Project Overview

To design our fusion protein to combat the early stages of cardiovascular diseases, Ginsentide TP-1 - Lupin peptide P5, in our dry and wet lab research, based on the newly discovered active ingredients in the TCM, ginseng and lupin beans. We noticed that many people do not regard Chinese medicine as legitimate or effective [1]. We aim to highlight the scientific potential and benefits of TCM, and to decrease the negative attention that is commonly associated with it.

While working on PROJECT OBVIATION, it is prevalent that synthetic biology remains largely unknown to the general public, with only educated individuals aware of it. Our goal is to make synthetic biology more accessible to people of all backgrounds, providing general knowledge or just a slight impression.

We aim to expand the reach of iGEM to more schools, as it has been life-changing for many of us. The creation of our joint-school HK-United team has already allowed numerous students to learn synthetic biology, and we hope to promote and reach the iGEM competition and spirit to more schools and even the general public in the future.

Many people are unaware of the dangers of CVDs and only start caring after diagnosis. We want to raise general awareness about the risks and prevention strategies for CVDs.

These are the places we aim to educate:

We also emphasize other important aspects related to biotech, such as bioethics and genetic diseases, to ensure a well-rounded education in these areas.

Reaches

As a joint-school team in Hong Kong, we recognize that Mainland China is still somewhat isolated from the global scientific community due to its internet restrictions. We hope to bridge this gap and create connections between China and the rest of the world.

Our goal is to reach people of all ages and backgrounds through education about synthetic biology, Traditional Chinese Medicine (TCM), and cardiovascular diseases (CVDs). Many health issues, such as CVDs, affect everyone, regardless of age, education, or background, so it is important to ensure that people from all walks of life have access to knowledge that can empower them to make informed decisions.

However, the depth of education varies by age group. We specifically educate primary school students about basic molecular biology and synthetic biology through simplified and interactive approaches, laying the foundation for their future understanding. For the elderly population, we focus on enhancing cardiovascular health knowledge, as they are at greater risk for CVDs. We tailor our educational methods to meet the needs of each demographic, ensuring the content is both relevant and accessible while fostering long-term health awareness and scientific literacy. To reach this wideness in education, we had also included underserved and underrepresented communities in our educational campaigns to the best of our ability.

We aim to make education trendy and engaging through the use of gamification, recent trends and hands-on activities. Traditional teaching methods can sometimes fail to capture the attention of students, especially in today’s fast-paced, digital world. By incorporating games, interactive tools, and hands-on activities, we create a more dynamic learning experience that motivates students to participate and enjoy the learning process. Gamification enhances retention by allowing students to apply what they’ve learned in a fun and memorable way. This approach is particularly important when introducing complex topics like synthetic biology, which can seem intimidating or inaccessible at first. Through engaging and enjoyable methods, we break down these barriers and make science more approachable for everyone.

Hopes

• Continuable Educational Project

  We hope our educational project can continue long after our time in iGEM. To ensure this, all PowerPoints and protocols of events are uploaded for future use. We focus on creating lasting deliverables (physical or digital resources), rather than one-time events, as they allow us to reach a larger audience over time.

• Sustainable Education for Future Teams

  We collect data for each of our events to showcase their educational and engagement value, ensuring that future teams can benefit from the work we've done and build upon it. Also, we have made education research articles, hoping that even scholars can further benefit from us.

Educational Materials Created and Delivered

ATGC card game

ATGC is not just an educational biotech card game; it empowers players to craft their own rules, it can be played as a multi-player or single-player card game. With its unique cards and varied types, ATGC enables students to gamify the structure of DNA, reinforcing their specific knowledge in an engaging way.

1. Base Pairing: Exploring the complementary nature of DNA bases (adenine with thymine, guanine with cytosine) and how this pairing forms the basis of the double helix structure.

2. 5' and 3' Ends: Understanding the directional orientation of DNA strands and how this impacts processes like replication and transcription.

3. Hydrogen Bonds: Learning about the weak chemical bonds that hold the two strands of DNA together through base pairing.

By playing ATGC, students can actively engage with and strengthen their understanding of these core DNA concepts without resorting to rote memorization.

ATCG card types:

	adenine (A), thymine (T), cytosine (C), and guanine (G) At the bottom of the card has dots, representing hydrogen bonds, 2 or 3 dots, Adenine (A) and thymine (T) would have two dots, illustrating the two hydrogen bonds that connect them, while cytosine (C) and guanine (G) would have three dots to represent their three hydrogen bonds.
	Pairing cards: 2 nucleotides or 5' or 3' a card Each nucleotide-adenine (A), thymine (T), cytosine (C), and guanine (G)-is represented by a distinct shape: adenine (A) features an indented triangular shape, while thymine (T) has a protruding triangular shape, symbolizing their connection. Similarly, guanine (G) has an indented semicircle shape, and cytosine (C) features a protruding semi-circle shape, indicating their pairing. There are 16 pairing cards for every possible combination of two nucleotides (AA, AT, AC, AG, etc.), illustrating all the potential pairings.
	3' and 5' cards: The 3' and 5' cards indicate the directionality of DNA strands. In DNA, each strand has a 3' end and a 5' end, referring to the carbon positions in the sugar backbone of the nucleotides. The 5' end has a phosphate group attached to the 5th carbon, while the 3' end has a hydroxyl group attached to the 3rd carbon. These cards illustrate the antiparallel nature of the DNA double helix, where one strand runs from 5' to 3' and the complementary strand runs from 3' to 5'.
	Instruction cards (2 cards): These cards explain the pairing rules of ATGC and the directionality of DNA strands. Back of the cards: The pattern on the back shows the molecular structures of adenine (A), thymine (T), cytosine (C), and guanine (G), each represented by a specific color matching the initial of that nucleotide.

Additionally, the open-sourced nature of the game encourages creativity, allowing players to devise their own rules, which increases engagement and fosters student-led learning.The game can be adapted to various formats, including shedding or combination games, adding layers of competition and interaction.

Beyond DNA structure, ATGC also teaches other biological concepts, such as tandem repeats, codons, amino acids, proteins and so much more, making it a comprehensive educational tool for schools. By incorporating synthetic biology into an accessible card game, ATGC provides a hands-on learning experience for students at an early age, nurturing their interest in biotechnology.

Biogenius card game

BIOGENIUS is an innovative card game that immerses players in the management of a biotech company, offering a dynamic way to understand key biological processes and their applications in the biotech industry. Aimed at high school to university students, the game bridges the gap between academic knowledge and practical, real-world experiences in biotechnology.

BIOGENIUS focuses on educating players through a gamified approach.BIOGENIUS offers players the chance to engage in strategic decision-making, problem-solving, and collaboration, all while learning about the intricacies of biotech processes, applications and the equipment needed , players can learn from like from the structure of DNA to what is a centrifuge.

Because it follows the structure of a Living Card Game (LCG), through the game, players continually build their decks with new cards that represent technological advances, market shifts, and corporate strategies. This modularity keeps the game fresh and allows players to explore different facets of biotechnology, ensuring they can learn more and more with the game.

Biotech Cards (20):

These cards feature essential biotech equipment like PCR machines, centrifuges, and electrophoresis units. Each card provides a brief explanation of the equipment’s purpose and how it contributes to biotech research and development, along with a cute and engaging illustration.

Resource Cards (20):

These cards cover critical materials used in biotech labs, including agarose, cell culture media, and nucleotides. Each card includes a short explanation of the resource’s importance in experiments, paired with an adorable image to keep the learning light and fun.

Job Cards (30):

These cards represent different biotech processes such as DNA sequencing, genome assembly, and gene editing. Each card offers a description of the process, explaining its role in biotechnology, with an accompanying illustration to make complex concepts more approachable.

Cards (20):

These cards challenge players with trivia questions on various biotech topics, from understanding DNA structure to identifying biotech tools.

Each question helps reinforce key concepts, and the card is accompanied by a cute illustration to maintain an enjoyable learning atmosphere.

Gameplay:

At the start, each player is dealt 3 Biotech Cards and 3 Resource Cards. Players must check if they have compatible biotech equipment and resources to create a functional stack. If successful, they can either keep the stack for future use or sell it to other players for points, the offered amount is chosen by players.

The question cards are used when a player wants to draw an extra card.

Each round, every player draws a Job Card from the deck, which represents a biotech task like DNA sequencing or genome assembly. Players must use their equipment and resources to complete these jobs. Completing a job earns them points, which can be exchanged with other players to acquire valuable cards. The game encourages strategic trading, collaboration, and decision-making to fulfill job requirements. While not completing them deducts marks.

The player with the most points at the end of the game wins, showcasing their biotech management skills!

Bacterial Clash

Creators: Yuen Hung Lam and Lam Tsun Ming

Introduction

The Bacterial Clash is an educational board game designed for the general public. This game aims to deepen and promote players' understanding and interest in microbial ecology, genetic engineering, and the principles of evolution in a fun and interactive manner. By simulating the complexities of microorganism survival and adaptation, players can find the beauty of microorganisms and come to appreciate the intriguing biological principles behind them.

Background story:

A group of biologists wanted to investigate the evolution of microorganisms and their interaction with each other. They chose 4 species of bacteria and placed them in an agar plate interspersed with resources and designed plasmids. With complete control of the environment, random events are introduced progressively to create a competitive environment. You, as one of the bacteria, have the choice to befriend, fight and eliminate your friends and foe. But no matter which path you took, the ultimate goal is clear: Be the last one standing.

Why a board game?

Board games provide a hands-on experience that can enhance retention of complex concepts compared to traditional teaching methods. By gamifying learning, the game captures students' interest, making the educational process enjoyable. The game promotes collaboration and communication among players, essential skills in scientific research and teamwork. Besides, there is a tremendous amount of educational value in the board game. Throughout the game, players will have the opportunity to choose their starting bacterial species, using real-life examples of various bacterial mechanisms to fight and obtain food (e.g. Bioluminescence, Flagella) and encounter historic events that had occurred in the past or present (e.g. Great Oxidation Event). Players, by playing as a bacteria, gain a better understanding of how such events or abilities gained from plasmids provide an edge in bacteria’s survival chance. How that the Great Oxidation Event led to the mass extinction of species at the time and yet prompted the rise of aerobic organisms. How that the flagella allowed the bacteria to gain an advantage in speed, allowing the obtention of more food for growth and how parasitism affects the parasite and the host by studying how the pieces interact with each other and the economy of the game. Not only that, descriptions of the plasmid cards, species cards and event cards provide an interesting perspective for the players by analogizing the “boring” biology knowledge with “interesting” anime-styled combat narration. The board game, besides being a fun game, is a simple simulation of how real-life microorganisms interact with each other. Gifting players an insight into the fascinating world of microbiology and the intricate interactions between them.

Board Size: 36x36 cm, 12x12 squares, 4x4 sectors, 16 sectors with 9 squares each. 4 sectors in the middle with 2 resource squares and 12 sectors at the periphery with 1 resource square.

Game Pieces:

• Board Pieces: 16 sectors
• Barriers: 20 walls for Lignified Envelope cards.
• Chess Pieces: 8 unique 3D microorganism pieces, each representing different species.
• Immune Cells: 5 3D immune cell pieces used during events.

Cards:

• Plasmid Cards: 60 cards for genetic modifications.
• Species Cards: 5 species types with 10 cards detailing different microorganisms.
• Event and Action Cards: For reference and gameplay mechanics.
• Resource Cards: 2 stacks representing food and growth substrates.
• Dice: 2 six-sided dice for random events and movement.

Gameplay Mechanics

Players randomly distribute and rotate board sector pieces, ensuring a mix of environments. Sectors with 2 resource squares must be strategically placed in the center to create a balanced ecosystem to foster competition between players in obtaining more valuable resources.

Each player chooses a microorganism species out of the 5 species, taking 2 SCP plasmid cards that provide initial abilities for the designated species. There are 3 types of resources in this game: Growth substrate (Represented as amino acid on the board), Food (50 for sugar cubes and 100 for starch), and Plasmids (Directly represented on the board). Growth substrate and food are used for many actions and abilities in the game (such as growth, metabolism, Antibiotic Synthesis, and more). Plasmids are for gaining special abilities and stats.

Throughout the game, the player would encounter various special events as each round passes. The occurrence and determination of the event types are determined by the calendar and the rolling of dice. These events would provide benefits or pose threats to players, depending on the types of events and the stats of the players.

As the goal of the game is to be the last player to stand, the main way for the player to win the game is to grow strong through the combination of growth mechanisms, raw stats provided by plasmids, and defeat other players through abilities, stats, or take advantage of randomly occurring events to combat others.

Game Flow

1. Spawning: Players take turns choosing spawn locations. The order can be decided by the players’ will (e.g., rock-paper-scissors or rolling dice). The player piece must not be placed on any plasmid square or within a 1-square radius of any player. To reduce the advantages of placing first, players can gain one extra move for every player who placed their pieces before them in the first round.
   

   Player 2 (green) must not step into these squares marked by a red cross.

2. Movement: Players navigate the board according to species-specific movement patterns, collecting resources that are crucial for survival. Players can only move when it is their turn, following the piece placement order at the beginning.
   

   Movement pattern of a cyanobacteria player.

3. Actions: After moving, players can perform various actions, including attacking opponents, using special abilities from plasmid cards, or growing their colonies. After every player has moved or taken actions (optional), the round ends.

Events and Challenges

The game follows a calendar which determines when metabolism and other events take place. The calendar keeps track of the current round numbers. After each round, the calendar will be flipped to reveal the event (Could be none).

• Metabolism Phase: Every two rounds, players must spend 50 food resources for metabolism. HP can be healed during the process depending on the amount of food spent. A maximum of 100 food can be used for healing during this phase, though any amount above 50 is not necessary.
• Random Events: Players roll 2 dice to determine unexpected events that can benefit or hinder their progress, mirroring real-world scenarios in microbial life.
• End of Evolution: The game introduces new challenges as players face poisonous zones and other threats, emphasizing survival strategies.

Introduction to Stats and Action

Stats:

When a player is assigned a species, they are given specific stats. These stats can be modified with growth, events, and various activities later on in the game. There are 4 stats in the game: Defense, Health, Attack, and Speed.

• Health: Pretty self-explanatory, it is the amount of hit points a player has. It is divided into Max Health and Current Health. Max Health is the maximum amount of HP a player can own, and Current Health is the current amount of HP a player owns. When the health of a player is lower than zero, that player is eliminated and will be removed from the game. If the player is killed by another player, the player can draw half of their resource cards and draw one of their plasmid cards.
• Defense: Every time a player attacks another player, the attack’s damage on the player’s health is reduced by the amount of defense the defender possesses. For example, if the attacker’s attack is 100 and the defender’s defense is 50, the damage dealt to the defender would be 50 HP.
• Attack: It is the amount of damage a player can deal. For example, if an attack has 100 damage and the defender has 100 health with 50 defense, the defender will have their HP reduced by 50, leaving them with 50 HP.
• Speed: It is the number of squares a player can walk in one round.

All stats in the game are scalable with the plasmids, abilities, current events, and are variable depending on the other player. The final result of battle will be determined by these factors.

Actions:

There are 3 types of main game actions: Growth, Attack, and Colony Split.

• Growth: With enough growth substrates and food (depending on the amount needed as stated on the species card), a player can choose to spend the resources to grow, rising in phase. Growth allows additional stats like attack and speed. It also prepares the player to undergo Colony Split.
• Attack: When a player is in another player’s attack radius, during their action period, they can choose to attack that player at a cost of 50 food. After attacking, the defender can choose to strike back at the offender, with no cost of resources. The result of the battle is calculated depending on their stats.
• Colony Split: As the player's bacteria colony reaches the third phase, the last phase, they can choose to split the colony, multiplying their bacteria pieces from 1 to 2. The second piece can be placed within the first piece’s one square radius. All pieces will be degraded back to phase 1.

Introduction to Different Species

Different species of bacteria carry different plasmids to perform unique functions. They also have differences in health points, damage per attack, defense, and walking patterns. All of these values are determined from their respective features and characteristics. Moreover, species can carry out growth by spending “Growth Substrates” and “Food,” while each of the species can have three phases for mutation. The strength and defense of each species can be upgraded by entering the next phase.

Species of Bacteria	Walking Pattern	Damage Per Attack (Final Damage = Attack - Defense)	Defense	Maximum Health Point (HP)	Energy Needed for Growth	Growth Substrate Needed for Growth	Carrying Plasmid	Speed
Cyanobacteria	+	Phase1: 100 Phase2: 150 Phase3: 250	Phase1: 50 Phase2: 100 Phase3: 150	Phase1: 500 Phase2: 600 Phase3: 700	Phase1: 300 Phase2: 600	Phase1: 150 Phase2: 250	Thylakoids endosymbiosis	3
Flagellate	+	Phase1: 100 Phase2: 200 Phase3: 300	Phase1: 0 Phase2: 50 Phase3: 100	Phase1: 500 Phase2: 600 Phase3: 650	Phase1: 250 Phase2: 350	Phase1: 250 Phase2: 250	Flagella	3
Staphylococcus aureus	+	Phase1: 100 Phase2: 150 Phase3: 200	Phase1: 50 Phase2: 100 Phase3: 150	Phase1: 500 Phase2: 650 Phase3: 800	Phase1: 200 Phase2: 300	Phase1: 250 Phase2: 450	Regeneration	3
Fungi	/	Phase1: 150 Phase2: 200 Phase3: 300	Phase1: 50 Phase2: 50 Phase3: 100	Phase1: 500 Phase2: 600 Phase3: 650	Phase1: 200 Phase2: 300	Phase1: 200 Phase2: 350	Hyphae extension	2-3
Toxigenic bacteria	+	Phase1: 150 Phase2: 200 Phase3: 400	Phase1: 0 Phase2: 50 Phase3: 50	Phase1: 500 Phase2: 600 Phase3: 600	Phase1: 200 Phase2: 300	Phase1: 250 Phase2: 350	Toxin Secretion	3

Designed 3D Models of Chess Pieces

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Introduction to Plasmids Cards

Introduction to Events and Random Events

Random Events

All damage inflicted by these random events ignores the defense of the players.

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Conclusion

The Bacterial Clash is more than just a game; it is a comprehensive educational tool designed to immerse players in the fascinating world of microorganisms. By integrating principles of ecology, genetics, and strategic thinking, this game provides a rich learning experience that aligns with the goals of the iGEM initiative. Through gameplay, players will not only enhance their understanding of microbial life but also develop essential skills that will benefit them in their academic and professional pursuits in the fields of science and biotechnology.

Education game- Project Superbug Annihilation

link to the game!

The Project Superbug Annihilation Game is a groundbreaking educational tool developed for the iGEM education project, aiming to engage players in a narrative-driven exploration of biotechnology, genetics, and the ethical implications surrounding these advancements. Set in a bleak future where genetic engineering has led to a stark divide between the posthuman elite and the struggling commoners, the game encapsulates the complexities of societal inequality, the consequences of unchecked technological progress, and the resilience of the human spirit. Players step into the shoes of a humble protagonist whose mother suffers from a superbug infection, representing the plight of everyday individuals caught in a system that prioritizes profit and power over human life. This narrative serves as a powerful backdrop for the gameplay, wherein the player embodies an immune cell equipped with self-designed plasmids-biological tools crafted to combat various pathogens encountered throughout the game. The primary purpose of the game is multifaceted: first, it seeks to educate players about the immune system, the battle against pathogens, and the role of plasmids in genetic engineering. Through engaging gameplay mechanics, players will learn about how the immune system functions, the nature of different pathogens, and the significance of genetic modifications in enhancing biological capabilities. Each encounter with a pathogen not only poses a challenge but also offers an opportunity to acquire new plasmids that reflect real scientific principles, demonstrating how genetic engineering can be harnessed to address medical issues such as antibiotic resistance.

By integrating educational content within an immersive storyline, the game aims to foster a deeper understanding of biotechnology and its potential applications, while also highlighting the ethical dilemmas that accompany such advancements. Moreover, the game serves as a critique of social stratification exacerbated by technological disparities. Players will witness firsthand the consequences of a society where access to health and wellness is dictated by wealth and privilege. As the protagonist navigates this world, players are encouraged to reflect on the implications of genetic modification, the potential for a new eugenics movement, and the ethical responsibilities that come with scientific advancement. The game's narrative challenges players to consider the moral dimensions of biotechnology, prompting discussions about who benefits from these technologies and the societal structures that dictate access to health resources. By incorporating themes of inequality and oppression, the game not only entertains but also educates players on the importance of democratizing scientific knowledge and ensuring that advancements in biotechnology serve the greater good rather than a select few.

In gameplay, players will face increasingly complex challenges as they encounter various pathogen species, each requiring strategic thinking and the application of newly acquired plasmids. This dynamic system encourages players to adapt their strategies based on the unique weaknesses of each pathogen, mirroring the real-world processes of immune response and the development of medical treatments. As players progress, they will gain insights into how plasmids can be engineered for specific purposes, showcasing the potential of genetic engineering to combat contemporary health crises like antibiotic-resistant infections. By introducing players to the concept of plasmid design, the game not only teaches scientific principles but also inspires creativity and critical thinking in approaching biological problems. Furthermore, the player can gain a deeper understanding of the current worries regarding superbugs. As players explore the game, various dialogue with various characters in the game promote their independent thinking while tutoring knowledge of biotechnology and biology in general.

Ultimately, the Project Superbug Annihilation Game aspires to create a profound impact on players by weaving together education, ethical reflection, and interactive gameplay. It challenges players to confront the realities of a world shaped by biotechnology while providing them with the tools and knowledge to navigate these complexities. By engaging with the narrative of a young protagonist fighting against systemic oppression and health crises, players are invited to reflect on their own roles in society and the importance of advocating for equitable access to scientific advancements. As they strategize, adapt, and learn through gameplay, players emerge with a richer understanding of the immune system, the potential of genetic engineering, and the ethical implications of these technologies, ultimately empowering them to contribute to discussions surrounding biotechnology and its impact on society. Through this innovative approach, the game not only educates but also inspires a new generation of thinkers, creators, and advocates for a more just and equitable future in the realm of science and beyond.

Example Gameplay Footage

Story book

We designed a fully hand-drawn storybook - DNA Way Home, that tells the captivating tale of a lost foreign DNA trying to find its way home. Along its journey, it encounters helpful characters like Glue (DNA ligase) and Scissors (restriction enzyme), who assist it in navigating through the complex world of genetics.

As the story unfolds, the lost DNA travels through the internal organs of the human body, cell, nucleus, and even chromosomes, learning about each component along the way. The book introduces fundamental concepts of synthetic biology and genetic engineering, such as restriction digestion, ligation of DNA insert and plasmid, and transformation, in a fun and engaging manner. This creative approach not only educates very young readers about these important topics but also makes the science accessible and relatable through storytelling.

Educational posters

Genetic Diseases

We have designed a series of 10 educational posters that focus on raising awareness about common genetic diseases prevalent in Hong Kong. Each poster features a unique and endearing mascot to represent a specific genetic condition. This creative approach was intentionally chosen to help dismantle the stigma that often surrounds genetic disorders, such as trisomy 21 (Down syndrome), which is frequently misunderstood and unfairly judged.

By using cute mascots, we aim to shift the narrative from fear and prejudice to understanding and empathy. The mascots make the information approachable and engaging for students, fostering a more positive and informed attitude towards genetic conditions. The posters serve as a tool not just to convey medical facts, but also to cultivate a sense of compassion and acceptance among students, encouraging them to view individuals with genetic diseases through a lens of kindness and respect.

Synthetic Biology

Other than posters focusing on genetic diseases, we have created a series of posters focused on synthetic biology and biotechnology. These posters aim to educate and engage the public on the fundamental concepts and exciting developments within the field. By visually presenting key ideas and applications, we hope to enhance understanding in synthetic biology.

Displayed throughout our school, these posters have sparked curiosity and conversation, helping students develop a more informed perspective on genetic diseases. This initiative is a step towards normalizing conversations about these conditions in a friendly, non-threatening way, ultimately creating a more inclusive and educated school environment.

Education Booklet

- "Junior Synthetic Biology"

(Soft copy of the cover page of "Junior Synthetic Biology")

"Junior Synthetic Biology" is an engaging educational booklet designed to introduce young students (around 10-12 years old) to the world of synthetic biology. Created collaboratively by our iGEM team and AI, this 60-page booklet is crafted to inspire curiosity and foster a foundational understanding of this innovative field.

There are several key features of the booklet.

Basic Concepts: The booklet simplifies complex ideas, making synthetic biology accessible and exciting for junior students.

Hands-On Experiments: Three simple and fun experiments are included, allowing kids to explore concepts through practical engagement.

Inspiring Scientists: Learn about pioneers such as Dr. Jennifer Doudna, whose groundbreaking work has shaped the future of genetic engineering.

Concerns: We address the ethical considerations of synthetic biology, encouraging students to think critically about its impact on society and the environment.

This booklet aims to spark interest and enlighten the next generation of synthetic biologists. Hard copies have been distributed to the junior secondary students of our schools, while the booklet is also available online, and is free to download by the public.

Educational Song

(Cap Screen showing the production of the song)

(Cap Screen showing the song published on our Facebook page)

A new educational song celebrating iGEM and synthetic biology, performed by alumni and close partners of our iGEM HK-United team, is set to be released on platforms like YouTube, Facebook, and Instagram. The initiative aims to educate the public and students about synthetic biology in a casual and joyful manner, while strengthening the iGEM team and the school's brand as a leader in this field.

Lyrics Overview:

SynBio Dreams

Splicing dreams, DNA

Synthetic life leads the way

Genes evolve in our hands

Bio futures we command

Biotech worlds, reaching high

Building life from code and sky

In our labs, new pathways grow

Into the future, we will go

Proteins fold with purpose clear

New horizons now drawing near

iGEM visions bold and true

Create life in something new

The song, with lines like "Splicing dreams, DNA" and "Biotech worlds, reaching high," captures the transformative potential of synthetic biology. It highlights themes of innovation and discovery, emphasizing the role of students in shaping bio futures.

Educational Purpose and Analysis:

By using music as a medium, the school seeks to engage a broad audience, making complex scientific concepts accessible and appealing. This approach not only educates but also inspires curiosity and creativity among students. The lyrics convey the excitement of building life from "code and sky," reinforcing the idea that synthetic biology is both an art and a science.

This initiative positions the joint-school iGEM team and the school in particular as a pioneer in synthetic biology education, fostering a community that values innovation and exploration. By integrating music and media, they effectively reach diverse audiences, promoting awareness and enthusiasm for synthetic biology worldwide.

Newsletter Issues

Figure 1: Educational Newsletters from HK-United

April Issue

In our very first newsletter issue, we take you through the early days of our iGEM journey. We highlight the preparation phase, where we attended lessons from our biology teacher to build our knowledge base on synthetic biology. This issue also covers our first joint school meeting, marking the beginning of our collaborative efforts. Additionally, we provide an introduction to key scientific techniques like gel electrophoresis and polymerase chain reaction (PCR), which are essential for the molecular biology work we are undertaking.

May Issue

In our second newsletter, we introduced our iGEM project, which at that stage focused solely on Ginsentide, before evolving into the fusion protein concept. We also shared the exciting development of our BIOGENIUS card game and showcased the educational posters we created to raise awareness about genetic diseases. Additionally, this issue highlighted the collaboration with our partner schools, marking a key milestone in our joint efforts.

July Issue

In our third newsletter, we featured the primary school banana DNA extraction workshop, complete with a protocol that allows our own students to conduct the experiment themselves. We also provided a review of our ATGC game, along with insights from math and science week booths. This issue highlighted our various lab activities and human practices initiatives. Additionally, we introduced our Instagram account, inviting our community to connect with us and stay updated on our progress.

August Issue

September Issue

The September issue is a summary of all Ho Chuen Yiu Memorial College educational activities held and lab process by far, it is published like a small magazine. We also introduced the computer game,Project Superbug Annihilation, and provided a detailed introduction to our iGEM project.

VTuber Model

We developed a VTuber—a live 2D model—of our DNA mascot from our storybook to enhance the accessibility and appeal of biotechnology education. Using this interactive and animated character allows us to present complex scientific concepts in a more engaging and relatable way, especially for younger audiences.

By incorporating the VTuber in educational videos and tutorials, we create a dynamic learning environment that captures the attention of both children and adults. This approach leverages the popularity of virtual characters to simplify biotechnology topics, making the learning process more fun, approachable, and effective.

Redesigned Paper Models

We have designed the following paper models to enhance biotechnology education, incorporating the vibrant color scheme of the Paris Olympics 2024 to create a more engaging and relevant experience:

Green Fluorescent Protein (GFP) Paper Model

The original Green Fluorescent Protein (GFP) paper model appeared complex and intimidating, with its sharp colors and numerous lines to fold on, making it less approachable for students. To address this, we redesigned the GFP model using a soft pastel color palette, simplifying its appearance and reducing the overwhelming number of lines. This new design is more inviting and visually appealing, allowing students to better focus on understanding its structure without being distracted by the complexity.

Insulin Paper Model

Insulin, a crucial protein used to treat diabetes, was revolutionized through recombinant DNA technology. By aligning the model's colors with the Paris Olympics, we aim to draw attention to how synthetic biology improves lives while enhancing the model's visual appeal.

DNA Paper Model

The DNA model, a foundational piece of biological education, has also been designed by us to reflect the Paris Olympics color palette. This model serves as an educational tool, introducing students to the structure of DNA while incorporating a creative, timely design element.

As both the Paris Olympics 2024 and iGEM 2024 will take place in Paris, we decided to align our redesigned models with the Olympic theme. By using the vibrant colors from the Paris Olympics palette, we aim to create a connection between these two major events. This thematic choice not only adds a creative touch to our educational materials but also makes them more visually appealing, helping to catch the attention of students and participants who are already excited about the global events happening in Paris.

CVD-proof Recipes

Cookbook about Ginseng

Pamphlets on Cardiovascular Awareness and Synthetic Biology

As part of our commitment to raising awareness about cardiovascular diseases (CVD) and advancing synthetic biology (synbio) education, we have created three informative pamphlets. Each pamphlet focuses on a distinct aspect:

The pamphlets are presented in a bilingual format, featuring clear illustrations to enhance understanding. By making this information accessible in multiple languages and formats, we aim to reach diverse communities, allowing people to engage with these important topics at their convenience.

Primary school gift box

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Workshops

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Lectures

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Social Media

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Meetups

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Symposiums

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Sharings

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Others

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Education Research (Jean Tse, Jasamine Lau)

In this part, our team advisors who have experiences in educational research help explore the implementation of educational elements in a joint-high-school iGEM team during 2024, using our HK-United team as a case study.

Through close observation of student progress, conducting interviews with team members, and analyzing their projects and events, our aim is to evaluate the effectiveness and feasibility of high school participation in iGEM.

Our research focuses on two key aspects: the students' journey in learning synthetic biology from scratch and their efforts to educate their peers and the community.

By employing diverse methods such as games, publications, and public events, our team actively engaged in spreading awareness about synthetic biology. This research underscores the potential of high school involvement in iGEM as a model for integrated science education and outreach.

Article 1.

Students as Educators: Beyond the ‘show-and-tell’

By Tse Yuk-tin (MPhil (CUHK), MEd (HKU))

The Education group within the HK-United team has been extremely prolific in their production and outreach efforts, taking initiative and developing communication strategies tailored to their target audiences throughout the project. This summary discusses some of the creative deliverables produced by the team of twelve and revisits the interactions they have fostered with various community sectors while promoting synthetic biology through their tools and agendas.

Students' Take on Educational Outreach

It is evident from their portfolio of artifacts and outreach events that the group of 15 to 17-year-olds has been active over the past five months, dividing their time between creating and testing educational materials. Their educational focuses are multifaceted, encompassing synthetic biology, iGEM, traditional Chinese medicine, and cardiovascular disease. However, what has kept them busy and productive—as this summary posits—is the intrinsic value they find in their major efforts, such as gamification, re-presentation, and multimodal representation, and informal science communication.

Gamification

Core to their educational strategy, gamification served as both a source of entertainment and satisfaction. The students initially developed a card game called Biogenius, which they tested with peers and their school principal. While enjoyable, they found the biotech business narrative too complex and the 90-card deck too costly to mass-produce. They then created ATGC, a DNA strand-building game that represents biotechnology at the microscopic level. The game has proven successful in community outreach, and the students take pride in teaching kindergarteners to pair A with T and C with G even before they know the English alphabet, noting that “in a round of three minutes, the children have already picked up fundamental knowledge about DNA.”

Now, the team looks forward to challenging Grand Jamboree attendees to an intense game of ATCG and giving away copies of the game as souvenirs!

Fig. 1 Card games developed by the students: While the cards in Biogenius (left) feature detailed illustrations and information, the cards in ATGC (right) are visually simple and clear.

The gamification did not stop there; the group’s overflowing creativity also led to the development of prototypes for a Scratch-based game called Superbug Annihilation and a full-fledged board game titled Bacterial Clash. One can imagine the extensive details about bacterial species that they must have learned and the many “battles” they must have waged when designing the activity and strength profile for each species.

Re-representation

Alongside card and board games, the students utilized more conventional print media to communicate scientific information. As with the games, they adopted a tiered approach by catering to multiple audiences—a picture book (DNA Way Home) for young learners, a chapter booklet (Junior Synthetic Biology) for junior readers, and a set of informational posters for adolescents. The depth of scientific content varies among the artifacts, as do their target audiences.

However, when viewed in terms of the scope of content covered, the print artifacts can be seen as re-representations (Tang, Delgado, & Moje, 2014) of essential concepts in synthetic biology. The endearing mascots for the DNA double helix, DNA ligase, and restriction enzymes in the picture book become sideline illustrations in the chapter booklet, which features a section on Tools of Genetic Engineering that mentions “enzymes” and “cutting and pasting.” In a Gene Editing poster, the idea is further expanded to include a procedural narrative on “gene isolation and cloning” (Fig. 2). The increasing cognitive load for more advanced readers reflects the authors’ perception of their audience's varying levels of understanding and their intent to engage readers progressively, encouraging deeper exploration of complex scientific concepts.

Fig. 2 An example of re-representation across the print artifacts used in this project: The concepts of digestion and ligation are introduced through illustrative analogies in the picture book (top left), presented as “cutting and pasting” in the chapter booklet (top right), and further developed in an informational poster as part of a procedural narrative (bottom, “Gene isolation and cloning”).

Multimodality

In addition to games and print media, the learner-educators turned to music and videos/reels to enhance their educational efforts. Their song of praise for synthetic biology and the mini-lessons they've prepared on biotechnology and cardiovascular diseases serve as effective tools for them to be heard (literally).

More importantly, the multimedia dimension of these artifacts offers unique affordances (discussed in Tang, Delgado, & Moje, 2014): an upbeat lyric like “Proteins fold with purpose clear / New horizons now drawing near” communicates passion more readily, while voicing over a slideshow on atherosclerosis fosters a sense of ownership and authority over content curation. Additionally, presenting themselves to the camera allows them to add dramatic effects as they see fit. Just as the students believe that "synthetic biology is both an art and a science," the same goes for the way they have chosen to promote it.

Fig. 3 An ending to a 1-minute reel titled “What Are Enzymes?” In addition to theexpert-style explanation of the role of enzymes in biotechnology, the video format allows important messages to be delivered with a lighthearted touch.

Informal Science Communication

The school and public engagement events undertaken by the students were transmission-focused, aiming to “inspire, inform, change, educate [others],” and “influence [their] decisions” (Wilkinson, Dawson, & Bultitude, 2012, p. 47). They fondly recalled how they could easily engage families with young children using their ATGC card game, now their signature approach to education. The same strategy worked equally well with older visitors at a science project exhibition.

Fig. 4 Booth activities hosted by the students, where families and children (top photos) were entertained as well as grown-ups (bottom left). The group also had the opportunity to introduce their work to a biology professor (bottom right).

While informal science learning is often thought to occur outside educational institutions (Burns, O’Connor, & Stocklmayer, 2003), the students made efforts to lighten things up within school campuses. They led a banana DNA extraction workshop for a group of 10-year-olds at a primary school (Fig. 5), and for their peers closer to home, they hosted a diverse range of activities, including herbal tea tasting, “amino acid” beadwork, and SynBio treasure hunts and debates. What better place than their own school, a giant "people lab," to experiment with science education and help themselves and their peers learn?

Fig. 5 Educational events on school campuses: A banana DNA extraction workshop held at a primary school (top photos) and, on the students’ secondary school campus, a herbal tea tasting corner (middle left), an “amino acid” beadwork station (middle right), a SynBio treasure hunt (bottom left), and a SynBio debate (bottom right).

Over the past five months, the student-turned-educators of synthetic biology maintained a dual track of activities both inside and outside their school. They took their freshly baked and tested ideas to the community and then returned to the safety of their school to continue their creations. Even in the final week of the project, they visited an adult day care, sharing what they had learned about cardiovascular diseases, leading workouts and distributing their tasty health food recipes. This experience not only reinforced their own knowledge but also exemplified the power of informal science communication in fostering community connections.

Fig. 6 Cardiovascular disease information session at an adult day care, led by the students.

In summary, the diverse activities and artifacts produced by these young educators reflect their commitment to learning and their passion for sharing knowledge. They cited the learning they observed in their audiences as their greatest source of joy, expressing a desire to pursue education again if given another chance at iGEM. Their elation when a man recognized iGEM at a science competition booth underscored the impact of previous iGEMers' efforts, demonstrating how they are building upon that foundation to further spread awareness of synthetic biology. Through gamification, re-presentation, and multimodal approaches, they have successfully engaged various audiences, proving that learning can be both impactful and enjoyable.

References

• Burns, T. W., O’Connor, D. J., & Stocklmayer, S. M. (2003). Science communication: A contemporary definition. Public Understanding of Science, 12(183), 183–202. https://doi.org/10.1177/09636625030122004
• Tang, K., Delgado, C., & Moje, E. B. (2014). An Integrative framework for the analysis of multiple and multimodal representations. Science Education, 98(2), 305-326. https://doi.org/10.1002/sce.21099
• Wilkinson, C., Dawson, E., & Bultitude, K. (2012). ‘Younger people have like more of an imagination, no offence’: Participant perspectives on public engagement. Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 43-61. https://doi.org/10.1080/21548455.2011.628503

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Article 2

Reminiscence of iGEM in Hong Kong’s Biotechnology Education

by Lau Wing Yan (BSc (CUHK))

Abstract

This essay discusses the intersection of synthetic biology, societal impact, and biotechnology education in Hong Kong, spotlighting the role of iGEM in fostering multidisciplinary discussions and educational initiatives. It scrutinizes the challenges and opportunities faced by secondary school teams in promoting biotechnology education, emphasizing the need for inclusive dialogues and practical experiences. Highlighting the evolving landscape of biotechnology education in Hong Kong, it underscores efforts to enhance accessibility and engagement, particularly through innovative programs and curriculum adaptations. Through a case study on ginsentides production for cardiovascular health, the essay advocates for a holistic approach to biotechnology education, intertwining knowledge dissemination with societal relevance and personal growth.

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iGEM, an enormous platform for students and scientists to enter into synthetic biology and research, is also a huge synthetic biology education program.

We believe iGEMers have been questioning human practice, which is the opportunity for researchers to reminisce about their intention to do science (iGEM, 2021). Why are they doing this project? How could the research bring impact to society? Scientists are not just looking for reason and passion in doing research; the answers also respond to the community on what they could benefit from science.

However, technology always goes beyond innovation – scientists are rapidly questioned about how society could change to adapt to new science. Let’s take a recent case as an example. During the COVID pandemic in 2022, the Hong Kong Government planned to promote Compulsory Universal Testing for all citizens, providing three COVID PCR tests to every person to identify potential COVID patients. Yet, this programme was shelved (news.gov.hk team, 2022), amid vast debates among citizens’ concerns regarding science, economics, politics, and ethics.

Concerns Raised

• Science: Is it feasible to conduct 21 million PCR tests within one month for all Hong Kong citizens? Could the medical system handle the influx of patients with serious complications?
• Economics: Considering the accuracy of results, would people be confined indoors for two weeks? How would resource transport and work activities be managed?
• Politics: Did the diagnostic companies have the right to access citizens’ personal data? How to prevent data leakage to third parties?
• Ethics: Was it reasonable to nearly halt the entire city’s economic activities?

These concerns highlight the complexities of applying biotechnology in urgent situations, emphasizing the need for preparedness in human practices when deploying technology.

Discussions involving multiple stakeholders are crucial, necessitating education to facilitate inclusive dialogues about synthetic biology and biotechnology. Unfortunately, outside of tertiary institutions, opportunities to promote biotechnology education in Hong Kong are limited. Secondary school students often lack hands-on experience despite theoretical knowledge, and biotechnology materials and equipment can be costly.

Fortunately, biotechnology development in Hong Kong is thriving, and government support for biotechnology education is increasing. iGEM participation among secondary schools in Hong Kong has expanded from two to 22 from 2017 to 2024. Despite this growth, the coverage of biotechnology education in the HKDSE Biology curriculum remains limited; only 42% of biology students chose to study biotechnology methods and applications in 2022 (Chu, 2022). iGEM teams thus face challenges not only in studying biotechnology but also in popularizing it within the community.

To promote biotechnology education in primary and secondary schools, initiatives like the Sik Sik Yuen Biotechnology Mobile Lab Program and the Amgen Biotech Experience (Hong Kong) have been instrumental in encouraging participation in iGEM. From 2023, iGEM has revised its gold medal judging criteria to recognize teams specializing in education, providing an excellent opportunity for teams to focus on educational activities while promoting their projects to the public.

Our team, HK-United, recently introduced synthetic biology in ginsentides production for preventing cardiovascular disease, utilizing methodologies from traditional Chinese medicine. Our educational activities span from toddlers to secondary school students, aiming to expand the horizons of biotechnology education and its applications in daily life. We believe we are not just educating others; we are also learning about the roots of scientific research and humanity.

In the next article, we will discuss human practice and education and why education deserves dedicated focus.

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About the author:

Lau Wing Yan, iGEM 2018, 2023 Student Member, iGEM 2024 HK-United Advisor

References for extended reading:

• Chu, T. T. W. (2022, April 22). Learning & Teaching Expo 2023 — 15 Years Journey of Biotechnology Education in Hong Kong: Review of the trends of local and international biotechnology programmes. Hong Kong Ed City. Link
• iGEM Foundation. (2021). Human practices beyond the competition. iGEM 2021. Link
• news.gov.hk. (2022, March 21). Universal testing plan shelved. Link

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Article 3

Analyzing the Importance of Education in your Project and Community

by Lau Wing Yan (BSc (CUHK))

Abstract

This essay examines the crucial role of education in iGEM projects and communities, highlighting its importance alongside Human Practices. Education facilitates dialogue and conveys synthetic biology's societal values. It aligns initiatives with research goals and societal issues, using the Human Practices loop to integrate scientific and societal perspectives. The distinction between Human Practices and Education is emphasized, with education enhancing knowledge delivery and connecting academia, industry, and the community. In Hong Kong, synthetic biology education faces challenges due to limited resources in secondary schools. Government support has improved STEAM education, but effective resource utilization needs reflection. iGEM teams should demonstrate educational milestones for effective knowledge transfer. Education is a two-way process, requiring careful planning and feedback. The essay concludes that education significantly impacts synthetic biology promotion, encouraging teams to share their educational achievements.

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Previously, we discussed the importance of education in the community in facilitating constructive discussions and nurturing future biotechnology talents through knowledge utilization. But how does Education serve with Human Practices in your iGEM project? What is the difference between Human Practices and Education, and why does Education deserve an equal status with Integrated Human Practices?

Education in iGEM (n.d.) is defined as “the ability to facilitate double-sided dialogues in public values of science behind synthetic biology with innovative educational tools and activities.” Therefore, the starting point of education is deciding what social values your research wants to emphasize and convey. You may relate to the societal problem you would like to echo with to begin your program from scratch. To launch the project with a good purpose, you can gain inspiration from the feedback loop in Human Practices.

The Human Practices loop is a good approach for teams when brainstorming. It facilitates your thoughts on how to initiate your objectives with a question and solve it in both scientific and human ways. Besides scientific literature reviews, what problems does the research gap bring in reality? To understand the situation, iGEM teams are encouraged to organize Human Practices activities to gain first-hand materials from each related stakeholder. The information could help in understanding the concerns of real users regarding the technology, so the teams could consider the collected data and decide what the team could do in the next step. Finally, include the findings and how they influence your decisions in your presentation. Reflect on previous goals and processes, investigate the responsibilities of every stakeholder, and respond on how to fix the problem.

Figure 1. The Human Practices Loop illustrated by iGEM (n.d.)

iGEM strongly emphasized that Human Practices is NOT Education, not a series of activities and workshops. According to my experience, Education enhances knowledge delivery to connect academia with industry, government, and the remaining community. In Hong Kong, synthetic biology and biotechnology education are severely depressed, and most of the iGEM projects in Hong Kong promote synthetic biology education. Usually, educational programs are organized during summer vacations, and the most common activity is organizing a laboratory workshop since secondary students have very little chance to undergo laboratory routines unless going to university-scale labs. Ironically, the biotechnology module has been included in the public exam syllabus. Yet most secondary schools don't have the appropriate equipment to conduct these experiments. Although Sik Sik Yuen Biotechnology Mobile Lab Program and Amgen Biotech Experience (Hong Kong) programs are implemented to promote biotechnology education in different schools, many teachers or secondary school lab technicians are not confident enough to guide students to do microscale experiments.

Optimistically, the improvement in STEAM education has been accelerated under governmental support in five years between my first and second participation in iGEM. The government is also preparing for Science subject implementations in primary schools starting in 2025 (HKSAR Government, 2023). iGEM participating secondary schools have been increasing. Some schools have even acquired advanced scientific instruments to undergo experiments and publish their data. However, it is worth reflecting on how schools could utilize the generous funds to achieve the learning objectives of STEAM – not just teaching about laboratory techniques, but also the ability to understand experimental backgrounds, troubleshoot through mistakes, and organize research findings to publish their work to the public (Ko, 2020), as well as satisfying theme-based or project-based learning framework requirements by applying interdisciplinary specialties (Hong Kong STEM Education Alliance, 2023).

Thus, we suggest iGEM teams demonstrate the flow of education and how each educational milestone ensures effective knowledge delivery to the target community. It is more important to understand the objective behind the activities, reflect on the activity process, and provide more suggestions that could encourage other teams, institutions, and teachers to do so. Of course, illustrate how these activities and materials could reinforce your loop to answer your questions so your educational scheme is not just red tape – but every brick on how to achieve your academic goals to satisfy the specific educational needs of your target, just like how biobricks come together to express the desired gene and protein.

Education is a two-way communication process to facilitate “give and take” among educators and audiences. When you educate, you give and provide insights to audiences; meanwhile, audiences receive the wisdom and give back responses to you. Finally, the take is based upon the audience's response, which provides insights from education and your work. Hence, teams should do frequent self-questioning to arrange carefully in educational planning. What message do you want the audiences to receive, and by what means of effort are they giving? After educating, did students and target audiences receive the exact message you deliver, or did they only acquire the skills that you have taught? To understand these questions well from everyone involved, pre-class and post-class surveys are encouraged to quantify the audience's subjective thoughts on your program, and also do a debrief and checkout session with your Education team. If you are doing a questionnaire, please follow all laws and regulations in surveying according to guidelines from your University and local Government. Learn more on survey designs on iGEM’s articles in surveys and interviews.

To conclude Education in a few, it’s all about give and take. We believe every iGEMer is looking forward to showcasing your project findings, as well as the educational achievements that you have made. Don’t underestimate the influence of education, because your experiences could also help other teams and regions to promote synthetic biology.

In the next article, we will compare and contrast educational projects from previous iGEM teams, highlighting special elements that could stand out in your educational plans. Stay tuned!!

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About the author:

Lau Wing Yan, iGEM 2018, 2023 Student Member, iGEM 2024 HK-United Advisor

References for extended reading:

• Education. (n.d.). Link
• Surveys and Interviews. (n.d.). Link
• The Chief Executive’s 2023 policy address. (n.d.). Link
• What is Human Practices. (n.d.). Link

Research articles only available in Traditional Chinese:

• Ko, P. Y. (2020). 香港STEM教育的挑戰及國際經驗的啟示 [Challenges in Hong Kong’s STEM Education and Envisions from International Case Studies]. In 香港STEM教育：理論與課堂實踐 [STEM education in Hong Kong: Theory and classroom Practices] (pp. 6–17). 香港教育大學卓越教學發展中心 [Centre for Excellence in Learning and Teaching, the Education University of Hong Kong]. Link
• Hong Kong STEM Education Alliance & Hong Kong Federation of Education Workers (2023). 《香港STEAM教育：中小學教師培訓」政策研究報告》 [香港STEAM教育：Policy Research Report on Teacher Training for Primary and Secondary Schools], Hong Kong STEM Education Alliance. Link

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Article 4

Tips to Advance your iGEM Education Project

by Lau Wing Yan (BSc (CUHK))

Abstract

The essay explores strategies for enhancing education in synthetic biology, emphasizing clear program aims, collaboration with institutions, innovative material design, and community sharing. It highlights successful examples from past winners, advocating for inclusive, culturally relevant education to foster societal understanding and engagement in synthetic biology.

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Finally, we come to the last article in comparing previous Best Education! We studied all previous Best Education and Public Engagement Winners, and we highlighted some useful tips that might help you prepare for Education better!

Mention and explain the aim of your Education Program

Owning a brief description of the aim helps you solidify the structure of your Education Program. This can let others understand how your education program relates to your human practices, your project, and how your design extends your impacts to a broader scale. It will be impressive if you mention the anticipated goal of each event and the expectation of small achievements in the big picture. After the activity, you may reflect on anything worth mentioning or any unanticipated events that occurred during the progress, which is worth discussing. With previous experiences, any else you would consider and emphasize more while preparing for the next accomplishment? Throughout the whole process, what did you learn and how did they affect your next decision’s focus? Explain in detail with evidence that could reach your goal.

By deciding the theme of your educational activities, the content could be particular to synthetic biology or all-rounded ranging from synthetic biology to related important issues you wish to mention.

Team SUIS_Shanghai's plan in 2018 was devoted to improving synthetic biology education. They observed the phenomenon that most of the school members didn’t know what synthetic biology is, so they did a survey of biology teachers all over the world and realized that almost 99% of respondents lacked relevant experiences and training in biotechnology and synthetic biology. Therefore, their objective was to create synthetic biology teaching plans and lesson guides to help educators equip and prepare for synthetic biology teaching materials to students regarding different public exam syllabi. They adjusted the present Biobuilder framework, the integrated synthetic biology education platform, to adopt several needs of pupils according to their corresponding syllabi and developed a new teaching model to guide teachers in material preparation.

Team Japan_United in 2023 had a quite universal target in broadening the scope of education in synthetic biology. They try to expand synthetic biology education to the community, by breaking the limits of educational audiences regardless of their social status to undergo barrier-free projects. Not only audiences from elementary school to adults, but they also included activities for visually impaired persons by providing education opportunities. Most importantly, they would describe their reflection by scrutinizing feedback received after each activity, showcasing new observations and opportunities during exploration progress that helped them consider more before the next activity.

You may also organize a set of non-synthetic biology related events into your aim, inspired by your human practices. Team Japan_United in 2023 also worked on offering online videos and talk sessions about depression. But it would be valuable if discussions regarding therapeutic approaches to depression could be raised among the community. Therefore, igniting societal discussions and debates is helpful to let people understand how they were involved in this matter, and exactly why education is so important to a community.

Team TAS_Taipei in 2020 was facing the first outbreak of COVID-19, so they organized a bioethics panel by inviting peers to discuss COVID-19-related ethics, which collected many voices and opinions between civil responsibility and individual freedom in health and protection, as well as considerations in improving their human practices.

Team Korea_HS in 2022 defined their educational theme as data security and DNA storage. Aiming to inform and encourage discussions from the local population, they also included a wide range of specific audiences in every activity, such as elementary school students, high school students, overseas students, and public people randomly selected in subway stations. It is appreciated that they pinched global issues in data security and cybercrimes as their entry point, bringing up DNA storage concepts and synthetic biology information to society, which is very appealing to learn and worth discussing, by increasing public awareness through surveys. Excellent effort they made to strengthen their purpose, was to explain how each experience helped them achieve their educational objectives, and hence recalling the final intention of the educational plan, to demonstrate how they “close the education loop” by telling a full story.

Collaborate with Universities, Industry and Government

Understandably, high schools didn’t have much influence and resources to organize large-scale occasions. Therefore, it is suggested that the team shall establish connections with Universities, Companies in the Industry as well as the government to grant opportunities to organize events and participate in large-scale activities to exchange project ideas with different specialties and broader horizons of people.

Team FDR-HB_Peru in 2019 utilized their connections and reached their audiences more broadly. They did their wet labs and dry labs at the local University, and had chances to present their project to their school board members, and on large-scale occasions at conferences and TEDx platforms to let more people grasp fishery problems and synthetic biology. Moreover, they collaborated with a local fishing company and conducted several interviews and company visits to understand the industry to modify their Integrated Human Practices as well.

Team SUIS_Shanghai in 2018 has a specific aim in improving synthetic biology and biotechnology education. Inspired and Assisted by the founder of the Biobuilder program, their effort was committed to improving the framework and providing clearer guidelines to teachers to prepare their education plans.

Team Korea_HS, the 2022 awardee, even has their educational pamphlets distributed through 15 high schools across 4 countries, ranging from Korea, Singapore, the United States, and South Africa. By utilizing their connections, they could have a chance to do elementary synthetic biology education in South Africa.

With the examples above, you can see the benefits of collaboration are promising and appealing to all stakeholders, you have no reason to deny this convincing strategy!

Design and share your educational materials

Education materials are always unlimited in different forms than you could imagine. You are encouraged to design your education materials in your educational plan to assist science delivery. Besides PowerPoint slides and protocols, you can create worksheets, textbooks, videos, children's books, or even teaching plans, anything you could imagine! Try your best to interact with your audiences with your self-designed tools, gain feedback, and finally showcase your materials to the Jamboree and Wiki.

Meanwhile, educational design is also a kind of cultural inheritance. Your design would reflect social trends and preserve your local language for others. If your teammates know languages other than English, we recommend you conduct your program in your local language and share your notes in your local language to promote your local community’s sense of belonging.

Team CCA_SanDiego in 2021 successfully applied multimedia approaches to publish their work, and they proved their self-designed materials could strengthen their synthetic biology theory by integrating the materials with surveys. They first published a 215-page book in “Fundamentals of Synthetic Biology and Biochemistry” aligned to the NGSS curriculum. Extending their aim from the book, they did a set of investigations to show the best way to help readers strengthen newly learned knowledge by audio-visual and practice approaches. Not only did they extend the paperwork into an audiobook and an educational app, but they validated the use of the educational app with pre and post-reading quizzes, letting readers solidify their learning after reading. To further promote the book, they translated their book into 15 languages as well, as encouraged by iGEM, to promote multicultural diversity and inclusion in terms of universal intelligence. They also published the Children’s book with A-Z vocabulary in biotechnology along with the worksheet, letting children practice knowledge by doing quizzes by themselves.

Team Japan_United in 2023 conducted many workshops and online tutorials in their educational program. Their teaching materials in workshops and online lecture video protocol were shared in English and Japanese. They were not just providing followable synthetic biology teaching materials, but they were promoting synthetic biology education in Japan, as well as showcasing Japanese aesthetic culture with PowerPoint templates and pictures in their local language. Besides, they also made a Braille translation of a book and donated it to the library, to promote scientific education among visually impaired persons.

Share your materials and allow other teams to reconstruct your activities for their community!

Last but not least, over half of the awardees would do the most important step is to share their activity materials through the iGEM community on Wiki. Just like your wet lab and dry lab logbook, publishing these records is to let others understand the importance of each procedure and the feasibility of their situation. These materials would also help the future iGEM teams and other high school teachers educate the next generation. Allowing the reconstruction of educational activities helps develop synthetic biology knowledge into universal concepts so that the public can understand and apply synthetic biology to their daily lives. Recalling the population's concern about how society could respond to synthetic biology, the knowledge could change societal attitudes from passive to active. Imagine the community is mature and proficient in synthetic biology, the question would change into an optimistic one – how could we use synthetic biology to change our lives, and rewrite the future?

This is how we believe. The public has the right to learn, to understand, to discuss, and to decide the future. The next generation is the pioneer in turning imagination into reality. By adopting the research information we did in these articles, our HK-United team has endeavored our greatest effort ever to create breakthroughs in Education. We believe we could connect the community through educational activities, nurture the youth, exchange and discuss biotechnologies, and care for our loved ones, by protecting our health with synthetic biology.

We hope you enjoy our research, and we are proud to showcase our efforts to every one of you.

We are HK-United, and together we strive for the highest excellence.

About the author:

Lau Wing Yan, iGEM 2018, 2023 Student Member, iGEM 2024 HK-United Advisor

List of Previous Awardees in Best Education and Public Engagement (High School):

• 2015: Shiyan_SY_China: Link
• 2016: The link is broken… Can’t check the special prize results!
• 2017: Judd_UK: Link
• 2018: SUIS_Shanghai: Link
• 2019: FDR-HB_Peru: Link
• 2020: TAS_Taipei: Link
• 2021: CCA_San_Diego: Link
• 2022: Korea_HS: Link
• 2023: Japan_United: Link

Visit Our Wiki! HK-United

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Conclusion

In conclusion, our educational campaign has been a comprehensive and dynamic effort to promote knowledge and awareness in diverse fields such as Traditional Chinese Medicine (TCM), Cardiovascular Diseases (CVDs), from basic molecular biology to synthetic biology, and iGEM. By creating a wide array of educational materials and organizing engaging activities, workshops, lectures, and symposiums, we have strived to reach various audiences and age groups, from primary school students to the elderly, ensuring that knowledge is accessible and engaging for all.

Through the development of educational games like "ATGC," "BIOGENIUS," and "Bacterial Clash," along with computer games, storybooks, posters, booklets, songs, and more, we have aimed to make learning fun and interactive. Our activities, including workshops, booths, meet-ups, and symposiums, have provided platforms for hands-on learning and discussions, fostering a deeper understanding of complex topics like synthetic biology and biotechnology.

We have not only focused on educating about specific topics but have also emphasized broader issues such as bioethics and biosafety, genetic diseases, and the importance of education itself. By bridging gaps between education, scientific research, and educational research, we have strived to make scientific knowledge more accessible and relevant to everyone.

Looking ahead, we aspire for our educational project to have a lasting impact. By providing resources, data, and research articles, we aim to ensure that future teams can continue to build upon our work and sustain the momentum of iGEM educational outreach. Our goal is to make education not only informative but also sustainable and inclusive, reaching underserved communities and making learning a trendy and engaging experience for all.

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Note: We have embarked on this iGEM education journey with support teams, helpers, and classes. Not only to prepare younger students of our school for the iGEM competition but also to lay a strong foundation in molecular biology, synthetic biology, and iGEM itself. By leveraging the expertise of experienced teachers and past iGEM participants, we aim to provide comprehensive support to these budding enthusiasts.

Moreover, our efforts extend beyond mere preparation. We aspire to foster a culture of synthetic biology within the secondary education landscape of Hong Kong. This endeavor aligns with the educational goals set forth by the Hong Kong Education Bureau to revamp the Biology curriculum, ensuring that students are equipped with knowledge and skills relevant to the evolving field of biotechnology.

To secure the necessary backing from schools for future joining of the iGEM competition, both in terms of financial resources and moral support, we actively engage with school authorities. By introducing them to our 2024 research project and articulating our vision for educational advancement, we seek to garner their endorsement and participation in our mission to enhance science education within our local community.

We are grateful and would like to thank the iGEM community for fostering and advancing science and synthetic biology research. Allowing us to pursue and continue.

Reference

Hunt, K. (2019, May 26). Chinese medicine gains WHO acceptance but it has many critics. CNN. Link