Application 1: Designing, constructing, and reengineering a system
THE BIGGER PICTURE
Using mathematics and computational analysis, students design aquaponic systems to be part of the solution to food insecurity in a developing country. In this NGSS STEM activity and optional lab, students can either use real data collected from an aquaponic system at Institute for Systems Biology (ISB) or data from their own aquaponic system to calculate water efficiency and the effects of scaling up a system. With or without the lab, students will explore what it takes to grow food by maintaining a stable system that mimics the resiliency of natural ecosystems.
FOR EDUCATORS
Please use this link to access the most up-to-date version of our Food Security Curriculum Module (last updated 04/16/2019) which is currently being field-tested. This activity/lab is in development (as of 12/7/17) and is not included in the FS Curriculum Module document link above. Instead, it is included as a working Google Doc link here APPLICATION 1_Designing, constructing and reengineering a system (final draft) If you would like to field test these lessons, please email us at see@systemsbiology.org.
RESOURCES
For your convenience, the following are quick links to resources required for the FS activity/lab. Links to these resources can also be found in the APPLICATION 1_Designing, constructing and reengineering a system (final draft) documents.
CALCULATIONS & ENGINEERING DESIGN
- 3 Pillars PowerPoint
- FS_Food_Security_Vocabulary_ppt
- FS_Building your case – students – attached at the end of the lesson
- So what is Aquaponics really?
- Network Nodes Cutout
- IRRIGATED CROP INFOGRAPHIC
- Developing your Aquaponic System Plan_student worksheet
- Developing your Aquaponic System Plan_Teacher
- Calculating Aquaponics efficiency and upscaling_(2_28_18)_ student worksheet
- Calculating Aquaponics efficiency and upscaling_teacher worksheet
- ISB Aquaponics Data (2017) (or use student’s systems data)
- http://waterfootprint.org/en/resources/interactive-tools/product-gallery/
- “The green, blue, and grey water footprint of crops and derived crop products”, M.M. McKennon & Hoekstra, et al. (2011)
- https://www.wfp.org/stories/field-table-follow-food-home-grown-school-feeding-10-steps-haiti
- UN FAO AQUASTAT data sheets for Namibia, Haiti, DPR Korea: Vegetable production(imports) and Water use summary
- FS Module: UN Summit
LAB
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- Project Feed 1010 website
- Read about potential inhibitors to bacterial growth and the nitrogen cycle: Nitrifying bacteria facts
- Start Fishless Cycling for Aquaponics
- LAB Student Guide: Building and Investigating a System
- LAB Teacher Guide: Building and Investigating a System
- Set-up 2-Liter Bottle system and list of materials
- Formative assessment (weekly), see EXTENSION ideas (below)
- Student guide:_Water quality testing and Maintaining a system & (test strip version available also)(based on API Freshwater test kits)
- “How to Maintain a System/Become a Citizen scientist” PowerPoint
- Data collection tools: (See “ISB Teacher Helpful Guide” best practices)
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- Option 1: TETRA 1-6 test strips or API Master (liquid) test kits
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- Option 2: Vernier or Neulog probes/groups of 8-12 students: for NH4, Nitrate, DO, pH, Temp
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- Removing Chloramines using Vitamin C
- AQX Plant data collection_template
- Plant Harvest Data Collection Procedures
OPTIONS for AQUAPONIC SYSTEM DESIGNS and SET UP INSTRUCTIONS
Resources: crowd-source funding,teacher feedback, and how to choose the right system for you
| Build cost ($-$$$)/ classroom build time | ||||
| $ / <1-hour | $ / <2-hour | $$$ / <5-hour | $$ /<1-hour | |
| Option # | 1 | 2 | 3 | 4 |
| *System Designs | Hydroponics Mini-Challenge | Large scale systems 2’ x 4’ OR 4’ x 4’: Projectfeed1010 |
Prefabricated systems: | |
| Description | Simple, space/time saving, invent your own systems. Uses recycled micropipette tip boxes. For classes of 22-35 students in teams of 2-4 or individually. | Bench or countertop systems with simulated or real fish. Student-built and operated for 22-35 students in teams of 2-4. Gives a real sense of water use to produce a vegetable crop Student example. High level of individual engineering. | Class design and modify. Small group of students help build. Best for small classes or clubs. Rotate teams to collect daily/weekly data and make observations. | Online purchase demonstration models––easy set up on a countertop. Best for small classes. Rotate 2-3 students to collect data and make observations. |
| *In each case, students measure plant growth, nitrite, nitrate, dissolved oxygen, pH, and ammonia levels in their systems and record data on ISB’s online data management hub (https://pf1010.systemsbiology.net/). The student-designed systems will vary in productivity. No matter which option is used, the process will help students learn as they collect water chemistry, water use, and plant growth data over 4-5 weeks (or longer if desired). | ||||