer research will focus on the investigation of impact-generated hydrothermal systems. A comprehensive review of the literature on all craters on Earth will be conducted to determine where in a crater alteration occurs. The student will also study samples from the Mistastin and West Clearwater Lake impact structures, both in Canada, where hydrothermal alterations has been recognized but not studied in any detail. Thin sections of these glass samples will be studied using optical microscopy (for textures), electron microprobe analysis (EPMA) (for micro-textures and elemental mapping of bioessential elements), and Raman spectroscopy (for organics).
Research area, student roles & skills
Research area: My research interests are diverse and interdisciplinary in nature. I synthesize field and remote sensing observations with a range of geochemical and petrographic data. The overarching long-term goal of my research is to investigate and to quantify the potential effects of meteorite impact events on the Earth, Moon and Mars. My research is built around four hypotheses, which is that impact events: (a) can negatively affect pre-existing life; (b) produce substrates suitable for prebiotic chemistry; (c) generate new, unique habitats for life; and (d) generate mineral deposits of economic potential.
Student roles: The student will be involved in all aspects of the research described above, from the literature review stage, through sample preparation and analysis. They will conduct the initial detailed petrographic examination of samples to identify high-priority targets for subsequent micro-analytical analyses. The student will then be trained in the use of, and conduct, EPMA and Raman and potentially other laboratory investigations of samples. They will also write a short report on the results and give a presentation in the final week of the internship. Depending on the interest and background of the student, opportunities for preparing a conference abstract and/or journal publication will be offered and encouraged.
Skills required: Knowledge of geological processes and products. Previous laboratory experience in microscopy, petrography, and geochemistry is considered an asset.
10. Segmentation des dunes sous-marines à partir des modèles numériques bathymétriques par croissance de régions
This research project is a continuation of an earlier project on the modeling of seabed sedimentary structures in the fluvio-marine context of the St. Lawrence. It aims to develop a complementary method for segmenting submarine dunes from the modeled bathymetric surface. The main objective is to design an automated approach based on region growth built from an OBIA approach. Image processing techniques adapted to digital bathymetric surfaces will then be used to delineate dunes on the seabed. The project will begin with a phase of familiarization with bathymetric data from the St. Lawrence, more specifically in the Traverse du Nord. The student will have to analyze the geometric and morphological characteristics of these data in order to understand the spatial variations that correspond to dunes. Then, based on a previously developed OBIA approach, he will develop a region-growth segmentation algorithm based on the data extracted by the OBIA approach. The process will include the definition of spatial and morphological homogeneity criteria to guide the progressive extension of segmented regions, distinguishing dunes from surrounding areas. The student will test and validate this method on several real datasets, comparing the results with manual or existing segmentations to assess accuracy and robustness.
Research area, student roles & skills
Research area: My area of research concerns the acquisition, processing and use of geospatial data, particularly in surveying and geomatics engineering. My projects are divided into three axes, the first being the acquisition and preparation of acquired data, the second the formalization of knowledge enabling the automation of information extraction, and the third an analysis and modeling of the quality of acquired data. This project lies at the intersection of the second and third axes, since it concerns the modeling and extraction of objects from geospatial data and models.
Student roles: At the start of the project, the student will receive training in the principles of bathymetric modeling and methods for segmenting sedimentary structures from bathymetric data modeling the seabed surface. The student will be required to familiarize himself/herself with existing bathymetric data sets from the St. Lawrence, specifically from the Traverse du Nord, analyze the characteristics of the submarine relief and understand the morphological variations associated with dunes. Based on these data, he will develop and test an innovative segmentation algorithm aimed at isolating underwater dunes. He will rigorously document his approach and produce clear reports to be shared openly. As part of a multidisciplinary team, he/she will take part in meetings, present results and suggest improvements. Autonomy, rigor and critical thinking will be essential to the success of the project. This internship will enable students to strengthen their skills in geospatial data processing, morphological analysis and algorithm programming, while tackling the challenges associated with the study of marine environments.
Skills required: The student must have basic knowledge of geospatial data processing and 3D modeling, particularly in the analysis of digital terrain models. A good background of image segmentation concepts and region growth algorithms is an asset, as are programming skills (Python, MATLAB or similar) to develop and test the algorithm. The student must demonstrate rigor in data analysis, autonomy in project management, and critical thinking skills to interpret results. An interest in marine geomorphology and working with bathymetric data is also a plus.