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I am teaching an upper-level environmental science
course, the lecture is on photosynthesis,
respiration, and global climate change. A student
in the class, in looking at the chemical equations
for both processes, is trying to reason things
through about the impact that increased levels of
CO2
might have on the levels of oxygen in the
atmosphere. The student can make an argument that
the oxygen levels will decrease, but can also
provide a counter argument that it will increase.
The student is thoroughly confused and really
frustrated. How do you help your student with
this? |
Question Date: 2016-05-12 | | Answer 1:
I am not particularly familiar with the case of
atmospheric oxygen, but I can think of two
possible scenarios. The first one involves
instantaneous (or rapid) competing factors.
If, in the same place and at the same time, oxygen
is being produced and consumed, you need to
consider the net effect of the two reactions. The
question becomes simply: which is faster,
production or consumption? (The answer, of
course, may not be as simple to find.)
The second scenario involves competing factors
that involve large timescales, i.e. whose
effects are delayed. Take for example a
predator-prey model. If the population of prey is
high, predators will thrive and their population
will increase. Then, because the population of
predators is high, the prey will do poorly and
their population will decrease. These two
statements are not counter-arguments--they both
apply, and together they tend to create a cycle of
increase and decrease in both populations (of
course, the two populations will cycle out of
phase). Sometimes (re-)production of prey is
faster than consumption of prey, and sometimes
it's slower. In this case, you might say that the
important timescales are how often prey reproduce
and how often predators reproduce (or
alternatively, how long it takes newborn
predators/prey to reach the age of reproduction).
As a side note, large timescales are often
tied to slow transport, such as how long it takes
to digest food.
In the case of atmospheric oxygen, I would not be
surprised to find large timescales involving
transport between the surface of the Earth and the
atmosphere. The oxygen generated by plants must be
transported to the atmosphere by diffusion,
advection, etc., which takes time. Meanwhile, any
reactions occurring in the atmosphere will only
affect the surface when the products are
transported back. Perhaps oxygen and carbon
dioxide concentrations behave like a predator-prey
model and cycle on a large timescale. Or perhaps
transport is actually rapid (scenario 1) and there
is a steady rate of change in concentrations.
Jimmy Liu
| | Answer 2:
First of all, I would tell your student that
felling confused and frustrated is a part of
science. They should be proud of themselves for
asking questions and I hope they're not feeling
discouraged!
It's true that plants absorb CO2
during photosynthesis and release CO2
during respiration. So the question is do
plants absorb more CO2 during
photosynthesis then they release during
respiration? The answer is yes, we know
that plants absorb a lot more CO2 than
they release because trees are, to a large degree,
made out of carbon.
Trees get some important nutrients through
their roots (and of course plenty of water), but
for most part trees are made of cellulose, and the
carbon in that cellulose can only come from
CO2 that trees absorb during
photosynthesis. Of course that carbon will get
released back into the air if the tree eventually
dies and rots, which is why climate scientists say
that forests can sequester carbon emissions (see
this link ).
| | Answer 3:
Atmospheric oxygen levels are unaffected by
CO2
levels. They are two different gasses. Increased
temperature will increase both photosynthesis and
respiration rates, but I would not expect oxygen
to change much at all. Oxygen might change if we
get a huge release of methane, though, because
methane oxidizes to produce more CO2
and water vapor.
| | Answer 4:
The underlying concept here is the different
between “qualitative” and “quantitative.”
When an argument is qualitative, it uses broad
concepts to reason to a conclusion. In this
case, there are reactions that put O2
into the air, and those that take O2
out of the air. But that information alone isn’t
enough to tell you what the balance between the
two is.
To understand whether the atmospheric
oxygen rises, it’s important to have a
quantitative argument in which you use numbers. As
an oversimplified example, if 8 molecules of
oxygen are put into the air for every 10 that are
taken out, then the oxygen would decrease. In
reality, this problem is very complicated. There
are numerous sources that release oxygen into the
air, and sinks that remove oxygen from the air.
Some of the factors that would need to be
known are how much photosynthesis and
respiration are all organisms performing, how much
ozone is converted into O2, how much
fossil fuel is burned, and how much oxygen is due
to volcanic eruptions.
The key point is that you can’t make any
conclusions without numbers and this is true for
many examples in science.
| | Answer 5:
Increased CO2 levels due to
anthropogenic release of CO2 and
methane does not necessarily mean that the levels
of Oxygen will change. Gasses exist as
concentrations and at the global scale,
CO2 will not necessarily change
O2 levels. Oxygen levels are dropping
at a very slow rate but it doesn't seem to be
influenced hugely by CO2 rise:
see here to learn more
CO2 increases can enhance
photosynthesis and oxygen release, but this
effect may be short lived for many species:
read here
I hope these resources help.
Cheers, Click Here to return to the search form.
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