Connections to the Science Curriculum

The River Tank can be used to enrich a broad number of science topics as well as serve as a source of problem-solving challenges (Fig. 6). For example, when conducting field studies of a stream, scientists draw a cross-sectional profile of the stream and calculate its rate of flow. Students might devise a way to do this using the tank.

Interesting comparisons between the River Tank and traditional aquariums can be made. In addition to the comparison of oxygen levels mentioned previously, students can compare the evaporation rates of the two types of tanks or discuss what types of plants (Fig. 7) and animals are best suited for each type. Temperature stratification is another important difference between flowing and standing bodies of water. Students can determine if the water temperature in each type of tank is the same throughout, or if it is stratified.


Figure 8 The comet goldfilsh is a streamlined, cold-water fish that can exist in any size River Tank system.

Another curricular tie-in might focus on the water cycle, which is clearly illustrated inside the tank as the vapor from the flowing water condenses and appears as water droplets on the cooler, outside surfaces. Since recirculating the water makes the tank vulnerable to the build-up of minerals caused by evaporation, a class could expand its study of the water cycle by seeing if plants watered with this mineral-laden water grow better than plants watered with tap water. In addition, by measuring the water hardness, the mineral build-up in the water can be quantified.

The River Tank provides an effective way to present abstract ideas concretely. For instance, when discussing adaptation, students can immediately see why animals with streamlined body shapes (Fig. 8), and plants with long, flexible stems, live in streams. Concepts such as the water cycle, niches, ecosystems, changes over time, and the importance of the balance between the biotic and abiotic elements are powerfully reinforced by what students see in the tank and measure in their experiments. The River Tank serves as a dramatic visual-aid that illustrates complex ideas in a way even young students can comprehend.

Further Reading

Adey, W., and K. Loveland. 1991. Dynamic Aquaria, Building Living Ecosystems. Academic Press, Inc., San Diego.

Andrews, W. A., and S. J. McEwan. 1987. Investigating Aquatic Ecosystems. Prentice-Hall Canada Inc., Scarborough, Ontario.

Spotte, Stephen. 1970. Fish and Invertebrate Culture, Water Management in Closed Systems, 2nd edition. John Wiley and Sons, Inc., New York.

River Tank(R) is a registered trademark of Finn Strong Designs, Inc.


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Copyright © 1995 by Carolina Biological. This article may be reproduced for classroom use only; for other uses please contact Carolina Tips Editor.

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