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EAS1600                                                            Fall  2018      

Lab  09:    Carbon  cycle  
Objectives  
In  this  lab  we  will  model  the  ingrowth  of  the  reservoir  to  steady  state,  and  determine  an  
average  residence  time  by  measuring  the  water  level  in  the  column,  input  flux,  and  timing  
the  change  of  that  level.  We  will  also  look  at  the  long-­‐  and  short-­‐  term  carbon  cycles,  
analyze  the  corresponding  reservoirs  and  build  a  simple  box  model  for  the  part  of  the  
carbon  cycle.  
 
At  the  end  of  this  lab  you  should  be  able  to:  
• Understand  the  forms  of  carbon  that  participate  in  carbon  cycling  on  Earth;  their  
respective  reservoirs  and  relative  sizes;  
• Understand  the  concept  of  residence  time,  and  know  the  time  scales  involved;  
• Be  able  to  describe  short  term  and  long  term  carbon  cycles,  and  write  simplified  
chemical  reactions  of  the  corresponding  carbon  transformations;  
• Be  able  to  draw  a  simple  box  diagram  describing  the  part  of  the  carbon  cycle  and  
understand  the  feedbacks  involved;  
 
Background  Information    

 
 
Organic  carbon:  carbon  in  living  organisms,  in  form  of  chemical  elements  that  generally  
contain  one  or  more  C-­‐H  bonds  
 
Inorganic  carbon:  carbon  in  chemical  elements  that  are  not  associated  with  living  
organisms  and  does  not  contain  carbon-­‐carbon  bonds,  while  typically  contain  only  C-­‐O,  C-­‐
Ca  or  C-­‐N  bonds.  
 
Oxidized  carbon:  Carbon  reacts  with  oxygen,  which  tends  to  gain  electrons,  forming  
carbon  dioxide  or  similar  molecules.  

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Reduced  carbon:  Carbon  reacts  with  other  carbon,  hydrogen  or  nitrogen  atoms,  which  
tend  to  give  up  one  or  more  electrons,  ultimately  forming  molecules  such  as  methane  (CH4)  
or  similar.  
 
Oxidation  state:  a  degree  of  oxidation  of  an  atom.  To  calculate  the  oxidation  state  of  a  
carbon  in  a  molecule:  (1)  Add  up  H  atoms  in  molecule.  Multiply  that  number  by  +1.  (2)  Add  
up  O  atoms  in  molecule.  Multiply  that  number  by  -­‐2.  (3)  Add  the  values  in  (1)  and  (2).  
Subtract  this  number  from  the  charge  of  molecule  (0  if  no  charge).  The  resulting  number  is  
your  oxidation  state  of  carbon  in  molecule.  
 
Biological  pump:  the  process  driven  by  photosynthesizing  organisms  in  shallow  waters,  in  
which  CO2  and  nutrients  are  transferred  from  surface  waters  to  the  deep  ocean.  
 
Chemical  weathering:  process  in  which  the  rocks  exposed  on  the  Earth  surface  are  
weathered  (undergo  chemical  transformation)  when  exposed  to  acidic  precipitation.  
 
pH:  a  numeric  scale  used  to  specify  the  acidity  or  basicity  (alkalinity)  of  an  aqueous  
solution.  pH  is  calculated  as  the  negative  of  the  logarithm  (base  10)  of  the  concentration  of  
hydrogen  ions  H+,  measured  in  units  of  moles  per  liter.  Solutions  with  a  pH  less  than  7  are  
acidic  and  solutions  with  a  pH  greater  than  7  are  basic.  Pure  water  is  neutral,  being  neither  
an  acid  nor  a  base.  The  pH  value  can  be  less  than  0  or  greater  than  14  for  very  strong  acids  
and  bases  respectively.  
 
Residence  time,  or  turnover  time,  can  be  thought  of  as  the  statistical  average  amount  of  
time  it  takes  for  one  molecule  of  water  to  exit  a  reservoir  (average  time  spent  in  the  
reservoir).    It  is  defined  as  a  ratio  of  the  volume  of  a  reservoir  divided  by  the  sum  of  all  
exiting  fluxes  from  that  reservoir  (same  as  a  sum  of  all  entering  fluxes,  in  case  of  steady  
state).  
 
!"#"$%&'$  !"#$
                                                                               𝑇 =   !"#$%&  !"  !"#$%!&  !"#$                                                                                                                                    [  A  ]  
 
Steady  State.  Steady  State  is  a  specific  condition  where  the  quantity  within  a  system  (mass,  
number,   concentration,   volume)   remains   constant   with   respect   to   time   because   the   rate   of  
input  (mass,  number,  concentration,  volume  per  unit  time)  is  equal  to  the  rate  of  output.  
The  general  differential  equations  used  to  describe  a  system  at  steady  state  are    
dN ss ⎛ dN ⎞ ⎛ dN ⎞
= 0 ,    or         ⎜ ⎟ = −⎜ ⎟  
dt ⎝ dt ⎠input ⎝ dt ⎠output

where  Nss  is  the   quantity  in  the  system  at  steady  state,  (dN/dt)input  is  the  rate  of  input  into  
the   system,   and   (dN/dt)output   is   the   rate   of   decay   from   the   system.     The   quantity  
(dN/dt)output  is  negative  since  it  is  the  rate  of  removal  from  the  system.    
 
Short-­‐term   carbon   cycle:   A   part   of   the   carbon   cycle   that   operates   independently   of   the  
lithosphere,  on  a  time  scale  of  month  to  years,  and  is  primarily  driven  by  photosynthesis.  
Photosynthesis:   CO2   +   H2O   +   hη   →   “CH2O”   +   O2   .   The   opposite   of   photosynthesis   is  
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Respiration:  “CH2O”  +  O2  →  CO2+  H2O  +  Energy  

 

Figure  1.  Simplified  diagram  of  Carbon  cycle.    Red  boxes  and  lines  are  parts  of  the  short-­‐
term  cycle.  Blue  boxes  and  lines  are  parts  of  the  long-­‐term  cycle.  Heavy  black  lines  indicate  
anthropogenic  perturbations.    Please  note  that  reservoir  size  values  may  be  somewhat  different  
from  the  ones  given  in  text/lectures,  as  they  are  obtained  from  different  reference  sources.

Long-­‐term   carbon  cycle:   inorganic   carbon   cycle   mostly   governed   by   geological   processes,  
with  a  very  long  time  scales  (millions  of  years).  Consists  of  the  following  steps:  
1.  Atmospheric  CO2  dissolves  in  rain  and  surface  waters  to  form  carbonic  acid  
CO2  +  H2O  →  H2CO3  
2.  Carbonate  and  Silicate  rocks  brought  to  surface  by  the  plate  tectonics  are  
chemically  weathered,  process  converting  H2CO3  to  HCO3-­‐    (bicarbonate  ion)        
CaSiO3  +  2  H2CO3  →  Ca2+  +  2HCO3-­‐+  SiO2+  H2O  
CaCO3  +  H2CO3  →  Ca2+  +  2HCO3-­‐    
3.  Ca and  HCO3-­‐  ions  are  brought  into  the  ocean  by  river  runoff  and  downwelling.  
2+

4.  Calcium  carbonate  (CaCO3)  is  precipitated  from  solution  by  marine  organisms  
that  form  skeletons  and  shells,  and  those  after  death  form  sediments  on  the  ocean  
floor:  
Ca2+  +  HCO3-­‐    →  CaCO3+  CO2+  H2O  
5.  Calcium  carbonate  is  subducted  as  a  part  of  oceanic  tectonic  plates  and  
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metamorphosed  into  silicate  rocks  releasing  CO2  which  escape  via  volcanoes:  
CaCO3+  SiO2  →CaSiO3+  CO2  
In  simpler  terms,  long-­‐term  carbon  cycle  consists  of  two  major  parts:    
(1)    CO2  is  removed  from  the  atmosphere  by  rain  and  weathering,  and    
(2)    CO2  is  returned  to  atmosphere  by  sedimentation/metamorphosis.    
The  balance  between  these  determines  the  long-­‐term  CO2  variations  in  atmosphere,  and  
therefore,  climate.  
 

Figure 2: Alternative diagram of the Carbon Cycle. CO2 is constantly cycled between land, oceans, and the
atmosphere, although its residence time in various reservoirs can vary greatly. Black arrows in this image show
natural fluxes and red arrows show anthropogenic contributions. Numbers in boxes indicate reservoir size, while
number associated with arrows indicate flux. From Harde, 2017.

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Laboratory  Assignment  
 
Preparation:    Please  read  all  the  instructions  thoroughly  before  starting  the  
experiment  
 
Part  1.    Reservoir  Ingrowth  to  Steady  State  
Procedure    
1. Rinse  the  sink  of  any  dirt  or  particles.    
2. Use   the   drain   stopper   to   plug   the   drain   of   the   sink.   Fill   the   sink   with  
approximately  2-­‐3  inches  of  water.  
3. Put  both  ends  of  the  hose  from  the  peristaltic  pump  into  the  sink.  Make  sure  that  
both  ends  of  the  hose  are  submerged.    
4. Turn  on  the  power  to  the  peristaltic  pump.    Dial  the  speed  control  knob  to  a  
setting  of  5.  
5. The  pump  needs  to  warm  for  a  couple  minutes  to  produce  a  constant  flow  rate.  
The  intake  end  of  the  tube  must  be  submerged  at  all  times.  Note:  While  you  
let  the  pump  run,  keep  both  the  intake  and  the  discharge  ends  of  the  hose  in  the  
sink.    Don’t  splash  water  onto  the  counter.  The  person  operating  the  pump  should  
not  touch  the  water.  
6. Using   a   stopwatch   (or   your   phone)   and   a   graduated   cylinder,   measure   the   flow  
rate  (cm3/s).  To  do  this,  measure  the  time  needed  to  fill  the  graduated  cylinder  to  
a  chosen  level,  and  then  divide  the  volume  by  the  time.    
 

ONCE  YOU  HAVE  MEASURED  THE  FLOW  RATE,  DO  NOT  TURN  OFF  THE  PUMP;  
DO  NOT  ADJUST  THE  FLOW  RATE!  
 

7. Record  the  column  number  on  your  data  sheet  (Table  1).  Measure  and  record  the  
inner  diameter  of  your  column  on  the  data  sheet,  then  calculate  the  radius.    
8. Put  the  column  securely  on  the  edge  of  the  sink.  Turn  the  column  in  such  a  way  
that  all  of  the  drainage  ports  point  into  the  sink  basin.  Avoid  spilling  
9. Carefully  fill  the  column  with  water  up  to  the  0-­‐cm  mark  on  the  column.    This  will  
be  the  volume  at  time  t  =  0.    
10. A  team  member  will  have  the  outlet  hose  from  the  peristaltic  pump  ready.  At  the  
instant  the  hose  is  placed  into  the  top  of  the  column,  another  team  member  with  
the   stopwatch   will   begin   timing.     At   10-­‐second   intervals,   record   the   height   of  
water   in   the   column.     Record   heights   in   units   of   centimeters   to   the   nearest   tenths  
if  possible.  The  drainage  ports  should  be  open  during  this  experiment.  
11. As   the   water   level   increase   slows   down,   collect   data   in   30-­‐second   intervals  
(follow   the   time   intervals   given   in   the   data   table   1)   to   the   point   when   the   column  

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has   reached   a   constant   water   level   (the   water   height   does   not   increase   nor  
decrease)   for   a   minimum   of   60   consecutive   seconds.   This   is   the   steady   state  
height.    You  may  need  to  run  the  measurements  beyond  the  maximum  time  of  the  
data  sheets  to  verify  that.    
12. Record  the  steady  state  level  in  table  1.  
13. Using  the  stopwatch  and  a  graduated  cylinder,  re-­‐measure  the  flow  rate  (cm3/s).  
Record  this  value  on  your  Data  Sheet.  
14. After   you   collect   all   data   needed,   turn   off   your   peristaltic   pump   and   clean  
up  all  spilled  water.    
Calculations  
1. In  EXCEL,  set  up  a  new  spreadsheet.    In  the  first  column,  type  in  the  times  at  which  
you   made   your   measurements.     In   the   second   column,   type   in   the   heights   of   the  
water   in   your   column   at   their   respective   times.     In   the   third   column,   calculate   the  
volume   of   water   in   your   column   at   the   respective   times   (volume   (cm3)   =   Height   ⋅  
πr2).    
2. In   the   fourth   column,   enter   the   mass   of   water   in   your   reservoir   at   the   respective  
times  (Note,  the  density  of  water  is  1g/cm3).  
3. Plot   the   mass   of   water   in   your   reservoir   as   a   function   of   time.     X-­‐axis   is   time  
(seconds).    Y-­‐axis  is  mass  (g).  Make  the  data  points  are  solid  black  circles.    Connect  
the   data   points   with   a   smooth   solid   line.   You   will   need   to   have   your   TA   sign   off   on  
this  plot.  (4  points  for  the  plot)      
 
Need:    
• Title,  Axis  Labels,  and  Function  (time  on  x-­‐axis,  mass  on  y-­‐axis)  
 
 
TA  Initial:  ___________[4  pts]  
 
4. Determine   the   steady   state   reservoir   mass   for   the   ingrowth   experiment.   Record   on  
your  data  sheet,  in  Table  2  below.    
5. Calculate  the  mean  residence  time  (τ  in  seconds)  for  the  ingrowth  experiment.    You  
will  use  the  average  rate  of  input  and  the  steady-­‐state  reservoir  mass  (use  Equation  
A  on  page  2).    Record  these  values  in  Table  2.      
 
Reservoir  Ingrowth  to  Steady  State    -­‐    Data  Sheet    
[1  pt  ea  =  5  pts]:  
Column  Number  _______        Inner  Diameter:    _________      Inner  Radius:    _________  
   
Rate  of  Input  (before  the  experiments)  ____________    g∙s-­‐1

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Rate  of  Input  (after  the  experiments)  _________  g∙s-­‐1  

 Table  1.    (4  points)    

Ingrowth  To  Steady  State  
Time   Time  (s)   Water  Height  (cm)   Reservoir   Reservoir  size,  g  
(min)   volume,  cm3  
0:10   10        
0:20   20        
0:30   30        
0:40   40        
0:50   50        
1:00   60        
1:10   70        
1:20   80        
1:30   90        
1:40   100        
1:50   110        
2:00   120        
2:30   150        
3:00   180        
3:30   210        
4:00   240        
4:30   270        
5:00   300        
6:00   360        
7:00   420        
8:00   480        
   Steady  state  h,  cm    
 

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Reservoir  Ingrowth  to  Steady  State    –  Calculations/Answers      

                                                     Table  2.  (2  points)    

Calculated  value   Reservoir  
 
Steady  State  Volume,  
cm3  
 
 

Steady  State  Size,  g    

 Rate  of  Input  

 
(average),  g/s    

Mean    
Residence  Time,  s    
 

 
Question  1.  [2  pts]    What  would  be  the  effect  of  a  sudden  increase  or  decrease  in  the  
inflow  rate  only?  
 
  Increase:        
 
 
  Decrease:        
 
 
Question  2.  [4  pts]    Choose  a  reservoir  within  the  carbon  cycle  on  Earth  and  give  an  
example  of  a  flow  input  and  a  flow  output  that  affects  the  steady  state.  What  could  cause  
this  flow  rate  to  change?  
 
 
 
 
 
 
Part  2.  Compartmentalization  of  reservoirs  and  residence  time.  

Table  3  below  shows  estimated  reservoirs  of  carbon  in  various  storage  compartments  
on  Earth  circa  1995.  Complete  the  table  (fill  all  empty  spaces)  and  answer  the  
questions  below.  Use  long-­‐term  residence  as  greater  than  100  yrs  and  short-­‐term  
residence  as  less  than  100  years  residence.  You  may  do  your  calculations  in  Excel  to  
speed  up  to  process,  but  copy  to  Table  3.  
 

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   Table  3.  [21  pts]  Please  note  that  reservoir  size  values  may  be  somewhat  different  from  the  
ones  given  in  text/lectures,  as  they  are  obtained  from  different  reference  sources.  Values  are  
extrapolated  by  combining  values  from  Krump,  IPPC  and  Harde.  Suggestion:  use  excel  to  
quicken  the  process.    
Storage Long (L) Organic
Compartment Residence or Short (O),
Volume Percent of
Influx Time, using (S) Inorganic
(Gt C) total
(Reservoir) influx (yrs) residence (I) or
times Both (B)
Atmosphere

Atmospheric
762 200.1
(CH4+ CO2)  
Carbon in Ocean Water

Surface Ocean 918 10.0

 
Living Marine
3 10.0
Biosphere  
Dissolved
700 2.0
organic carbon  
Deep Ocean 37,200 103.0
 
Biomass (living,
Carbon in “solid” form (Terrestrial + Ocean

soil, & 2,261 122.6

dedtritus)  
Soil (including
permafrost 3,650 122.6
areas)  
Floor)

Ocean floor
1,750 0.2
sediments  
Organic
Sediments (incl. 0.2
fossil fuels)
20,000,000  
Carbonate
0.2
Sediments 70,000,000  
Total 100%
 
 
Analysis:  
Question  3.  [2  pts]    Now,  using  the  OUTFLOW  fluxes  from  Figure  1  and  the  reservoir  
size   from   Table   3,   estimate   the   lifetime   of   the   carbon   in   the   Earth   atmosphere.  
Show  your  work.  
 
 
 

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Question  4.  [2  pts]    Is  there  a  difference  between  total  fluxes  IN  and  OUT  of  
atmosphere?  How  big  is  this  difference,  is  it  accumulating  or  decreasing?  Show  your  
work.  
 
 
 
 
 
 
 
 
 Question  5.  [2  pts]    Based  on  the  above  flux  imbalance,  how  long  will  it  take  to  double  
the  current  CO2  concentration  in  the  atmosphere?  Use  values  from  Figure  1  and  assume  
values  do  not  change  (“business-­‐as-­‐usual”  scenario).  Show  your  work.  Hint:  to  double  the  
concentration  of  CO2,  you  need  to  add  an  equal  amount  of  CO2  as  what  is  currently  
present,  which  accumulates  at  the  rate  found  in  Q3.  
 
 
 
   
 
 
Question  6.  [3  pts]    Is  the  assumption  of  fluxes  being  constant  a  good  one?    Suggest  
what  could  happen  (on  a  time  scale  of  years)  to  the  Atmosphere-­‐to-­‐Terrestrial  biosphere  
exchange  if  CO2  concentration  in  the  atmosphere  would  start  increasing  rapidly  (Use  
Figure  1)?    
 
 
 
 
 
 
 
 
Question  7.  [3  pts]    Increases  in  atmospheric  CO2  results  in  warmer  average  surface  
temperatures,  which  can  lead  to  increased  precipitation  (higher  potential  moisture  
content  up  to  saturation  point).  Hypothesize  and  explain  what  the  result  would  be  in  
oceanic  carbon  if  CO2  concentration  in  the  atmosphere  would  start  increasing  rapidly?    
 
 
 
 
 
 
 
 
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Question  8.  [4  pts]  Your  friends  at  University  of  Georgia  decided  to  mitigate  warming  
from  climate  change  by  planting  additional  trees  in  Chattahoochee  National  forest.  They  
hope  that  trees  will  absorb  CO2  from  the  air  and  store  it  in  trunks  and  branches,  thus  
decreasing  the  greenhouse  effect.  
Is  this  a  good  idea?  Will  this  initiative  provide  a  small-­‐size,  but  viable  (on  a  time  scale  of  
tens  and  hundreds  of  years)  step  toward  mitigating  a  global  warming  problem?  Explain.  
 
 

 
Question  9.    [4  pts]  A  group  of  students  from  GaTech  had  a  different  idea  –  they  
suggested  to  make  and  use  a  small-­‐scale  biogas  reactor  that  would  produce  a  clean-­‐
burning    gas  (produces  minimal/no  CO2  as  a  byproduct)  for  heating  and  cooking  needs  
from  food  leftovers,  yard  trimmings  etc.  that  are  currently  discarded  to  landfill  where  
they  rot  under  open  sky.  Would  this  initiative  provide  a  small-­‐size,  but  viable  (on  a  time  
scale  of  tens  and  hundreds  of  years)  step  toward  mitigating  a  global  warming  problem?  
Explain.  
 
 
 
 

 
Question  10.    [4  pts]  There  are  multiple  diagrams  showing  carbon  exchange  (such  as  
Figures  1  and  2).  List  2  differences  and  suggest  reasons  for  these  differences.  

 
 
 

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Part  3.  Box  Modeling  and  Feedbacks.  

The  idea  is  to  utilize  a  system  approach  to  carbon  cycling  on  Earth.    Here  are  some  key  
points:    

• A  system  has  some  properties  that  are  different  from  the  individual  parts.    
• Boundaries  and  subsystems  must  be  clear  when  defining  a  system.  
• The  feedback  from  one  part  of  a  system  to  another  part  can  be  used  to  understand  
the  system.  
• Even  in  a  simple  system  it  may  not  always  be  possible  to  accurately  predict  the  result  
of  changing  one  part  of  it.  
• In  natural  systems  we  need  to  think  about  inputs  and  outputs  and  the  interactions  
among  the  system  components.    
• A  system  can  be  represented  graphically  to  help  us  understand  how  it  works.    
 
Graphically  representing  systems.  

 Three  basic  symbols  are  used  to  represent  the  components  of  a  system.    The  
finished  diagram  of  a  system  is  called  a  Box  Model.    

1.     boxes...    
Use   boxes   to   symbolize   the   sources   (reservoirs),   or   the   sinks   into   which   matter   or  
energy  flows.    
 

2.  arrows  ...    

Use  arrows  to  symbolize  fluxes  (the  connection  and  direction  between  a  source  
and  a  sink).    

3.  circles  ...    

A  circle  symbolizes  a  condition  or  factor  that  will  affect  the  system.    

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An  Example  of  a  2-­‐Box  Model    

Suppose  we  wanted  to  create  a  model  that  shows  carbon  exchange  between  atmosphere  
and  ocean.      
Step  1.  First  identify  the  sources  and  sinks.    Draw  boxes,  label  them  and  use  arrow  to  
show  the  fluxes.      
Step   2.   Add   influencing   factors.   Think   about   what   other   factors   influence   this   simple  
'system'.    Use  circles  and  more  arrows  to  show  the  factors.      

 
Basic  form  of  a  2-­‐Box  Model  at  Global  Equilibrium    
(no  net  gain  or  loss  of  matter  from  the  system)  
Assignment:  

1.    On  the  bottom  of  this  page,  create  a  box  model  of  the  (partial)  global  Carbon  cycle  
using  the  approach  summarized  above  with  the  following  components:        

Reservoirs:  
1. Atmosphere  (A);    
2. Ocean  (O);    
3. Land  (L).    
Fluxes:                                  
1. Plant  Respiration  (PR);  
2. Plant  Decay  (PD);  
3. Fossil  fuel  combustion  (FFC);    
4. Forest  fires  (FF);  
5. Ocean  emission  (OE);  
6. Terrestrial  photosynthesis  (TP);  
7. Ocean  uptake  (OU);  
8. Carbonate  and  Silicate  rocks  weathering  (and  river  runoff)  (W)      
Influencing  Factors:  
1. Solar  energy  (SE);    
2. Gravity  (G);  
3. Precipitation  (P);  
4. Temperature  (T);  
5. Nutrient  availability  (NA)  

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2.      On  your  model,  label  (use  abbreviations  and  values  in  Gt,  Gt/y)  the  reservoir  
volumes,  fluxes  and  influencing  factors  with  the  corresponding  values  from  Figure  1,  
Table  3,  textbook    or  obtained  elsewhere.  If  you  cannot  find  an  accepted  value,  you  can  
estimate.    (16  pts)  
 
 
Your  model:

 
 
 
 
 
 
 
 
 
 
 
 
3. Answer  questions  (a)  -­‐  (d)  below  in  application  to  your  box  model  of  carbon  cycle.    
a. Is  this  model  complete?  Can  you  name  any  fluxes  and/or  influencing  factors  that  
are  not  included?  (2  pts)  
 

 
 

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b. What  kind  of  feedbacks  exists  within  your  box  model?    Explain.  Draw  a  diagram  
with  couplings  to  illustrate.  (4  pts)  
 
 

 
 
 
c. Does  feedback  from  previous  question  represent  a  negative  or  positive  feedback  
loop?            (1  pt)  
 

 
 
d. Does  it  stabilize  or  destabilize  the  surface  temperature?  (1  pt)  

 
 
 

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