Aquaponics Report

November 25
Aquaponi
cs in
201
schools
0
This report focuses on all aspects of setting up an
Aquaponics program within a school. It contains
information on Aquaponics, research relating to
Aquaponics and how to apply for funding, purchasing, A how to
permits, building and running processes. This report is a
guideline only based on events experienced and
guide
undertaken through planning, building and implementing
Aquaponics at St Joseph’s College, Katherine.
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Written by Jesse King
Charles Darwin University
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ETL 329 – Entrepreneurial Professional
Contents
Introduction – What is Aquaponics?............................................................................4
Desired Outcomes......................................................................................................5
Rationale....................................................................................................................6
Research....................................................................................................................8
Environmental Benefits...........................................................................................8
Economic Prospects................................................................................................9
Educational Opportunities.....................................................................................10
Cost Factors..............................................................................................................11
Funding Process.......................................................................................................12
Quotation and Purchasing Process...........................................................................13
Permit Process..........................................................................................................14
Building Process.......................................................................................................14
Operations Process...................................................................................................15
Expansion Possibilities..............................................................................................16
Future Evaluation.....................................................................................................16
Recommendations....................................................................................................16
Conclusion................................................................................................................17
Authors Note............................................................................................................17
References...............................................................................................................18
Attachments.............................................................................................................19
Attachment 1 – Survey Example...........................................................................19
Attachment 2 – Homestead Aquaponics System...................................................23
Attachment 3 – Simple Layout Example................................................................24
Attachment 3 – Simple Layout Example
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Figure 1 – Aquaponics Cycle.......................................................................................4
Figure 2 - Recycle, Shower, Power results..................................................................6
Figure 3 - Topics Students want to study...................................................................7
Table 1 - Litres of water per A$100 of Output - Eamus (2003)...................................9

Table 2 - Aquaponics Program Budget - Initial Setup...............................................11
Table 3 - Quotation and Purchasing Guide...............................................................13
Table 3 - Quotation and Purchasing Guide
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What is Aquaponics?
This report focuses on all aspects of setting up an Aquaponics program within a
school. It contains information on Aquaponics, research relating to Aquaponics and
how to apply for funding, purchasing, permits, building and running processes. This
report is a guideline only based on events experienced and undertaken through
planning, building and implementing Aquaponics at St Joseph’s College, Katherine.
Aquaponics can be described as a combination between Hydroponics and

Aquaculture (aquaponics.com.au, 2010). An aquatic animal (not limited to but this
report will refer to fish) is cultured in a large tank of water. As fish are fed and live in
the environment they release nutrients into the water. This water is then circulated
through growth beds for plants. The plant absorbs the nutrients and the clean water
is then recirculated back to the fish. This is a constant cycle and is completely
organic, as any introduced chemicals may have a detrimental effect on fish species
(See Figure 1 for a visual interpretation). Fish and plants are then harvested and
consumed or sold.
Aquaponics is a completely natural, organic cycle as any chemicals added to the

water would kill the fish.
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Figure 1 – Aquaponics Cycle
Desired Outcomes
There are many outcomes that are possible from having access to an Aquaponics
kit for schools. St Joseph’s College desired outcomes are listed as follows:
• To create an alternative learning environment where the St Joseph’s College

community can view, experience, learn and contribute to environmental
sustainability.
• To provide students a practical arena to apply, analyse and evaluate acquired

theoretical knowledge.
• To eventually create a complete environmentally sustainable education

program that creates and utilises its own power, stock and funding.
These outcomes are the three main areas of focus for the St Joseph’s College
Aquaponics Program. As the program expands and evolves, outcomes may be
added or amended based on school vision.
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Rationale
Undertaking such a project in a school can be a large undertaking and does need
funding and teaching resources. However, with the current global issues such as
climate change, water shortages, sustainable industry and global warming, schools
need to have in place curriculum that supports, reinforces and engages students
regarding environmental issues.
To get an understanding of the current student population’s understanding, view

and practices regarding the environment, a survey was developed for students to
participate in (see Attachment 1). Students from each year level in the middle
school participated in the survey and the results, while not surprising, were
worrying indeed.
The select study of middle school students who will be commencing school in 2011
has found that 84% of students surveyed at St Joseph’s College Katherine do not
know what environmental sustainability is. The survey also found that 72% of
students only recycle sometimes or never and 61% shower for more than ten
minutes a day (that is over 150 litres of water per day just for showering). 65% of
students also leave appliances on when not using them. However, over 70% of
students believe issues such as global warming and recycling is important.
Recycle, Shower, Power
Figure 2 - Recycle, Shower, Power results
It is important to note however that students seemed interested when it came to

learning about these issues with the majority in favour of learning about the
environment, fish, how things grow and food. These are all facets of an Aquaponics
program and give students a chance to learn about these topics in a practical
environment. The Aquaponics program also provides valuable demonstrations and
examples of recycling, water saving and power saving benefits.
Topics Students want to study
Figure 3 - Topics Students want to study
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With this survey as support, St Joseph’s College needs to reassess their current use
of environmental issues within the curriculum and take a whole school approach to
improving student’s perceptions, understanding and behaviour towards the
environment. An Aquaponics Program provides the opportunity to cater for a wide
range of ages, key learning areas and abilities. As part of the St Joseph’s College
Aquaponics Program review process this survey will be undertaken annually to chart
progress within the school.
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Research
While Aquaponics is not a new technology, the environmental and economic
benefits are seeing a re-birth of a technology that fosters sustainable growth
(Justine, 2009). Few educational institutions worldwide researched Aquaponics
during its re-emergence and instead left the majority of information gathering to
numerous small businesses across the globe. While this is not ideal, most
information and findings in Aquaponics have been discovered through trial and
error. As this technology is developed, educational institutions and government
departments are beginning to research the values and benefits of using Aquaponics.
As large scale operations have high setup costs, the majority of research concerning
Aquaponics has been scaled back to affordable systems. This section will highlight
information that has been collected regarding environmental, private, commercial
and economic benefits and how Aquaponics can be utilised in a K-12 educational
setting.
Environmental Benefits
The environmental benefits of Aquaponics systems have a wide scope and are
championed by many businesses and organisations that are involved with
Aquaponics. With global environmental concerns becoming widespread, the general
population is becoming more aware of issues such as global warming, rising sea
levels and sustainable industry. Aquaponics provides an environmentally
sustainable option for fish stocks and a wide range of green produce. Wilson (2005)
claims that Hydroponics “uses less than a tenth of the water needed for fresh
vegetable production than a field crop”. In another article Wilson (2005) reiterates
that “Aquaponics technology for growing food plants in greenhouses is significantly
superior to inorganic hydroponics” which was reported at the International
Conference and Exhibition for Soilless Culture-2005 in Singapore from September 5
to 8. (Wilson, 2005).Wilson (2006) provides evidence of water saving by presenting
Eamus’s (2003) table depicting litres of water used to produce $100 of output.
While the table presents figures that are not able to be grown in an Aquaponics
system, when comparing soil grown vegetables and fruit with Aquaponics the
difference in water usage is monumental. In Australia, the driest inhabited continent
in the world, this environmental benefit is significant to say the least.
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Litres of water per A$100 of output
470,000
Rice L
160000
Cotton L
147000
Milk L
123900
Sugar L
Beef cattle 81200L
Vegetables and fruit (soil grown) 37900L
Wheat 24500L
Hydroponics – Lettuce 600L
Estimates of the general water use for Australian
Aquaponics in the tropics and sub-tropics:
Aquaponics -- fish and lettuce 500L
Aquaponics -- fish and Basil 173L
Table 1 - Litres of water per A$100 of Output - Eamus (2003)
Economic Prospects
The economic prospects for Aquaponics look extremely positive based on research
and discussion that has centred on the industry from a variety of sources. In a
commercial and private setting, water savings from Aquaponics will be substantial
when compared to a traditional method of farming. In large scale farming
operations the availability and cost of water effectively decides the feasibility of the
venture. By using a fraction of the amount of water and producing two products
(fish and greens) makes the venture more viable from the beginning. The fact that
less water is needed and used also makes the enterprise viable for more arid
communities. With the rising cost of transport, a productive Aquaponics system can
eliminate these factors and operate from the savings. This is also a benefit in the
household setting with Hallam (2007) stating that “the homestead kit can produce
between 800 – 1200 kgs of fish a year and over four tonnes of leafy vegetables”.
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The fact that Aquaponics produces completely organic produce also allows for a
10% - 30% increase on market price which has been proven in large markets
(Wilson, 2005).
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Educational Opportunities
The educational opportunities for an Aquaponics system are only limited to the
resources that are input in the program. With a growing awareness of
environmental sustainability across all levels of society, an Aquaponics system is
the perfect example of sustainability in action. Aquaponics can be integrated into
the curriculum into all key learning areas such as English, Maths, Science, Studies of
Society and Environment (SOSE) and Health and Physical Education (HPE). Listed
below are examples of how to integrate Aquaponics into a curriculum.
Science
Students can monitor and record pH levels within the system and observe fish and
plant health as the system fluctuates. Students can hypothesise on what the effect
will be following research into water pH levels and how it affects living organisms.
Mathematics
Students can calculate the rate of growth of fish or plants by mapping the growth
over an extended period. Students are then to calculate expected size of plant or
fish after a certain time period.
Students can study the current market for product that is being grown and through
research and estimation can predict the market value of current stock. Students can
put these projections to the test come market time.
SOSE
Students can study the cycle of Aquaponics and how the symbiotic relationship
between fish and plants allows for both to thrive. Students can then find examples
in the natural world and report back.
Students can monitor the amount of water used over a period of time within the
Aquaponics system and compare to traditional farming methods. A report can then
be written about the importance of sustainable industry and the future of Australia.
English
The English curriculum can be linked to SOSE in the area of Writing. Students can
deliver oral presentations on the benefits of an Aquaponics System within a school
environment.
HPE
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Students can study the health advantages of having organic produce compared
when compared to eating processed or chemically enhanced foods.
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Cost Factors
Aquaponics has a variety of costs that need to be factored when considering how to
begin an Aquaponics Program in a school. Aquaponics can be an expensive or
relatively cheap exercise depending on location, current equipment, experience and
facilities. At St Joseph’s College, the school elected to purchase a complete
Aquaponics kit from www.aquaponics.net.au . The school also needed a place to
house the building and purchased a carport kit shed to erect for the Aquaponics
Program. Table 1 is a breakdown of costs involved in the initial set up of the St
Joseph’s College Aquaponics Program.
Aquaponics
Equipment Budget
Homestead Aquaponics
Kit $ 7,415.00 Aquaponics.net.au
Shed $ 2,500.00 Wide Span Sheds
Sub Total $ 9,915.00
Aquaponics
Building Budget
Electricity $ 1,000.00 Benash
Water $ 2,500.00 Advanced Plumbing
Peter Meyers
Construction $ 2,500.00 Construction
Perspex Roofing $ 330.00 Bunnings
Project Building
Permits & Inspections $ 880.00 Certifiers
Sub Total $ 7,210.00
Total Cost $ 17,125.00

Table 2 - Aquaponics Program Budget - Initial Setup
This total cost can be seen as imposing to some schools; however there are
numerous avenues to setup and run a successful Aquaponics Program within a
school. While St Joseph’s College purchased a readymade Aquaponics kit that only
requires assembly it is possible to create your own kit or cut down on the cost with
items such as bathtubs, PVC piping, water tanks or even fish tanks.
Keeping in mind that Aquaponics kits need to be under cover to prevent rain and
other unwanted items from entering the system, there will be a cost associated to
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erect a building if one is not available. Costs such as permits and inspections are
required in some areas and not in others.
Listed below are some websites that provide information on how to setup affordable
Aquaponics systems.
• http://www.backyardaquaponics.com/
• http://www.aquaponics.com.au/
• http://www.aquaponicshq.com/
Funding Process
Funding for a project such as Aquaponics can be daunting to begin with when
looking at the possible costs of such a program, however this is not unsurpassable.
When sourcing funding for such programs a variety of sources should be sort as this
prevents the whole program from relying excessively on one particular source.
Taking this approach ensures that if funding is denied or discontinued from one
source the program does not automatically fade with the funding.
The benefits of an Aquaponics program give it such a broad scope to apply for
funding from a wide range of sources. Benefits such as student engagement,
environmental education and a wide focus range of Key learning area’s allows the
program achieve many outcomes to appease funding criteria.
Sources sought should range from but not be limited to Government Departments,
School funding, private sponsorship, philanthropic organisations and non-
government Organisations (NGO’s). Listed below are a number of sources and
information links that are a good place to start when seeking funding.
• Family and Housing, Children Services and Indigenous Affairs (FAHCSIA) -

http://www.fahcsia.gov.au/grantsfunding
• Australian Solar Schools Program -
http://www.energymatters.com.au/renewable-energy/solar-power/grid-
connected-systems/solar-for-schools.php
• The Smith Family – www.thesmithfamily.com.au
• Dare to Lead - http://www.daretolead.edu.au/
• EnvironmeNT Grant -
http://www.nt.gov.au/nreta/environment/grants/overview.html
• Woolworths Community Grants -
http://www.woolworths.com.au/wps/wcm/connect/Website/Woolworths/Fresh-
Food-Kids/Community-Grants/
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• Rio Tinto Aboriginal Fund –
http://www.aboriginalfund.riotinto.com/apply.aspx?ID=6
Without funding a program within a school usually does not happen or cannot reach
its full potential. One of the major benefits of an Aquaponics Program is that over
time and if properly run, the program can generate its own income, stock, seeds
and with further investment even its own power. This factor alone makes
Aquaponics a unique program for schools across Australia.
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Quotation and Purchasing Process
Once funding has been gained quotation of any associated costs need to begin.
Most funding bodies require a minimum of three quoted prices to show that the
recipient has shopped around. If the Aquaponics Program requires a shelter this
process will also include quotations for materials, permits and labour associated
with erecting a shelter. As an Aquaponics system requires power and water, it is
also advisable to consult with an electrician and a plumber to make sure that
correct infrastructure is for the site that the system will be housed.
Below is a table containing all materials, equipment, permits and skilled workers
that will be required and possible suppliers. (Nb. Suppliers will only be listed if they
are Australia wide and only kit material details will be provided. For further
information on required equipment refer to Attachment 2)
Item/Trade Reason Supplier

Aquaponics Main Reason www.aquaponics.net.au
System www.backyardaquaponic
s.com
www.nurseriesonline.co
m.au
If system requires shelter www.widespanshed.com.
Kit Shed au
www.atlassheds.com.au
www.tuffspan.com.au
Building Permit and Certification
Certifier Process
Builder To Erect Shelter
Electrician Install Power
Plumber Install Water
Table 3 - Quotation and Purchasing Guide
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Permit Process
If a building needs to be erected to house an Aquaponics System, permission to
develop and build needs to be obtained from the government. Usually a permit for a
construction this size is not required in the Northern Territory bus as is being
completed on school property it is essential to follow correct procedure. Refer to
local governing bodies regarding this process such as the town council or state body
of lands and planning or equivalent. Listed below are links to information on how to
obtain Northern Territory Permit and Development Applications.
• http://www.nt.gov.au/lands/building/regulations/forms/index.shtml
• http://www.nt.gov.au/lands/planning/fees/index.shtml
The benefit of purchasing a kit shed is that all engineering plans and drawings are
provided by the supplier. If designing, planning and constructing a custom shelter,
these plans need to be obtained through licensed engineers and drafts people.
Building Process
A licensed builder/erector is required to install sheds, shelters or awnings that are
purchased in kit form from the supplier. One consideration when purchasing a kit
shed is that a Perspex roofing will be required for any area where plant growth beds
will be situated as plants require sunlight. This can be purchased separately from a
local hardware store. When purchasing separate roofing ensure that all material
complies with local building regulations. Any builders/workers that are entering a
school site will be required to complete relevant inductions and be cleared to work
in an area where there may be contact with children.
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Operations Process
There are many ways to operate an Aquaponics system. Factors to consider include
climate, water quality, fish species and plant species. As long as your system
recirculates, the layout is completely up to the person operating the system.
However, simple and easy to use layouts are recommended. Attachment 3 depicts a
simple layout plan of a homestead Aquaponics system. It is important that any
Aquaponics system is shielded from the weather as excess rain or other organic
material may affect the balance of the system.
Any staff that coordinate an Aquaponics program within a school should be

interested in Aquaponics and understand the basics at a minimum. A science
background is an additional benefit but the amount of information online will cater
for anyone with an interest.
When beginning an Aquaponics system, the main areas of focus within an

Aquaponics system are:
• pH Levels. A balanced pH will ensure fish and plants maintain a healthy state
• Fish Food nutrients – nutrients that are fed to you fish will eventually reach
your plants. Try and ensure that the nutrients are beneficial for you plant
species
• Water levels – while the system should not leak, evaporation is a real threat
in a warm climate. This can be managed through refilling when necessary or
installing a float valve.
• General fish and plant health – A good guide to the effectiveness of you
system is the health of your fish and plants. If one or both are struggling
something is not right.
• Equipment – make sure periodic checks of all equipment are undertaken to
prevent any malfunctions that my ruin the system (ie. Pump failure)
Following these processes will help to prevent any problems that may arise with an
Aquaponics system. As time passes the system will self regulate itself to a certain
degree. pH tests may not be required as often but should still be maintained
weekly.
It is important to be educated and stay up to date with latest innovations, findings

and data concerning your system. Most Aquaponics sites have forums and blogs
that contain helpful information, ideas and give users of Aquaponics a medium to
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share their experiences. Diver’s (2006) article gives a comprehensive overview of
how to begin a commercial Aquaponics project and what steps to take.
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Expansion Possibilities
Once an Aquaponics System has been run properly and to full potential the
opportunity to expand is readily available. Growth beds are easily supplemented by
old bath tubs and fish tanks can be made out of an old water tank. However, your
pump needs to be capable of increasing the work load and supplying more water to
a greater area. Most standard pumps can easily cater for a few more growth beds
but pump capacity and output should always be considered before expansion.
If there is ample room near the Aquaponics system a good side project is to create a
food source for you fish. This can be achieved through a worm farm and further
integrates sustainability and recycling into the school program.
Expansion decisions should only be made after consultation with leadership, staff
and students and only after a program is running successfully.
Future Evaluation
Programs such as this within schools should be subjected to regular evaluation
processes. A yearly evaluation of the Aquaponics Program provides evidence for
schools, systems and funding bodies that outcomes are being achieved. Evaluations
can take part in the form of surveys, output data and student attendance and
achievement. By using a variety of evidence, the results of the evaluation will
ideally be as accurate as possible.
Recommendations
These recommendations are being suggested to assist any school that wishes to
create an Aquaponics Program. These recommendations are based on experience
with the process and not on statistical data that has been collected.
The author recommends:
• Additional research be carried out and presented to the school community

before committing to an Aquaponics project.
• A committee/working party be organised to plan, develop, implement and
manage any Aquaponics Program within a school.
• Aquaponics System/s should be purchased after adequate shelter is provided.
• Ongoing evaluation must be completed on a periodical basis.
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Conclusion
In conclusion Aquaponics is a viable, sustainable and practical option for schools to
create and enjoy within their learning environment. Aquaponics allows for
alternative education methods and has a wide scope of use within many
curriculums.
The learning opportunities from an Aquaponics system of any size are immense,
and when compared to other traditional methods of growing animals/plants in an
educational setting is far more varied. The only limitation on how this program is
integrated into a school’s curriculum is time.
An Aquaponics program within a school is unique. In a place such as the Northern

Territory, fresh food is a valuable commodity and Aquaponics provides the
opportunity to grow crops that would struggle in traditional settings. Through good
management the program can become completely self sustainable economically
and over time even turn a profit.
With such importance now being placed on renewable resources, environmental

responsibility and climate change, Aquaponics will lead the way in providing
sustainable alternative for producing food and developing an understanding and
respect of the environment by all who participate.
Authors Note
This report has been created as a guideline to give schools the opportunity to
investigate Aquaponics within their current programs. Through circulation it is
hoped that this report will assist any interested parties to begin an Aquaponics
Program.
I firmly believe that the learning opportunities provided by Aquaponics will benefit
schools and communities in many ways in the future. A personal goal with this
program was to be able to create a working model that would encourage interest
and possible investment in larger scale Aquaponics Projects in the Katherine region.
The amount and type of food these systems provide would greatly enhance
nutrition provide people from isolated area with valuable fresh organic produce.
Through continued evaluation and reporting this document will be enhanced and
updated periodically as St Joseph’s College continues to move forward with the
Aquaponics program.
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If you are interested in discussing this report further my contact details are listed
below.
Jesse King
Email: jesse.king@nt.catholic.edu.au
j_king_151@hotmail.com
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References
Diver, S. (2006). Aquaponics—Integration of Hydroponics with Aquaculture. United
States of America: ATTRA
Eamus, D. (2003). Paper presented at Australian Hydroponic & Greenhouse

Association Conference. Retrieved from
http://www.pc.gov.au/__data/assets/pdf_file/0005/15359/sub046.pdf
Justine. (2009, June 3). Aquaponics: The Answer to Sustainable Farming [Web log
message]. Retrieved from http://www.socialearth.org/aquaponics-the-answer-to-
sustainable-farming
Wilson, G. (2006, February). Submission on water use in aquaponics. Paper

presented at Aquaponics Network Australia Conference. Retrieved from
http://www.pc.gov.au/__data/assets/pdf_file/0005/15359/sub046.pdf
Wilson, G. (2005). An aquaponic investment in ever small town – and shopping

centre. Aquaponics Journal, 2.
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Attachments
Attachment 1 – Survey Example
Top of Form
1. Do you know what environmental sustainability is? Please give a brief description in
box.
Do you know what environmental sustainability is? Please give a brief description in box. Yes
No
Environmental sustainability is
*
2. Answer the following questions about the environment
Hardly All the
No Yes A Little Sometimes A lot
Ever time
Answer
the following
Do you understand questions
Environmental about the
Hardly A Someti All the
issues? environment Yes A lot
Ever Little mes time
Do you
understand
Environmental
issues? No
Do you care about Do you

the Environment? care about the Hardly A Someti All the
Yes A lot
Environment? Ever Little mes time
No
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Hardly All the
No Yes A Little Sometimes A lot
Ever time
Do you litter? Do you Hardly A Someti All the

Yes A lot
litter? No Ever Little mes time
Do you recycle? Do you Hardly A Someti All the

Yes A lot
recycle? No Ever Little mes time
Do you shower for Do you

more than 10 shower for
Hardly A Someti All the
minutes a day? more than 10 Yes A lot
Ever Little mes time
minutes a
day? No
Do you leave Do you

appliances on leave
when you are not appliances on Hardly A Someti All the
Yes A lot
using them? when you are Ever Little mes time
not using
them? No
*
3. Answer these questions about your school!
Yes No Sometimes
Is your school Answer these

Clean? questions about your
No Sometimes
school! Is your school
Clean? Yes
Do you put rubbish

in the bin? Do you put rubbish in
No Sometimes
the bin? Yes
If you see rubbish

on the ground do
If you see rubbish on No Sometimes
you pick it up
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Yes No Sometimes
the ground do you pick it up

Yes
Does your school

waste power? Does your school
No Sometimes
waste power? Yes
*
4. Do you thinks issues are important or not?
don't care not that important important Very important
Do you thinks
Money issues are important not that
important Very important
or not? Money don't important
care
Global Warming Global Warming not that

don't care important
War not that

War don't care important Very important
important
Poverty Poverty don't not that

care important
Hunger Hunger don't not that

care important
Animal extinction Animal not that

extinction don't care important
Recycling Recycling don't not that

care important
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don't care not that important important Very important
Sustainability Sustainability not that

don't care important
5. Which of these things would you like to learn about in school?

No Yes
Farming Which of these things would you like

Yes
to learn about in school? Farming No
Sport
Sport No Yes
How to Grow
Things How to Grow Things No Yes
Fish
Fish No Yes
Algebra
Algebra No Yes
Cars
Cars No Yes
The environment
The environment No Yes
Food
Food No Yes
Done
X1gpODv_2frgHr E6uK1MhOcpBUy nb61dlj_2fDbaFlL VW6Yh2TOSWX
9ui0jn_2bI24SotF aWrhOGRiBgnne Der9a3XW4bY8y vQ0B5IccZM7RK
Bottom of Form
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Attachment 2 – Homestead Aquaponics System
Homestead Aquaponics Kit - Top of the line home food production.
This is the top of the range in our "Ready-to-go" kits.Just assemble, add grow bed media, water,
fish and plants.
This Homestead kit is for serious home food production and is the basic single module of a multi
module commercial production system.
This Homestead kit comes with 4 grow beds, but is capable of being expanded to run up to 8
grow beds at maximum fish stocking levels.
This Homestead kit can fit on an area 5 M x 6 M. This allows for comfortable working space
around the grow beds and fish tank.
This Homestead Aquaponics kit will give best results if it is housed in a rain-proof greenhouse
with a solid roof over the fish tank area to prevent the direct sunlight contacting the water.
What is included in the kit.
Inclusions List Qty

2300 Litre Fish Tank - fibre glass construction 1
585 Litre Grow Beds - fibre glass construction 4
585 Litre collection sump - fibre glass construction 2
200 Litre Fingerling Tank - fibre glass 1
8,000 lph Submersible Pump - 2 year warranty 1
6,000 lph Submersible Pump - 2 year warranty 1
12 volt emergency back up kit - Fail switch, 2 pumps, battery and charger 1
Equipment Caddy including 60lpm aerator. 1
Wood cover for tank and fingerling tank. 1
90mm pvc pipe kit with joiners, bends and adhesive 1
40mm pvc pipe kit with joiners , bends and adhesive 1
Mineral Rock fertiliser kit 1
Fish feed pellets kit 1
Aerator power-head kit 2
Freshwater Test Kit 1
Assembly Instructions. This kit operates on the CHOP system
Sourced from www.aquaponics.net.au
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Attachment 3 – Simple Layout Example
Main Tank Plant Growth Bed
Water Flow
Fingerling tank
29 | P a g e
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Aquaponics Report

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Aquaponics Report

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November 25

Table 1 - Litres of water per A$100 of Output - Eamus (2003)...................................9

Table 3 - Quotation and Purchasing Guide

Aquaponics can be described as a combination between Hydroponics and

Aquaponics is a completely natural, organic cycle as any chemicals added to the

• To create an alternative learning environment where the St Joseph’s College

• To provide students a practical arena to apply, analyse and evaluate acquired

• To eventually create a complete environmentally sustainable education

To get an understanding of the current student population’s understanding, view

Recycle, Shower, Power

Figure 2 - Recycle, Shower, Power results

It is important to note however that students seemed interested when it came to

Topics Students want to study

Figure 3 - Topics Students want to study

Total Cost $ 17,125.00

• Family and Housing, Children Services and Indigenous Affairs (FAHCSIA) -

Item/Trade Reason Supplier

Any staff that coordinate an Aquaponics program within a school should be

When beginning an Aquaponics system, the main areas of focus within an

It is important to be educated and stay up to date with latest innovations, findings

The author recommends:

• Additional research be carried out and presented to the school community

An Aquaponics program within a school is unique. In a place such as the Northern

With such importance now being placed on renewable resources, environmental

Eamus, D. (2003). Paper presented at Australian Hydroponic & Greenhouse

Wilson, G. (2006, February). Submission on water use in aquaponics. Paper

Wilson, G. (2005). An aquaponic investment in ever small town – and shopping

Do you care about Do you

Do you litter? Do you Hardly A Someti All the

Do you recycle? Do you Hardly A Someti All the

Do you shower for Do you

Do you leave Do you

Is your school Answer these

Do you put rubbish

If you see rubbish

the ground do you pick it up

Does your school

Global Warming Global Warming not that

War not that

Poverty Poverty don't not that

Hunger Hunger don't not that

Animal extinction Animal not that

Recycling Recycling don't not that

Sustainability Sustainability not that

5. Which of these things would you like to learn about in school?

Farming Which of these things would you like

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Inclusions List Qty

Main Tank Plant Growth Bed

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