Tree species effects on long-term soil carbon storage
Faculty mentor/Supervisor: 
Amelia Fitch
Department Affiliation: 
Forest Ecosystems & Society
Project Location: 
Laboratory
Project Description: 
This project address the mechanisms of mineral-associated organic matter (MAOM) formation and persistence by nitric acid weathering under soil nitrogen (N) enrichment. Though biological N fixation introduces significant quantities of N in ecosystems across the globe, the effects of nitric acid on weathering and subsequent MAOM persistence have not been studied. We will quantify MAOM content in temperate forest soils, collected along one of the widest naturally occurring N gradients in the world. In the Pacific Northwest, the primary source of N from biological fixation is from the symbiotic N-fixing tree Alnus rubra (red alder). To address the short-term effects of alder growth on soil carbon, we will investigate potential differences in MAOM in soils planted under red alder or douglas fir along a latitudinal gradient in the Pacific Northwest coast range. This work offers an opportunity to improve the accuracy of MAOM predictions and the accuracy of terrestrial C cycling models. Many of the current terrestrial models partition soil organic matter (SOM) into particulate vs mineral-associated pools, because they respond to global change differently, where particulate SOM is often less protected from microbial decomposition. The mineral horizons contain most of the protected C pool, especially considering their depth. Because deep soils store a substantial amount of soil C, one of the aims of this proposal is to understand SOM protection by mineral-associations and destabilization with depth.
Describe the type of work and tasks you anticipate the student will perform: 
This project is primarily lab based with the opportunity for data analyses following data collection. The student will be trained on initial soil processing including sieving and grinding soil samples and taking basic measurements. The primary method the student will learn is called density fractionation, which is a technique used to separate the soil fractions based on how heavy they are. Density fractionation takes multiple steps to complete and gives the opportunity to learn several lab skills including weighing and measuring precision, fine motor technique for fraction separation, and time budgeting to manage multi-day filtering. We’ll use this method to separate soil organic matter pools and estimate how much soil is more protected from microbial decomposition. Following data collection, there is also the opportunity to learn R skills in data wrangling, graphical representation, and data analyses.
Hourly rate of pay: 
15.0
What is the expected timeline of this project?: 
The anticipated start date for this project is Nov 1 (or whenever the student applications are processed and students are notified). The expected weekly work schedule will take place M-F, between 9-5pm, and for a minimum of two hour chunks of time (in order to hav enough time for lab work setup/cleanup etc). Outside these guidelines, the exact timing for scheduling work is flexible and can be modified based on student class schedules. There will also be a half hour check in weekly to address any questions that come up outside immediate lab work questions during training.
Are special skills or knowledge required to work on this project?: 
No
Will training be provided?: 
Yes
How many hours per week do you anticipate a student to work?: 
6-8
How many hours per week do you anticipate engaging in direct mentorship?: 
I plan to meet weekly for a half hour for more general questions. For the direct labwork, I plan to be present for the entire process for each step as long as necessary. This will likely be all hours for the first several weeks, and then for 1-2 hours a week during the rest of the labwork duration. For data manipulation and analyses, I plan to provide guidance for 1-2 hours a week.
Detail your mentorship plan: 
Overall expectations for the Mentor - Provide lab methods instructions and time for questions as mentee learns the new procedures. - Provide opportunities to be involved with the research process after data collection, including data curation, figure prep, writing and editing. - Provide opportunities to network with other researchers. Could include a field day at the Andrews, joining the Betts lab meetings in the winter and spring terms. - Invite mentee to join for scientific talks in forestry and other departments - Respond to questions in a timely manner and give mentee time to discuss any issues related to the projects On a weekly basis, we will meet to discuss general questions about the research project or any questions the student has about being a researcher and the academic career path.