Lab / Application: Designing, Constructing & Re-engineering a System

Description: 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.

Objectives

What Students Learn:

  • Students learn to apply mathematics, computational analysis, and STEM skills to design an aquaponics system.
  • Students deepen their understanding of sustainability in the context of food production and become familiar with the techniques used to grow
    food.
  • Students learn to apply the engineering design process through actively building an aquaponics system.

What Students Do:

  • Students design aquaponic systems to be part of the solution to food insecurity in a developing country.
  • 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.

Instructions and Resources

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 02/23/2021). This page highlights an activity/lab that 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) You can also find it here as a PDF. If you would like to field test these lessons, please email us at see@isbscience.org. Also, here is an Aquaponics Introduction that can also be used to guide labs, experiments and/or aquaponics in your classroom.  Other resources can be found on our Project Feed 1010 pages within our Project Tools, Teaching Resources and Ambassador Blog Posts.

This lesson follows the FS Pre/post-assessment, Lesson FS1 and Lesson FS2. Please consider sending electronic versions of any student work to see@isbscience.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

LAB

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:  

Back to the Roots or

AquaSprouts

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/). Please note: this data management hub is currently offline. If you would like to use it, or a replacement, please email us at see@isbscience.org. 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).

Assessment

This lesson follows the FS Pre/post-assessment (Google Doc | Word Doc), the formative assessments in Lesson 1 and 2 and can be found in the master PDF. Please consider sending electronic versions of any student work to see@isbscience.org.