The Investigation of an Aquaculture System on Plants Grown Hydroponically

The Investigation of Water Quality of an Aquaponics System and Salt Marsh Grasses.

Aquaponics & Salt Marsh Water Quality Inquiry Project at SHS- Chem II H Q

Theory: qualitative analysis of water, LeChatelier's Principle, aqueous solutions

Purpose: The purpose is to investigate the water from an indoor aquaponics system and Smooth Cordgrass being grown outdoors.

Background Information: Reading Selections are made on my project page of www.molelady.com that will help you gather critical information for your analyses. Communication with other lab groups is vital to the success of these field studies.

At Seminole High School, the marine science students operate a 500 gallon aquaculture tank with approximately 40 tilapia. Through a drip-feed system, they have been able to attach a hydroponic area which uses the water from the tank. They are able to grow various types of plants, such as romaine lettuce and basil. There must be a delicate balance between pH, dissolved oxygen, and ammonia levels in the water. Tampa Bay's shoreline vegetation have been destroyed to build homes, causeways, and commerical developments. Wetland vegetation serve as natural biological filters which remove many impurtities in coastal waterways, providing areas of spawning, foraging, and refuge habitat for fish and wildlife. Through the Tampa Bay Watch (www.tampabaywatch.org), SHS students are a part of the restoration of these salt marshes. Our chem II classes will observe water in both systems: the tank and salt marsh.

Plus, over the past 7 years, SHS has participated in restoring cord grass populations along the Tampa Bay coastline through Tampa Bay Watch. Over the past 100 years, more than 44% of the shoreline vegetation, mangroves, and salt marshes, Tampa Bay's primary nurseries, have been destroyed to build waterfront homes, roadway causeways, and commerical and industrial shoreline development. Wetland vegetation serve as natural biological filters which remove many impurities in coastal waterways, as well as providing valuable areas of nursery, spawning, foraging, and refuge habitat for fish and wildlife. To help restore these habitats, this organization initiated a coastal wetland nursery program in 1994, where students plant, maintain, and harvest plants to be used in restoration projects.

Introduction to the Procedure:

You & your lab partner will be performing qualitative tests. The fall chem II class is responsible for generating baseline data on the water and plants during October, November, and December. The spring chem II class will monitor the site at least 3 more times. All data will be transformed into clearly written data tables and graphs for a report to SWFTMD (Southwestern Florida Water Management District).

Listed below are the qualitative tests:

Alkalinity, Ammonia, Hardness, Carbon Dioxide, Dissolved Oxygen, Nitrate, Nitrite, pH, Phosphate, Salinity, & Sulfide

Each test has an individual lab kit that has instructions on performing the test. Please make sure everything is clean and remains clean when finished. All equipment should be dried returned to the lab kit after the test is performed.

Hypothesis, Independent, Dependent Variables, and Control: One for the Aquaponics Study and one for the Salt Marsh Study

Procedure:

Part A. Aquaponics

Make all observations of the aquaculture tank in Data Table #1. Categories should include: temp of water, description of tank, wastes in water, approximate number of fish, Observations of baby tilapia in smaller tanks,etc.
Make observations of the hydroponic plants in Data Table #2. Note the appearance for the plant type by including color, size, & shape of leaves, etc.
Perform your assigned test according to the instructions in your test kit. Record data in Data Table #3- Water Sample Tests (a Class Data Table). Each group is responsible for ALL test results.

Part B. Salt Marsh

Make observations of the salt marsh plot in Data Table #4. Categories should include: temp of water, weather conditions, description of plot and size, debris present, other plants present other than cordgrass, etc.
Perform your assigned test according to the instructions in your test kit. Record data in Data Table #5- Water Sample Tests (a Class Data Table). Each group is responsible for ALL test results.

Data:

Data Table #1 - observations of aquaculture tank and fish per month.

Data Table #2 - observations of hydroponic plants per month

As you make your initial observations of the hydroponic plants, you will be making observations in a 5 x 5 matrix data table labeled with letters A-E going horizontally at the top of the table and 1-5 going verically. Then each month, you'll make observations, in general, about each plant type. How are the plants changing each month?

Data Table #3 - Water Sample Tests per month (Aquaponics)

You can divide each category: color observed, absence+presence-, and other changes into the months that you will be observing. This is a giant data table and should take up at least one page. After 2 months, the table will be revised, if needed.

Test Run	Color observed	Absence- Presence+	Other changes

Alkalinity
Ammonia
Hardness
Carbon Dioxide
Dissolved oxygen
Nitrate
Nitrite
pH
Phosphate
Salinity
Sulfide

Data Table #4 - observations of salt marsh plot with cord grass
Data Table #5 - same as Table #3, but water tests run on salt marsh water

Discussion:

MONTH 1

How is hydroponics different than growing plants outside with natural light?
List 3 advantages of soilless gardening.
What is the recommended pH of a hydroponic system? Does it change depending on the plant? Why or why not?
What is vermiculite and why is it important to the hydroponic plants?
What can you do to quick-fix a deficiency in essential minerals like Mg, K, or P in the hydroponics area?

MONTH 2

What is ppm and ppt? Why are they used?
Is light a factor in the plant environments (salt marsh and hydroponic systems)? If yes, how so?
Predict what would happen to cord grass, if grown indoors, like our hydroponic plants. Justify your answer.
Why is it important that we continue the salt marsh project at our SHS?

MONTH 3

Why are dissolved oxygen tests run? How can these tests help you predict the growth of the plants?
What would happen to the tilapia if the dissolved oxygen is too high? What is considered to be too high or too low for the tilapia?
What is the difference between the ammonia/nitrogen test and the nitrate/nitrogen test? Is one more important than the other?
Which water tests are essential to run in order for the plant to grow into a healthy plant in each system?

References:

Conclusion: (to be made after each testing date - please label)

Date:

Final Conclusion: Compare the overall results of our water quality study. Can you answer your hypotheses efficiently with our study?