Lab for modeling the long-term carbon cycle

Dana Royer, Wesleyan University

Matthew Kent, University of Nottingham

Barry Lomax, University of Nottingham

Initial Publication Date: August 22, 2025

Summary

In this two-week sequence, students first create models of simple dynamic systems that include feedbacks. Students then apply this modeling framework to the long-term carbon cycle.

Climate feedbacks, Climate Change | College Upper (15-16) | Online Adaptable

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Learning Goals

Week 1 goals:
- Create simple models in Insight Maker
- Recognize that linear forcings can lead to nonlinear responses
- Understand that these nonlinear responses can act as either positive or negative feedback mechanisms

Week 2 goals:
- Use Insight Maker with increased confidence
- Interact with the shiny interface in R
- Create robust hypotheses for the changes over time in the sizes of reservoirs
- Describe how past episodes of global warming are similar to / different from present-day climate change

Context for Use

- Versions of these two labs have been used at Wesleyan University for 20 years in a majors-level (200-) course. Students are given three hours to complete each lab. Students can work solo or in small groups. No special equipment is needed beyond a computer.

- Week 1 lab: No knowledge in coding is presumed. Some prior knowledge in systems thinking is needed (feedback loops, etc.).

- Week 2 lab: Knowledge from the first lab is assumed (feedback loops, use of Insight Maker software, etc.). Additionally, for this second lab, some background knowledge about the long-term carbon cycle is assumed: see companion powerpoint file for some reference slides. Some knowledge about methane-forced climate perturbations (like the PETM) and stable carbon isotopes is helpful too. No knowledge of coding in R is presumed.