When we think of engineering, goldfish might not be the first thing that comes to mind. However, a unique hands-on project incorporating goldfish and engineering has captivated students for 20 years and instilled a lasting confidence that prepares students for successful careers.

"Going into this class, I wasn't sure if I wanted to stay in engineering or switch to a different major," said junior Lindsey Garretson. "This class and Dr. Osborn helped me make the decision to stay in engineering."

Led by Scott Osborn, professor of biological engineering, with the help of Julian Abram and Lee Schrader, program technicians, the Department of Biological and Agricultural Engineering's Sophomore Design Studio class uses hands-on applications to teach students the engineering design method through the Fish Tank Project.

The project started in 2004 as a multi-week assignment in a two-semester biological engineering class, Design Studio. Because of its success and positive student feedback, the department created the stand-alone Sophomore Design Studio class in 2012, centered around the Fish Tank Project. Over the last 20 years, the project has been a constant in the biological engineering curriculum, positively impacting students and inspiring young engineers.

"The Fish Tank Project is what helped me realize this was the program for me," said senior Alex Edmiston.

The Sophomore Design Studio class is one of the first classes students take after declaring biological engineering as their desired field of study.

Professor Scott Osborn helps a group during construction of their tank system.

In the class, students are tasked with building a system that supports an overpopulation of goldfish in a 70-gallon tank. This system provides a habitat for the goldfish and utilizes plants and other engineering tools to filter waste and purify the water. It demonstrates the practical application of biological and agricultural engineering principles in a real-world context.

One of the first things Osborn shares with the students at the beginning of the semester-long project is, "I want you to try stuff, and you're going to fail, and I will let you fail, with the exception of I won't let you hurt yourself, each other or the fish."

Some goldfish used for the project are over a decade old and have become beloved symbols of the department. They represent the vital work of biological and agricultural engineers who develop sustainable water, food, energy and agriculture systems to address the challenges of our ever-changing world.

The goldfish are classified as lab animals, and their health and safety are of utmost importance. They are regularly monitored by trained professionals and a veterinarian who ensures the fish have safe living conditions. This commitment to animal welfare is a core principle of the class and reflects the ethical considerations that underpin the study of biological engineering.

Throughout the class, Osborn tries to take a hands-off approach to help the students figure out their projects independently. "There is a time to lecture to them and a time just to try it because if you let them fail, they remember that and how they got out of it," Osborn said.

Numerous students and alums have shared how they value Osborn's teaching style in the class and credit it for the confidence and skills they gained from the project.  

"Dr. Osborn was a good combination of being helpful and guiding us with our projects when needed without being overbearing and still letting us tinker around in the greenhouse to figure things out for ourselves," said Lara Tarr, B.S.B.E.'21.

Throughout the semester-long class, students go through many revisions of their ideas for designing a system to support the goldfish. Osborn encourages the students to think outside the box, test their ideas and see if they work out.

In their groups, students brainstorm ideas for the project based on how to remove ammonia excreted by the fish from the water to maintain safe levels even with the overpopulation. Their systems typically involve optimizing natural bacterial processes by encouraging growth in some places and not in others.

When designing their treatment systems, groups must choose a pump and create a structure to build around the tank to hold a filtration system. They also must figure out how to prevent leaks and ensure proper water flow and decide what types of plants they will add to their system to take up nitrate and survive in the environment the team created for the fish.

"We are allowed to make mistakes and problem solve, but he [Osborn] is always willing to step in and help if we still can't figure it out. Instead of just doing it for us, he will explain different solutions on how to solve the problem. If it's something new, he will show us how to do it and then expects us to figure it out," Garretson said.

Students add oxygen supply to their tank system before adding goldfish.

Once the groups have finalized their ideas, they are tasked with building the tank systems using the equipment and materials in the department's shop. This process involves measuring the tank, cutting and assembling various components such as the waste treatment system and the oxygen supply, and testing the integrity of the tank system.

This hands-on learning gives the students practical experience in construction and engineering, enhancing their skills and confidence.

"The hands-on aspects allowed me to see how these concepts that we were talking about, and I was learning about in other classes, actually apply. The hands-on aspects also helped to better my critical thinking and problem-solving skills since I was working with things unfamiliar to me," Garretson said.

After the tanks are constructed, the students conduct tests to ensure the ammonia uptake rate is sufficient and the dissolved oxygen concentration is maintained so the water will be safe for the fish.

A group excitedly adds a goldfish to their tank system.

One by one, the groups take turns adding in a few goldfish at a time, continuing to take different measurements and tests of the safety of the water, and adding more fish in increments over weeks as the test results allow.

The class concludes at the end of the fall semester, with all the students' tanks full of goldfish and the students taking with them the invaluable skills and confidence gained through the class.

"It felt amazing knowing that my team and I were able to engineer a real-world solution and gain a better appreciation and understanding of engineering application to the real world," said Wesley Jones, B.S.B.E.'20.

Over the years, numerous success stories have come from department graduates, highlighting the class's positive long-term career impacts.

"I learned about the use of aquaponics as a way to lower nutrients in fish habitats, which led to my first job five years later in 2014 where I built, designed and operated an R&D aquaponics pilot project," said Morgan Welch, B.S.B.E.'12 and M.S.B.E.'14.

The experience helped him land jobs at the U.S. Department of Agriculture Agricultural Research Service and, in 2020, a design engineering role at an industry-leading hydroponic vertical farm in New York City, Welch said.

Department alums continue to share how the lessons learned many years ago in the class still ring true.

"It was a great way to show us all that in engineering, there's always going to be multiple approaches to solving a problem that will work equally as well," Tarr said. Even when someone did something that didn't work out, it was presented as a learning opportunity instead of a failure, and that's a lesson I still carry with me today."

This emphasis on diverse problem-solving approaches empowers students and instills an open-minded approach to their future engineering endeavors.

"It's such a fun way to learn. ... This is by far one of the best classes with one of the best professors I've taken," Garretson said.

The lasting impact of the class continues to live on through the department graduates. Equipped with the skills introduced in the course and expanded upon throughout the rest of their biological engineering classes, these individuals play a pivotal role in providing safe and plentiful water and food, clean energy and a healthy environment for our world.