Through our preliminary research and insightful interviews,

hinders effective dialogue around these critical topics but also limits the potential for innovative solutions that could arise from a more informed community.

In particular, we have focused our attention on high school students, a demographic that is notably affected by type 1 diabetes. This group exhibits a high incidence of the condition, making them a key target for our educational initiatives. High school students are characterized by a remarkable degree of plasticity in their thinking and a robust desire to learn, which makes them ideally suited for engaging with complex subjects like synthetic biology and health issues.

real-world scenarios. By bridging the gap between theory and practice, we aim to empower students with the tools and understanding necessary to navigate the complexities of synthetic biology and type 1 diabetes.

These activities will include hands-on workshops, interactive discussions, and collaborative projects that encourage students to think critically and creatively about these topics. By involving them directly in the learning process, we hope to stimulate their interest and inspire them to explore further. Our ultimate objective is to cultivate a generation of informed

The youth group is increasingly recognized as a high-risk population for type 1 diabetes, a condition that has often been mistakenly categorized as primarily affecting older individuals. This misconception not only undermines the experiences of young people living with the disease but also limits the awareness and understanding of type 1 diabetes among adolescents themselves. To address this critical issue, we are committed to changing the prevailing notion that diabetes is merely an "elderly disease" and enhancing young people's comprehension of the condition.

In light of the valuable feedback we received from our science communication efforts, we have made significant improvements to our project. This feedback highlighted the need for more targeted educational strategies that resonate with the youth demographic. By incorporating these insights, we have refined our approach to ensure that our messaging is both relevant and impactful. As part of our initiative, we successfully conducted a series of promotional activities at Changjun High School. These activities were designed to engage students in a dynamic and interactive manner, allowing them to explore the realities of type 1 diabetes firsthand. We organized workshops, informative presentations, and engaging discussions that not only educated students about the condition but also encouraged them to share their thoughts and experiences.
By creating an open dialogue, we aimed to dispel myths and provide accurate information regarding type 1 diabetes, empowering adolescents to take ownership of their health and well-being. Our activities at Changjun High School served as a platform for students to learn about the symptoms, management strategies, and the latest advancements in diabetes research, all while fostering a sense of community and support among peers. Through these efforts, we hope to cultivate a more informed and empathetic generation that recognizes type 1 diabetes as a significant health issue affecting their peers. By shifting perceptions and enhancing understanding, we aim to inspire young people to advocate for themselves and others, ultimately contributing to a more supportive environment for those living with this condition.

The first part of the presentation served as an engaging introduction to the fascinating field of synthetic biology, as well as the associated competition that encourages innovation and creativity in this area. We began by defining synthetic biology, highlighting its significance in modern science and its potential to revolutionize various industries, including healthcare, agriculture, and environmental sustainability. To make the concept more tangible, we illustrated our discussion with examples of some outstanding projects that have emerged from this field. These projects showcased groundbreaking applications, such as engineered microbes for sustainable biofuel production and genetically modified organisms designed to enhance food security. By presenting these real-world examples, we aimed to capture the students' imaginations and demonstrate the transformative power of synthetic biology.

 Following this introduction, we shifted our focus to type 1 diabetes, using real-life patients' stories to provide a personal and relatable context for the discussion. By sharing the experiences of individuals living with type 1 diabetes, we were able to illustrate the complexities of the condition, including its pathogenesis, complications, and the various treatment options available. We explained how type 1 diabetes occurs when the immune system mistakenly attacks insulin-producing beta cells in the pancreas, leading to a lack of insulin and subsequent challenges in regulating blood glucose levels.
As we delved deeper into the topic, we highlighted the potential complications that can arise from poorly managed type 1 diabetes, such as cardiovascular disease, kidney failure, and neuropathy. This information helped underscore the seriousness of the condition and the importance of effective management strategies. We also discussed the various treatment options that are currently available, including insulin therapy, continuous glucose monitoring, and emerging technologies like artificial pancreas systems.
Throughout this segment, our goal was to guide students in identifying existing shortcomings in the current understanding and management of type 1 diabetes. By presenting the challenges faced by patients, we aimed to stimulate their interest in our project, encouraging them to think critically about potential solutions and innovations that could improve the lives of those living with the condition. This approach not only fostered empathy among the students but also inspired them to consider how their engagement with synthetic biology could lead to meaningful advancements in diabetes care. Ultimately, we hoped to ignite a passion for learning and problem-solving that would motivate students to actively participate in our initiative and contribute to the ongoing dialogue surrounding type 1 diabetes and synthetic biology.

The second part of the presentation focused on an interactive brainstorming session, designed to engage students actively in the learning process. We began this segment by posing thought-provoking questions that prompted students to think critically about type 1 diabetes and the innovative solutions that could address its challenges. These questions were crafted to encourage exploration and creativity, inviting students to reflect on what they had learned thus far and consider how they might contribute to advancements in diabetes care.
To facilitate collaboration and deeper discussion, we divided the students into small groups. This approach not only fostered a sense of camaraderie among peers but also created an environment where diverse ideas could flourish. Each group was tasked with brainstorming potential solutions related to our simplified treatment plan, which we had previously outlined. This simplification was intentional; by breaking down the complexities of type 1 diabetes management into more digestible components, we aimed to empower students to engage with the material more confidently.
As the small groups brainstormed, we encouraged them to explore various solutions, whether they involved technological innovations, community-based initiatives, or educational programs aimed at raising awareness about type 1 diabetes. This collaborative effort allowed students to share their unique perspectives and insights, leading to a rich exchange of ideas. By doing so, they not only gained a deeper understanding of the pathogenesis, complications, and treatment options associated with type 1 diabetes but also began to appreciate the multifaceted nature of the condition and the importance of a holistic approach to care.Following the brainstorming activity, we transitioned into an open question session. This segment was crucial for gathering students' opinions on the strengths and weaknesses of our project. We encouraged them to voice their thoughts candidly, fostering an atmosphere of openness and constructive criticism. Students shared their insights regarding what aspects of the project resonated with them and which areas they felt could be improved. This feedback was invaluable, as it provided us with a clearer understanding of the students' perspectives and experiences.
Moreover, during this session, we invited students to express any questions or doubts they had about the material presented or the project itself. This dialogue was essential not only for clarifying misunderstandings but also for preparing to integrate humanistic practices into our initiative. By listening to the students' concerns and inquiries, we aimed to create a more inclusive and empathetic project that truly addressed the needs and interests of those we were engaging with.

In summary, the second part of the presentation was designed to be an interactive and collaborative experience. By facilitating brainstorming sessions and open discussions, we empowered students to take ownership of their learning while fostering critical thinking and creativity. This approach not

The third part of the presentation marked an exciting and hands-on culmination of our discussion, where we shifted from theoretical knowledge to practical application.   In this segment, we introduced the students to the experimental use of pipettes, a fundamental tool in the field of biology that plays a crucial role in a variety of laboratory procedures.   By demonstrating how to properly handle and utilize pipettes, we aimed to provide students with a tangible connection to the scientific process and foster a sense of enthusiasm for biological experimentation.
We began this portion by explaining the importance of pipettes in laboratory settings, highlighting their role in accurately measuring and transferring small volumes of liquids.   We discussed the different types of pipettes, such as micropipettes and serological pipettes, and illustrated how each is used in various contexts, from preparing samples for analysis to conducting experiments in synthetic biology.   This foundational knowledge was essential, as it set the stage for the hands-on experience that was to follow. Next, we conducted a live demonstration of how to use a pipette correctly.   We carefully walked the students through the steps of adjusting the volume, drawing liquid into the pipette, and dispensing it into a designated container.   Emphasizing the importance of precision and technique, we highlighted common pitfalls to avoid, such as not fully depressing the plunger or failing to keep the pipette vertical during liquid transfer.   As we demonstrated each step, we encouraged students to ask questions and seek clarification, fostering an interactive atmosphere where curiosity was welcomed.
After the demonstration, the moment students had been eagerly anticipating arrived: they were invited to try using the pipettes themselves.
With guidance from our team, students took turns practicing their pipetting skills.   They learned to adjust the volume on the pipettes, carefully draw liquid into the tips, and accurately transfer it to different containers.   The joy and satisfaction on their faces as they successfully performed these tasks were truly rewarding.   This hands-on experience not only reinforced their understanding of the material but also instilled a sense of accomplishment and confidence in their abilities.
As they experimented with the pipettes, we encouraged students to reflect on the significance of precision in scientific work and the role that such skills play in research and discovery.   We shared anecdotes about real-world applications of pipetting in synthetic biology projects, reinforcing the connection between the skills they were learning and the broader implications for scientific innovation.
By the end of this segment, students not only gained practical skills in using pipettes but also experienced the joy of participating in biological experiments.   This engaging activity served as a bridge between theoretical concepts and practical application, allowing students to see firsthand the excitement of scientific inquiry.   Ultimately, this hands-on experience aimed to inspire a lasting interest in biology and a deeper appreciation for the scientific methods that drive innovation in fields like synthetic biology.

After the event, we took the opportunity to gather feedback from the students at Changjun High School, and the responses were overwhelmingly positive. Many students expressed that the visit significantly enhanced their understanding of our project and the underlying design concepts and principles that guided the experiments we conducted. They conveyed how the hands-on experiences and interactive discussions provided a clearer picture of the intricate processes involved in synthetic biology, making complex topics more accessible and relatable.

Moreover, several students articulated that this educational activity had ignited a deeper passion for biology within them. They shared how their enthusiasm for the subject had grown, and many indicated that the experience had positively influenced their thoughts on future career planning. This feedback underscores the profound impact that engaging

The students emphasized that the knowledge and practical experience they gained during the visit were invaluable, particularly because such opportunities are often difficult to obtain from textbooks alone. While traditional learning methods provide essential foundational knowledge, the hands-on experimentation allowed them to connect theory with practice in a way that deepened their understanding and retention of the material. This experiential learning approach encouraged them to think critically and creatively about scientific concepts, fostering a sense of curiosity that is vital for
innovation.

As students transitioned from merely acquiring knowledge to independently posing questions, we observed the emergence of scientific research thinking. This shift is crucial in the development of future scientists and innovators, as it reflects a willingness to explore, inquire, and challenge existing paradigms. The ability to ask questions and seek answers is at the heart of scientific discovery, and we were thrilled to see this mindset taking root among the participants.
Synthetic biology, in particular, is a field rich with creativity and potential. The students recognized that today’s laboratories are not just spaces for rote experimentation; they are vibrant stages for exploration, imagination, and research. In these environments, students can envision themselves as active contributors to scientific advancement. The hands-on activities we provided allowed them to experience firsthand the excitement of conducting experiments and the thrill of discovering new possibilities.
As we continue to explore innovation in synthetic biology and other scientific fields, we remain committed to fostering an environment where students can thrive. We believe that by equipping them with practical skills and nurturing their inquisitive spirit, we are paving the way for the next generation of scientists and innovators. The journey of exploration and discovery is ongoing, and we are excited to be part of it alongside these enthusiastic young minds. Together, as we push the boundaries of knowledge and creativity, we are always on the path to new and exciting horizons in science and technology.

Recently, members of the Changjun High School International Department's 2024 iGEM project visited the School of Life Sciences at Central South University to participate in pre-competition lectures for the iGEM (International Genetically Engineered Machine Competition) and had the opportunity to tour the cutting-edge equipment in the school's biology laboratories. After gaining an initial understanding of the iGEM project, the members of the Changjun High School International Department's 2024 iGEM project, led by Professor Fan, stepped into the laboratories of Central South University. Here, they observed the experimental operations of senior students, gained a preliminary understanding of the functions of various areas within the biology laboratories, and learned how to use some commonly used scientific research equipment. This visit not only deepened their understanding of the iGEM project but also gave them a more intuitive feel for the practical operation of scientific research.
The iGEM pre-competition seminar and laboratory tour held at the School of Life Sciences, Central South University, broadened the scientific research horizons of the members of the Changjun High School International Department's 2024 iGEM project, sparked a stronger interest in scientific research and learning, and provided them with a brand-new perspective on future research directions and projects. During the visit, they encountered advanced instruments and equipment used in university laboratories, experiencing the charm of the forefront of technology.
This experience ignited the members' passion for scientific exploration, and they have expressed their commitment to continuing to consolidate their basic knowledge, boldly posing challenging questions, and fully exerting their creativity. In the days to come, they will strive with even greater enthusiasm and determination for the 2024 iGEM competition, aiming to achieve even more outstanding results in the field of scientific research.

The grand event, carefully prepared and hosted by the IGEM International Genetic Engineering Machine Competition team of Central South University, came to a successful conclusion in Changsha, a city full of vitality and innovation. This exchange meeting not only brought together the outstanding young scientists and engineers from Central South University, but also attracted the active participation of the IGEM elite teams from top domestic universities such as Fudan University, National University of Defense Technology and Hunan University, to jointly build a cross-disciplinary and cross-regional exchange and cooperation platform. On the day of the event, students from all over the world gathered together with their well-designed IGEM projects, each project shining with wisdom and innovation. As the host, Central South University firstly showed the latest research results and application exploration of its team in the field of genetic engineering, which aroused strong interest and heated discussion among the audience. Subsequently, teams from Fudan University, National University of Defense Technology and Hunan University also took the stage to share their innovative practices and breakthrough discoveries in synthetic biology, gene editing, biosensing and other fields. These projects not only show the young scientists' courageous exploration of the unknown world, but also deeply reflect the core concept of IGEM "design for life".
The highlight of the exchange meeting is the in-depth interaction and discussion. When the Hunan University team introduced their project, they specifically mentioned a thorny problem encountered during the experiment, which quickly attracted the attention of the entire audience. Facing the challenge, the students of Fudan University showed their high professionalism and teamwork spirit. They not only actively listened, but also proposed solutions from multiple perspectives, with a particular emphasis on the possibility of optimizing experimental conditions through precise measurement of pH value. This suggestion not only directly addresses the specific challenges faced by the Hunan University team, but also provides valuable insights and inspiration for all participants present.
As the discussion progressed, the atmosphere became increasingly lively, with everyone engaging in lively exchanges and discussions on the technical difficulties, innovative ideas, and future development directions of their respective projects. This open and inclusive academic exchange atmosphere not only promotes the sharing of knowledge and technology, but also stimulates the innovative thinking and potential for cooperation among young scientists.
Finally, the Changsha Exchange Meeting came to a successful conclusion with laughter and joy, and a full load of achievements. Every participant said that this experience not only gave them valuable academic insights and practical experience, but more importantly, through in-depth exchanges with their peers, they were more determined and confident to continue to move forward on the road of scientific research. I believe that in the future, these young scientists will continue to work together and create more brilliant achievements in the fields of synthetic biology and genetic engineering.

On the whole, the collection and preparation of group work such as modeling, art and experiment is an important part of the preparation for the community, which is related to whether the team can show a complete and convincing research project in the competition. Only when these basic work is solid and well prepared can we ensure that the display at the community can fully demonstrate the strength of the team and win recognition. In the preliminary preparation of the CCiC meeting, the HP group members fully communicated with other groups, formulated the work schedule, collected and coordinated the project related work of each group, and organized it into introduction materials. Finally, it was transformed into a concise PPT, which completed the core visual carrier of the project and was also a direct bridge to communicate with the audience. In consideration of the professionalism and completeness of the project display, we finally sent two team leaders and one team member as representatives to participate in the meeting and report.

In the process of project reporting, the team members first introduced the proportion of people with diabetes in the world and China, and analyzed the significant impact of diabetes on the Chinese economy under the current situation. We introduced the specific definition of type 1 diabetes, related clinical symptoms and complications, explained the factors that may lead to type 1 diabetes from multiple perspectives, and showed the existing treatment methods for type 1 diabetes, thus showing the background of our team 's project. Next, we introduce the team 's project design. The team members introduced the specific design of the principles of insulin synthesis system, regulation system, supervision system and braking system in detail. Based on this, we show the experimental work carried out by the members of the team experimental group and show some of the experimental work results. Then, the modeling group leader gave a detailed and professional explanation and report on the design and results of the project modeling for colleagues. Finally, we show you the human practice activities we carried out in the team project, including education, science popularization, investigation and interview and so on.

After the demonstration of the project, the team members received on-site questions and gave answers. As a very challenging and thought-collision value link in the community, the defense is a part that the team members attach great importance to. Through the defense, on the one hand, it allows us to re-examine and clarify the details and ideas of the project, on the other hand, it also promotes the collision of ideas between us and other teams, exchange needs, generate new ideas, and obtain new inspiration.

Listening to the reports of other teams is an indispensable part of the community, which provides participants with a valuable opportunity to broaden their horizons, learn new knowledge and stimulate innovative thinking. In this conference, we listened to the reports of other participating teams, not only to have a deeper understanding of the diversified application of genetic engineering, but also to draw inspiration from other people 's innovative methods and unique perspectives. Each team 's presentation is like an academic journey, leading the audience into different research fields, from biomedical applications to environmental science, from basic research to technological innovation, demonstrating the broad impact and potential of genetic engineering. These reports not only provide us with new scientific inspiration, but also make us aware of the potential development direction in our research. In the process of listening to the report, our team members paid special attention to the innovative methods of other teams in problem solving, experimental design and data analysis. We note that some teams solve seemingly intractable problems by integrating knowledge in different fields. This interdisciplinary way of thinking inspires them to re-examine their projects and find possible cross-domain cooperation points. Other teams are unique in experimental design, such as using novel model systems or optimized experimental conditions, which prompts us to think about how to optimize our own experimental process and improve research efficiency.

In the communication gap and social links, team members actively communicate with colleagues from different area, share each other 's scientific research experience, ask about the details of each other 's projects, and even explore possible cooperation opportunities. These interactions not only help us to establish a broader academic network, but also provide opportunities to obtain new perspectives from different knowledge backgrounds.

During the 11th CCiC , in addition to the intense and fruitful academic activities, the team members were also fortunate to participate in a series of cultural experience activities such as the Suzhou Intangible Cultural Heritage Exhibition, which not only allowed the team members to relax in the busy schedule, but also appreciated the profound heritage of Chinese culture through in-depth traditional crafts, adding a different color to the scientific research life. This experience has allowed team members to find a new collision point between academics and culture, and has generated inspiration for integrating more Chinese traditional culture into project practice.

At the 11th CCiC, we not only witnessed the outstanding scientific research achievements of Chinese universities and high school teams, but also gained valuable experience and profound reflection in the process of participating. Every moment of the exchange has become a catalyst for our scientific research growth, which has stimulated our enthusiasm for future research and a deeper understanding of teamwork. We are deeply grateful for the full preparation and cooperation of each team. The work of each group seems to be independent, but in fact, they are interdependent and jointly shape the overall strength of the team. Whether it is the theoretical foundation of project design, the intuitive effect of visual presentation, or the rigor of experimental operation, every detail is crucial. We are more determined to focus on the systematicness and integrity of each link in the preparation of future projects to ensure the overall competitiveness of the team. This community has given us countless inspirations, stimulated our enthusiasm for science, and reminded us to remain humble and open on the road of scientific research. In the future, with these valuable experience and deep understanding, we will continue to explore the path of synthetic biology and contribute to the development of science.