Diego Sanchez

Featured project | Fall 2025

Diego Sanchez, a Fulton Schools environmental engineering undergraduate student, chose his project due to a desire he’s had since his teenage years to stop harmful algal blooms, or HABs. Working with Fulton Schools civil, environmental and sustainable engineering faculty mentors Sergi Garcia-Segura, an assistant professor, and Jesus Moron-Lopez, an adjunct faculty member, Sanchez is exploring the use of small bubbles made of ozone to reduce HABs’ presence in bodies of water.

What made you want to get involved in this program? Why did you choose the project you’re working on?

After visiting different groups and exploring the research that they were performing, I got excited about the nanobubble-algae research that was being done in Professor Garcia-Segura’s lab. The research pertains to using ozone nanobubbles to mitigate HABs in different water media such as fresh, brackish and salty water. I first learned about HABs in high school when watching the news, seeing the ecological devastation that occurred inspired me to want to be part of solutions that stopped environmental devastation. With the opportunity of FURI, I’m able to do that and aid in innovative research that improves the field of environmental engineering. Through my coursework, I have seen that the innovation of technologies for water treatment has become increasingly important as attention shifts toward our dwindling water resources. In addition to the research, I receive mentorship from other first-generation students who then became successful engineers and researchers. With the help of those that understand the path I am walking, I am confident that I will be able to flourish and achieve what I have set out to do.

How will your engineering research project impact the world?

My research aims to mitigate HABs caused by freshwater species such as Microcystis aeruginosa, or blue-green algae, and saltwater species such as Karenia brevis, or red tide, using ozone nanobubbles. M. aeruginosa and K. brevis release cyanotoxins and brevetoxins, respectively. Exposure to the former can cause liver and kidney damage, reproductive complications and impaired DNA repair, while the latter attacks the central nervous system of marine animals, leading to large fish kills. During large algal blooms, as the individual algae die off, their decomposition can cause oxygen depletion in the water they are in, causing further harm to the aquatic ecosystem surrounding them. The U.S. can lose an estimated $10 million to $100 million from a single major HAB. Florida lost an estimated $2.7 billion from the 2018 red tide event. To prevent this, ozone can be used to mitigate the growth of these blooms before they become unmanageable. Ozone is a highly reactive molecule composed of three oxygen atoms. When dosed into water, it has a disinfecting effect, similar to that of hydrogen peroxide or chlorine. Because of how reactive it is, it does not last long in the environment, meaning that this is a sustainable solution that will not have a lasting impact on the environment when it is used. Understanding how ozone nanobubbles behave in freshwater and saltwater will provide a broader understanding of how this technology can be used against other harmful constituents. The impact of this research is cleaner and safer water systems utilizing cheaper and more sustainable technology.

What has been your most memorable experience as a student researcher in this program? Did you have a particular “aha!” moment during your project?

To monitor the amount and size distribution of nanobubbles produced in water, we used a nanoparticle tracking analyzer. When analyzing pure water, nanoparticle concentrations were low, as expected. However, when nanobubbles were introduced, the measured nanoparticle concentration increased, confirming their presence. To evaluate ozone’s effect in real environmental conditions, we collected freshwater samples containing naturally occurring nanoparticles such as dirt, debris and organic matter. In these real-world water samples, both the concentration and size of nanoparticles were initially higher due to these impurities. Unexpectedly, when the real-world water samples were exposed to ozone over the course of one hour, the average nanoparticle size decreased with time. This reduction suggests that ozone reacted with the suspended particles, demonstrating its strong oxidizing capability. This was my “aha” moment, witnessing the power of ozone, proving what I have learned in class.

Have there been any surprises in your research?

When working with algae, you learn some interesting behaviors and techniques when taking care of it. We keep the algae in a closed-off area with a natural light emitter, and each species is maintained in a separate flask. Usually when thinking about algae, the common thought is a plant-like organism that stays stagnant in water and moves with the current. K. brevis, on the other hand, is a dinoflagellate, meaning that it has flagella, whip-like organelles that allow them to move in water. In its flask, M. aeruginosa is usually uniform, making the water green and cloudy. However, when looking at K. brevis, all the organisms are clumped in the direction of the natural light lamp. I found this behavior fascinating because it highlights how even microscopic organisms can adapt to maximize photosynthetic energy production.

How do you see this experience helping with your career or advanced degree goals?

I see the FURI program as a way to step into the world of research, where the answers are not found in a textbook. It has helped me build my confidence to work through open-ended problems on my own, which is a skill that is invaluable no matter what my career path is going to be. I’ve also learned how to share my findings, not just in technical terms but in a way that makes sense to non-engineers, like my friends and family who aren’t as immersed in this research as I am. Additional skills that I’ve earned are technical writing, problem identification and collaboration that aids in furthering a common goal.

What is the best advice you’ve gotten from your faculty mentor?

The best advice that I have received from my faculty mentor was that I have to know “what game I want to play.” In other words, I must know what steps I need to take to reach my career goals. The “game” requires me to move with agency, where every step I take in my career must be led with meaning and intent. That mindset has helped me act with more intent, not just saying “yes” to everything but choosing what will help me grow toward being a well-rounded professional.

Why should other students get involved in this program?

The reason I would recommend FURI is because it opens a new avenue for students who did not know that research was an option for them. It takes concepts that we learn in class and concentrates them in a way that is challenging, exciting and rewarding. I have had the chance to work with faculty mentors and doctoral students who I would not have met if it were not for FURI. Despite it being a daunting task to find a mentor and apply, I would recommend the program to any Fulton Schools student.