Written by Jesse King Charles Darwin University s193157 ETL 329 - Entrepreneurial Professional

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Written by Jesse King

Charles Darwin University
s193157
ETL 329 – Entrepreneurial Professional
Aquaponic
25
s in
schools
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
A how to
based on events experienced and undertaken through planning, guide
building and implementing Aquaponics at St Joseph’s College,
Katherine.

Charles Darwin University/ St Joseph’s College, Katherine
s193157
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
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Figure 1 – Aquaponics Cycle........................................................................................................................4
Figure 2 - Recycle, Shower, Power results...................................................................................................6
Figure 3 - Topics Students want to study.....................................................................................................7
Y
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
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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.
Figure – Aquaponics Cycle
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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
100%
90%
80%
70%
60%
50% No/sometimes
40% Yes
30%
20%
10%
0%
Recylce Shower > 10 mins Leave appliance on?
Figure - 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
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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
100%
90%
80%
70%
60%
50%
40%
No
30% Yes
20%
10%
0%
Farming Sport Grow Things Fish Algebra Cars Environment Food
Figure - Topics Students want to study
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

Rice 470,000L
Cotton 160000L
Milk 147000L
Sugar 123900L
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 - 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”. 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
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
Construction $ 2,500.00 Peter Meyers Construction
Perspex Roofing $ 330.00 Bunnings
Permits & Inspections $ 880.00 Project Building Certifiers
Sub Total $ 7,210.00
Total Cost $ 17,125.00

Table - 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 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/
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 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/
 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.backyardaquaponics.com
www.nurseriesonline.com.au
Kit Shed If system requires shelter www.widespanshed.com.au
www.atlassheds.com.au
www.tuffspan.com.au
Building Certifier Permit and Certification Process
Builder To Erect Shelter
Electrician Install Power
Plumber Install Water
Table - 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 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.
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
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
questions
Do you understand about the
Environmental Hardly A Someti All the
environment Yes A lot
issues? Ever Little mes time
Do you
understand
Environmental
issues? No
Do you
Do you care about care about the Hardly A Someti All the
the Environment? Environment? Yes A lot
Ever Little mes time
No
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
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Hardly All the
No Yes A Little Sometimes A lot
Ever time
Do you
Do you shower for shower for
more than 10 Hardly A Someti All the
more than 10 Yes A lot
minutes a day? Ever Little mes time
minutes a
day? No
Do you
Do you leave leave
appliances on appliances on Hardly A Someti All the
when you are not Yes A lot
when you are Ever Little mes time
using them? not using
them? No
*
3. Answer these questions about your school!
Yes No Sometimes
Answer these
Is your school questions about your
Clean? No Sometimes
school! Is your school
Clean? Yes
Do you put rubbish Do you put rubbish in

in the bin? No Sometimes
the bin? Yes
If you see rubbish If you see rubbish on

on the ground do the ground do you pick it up No Sometimes
you pick it up Yes
Does your school Does your school

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

or not? Money don't important
care
Global Warming Global Warming not that

important Very important
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
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
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No Yes
Cars Cars No Yes
The environment The environment No Yes
Food Food No Yes
Done

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9ui0jn_2bI24SotF aWrhOGRiBgnne Der9a3XW4bY8y vQ0B5IccZM7RK
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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
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Written by Jesse King Charles Darwin University s193157 ETL 329 - Entrepreneurial Professional

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Written by Jesse King Charles Darwin University s193157 ETL 329 - Entrepreneurial Professional

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Written by Jesse King

Written by Jesse King

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

Aquaponics can be described as a combination between Hydroponics and Aquaculture

Figure – Aquaponics Cycle

 To eventually create a complete environmentally sustainable education program that creates

Recycle, Shower, Power

Figure - Recycle, Shower, Power results

Topics Students want to study

Figure - Topics Students want to study

Total Cost $ 17,125.00

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

Item/Trade Reason Supplier

The author recommends:

Do you litter? Do you Hardly A Someti All the

Do you recycle? Do you Hardly A Someti All the

Do you put rubbish Do you put rubbish in

If you see rubbish If you see rubbish on

Does your school Does your school

issues are important

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

Sport Sport No Yes

Fish Fish No Yes

Algebra Algebra No Yes

Cars Cars No Yes

The environment The environment No Yes

Food Food No Yes

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Homestead Aquaponics Kit - Top of the line home food production.

What is included in the kit.

Inclusions List Qty

Assembly Instructions. This kit operates on the CHOP system

Sourced from www.aquaponics.net.au

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