What is the difference between a store and a flux in the water and carbon cycles?

A store is a reservoir where water or carbon is held, such as oceans, glaciers, or forests. A flux is the rate of flow between stores, measured in units like tonnes per year. For example, the ocean is a major carbon store, and the flux of carbon from the atmosphere to the ocean is called oceanic uptake.

How do human activities affect the water cycle?

Human activities like deforestation, urbanisation, and agriculture alter the water cycle. Deforestation reduces interception and evapotranspiration, leading to increased runoff and flooding. Urbanisation creates impermeable surfaces, reducing infiltration and groundwater recharge. Agriculture can deplete groundwater through irrigation and increase evaporation from soil.

What is a positive feedback loop in the carbon cycle?

A positive feedback loop amplifies an initial change. For example, as global temperatures rise, permafrost thaws, releasing stored methane and carbon dioxide. These greenhouse gases cause further warming, which thaws more permafrost, creating a self-reinforcing cycle.

Why are peat bogs important carbon stores?

Peat bogs are waterlogged environments where decomposition is slow, so organic matter accumulates over thousands of years. They store vast amounts of carbon—UK peatlands store about 3.2 billion tonnes of carbon. When drained or burned, they release this carbon, contributing to climate change.

How does the Amazon rainforest influence the water cycle?

The Amazon rainforest generates about half of its own rainfall through evapotranspiration. Trees release water vapour, which forms clouds and precipitates, maintaining the regional climate. Deforestation disrupts this cycle, reducing rainfall and potentially leading to drought and forest dieback.

What is the role of the ocean in the carbon cycle?

The ocean is the largest active carbon store, absorbing about 25% of human CO₂ emissions. It acts as a carbon sink through physical processes (dissolution) and biological processes (phytoplankton photosynthesis). However, increased CO₂ leads to ocean acidification, harming marine life.

How to Revise Water and Carbon Cycles — AQA A-Level Geography

Analyse the links between the water and carbon cycles. Evaluate the impact of human activity on these cycles

Examiner Tips for Water and Carbon Cycles

Always use specific case studies, e.g., Amazon rainforest, Arctic permafrost, to ground your analysis and demonstrate real-world application of concepts.
Structure essays to clearly address both cycles and their interconnection, using diagrams to show carbon and water fluxes between stores.
When evaluating human impacts, consider scale (local vs global) and timeframe (short-term vs long-term) to show depth of understanding.
Precisely define key terms like residence time, sequestration, and feedback mechanisms to meet AQA's emphasis on accurate geographical terminology.
In extended responses, structure your answer by first outlining the natural carbon cycle (stores and fluxes), then discussing human impacts, and finally evaluating the consequences, ensuring you use key terminology (e.g., carbon sequestration, residence time, feedback loops).
Always support explanations with specific case study details and quantitative data (e.g., gigatons of carbon, ppm CO2 concentrations) to demonstrate depth and application, as isolated theoretical descriptions rarely achieve high marks.
For higher-level responses, explicitly use systems terminology ('stores', 'fluxes', 'residence time') and support with quantitative data (e.g., percentages of global water stores) to demonstrate depth of understanding.
When explaining factors driving change, always integrate a named example or case study (e.g., deforestation in the Amazon affecting regional precipitation) and consider both natural and human factors to access top band marks.

Common Mistakes in Water and Carbon Cycles

Students often confuse the greenhouse effect with the enhanced greenhouse effect, failing to distinguish natural climatic regulation from anthropogenic disruption.
Many oversimplify carbon-water links, for example by not recognising that increased atmospheric CO₂ can enhance plant growth (CO₂ fertilisation) but this is limited by water availability and nutrient constraints.
Ignoring the role of oceans in the carbon cycle, leading to incomplete analysis of carbon sequestration and the timescale of carbon storage.
Failing to differentiate between positive and negative feedback mechanisms, such as mistakenly classifying cloud albedo effects as a positive feedback loop.
Confusing carbon stores with fluxes, e.g., labelling 'photosynthesis' as a store instead of a flux, or misunderstanding that processes like weathering are fluxes, not stores.
Overemphasising the atmospheric carbon store while neglecting the much larger lithospheric and oceanic stores, or failing to appreciate the role of the deep ocean in long-term carbon storage.

Key Marking Points

Award credit for demonstrating understanding of how deforestation reduces carbon storage in biomass and soils, decreases evapotranspiration, and alters local and regional precipitation patterns.
Award credit for accurate analysis of positive feedback loops, such as permafrost thaw releasing methane and carbon dioxide, which amplifies warming and further permafrost degradation.
Award credit for evaluating the role of oceans as a carbon sink, including the impacts of ocean acidification on marine carbon sequestration and water cycle feedbacks.
Award credit for linking specific human activities (e.g., urbanisation, agriculture) to changes in both carbon emissions and hydrological responses like surface runoff and flood risk.
Award credit for demonstrating accurate quantification of carbon stores in key reservoirs (e.g., atmosphere ~750 GtC, oceans ~38,000 GtC) and distinguishing between slow (geological) and fast (biological) carbon cycles.
Expect evidence of explaining the mechanisms and relative significance of major fluxes, including photosynthesis, respiration, ocean-atmosphere gas exchange, and combustion, with reference to residence times.

← Back to AQA A-Level Geography

Water and Carbon Cycles

AQA

A-Level

This subtopic explores the intricate linkages between the water and carbon cycles and their collective influence on global climate systems. It examines how carbon fluxes operate through stores such as oceans, soils, and biomass, and how water cycle processes like evaporation and precipitation interact with carbon dynamics. The focus is on understanding how human activities (e.g., fossil fuel combustion, deforestation) disrupt these cycles, leading to enhanced greenhouse effects, climatic feedbacks, and altered hydrological patterns.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Topic Overview

The water and carbon cycles are fundamental systems that sustain life on Earth. This topic explores how water and carbon move between the atmosphere, oceans, land, and living organisms, and how these cycles are interconnected. You'll study the stores and fluxes of each cycle, the processes that drive them (e.g., evaporation, photosynthesis, respiration), and the factors that influence their rates. Understanding these cycles is crucial because they regulate our climate, support ecosystems, and are increasingly affected by human activities.

In the AQA A-Level Geography specification, this topic forms part of the 'Physical Geography' component. It builds on GCSE knowledge but goes much deeper, requiring you to analyse complex systems and evaluate the impacts of climate change and land-use changes. You'll need to use case studies (e.g., the Amazon rainforest, peat bogs, the Arctic) to illustrate key concepts. Mastery of this topic is essential for understanding global environmental issues and for success in your exams.

Key Concepts

Core ideas you must understand for this topic

→Stores and fluxes: Know the major stores (e.g., oceans, atmosphere, biomass) and the flows between them (e.g., evapotranspiration, runoff, photosynthesis).
→The carbon cycle: Understand the processes of carbon sequestration (e.g., in forests, oceans, and soils) and release (e.g., combustion, decomposition).
→The water cycle: Be able to explain the hydrological cycle, including interception, infiltration, throughflow, and groundwater flow.
→Human impacts: Deforestation, agriculture, and fossil fuel burning alter the cycles, leading to climate change and water scarcity.
→Feedback loops: Positive feedback (e.g., melting permafrost releases CO₂, causing more warming) and negative feedback (e.g., increased CO₂ boosts plant growth, absorbing more carbon).

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating understanding of how deforestation reduces carbon storage in biomass and soils, decreases evapotranspiration, and alters local and regional precipitation patterns.
Award credit for accurate analysis of positive feedback loops, such as permafrost thaw releasing methane and carbon dioxide, which amplifies warming and further permafrost degradation.
Award credit for evaluating the role of oceans as a carbon sink, including the impacts of ocean acidification on marine carbon sequestration and water cycle feedbacks.
Award credit for linking specific human activities (e.g., urbanisation, agriculture) to changes in both carbon emissions and hydrological responses like surface runoff and flood risk.
Award credit for demonstrating accurate quantification of carbon stores in key reservoirs (e.g., atmosphere ~750 GtC, oceans ~38,000 GtC) and distinguishing between slow (geological) and fast (biological) carbon cycles.
Expect evidence of explaining the mechanisms and relative significance of major fluxes, including photosynthesis, respiration, ocean-atmosphere gas exchange, and combustion, with reference to residence times.
Credit responses that explicitly link human activities (fossil fuel combustion, deforestation, land use change) to alterations in carbon fluxes and the enhanced greenhouse effect, using specific examples or case studies (e.g., carbon sequestration in the Amazon, permafrost thaw feedback).
Award credit for accurately identifying and quantifying major global water stores (e.g., 96.5% of water in oceans) and distinguishing between blue water (liquid) and green water (vapour/transpiration) flows.

Marking Points

Key points examiners look for in your answers

Award credit for demonstrating understanding of how deforestation reduces carbon storage in biomass and soils, decreases evapotranspiration, and alters local and regional precipitation patterns.
Award credit for accurate analysis of positive feedback loops, such as permafrost thaw releasing methane and carbon dioxide, which amplifies warming and further permafrost degradation.
Award credit for evaluating the role of oceans as a carbon sink, including the impacts of ocean acidification on marine carbon sequestration and water cycle feedbacks.
Award credit for linking specific human activities (e.g., urbanisation, agriculture) to changes in both carbon emissions and hydrological responses like surface runoff and flood risk.
Award credit for demonstrating accurate quantification of carbon stores in key reservoirs (e.g., atmosphere ~750 GtC, oceans ~38,000 GtC) and distinguishing between slow (geological) and fast (biological) carbon cycles.
Expect evidence of explaining the mechanisms and relative significance of major fluxes, including photosynthesis, respiration, ocean-atmosphere gas exchange, and combustion, with reference to residence times.
Credit responses that explicitly link human activities (fossil fuel combustion, deforestation, land use change) to alterations in carbon fluxes and the enhanced greenhouse effect, using specific examples or case studies (e.g., carbon sequestration in the Amazon, permafrost thaw feedback).
Award credit for accurately identifying and quantifying major global water stores (e.g., 96.5% of water in oceans) and distinguishing between blue water (liquid) and green water (vapour/transpiration) flows.
Reward evidence of understanding key fluxes (precipitation, evapotranspiration, runoff, groundwater flow) and their interconnections in a closed system, with reference to residence times.
Credit explanations that link changes to specific drivers like climate variability (e.g., El Niño), land use change (deforestation affecting interception and runoff), or water extraction, supported by named case studies.

Examiner Tips

Expert advice for maximising your marks

💡Always use specific case studies, e.g., Amazon rainforest, Arctic permafrost, to ground your analysis and demonstrate real-world application of concepts.
💡Structure essays to clearly address both cycles and their interconnection, using diagrams to show carbon and water fluxes between stores.
💡When evaluating human impacts, consider scale (local vs global) and timeframe (short-term vs long-term) to show depth of understanding.
💡Precisely define key terms like residence time, sequestration, and feedback mechanisms to meet AQA's emphasis on accurate geographical terminology.
💡In extended responses, structure your answer by first outlining the natural carbon cycle (stores and fluxes), then discussing human impacts, and finally evaluating the consequences, ensuring you use key terminology (e.g., carbon sequestration, residence time, feedback loops).
💡Always support explanations with specific case study details and quantitative data (e.g., gigatons of carbon, ppm CO2 concentrations) to demonstrate depth and application, as isolated theoretical descriptions rarely achieve high marks.
💡For higher-level responses, explicitly use systems terminology ('stores', 'fluxes', 'residence time') and support with quantitative data (e.g., percentages of global water stores) to demonstrate depth of understanding.
💡When explaining factors driving change, always integrate a named example or case study (e.g., deforestation in the Amazon affecting regional precipitation) and consider both natural and human factors to access top band marks.
💡Practice sketching and annotating a simple global water cycle diagram from memory, including key stores and flux arrows with approximate magnitudes, to quickly apply in data-response or essay questions.
💡Use specific case studies with named locations and data (e.g., the Amazon rainforest stores 100 billion tonnes of carbon). This shows depth and earns higher marks.
💡Always link processes to their impacts on stores and fluxes. For example, explain how increased temperatures lead to more evaporation, which increases atmospheric water vapour, a greenhouse gas.
💡Practice drawing and annotating diagrams of the cycles. In exams, a well-labelled diagram can save time and demonstrate understanding clearly.

Common Mistakes

Pitfalls to avoid in your exam answers

Students often confuse the greenhouse effect with the enhanced greenhouse effect, failing to distinguish natural climatic regulation from anthropogenic disruption.
Many oversimplify carbon-water links, for example by not recognising that increased atmospheric CO₂ can enhance plant growth (CO₂ fertilisation) but this is limited by water availability and nutrient constraints.
Ignoring the role of oceans in the carbon cycle, leading to incomplete analysis of carbon sequestration and the timescale of carbon storage.
Failing to differentiate between positive and negative feedback mechanisms, such as mistakenly classifying cloud albedo effects as a positive feedback loop.
Confusing carbon stores with fluxes, e.g., labelling 'photosynthesis' as a store instead of a flux, or misunderstanding that processes like weathering are fluxes, not stores.
Overemphasising the atmospheric carbon store while neglecting the much larger lithospheric and oceanic stores, or failing to appreciate the role of the deep ocean in long-term carbon storage.
Confusing residence times of different stores, such as assuming groundwater is rapidly renewed like rivers, when in reality some groundwater may be fossil water with very long residence times.
Overlooking the role of the cryosphere as a dynamic store (e.g., melting ice caps and glaciers adding to sea-level rise) or treating the system as perfectly balanced at all timescales without accounting for human-induced changes.
Failing to differentiate clearly between stores and fluxes in explanations, leading to inaccurate water budget calculations or muddled cause-and-effect reasoning.
Misconception: The water cycle is a closed system with no external inputs. Correction: While Earth's water is largely fixed, energy from the sun drives the cycle, and small amounts of water are added by volcanic eruptions or lost to space.
Misconception: Carbon only moves through the atmosphere. Correction: The largest carbon stores are in rocks (lithosphere) and oceans; the atmosphere holds a relatively small amount.
Misconception: Deforestation only affects the carbon cycle. Correction: It also disrupts the water cycle by reducing evapotranspiration, altering rainfall patterns, and increasing runoff and flooding.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of the water cycle and carbon cycle from GCSE Geography.
•Knowledge of climate change causes and effects, including the greenhouse effect.
•Familiarity with ecosystem concepts like photosynthesis, respiration, and decomposition.

Key Terminology

Essential terms to know

Climate change feedbacks
Land use change and its effects
Global distribution of carbon
Processes: photosynthesis, respiration, decomposition, combustion
Global distribution of water
Processes: evaporation, condensation, precipitation, runoff, infiltration

Ready to test yourself?

Practice questions tailored to this topic