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Research Question and Hypothesis
Research Question and Hypothesis
What changes occur to the molecular contents of water in an aquaponic system?
What changes occur to the molecular contents of water in an aquaponic system?
How can aquaponics be used as a sustainable method of agriculture?
How does the nitrogen cycle occur in aquaponics systems?
What effects do the metabolism of fish and plants have on the water quality of aquaponics systems?
How can the pH, ammonia, nitrite, and nitrate levels in an aquaponic system be adjusted to produce viable produce?
Standards
Standards
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
Experimental Design
Experimental Design
1. Assemble an aquaponics system. In my classroom the model shown below is used in order to create a microenvironment that is manageable by student groups of 4-5. Larger systems are more common, however larger systems require larger groups to maintain and result in a loss of hands on experience by students.
2. Test and record the pH, Ammonia, Nitrite, and Nitrate levels of the aquaponic systems over time. The more frequent the better. For this project the API master freshwater testing kit was used as shown below.
3. Observe the effects the levels of each molecule has on the viability of the system and record your observations.
4. Make changes to the system based on your observations.
5. Continue to change your procedure until you obtain desired results. All changes made to the system are based on 1. the reference chart below and/or 2. student inferences from the changes they observed and recorded in their system.
Independent variable
Independent variable
The independent variable of this study is time (days). Students record this variable by recording the date of their data collection/observations on a google sheet.
The independent variable of this study is time (days). Students record this variable by recording the date of their data collection/observations on a google sheet.
Dependent variables
Dependent variables
The dependent variables are pH, the ppm of Ammonia, Nitrite, and Nitrate. Additionally qualitative measurements on plant/fish health and water turbidity are made.
The dependent variables are pH, the ppm of Ammonia, Nitrite, and Nitrate. Additionally qualitative measurements on plant/fish health and water turbidity are made.
Series
Series
The series of this study are pH and the ppm of Ammonia, Nitrite, and Nitrate as a function of time.
Constants and Controls
Constants and Controls
The constants are: Temperature, light source, and water source.
The constants are: Temperature, light source, and water source.
Materials
Materials
-1 gallon wide mouth mason jar -Black plastic cup -Clay pellets -Gravel
-Chop sticks -seeds -scissors -air pump -black aquarium tubing -air stone -sponge -goldfish
-Light source -API freshwater test kit -aquarium starter solution
Procedures
Procedures
Day One
1.Obtain materials
2. Rinse gravel and place enough in the jar to cover approximately ½ inch of the bottom of the jar
3. Fill the mason jar 3/4ths of the way full with tap water
4. Add aquarium starter solution to the bottle as recommended by the bottle
5. Use a hole puncher to cut 2 sets of 2 parallel holes under the lip of the cup as shown by the diagram to the right. These holes will hold the chopsticks that keep your cup in place.
6. Obtain a black plastic cup. Cut slits along the side of the cup using scissors large enough to allow water to flow but small enough to hold clay pellets. Your cup will need to hold your plant and pellets for months so be sure to leave the integrity of the cup strong enough to do so.
7. Fill up the cup 3/4th with clay pellets and insert the chop sticks through the holes you have made. Place the cup into your mason jar and ensure it fits.
8. Fill the mason jar with water so that at least ½ of the cup is submerged in water
9. Take the mason jar and cup to the back of the room. Obtain an air stone attached to black tubing and an air pump (why do you think the tubing is black?) and place it into your jar. Label your jar and leave it on the back table. We will return to it next week.
10. Select which seed you would like to grow and obtain 3-4 seeds.
11. Place these seeds into the soil planter provided to you by your teacher. You will need to allow your seeds to germinate (begin to grow) over the weekend. Be sure to label which planter is yours.
Day Two
1. Make a copy of this file, share it with your group mates, AND PUT EVERYONE'S NAMES IN THE TITLE!
2. Follow your teacher's instructions VERY carefully. This is not easy……
Import range function https://support.google.com/docs/answer/3093340?hl=en
3. Every Monday and Friday in class you will:
Test the water quality of your system and record your data in your google sheet
Record observations on your plants and fish
Make necessary changes to your system to maintain the nitrogen cycle
4. Let's make the first of many water content measurements you will make. You will test the Low pH, Nitrite, Nitrate, and Ammonia contents of your system by following the directions to the right. Please use an eyedropper to obtain water from your system and the test tubes in your lab table for each test.
5. Take a sponge piece and add nitrifying bacteria to it as recommended by the bottle. Place the sponge piece into the grow substrate of your system
6.Remove your plant seedlings and delicately place them into the clay substrate of your system. Try to have only the roots of your seedlings touch the water in your cup.
7. Your system is now set! Some words of caution……..
You will see major chemical and physical changes in your system over time. What should you do if the pH goes up? Ammonia goes down? Nitrate goes up? These choices are UP TO YOU AND YOUR GROUP'S KNOWLEDGE AND RESEARCH! To help you in your choices, consider referencing this sheet
8. You will have many lab reports and analysis research projects throughout the year based on this project. Be sure to keep good, up to date data throughout the year for success in my class.
Day Three
Project Feed 1010
1. Project Feed 1010 is a branch of the systems biology institute that promotes collaborative research on aquaponics to improve our abilities to meet the world's food and sustainability crises. As part of their research they host a collaborative citizen science community for researches such as yourselves to publish their findings and collaborate with peers to improve aquaponic systems and designs.
2. Please join their community and publish your findings in my class to contribute to ongoing research.
https://pf1010.systemsbiology.net/
Sample data and graphs
Sample data and graphs
Analysis & Conclusions
Analysis and conclusions are unique to each student group. Looking at the overall experience of doing aquaponics it is very effective in teaching students about the nitrogen cycle, sustainable agriculture, water testing, and system management.
Photos & Movies
References
Project feed 101 was my inspiration for this project.
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