LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.
Our aquaponics experiment question was testing if Ocimum basilicum (basil) or Coriandrum sativum (cilantro) grew better in the system. These two organisms were in the same class, Asterids, and cubclass, Euasterids. This means both are flowering plants. However, enough that they shared specific traits, such as both growing vertically and having a similar growth rate.
LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.
As can be seen in our aquaponics diagrams, molecules such as NO2 and CO2 from the atmosphere were "built" into new molecules such as nitrate, nitrite and carbonic acid that were usable to keep the fish alive and allow for the plants to grow.
LO 3.21 The student can use representations to describe how gene regulation influences cell products and function.
Though 5 of the 6 original fish in the tank were orange in color, we had one brown goldfish. This is because the Dp1 and Dp2 genes are responsible for the regulation of color. In brown fish these genes create an increased number of melanophores, which are cells that produce a dark color, and fewer xanophores, which produce a yellow-orange hue. As a result, the orange color is stripped away and the dark hue is intensified.
LO 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter.
Through photosynthesis and cellular respiration, the plants and fish are able to provide O2 and CO2 for the other organism. The molecule NH3, from fish waste, is an example of the efficiency in the use of matter. Instead of pouring it out in a normal fish tank, the NH3 is used by the plants after the process of nitrification.
Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.
Our aquaponics research demonstrates this learning objective because we have thoroughly explained how we were going to collect the data throughout the aquaponics research. We recorded the heights of each plant’s stem with a ruler, specifically in centimeters.We designed that based on the raw data, we would calculate the percent change in height for each plant and have that reported to show the growth rates. We believed that doing this would be the best way of determining the progress of our plants because it allowed us to easily see how our plants progressed quantitatively and qualitatively.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
Our aquaponics research demonstrates this objective because we were able to evaluate our data to see what was going well and what was going wrong in our aquaponics research. As said in our investigation plan, we analyzed the data, trying to find any significant changes, as well as factors, that contributed to the results of our research. As we analyzed the data, we saw that our pH, kH, gH, NO2, and NO3 were all were all within close range non-harmful, and that though the ammonia levels were ranging from stress to danger, it seemed to keep our fishes live (for the most part). We recorded any changes as we observed our aquaponics system. We saw that throughout our research, two of our fish died; the water would go from clear to cloudy and vice versa; and we had to switch some of the water because of how severe the cloudiness of our water was. Our aquaponics research also demonstrates our evaluation of evidence because even though our cilantro did not break from its shell, our basil seed was able to grow a few centimeters. This proved that even though our aquaponics system was not as successful as we thought, basil was still able to grow at a faster rate than the cilantro.
Weekly Update: This week we took our aquaponics down. Four fish survived. There was minimal growth for the basil and no growth for the cilantro. While cleaning out the tank, the cloudy water mystery was solved. The lava rocks at the bottom of the tank had been the cause of the cloudy water.