HKUST Booth – What is SynBio?
To increase the exposure of the iGEM competition to our peers on-campus, we held a one-day booth in HKUST
on 4 March 2024. During the HKUST booth, we organized various activities to promote understanding of
synthetic biology (synbio). These activities included:
- What is SynBio? – A ball-throwing game with simple yet thought-provoking multiple-choice questions
that tested participants' knowledge in a fun way.
- SynBio is… – A sticky note Jamboard for everyone to share their impressions about this uprising
field.
- Learn more! – A promotion poster that introduced the iGEM competition and highlighted some
incredible applications of synthetic biology.
Since this was our first event, we asked our visitors to complete a survey to gather valuable feedback,
enabling us to measure the event's success and pinpoint areas for improvement. This empowers us to
continuously refine and deliver more engaging activities.
Overall, we raised awareness about synthetic biology and its applications among our target audience,
particularly HKUST students with and without science background. A lot of people came to visit our
booth!
Students learning and writing down their views towards synthetic biology
High School Workshop Series: SynBio Unleashed:
Workshop 1: Introduction to SynBio (April 6, 2024)
Apart from researchers and scientists, it is imperative to educate the next generation about synthetic
biology (SynBio). So, we took a step forward to raise the awareness of high schoolers, aiming to develop
their interest in this emerging field.
In April, our team launched an education workshop series for local high school students. Our goal was to
aid students in cultivating their interest in SynBio by providing them with the foundational knowledge
of the interdisciplinary subject, guiding them through the practical execution of the concepts they
grasped, and motivating them to further explore the essentials of SynBio. The series was divided into 3
sessions, allowing 27 Form 4 to 5 students from 6 different local secondary schools to participate in
workshops over 3 weeks at our campus in HKUST.
In the first workshop, we introduced the concepts of SynBio to the high school students through an
interactive presentation. Seeking to link synthetic biology to the schools' curricula, we not only
oriented hard-core biological processes such as transcription and translation but also expanded to
discussing Synthetic Biology Open Language (SBOL) and the essence of designing and testing a novel
genetic circuit within the engineering framework. Once the students understood the new concepts, they
engaged in fun group games to answer case-based questions and solve circuit design problems,
collaborating as a team to win the group prize. Additionally, we showcased the process of co-creating
our iGEM project right from its inception. Witnessing their smiles and enthusiasm throughout the
workshop delighted us, making us proud to have orchestrated a meaningful workshop for the younger
generation to further cultivate their passion for SynBio.
iGEMers explaining SynBio to participants.
Participants actively engaging in the workshop.
Workshop 2: Delve into a Day in the Life of an iGEMer (April 13, 2024)
We know that just sitting in a classroom is not enough for high school students to satisfy their growing
curiosity about SynBio. Keeping the objective of enabling students to get exposed to routine tasks
performed by an iGEMer, our team organized the second workshop.
In the second workshop, we together with 6 students delved deeper into the engineering cycle of iGEM,
focusing on the "Test" and "Learn" stages. We acquainted students with the principles behind restriction
digestion and gel electrophoresis through hands-on lab experiences, highlighting their significance for
testing and analyzing genetic circuits.
Restriction Digestion
Students learned about restriction enzymes, including the nomenclature and the mechanism behind the
generation of sticky or blunt ends during DNA cleavage. They performed restriction digestion experiments
using EcoRI and ApaLI, determined reagent volumes, and combined and incubated the reactions by the
established protocols. This enabled them to understand the rationale behind the process of preparing DNA
samples for analysis.
Gel Electrophoresis
Students learned about agarose and polyacrylamide gel composition and attempted to interpret gel images
by comparing the band positions and the intensities to a reference DNA ladder. They prepared agarose
gels, loaded digested DNA samples, ran gel electrophoresis, observed fragment separation based on size,
and compared results with the expected. This hands-on experience allowed them to visualize and analyze
restriction digestion products.
By participating in these practical sessions, the students gained valuable insights into the daily
activities of iGEMers, focusing on the "Test" and "Learn" stages of the engineering cycle. They
encountered the methods employed to analyze and characterize genetic circuits, fostering a deeper
understanding of the scientific processes in synthetic biology.
Participants learning the principles and procedures of gel electrophoresis.
Workshop 3: Chit-Chat with Professors (April 27, 2024)
Building on the students' growing enthusiasm for synthetic biology, we continued the workshop series with
a practical approach. For the final session, we invited two esteemed professors from HKUST, Professor
Robert Ko and Professor Becki Kuang, who have extensive experience in the field of Pharmacology and
SynBio respectively.
In this final workshop, there were 42 online and 26 in-person participants, ranging from high school to
undergraduate, master's, and PhD students from various locations, including Hong Kong, Germany, the
Netherlands, Mainland China, India, Indonesia, Korea, and the Philippines.
During the workshop, we delved deeper into a discussion concerning the applications of SynBio, potential
career prospects and the essential tech-based skills required in the industry. The professors engaged in
a lively Q&A session, where the students actively asked questions to further enhance their understanding
of specific topics in SynBio and career opportunities related to the field.
The students' enthusiasm and engagement throughout the workshop were truly inspiring. Their insightful
questions and active participation demonstrated a genuine passion for exploring the frontiers of
synthetic biology, filling us with a sense of optimism for the future of this dynamic field.
Students listening to the interview and asking professors questions.
Students joining the interview workshop in person.
Students joining the interview workshop through Zoom.
End-of-workshop survey
We conducted an end-of-workshop survey to evaluate the effectiveness of our presentations and assess the
students' understanding of the topics covered. Throughout the entire workshop series, we received a
total of 49 responses. In the final workshop (workshop 3), the evaluation form showed a significant
increase in the students' understanding of synthetic biology. Additionally, most of the participants
expressed a strong interest in joining the iGEM competition in the future, expressing acknowledgement
about the potential of SynBio and the career paths associated with it. The positive feedback and the
enhancement in the student’s knowledge and enthusiasm indicated that the workshop series was successful
in cultivating interest and understanding of this emerging field among the next generation of students.
Survey Results
Figure 1. 100% of the students suggested that they are willing to or would
consider participating in iGEM in the future (n=38).
Figure 2. 86.9% of the students were highly aware of potential career paths in
Synbio (n=38).
Figure 3. The majority (73.7%) of the students did not know much about SynBio and
iGEM before (n=38).
Figure 4. The majority (60.6%) of the students showed a greater understanding of SynBio and iGEM after
the workshop (n=38).
Primary School Workshop – Little Scientist:
Workshop highlight
- Introducing the biological and Engineering parts of SynBio
- Introducing the concept of genetic circuit
- Using Lego blocks as a minigame
- Activity booklet
- Post-workshop survey
- Top 5 Drawing
- Top 5 Writing
Engaging primary school students in synthetic biology (SynBio) education can be a challenging task, as
they may not have a clear understanding of the subject. Therefore, we initiated the Little Scientists
Workshop to spark their interest and provide them with a general concept of this fascinating field.
Group photos with the kids for first (left) and second (right) workshop
iGEMers introducing the workshop highlights to the students.
Students actively participating in the workshops.
The workshop began with an engaging short YouTube video featuring a "magic mouse" that introduces the
history, concept, and future of synthetic biology. While watching the video, students worked together as
a team to complete questions on the booklets we designed. By answering the questions correctly, students
earned points for their team. One of the questions reminded students about the potential dangers of
SynBio and the importance of using technology responsibly.
Students learning about SynBio.
After the video, the facilitator explained the "science" and "engineering" aspects of SynBio,
highlighting its interdisciplinary nature. Real-life applications, such as in textiles, food, plants,
and entertainment, were also discussed to make the concepts more relatable.
iGEMer teaching students the concepts of genetic circuits.
The workshop then delved into the concepts of genetic circuits, including promoters, coding sequences,
and terminators. Lego and a train station analogy were used to illustrate these ideas. The students then
participated in a series of games:
- First round: Students built a complete genetic circuit using Lego blocks in the correct color-coded
order (promoter, coding sequence, terminator) and explained the concepts to the iGEMers to earn
points.
- Second round: Each group was given dolls with different hair colors, and students matched the Lego
blocks to the hair color of their group's doll.
- Final round: Students were asked to create their own coding sequences to give the person specific
traits, such as intelligence, hair color, or luck.
Students building their own genetic circuits using Lego blocks.
Students introducing their genetic circuits with specific functions.
Students showing their genetic circuits to their classmates.
After the final round of the game, each group had to do a short presentation explaining their final Lego
work. We hoped this would allow them to learn and appreciate others’ work.
Teams winning prizes.
At the end of the workshop, the team with the highest score was rewarded with snacks. Additionally, all
participants were given a homework assignment in our activity booklet to write or draw what they had
learned, and the best performer was chosen. The activity booklet's content was also a general summary to
recap what they learned from the minigames with the answers printed on the last page just like the
magazine.
Special thanks to the Tsang Mui Millennium School and Lee Chi Tat Memorial School.
The workshop was concluded with a survey, and over 80% of the students reported that they found the
workshop fun and interesting with the games being their favorite part. To show appreciation, our team
presented crystal trophies to the two participating schools.
Figure 1. 100% of the students thought the event was fun (n=15).
Figure 2. 100% of the students thought the event was fun (n=20).
To ensure students’ understanding of our class content, homework was assigned to all students. They were
asked to submit homework demonstrating what they’d learned in the class. The online voting process was
then conducted to determine the 5 most popular drawing and writing respectively. We were touched to see
many of the students were highly engaged and completed the work with enthusiasm and creativity!
Top 5 Drawing
Top 5 writing
- I gained a lot from this course on synthetic biology. I learned a great deal of additional knowledge
and understood the importance of genes. I was also amazed to learn that genes can be preserved for
such a long time, even for tens of thousands of years, thanks to low-temperature environments. This
truly shocked me. Furthermore, genes can be synthesized to create yeast for producing milk, cheese,
and more. I also saw many animals that have had other DNA implanted into them. However, if these
animals were released into the wild, they could significantly alter the ecological balance, with
more mutated animals replacing the original species. Therefore, these animals have not been released
into nature. We also participated in some group activities, creating some very amusing projects. We
learned many things beyond this, and I enjoyed it. (69% of vote)
- During the synbio workshop, I learned a lot of new things that I haven't learned yet. It astonished
me that the synbio can solve global warming, food shortage, and energy crisis problems. One of the
biological genes, yeast, can be made into milk. In the past, people could only turn biological genes
into other things. And now, people can use computers or laptops to copy genes. Simultaneously,
scientists can put things like videos into those genes. It only needs genes and it can store the
world's data. All in all, Ilearned a lot of interesting things during the synbio workshop. It was
very funny and interesting because I tried something new. Although it was difficult,I like
challenging. (46% of vote)\
- This event gave me the opportunity to interact with the older students from the Hong Kong University
of Science and Technology, allowing me to learn about synthetic biology. Through my exchanges with
them, I not only gained a lot of knowledge that I previously didn’t know but also broadened my
horizons. In this activity, I deeply understood the importance of collaboration. I strengthened my
communication skills and learned how to better utilize my strengths. I truly feel honored that the
school invited me to participate in this event. I hope to have the chance to join such activities in
the future! (38% of votes)
- In this special course, I not only learned what "DNA" is, but I also learned how to implant a gene
from one animal into another. For example, genes that allow jellyfish to glow can be implanted into
the bodies of mice, making them glow as well. I also want to thank the older students who spent a
lot of effort and time introducing us to the world of synthetic biology and DNA, helping us deepen
our understanding of synthetic biology. (31% of votes)
- In this class, I learned about synthetic biology. For instance, DNA can be inserted into other
animals. One example mentioned by a teacher was about transplanting the gene from a jellyfish that
emits red light into the body of a mouse, which would then become a glowing mouse. This is synthetic
biology. (31% of votes)
- During this event, I learned that cells can store information, and the amount they can store is
astonishing—one kilogram can hold the data of the entire Earth. DNA can be preserved for tens of
thousands of years in low-temperature environments, which is truly amazing. At the same time,
through various games and activities, I learned how gene circuits operate. In this event, I gained a
lot of different knowledge about synthetic biology and look forward to the next workshop related to
synthetic biology. (31% of votes)
Online Workshop
On 18th July, an engaging online lecture titled "Why Modelling" was successfully held in collaboration
with the NU-Kazakhstan team. The session aimed to introduce students to the fundamental concepts of
modelling, emphasising its importance across various fields.
During the lecture, we explored the definition of modelling, illustrating how it links data and
knowledge. The discussion encompassed various types of models, including mathematical models.
Introducing what is modelling
We also demonstrated how to leverage software tools to enhance the modelling process. Students were shown
with practical examples of modelling in action, detailing step-by-step procedures using MATLAB
effectively. This hands-on approach helped demystify the technical aspects of modelling, making it
accessible to all attendees, regardless of their prior experience.
A simple demonstration on using MATLAB
An interactive session followed the presentation, where students actively engaged by asking questions
regarding the lesson. Some expressed a keen interest in understanding the practical steps involved in
utilizing AlphaFold for protein structure prediction, including the input requirements and output
results.
A demonstration on AlphaFold
Overall, the lecture was a valuable opportunity for students to expand their knowledge and skills in
modelling, preparing them to apply these concepts in their academy.
Science Museum Biodiversity Workshop
Workshop Highlight
- A shared learning experience between kids and parents
- Introducing biodiversity
- Simplifying the concept of SynBio
- Using Lego blocks in minigame
- Activtiy booklet
- Polling and feedback board
- First workshop: Fish-made DHA poses threat to Biodiversity!
- Second workshop: Fun with SynBio!
“Ocean Guardian: Protecting Biodiversity through Sustainable DHA Production”is a two-day workshop
held on July 7 and September 1 at the Hong Kong Science Museum. With two sessions each day, the workshop
targeted children under 12 and their parents, aligning with the museum's summer theme of biodiversity.
In each session we welcomed around 25 participants, fostering an engaging environment for learning.
First Biodiversity workshop.
Second Biodiversity workshop.
We first began the workshop by introducing biodiversity. To engage the participants, we used storytelling
and animated films like “Finding Nemo” to highlight its importance. When the story featured a shadowy
figure trying to catch fish, we introduced DHA and its role. Traditionally, DHA is sourced from fish
oil, which raised concerns about its impact on marine biodiversity. Overfishing to meet the high demand
for DHA depletes fish populations and disrupts marine ecosystems. We illustrated how fish-derived DHA
contributed to biodiversity loss through graphics and thought-provoking questions.
Next, we introduced the concept of SynBio in simple terms. We explained that SynBio allows us to engineer
organisms to perform new functions, essentially giving special instructions. We discussed applications
such as lab-grown meat and storing information in DNA. We also explained how synthetic biology can help
combat overfishing by providing alternative methods for DHA production, thus protecting marine
biodiversity.
Participants learning about SynBio.
To make SynBio more tangible, we organized a mini-game using Lego blocks. This activity was a refined
version of the Lego games we played with primary students, based on their feedback. We tried using
relatable analogies to help the children understand the key principles, such as obstacles on the railway
as terminators. Each participant built their own genetic circuit using different coloured blocks and
following a specific sequence for a promoter and terminator.
Participants learning about genetic circuits using Lego blocks.
This hands-on activity helped the kids understand how genetic circuits work. By arranging the blocks in
the correct sequence, they could visualize how genetic information is encoded within a cell. This
interactive approach made learning about SynBio enjoyable and provided practical insights into how
scientists could engineer biological systems.
Participants building their own genetic circuits.
We also created an activity booklet for children and parents to complete together. The booklet includes
the workshop summary, spaces for notes, and engaging exercises to reinforce their understanding of
synthetic biology concepts.
We believe that involving parents in the workshop creates a shared learning experience that benefits both
children and adults. When parents further explain the content we teach, it reinforces the children's and
parents’ overall understanding. This collaborative approach fosters a supportive environment for
scientific inquiry, allowing families to explore and discuss the SynBio and biodiversity topics material
together. It was heartwarming to see parents and children actively participating in the workshop,
creating a warm and nurturing atmosphere that encouraged curiosity and engagement. The workshops not
only provided educational content but also strengthened the bonds between parents and children through
shared experiences. The enthusiastic participation from the families demonstrated the effectiveness of
our approach. Many parents even asked insightful questions about our projects which helped us refine our
direction and improve our overall quality of work.
Activity booklet for the workshop.
We believe that involving parents in the workshop creates a shared learning experience that benefits both
children and adults. When parents further explain the content we teach, it reinforces the children's and
parents’ overall understanding. This collaborative approach fosters a supportive environment for
scientific inquiry, allowing families to explore and discuss the SynBio and biodiversity topics material
together. It was heartwarming to see parents and children actively participating in the workshop,
creating a warm and nurturing atmosphere that encouraged curiosity and engagement. The workshops not
only provided educational content but also strengthened the bonds between parents and children through
shared experiences. The enthusiastic participation from the families demonstrated the effectiveness of
our approach. Many parents even asked insightful questions about our projects which helped us refine our
direction and improve our overall quality of work.
Kids and their parents learning and building the genetics circuit together.
Before the end of the workshop, we asked the participants to place stickers and leave their comments on
the polling and feedback board that we created. It revealed that both workshops were highly successful
as the feedback collected was very positive. Children and parents alike actively participated and very
much enjoyed the activities. The interactive storytelling and Lego building game particularly excited
the kids, helping them grasp concepts of biodiversity and synthetic biology. Parents appreciated the
educational value and our innovative approach to addressing environmental challenges.
In the first workshop, we received valuable feedback from the parents that provided key insights to
improve. The parents noted their children's keen interest and excitement in learning about synthetic
biology applications. They were eager to dive deeper into the topic and understand how genetic circuits
work. However, one parent expressed concern that the genetic circuits concept, while fascinating, might
be too complex and abstract for the young learners to fully grasp. The parent suggested simplifying the
concept further, and using more relatable examples. This feedback highlighted the importance of
tailoring the content to the target audience's age and knowledge level to maximize learning and
enjoyment.
Gaining valuable feedback from the parents.
Feedback from the first workshop
“Very educational and inspiring to know more about Biodiversity and genetic coding synthetic
biology.”
“Very interesting, I have absorbed a lot of fascinating knowledge”
“The activities were very exciting and meaningful. I hope there will be more Mandarin-speaking
presentations to help children from the mainland better integrate into it.”
“Introduce more CDS please!”
“Killing fish for DHA is so cruel.”
“The activities were very exciting and meaningful. I hope there will be more Mandarin-speaking
presentations to help children from the mainland better integrate into the workshops.”
“Introduce more CDS please!”
“Killing fish for DHA is so cruel.”
As we prepared for the second workshop, we carefully reviewed the input from the first session and
made targeted adjustments to simplify the content on genetic circuits. Instead of introducing the
promoter and terminator in detail, the major lesson that we wanted to give is that genetics circuits
work according to sequence. We also extended the game session to allow more time for the kids to explore
and experiment with the genetic circuit concepts. The extended session also provided ample opportunity
for the children to showcase their own creations and share their learning experiences with their peers.
The impact of these changes was immediately evident as all the children actively participated in the
workshop, enthusiastically sharing their work and demonstrating their understanding of the simplified
genetic circuit concepts. The children's engagement and excitement validated the importance of
continuously adapting and improving the workshop based on the target audience's needs and
preferences.
Participants sharing their genetic circuits with others.
Feedback from the first workshop
“I have learnt about biodiversity and DHA.”
“I have learnt the components of a genetic circuit”
“Protecting the ocean is everyone’s responsibility!”
“The workshop enhanced my knowledge.”
“I think it’s very fun because we built the promoter, RBS, CDS and the terminator.”
“I don't know DNA can store movies. Fun. Want to know more.”
“I don't know DNA can store movies. Fun. Want to know more.”
The Science Museum Biodiversity Workshops have no doubt effectively raised awareness about our iGEM
project and highlighted SynBio's potential in tackling environmental issues. By breaking down complex
ideas and using hands-on methods, we successfully communicated the importance of sustainable DHA
production. We hope to have inspired the next generation of scientists through this engaging experience.
Joint School Science Exhibition (JSSE)
Event Highlight
- Feedback seeking
- Concept visualization
Our Team DHA Express joined the 57th Joint School Science Exhibition (JSSE) as it provides a
valuable
platform to enhance public understanding of synbio, foster community engagement, and promote
cross-disciplinary innovations. By showcasing our project, introducing the story of iGEM, and basic
concepts of synbio, we aim to demystify complex concepts and highlight the potential applications of
synthetic biology in solving real-world problems.
The exhibition lasted for a whole week. During the process, not only have we organized interactive
activities in our booth using Lego blocks to explain the principles of genetic circuit, we also actively
seeked for the feedback from the viewers regarding our activities, our project, and some ethical
concerns regarding the use of synbio in the field of food and nutritions. The visitors enjoyed the
unique learning experience with our Lego Serious Play activities, in which they could visualize the
concept of genetic circuits and build-up a genetic circuit with basic components using coded lego blocks
(which was inspired by the notion of biobricks). Some of them also raised concerns regarding GMO. Upon
receiving such concern we decided to reach out to food safety authorities to have a better insight
regarding how we can ensure food safety in our DHA product.
The exhibition also rendered us opportunities to bond with current STEM educators and gained
collaboration invitations. For instance, educators from the Caritas Lok Yi School, a prominent
educational institution in Hong Kong dedicated to providing quality education and support to students
with special needs, have reached out to us for collaboration. After discussion, we will start with a
site visit to assess the educational needs of the students. Based on our findings, we will create
tailored teaching materials and implement the lessons for the children with moderate to severe
intellectual disabilities.
By attending such a city-wise event, we committed to contributing to the scientific community and sharing
our passion for innovation and discovery.
Our Legos for genetic circuit and team souvenirs
Discussion with Caritas Lok Yi School regarding collaboration
Answering questions from high school students
Collecting feedback from our visitors
Our DHA model
Explaining our posters to the visitors with different backgrounds
JSSE
Posters PDF
Caritas Lok Yi School
<>Workshop highlight
- Objectives of the Event
- Preparation and Site Visit
- Teaching Methods and Improvements
- Engaging Learning Activities
- Art gallery event afterwards
- Looking Ahead
We are honored to have been invited during the JSSE event held in collaborate with Caritas Lok Yi School
for an Arts x Science event tailored for students with Special Educational Needs (SEN). This initiative,
which took place on September 13th, aims to introduce our project to the special education needs
students especially the intelligent disabled students, fostering a greater understanding of science
within the community while showcasing student artwork in an art gallery setting in the Hong Kong
University of Science and Technology to share our education event with intelligent disabled children to
the public.
Objectives of the Event
Our primary goal is to promote inclusivity and demonstrate that students with special educational needs
can actively engage in and learn about science. We believe in a society that embraces diversity and
supports every individual's right to education. By showcasing the talents of these students, we hope to
raise awareness of their capabilities and the importance of inclusivity in education, we also hope to
inspire a greater appreciation for diverse learning styles and abilities. By integrating art into
science, we encouraged self-expression and creativity while teaching fundamental concepts in a way that
resonates with each student.
Preparation and Site Visit
Our journey began with a Zoom meeting to confirm the date and logistics of our site visit. During this
session, we focused on understanding the unique learning abilities of students with intellectual
disabilities. We were fortunate to receive valuable insights from Miss Ho, who highlighted that these
children are often more sensitive to their five senses—sight, touch, smell, hearing, and taste. This
understanding guided us in designing activities that integrate art with science, making the lessons more
relatable and engaging.
To connect the students with the lesson content, we started by exploring their own bodies and the
functions of different organs. We introduced the concept of cells and their structures by encouraging
students to identify their corresponding body parts. This hands-on approach helped the students grasp
complex topics in a more accessible way.
Teaching Methods and Improvements
In our teaching approach, we adopted a more deliberate pace, clearly pronouncing each word and
encouraging students to repeat after us. This method allowed for a more manageable flow of information,
focusing on fewer concepts but with greater detail. Our goal was to ensure that every student could
follow along and engage meaningfully with the material.
Engaging Learning Activities
To illustrate the concept of cellular structures, we used relatable analogies. For example, we compared
the nucleus to the school principal, the cell membrane to the school gate, the mitochondria to a
lunchbox, and the cytoplasm to the classroom. This analogy not only made the content more relatable but
also facilitated a deeper understanding of how cells work together to form organs. We even created a
dynamic wave activity to demonstrate the collective nature of our bodies, where each child represented a
cell contributing to the larger system.
As we engaged with the students, we recognized the importance of tailoring our content to their unique
needs. Instead of focusing solely on accuracy, we emphasized making the material relevant to their
lives. We reached out to the Center for the Development of the Gifted and Talented, which provided
valuable insights into improving our educational materials. For instance, we learned to use contrasting
colors to enhance visual clarity and understanding.
Art gallery event afterwards
In the weeks following the event, we hold an art gallery showcase of our students' work on campus,
inviting the public to gain a deeper understanding of the capabilities of students with special
educational needs.
This art gallery serves as a platform to encourage dialogue about the importance of inclusive education
and the myriad ways we can teach complex subjects like synthetic biology. It showcased stunning
photographs of the students engaged in the workshop, capturing their joy and creativity. Additionally, a
gallery of their original cell drawings highlighted their artistic interpretations of biological
concepts. We believe that fostering an inclusive society is not only meaningful but also rewarding for
all involved.
Looking Ahead
Through this collaboration, we aim to highlight the importance of inclusivity in education and inspire
others to support the learning journeys of all students, regardless of their abilities.
Together we can create a more inclusive community!
Art Gallery @HKUST
- Project Posters Showcases
- YSIP Showcase
- Collaboration with Caritas Lok Yi School
- Community Engagement
Board shown outside Sci-Home in HKUST showcasing iGEM effort
The Art Gallery @HKUST is a vibrant exhibition held from September 16 to September 24. Located next to
the SciHome, this gallery features six informative boards that collectively aim to raise awareness about
the iGEM competition, synthetic biology, and the Integrated Human Practices (IHP).
Some passer-by looking at our board for project content
Project Showcases
The first four boards present detailed project posters that highlight key aspects of iGEM and synthetic
biology. These displays serve as an informative platform for attendees to learn about ongoing research
and initiatives within these fields. By sharing insights into our projects, we hope to inspire curiosity
and foster a deeper understanding of the potential of synthetic biology.
iGEM members helping to introduce the YSIP programme on the board
YSIP Showcase
One of the standout features of the gallery is a dedicated board showcasing our Youth Scientist
Incubation Program (YSIP), a transformative 1.5-month summer program designed for young scientists. This
board features program photos and posters created by students as part of their mid-term assignments,
reflecting their understanding of synthetic biology. By highlighting the work of our YSIPians, we aim to
amplify the impact of the YSIP summer program and showcase how education can empower youth to engage
with complex scientific concepts. This initiative not only enriches their learning experience but also
fosters a deeper appreciation for synthetic biology within our community. By using students' learning
experiences, we believe we can encourage others to explore the fascinating world of synthetic biology.
Students and staff visiting the collaborative exhibition board for Caritas Lok Yi
School
Collaboration with Caritas Lok Yi School
The final board represents a meaningful collaboration with Caritas Lok Yi School, where we conducted
workshops introducing basic concepts of synthetic biology to students with moderate to severe
intellectual disabilities. This board features artwork of cells created by these talented students,
alongside photographs capturing moments from our workshop. Through this collaboration, we strive to
promote inclusivity and raise awareness about students with special educational needs, highlighting
their creativity and potential within our community. We believe that everyone deserves access to
education and opportunities for self-expression, and this collaboration exemplifies our commitment to
fostering an inclusive environment.
Community Engagement
The art gallery attracted a diverse audience, drawing HKUST students passing by on their way to classes,
as well as staff members and visitors who specifically came to experience this unique exhibition. The
enthusiastic response from attendees highlighted the importance of engaging with scientific concepts
through artistic expression. Many expressed their appreciation for the opportunity to learn more about
synthetic biology and its implications for society.
Serving as an educational platform, the art gallery is designed to engage visitors in discussions about
synthetic biology and inclusivity. We hope that through this exhibition, we can inspire more individuals
to learn about iGEM, synthetic biology, and the importance of supporting all members of our community.
Thank you for visiting and joining us in celebrating science, creativity, and inclusivity!
YouTube
Our
Youtube Short Video!
As most of our events to date have been formal, academic, and conducted in
person, we aim to extend our
outreach to international audiences by producing short-form vertical video content. This initiative
seeks to disseminate information about our project on a platform that transcends geographical and
temporal limitations, thereby sharing our progress with a broader audience and fostering interest in
synthetic biology. The short-form vertical video format balances entertainment, education, and
information. It is noteworthy that all videos were filmed on campus to promote our university.
The videos are interconnected and are produced and released in a structured sequence. They can be viewed
individually or combined to form a cohesive syllabus. We commenced with an explanation of synthetic
biology, highlighting its distinctions from genetic engineering, using examples such as the integration
of silkworm and spider DNA to illustrate these differences.
Subsequently, we produced a second video debunking the myth that fish synthesize DHA, clarifying that it
is, in fact, microalgae that perform this function. This video serves as a precursor to our discussion
on DHA.
The third and fourth videos feature interviews with professors. While this diverges slightly from our
typical focus on DHA and synthetic biology, we recognize that many students may not have the opportunity
to engage with esteemed faculty members. Thus, we posed questions not only related to synthetic biology
but also pertinent to students considering their majors or research pursuits. For instance, during our
interview with Professor Robert Ko, we inquired about alternative career options for biology students
beyond research, and we asked Professor Lan Wang how tools like SnapGene assist her work.
The fifth video elucidates the benefits of DHA, particularly its contributions to eye and cardiovascular
health, while comparing its structure to EPA. In the sixth video, we address the challenges associated
with current DHA production methods, including overfishing, mercury contamination, and high costs. We
concluded this video by introducing our project, which utilizes Yarrowia lipolytica as an alternative
source for DHA production.
The seventh and final video provides a detailed overview of our project. We began by explaining our
choice of Y. lipolytica due to its oleaginous properties, followed by the introduction of PUFA synthase
into our chassis and the knockout of PEX10 to inhibit beta-oxidation while replenishing NADPH during
synthesis. Acknowledging that the terminology in this video may be complex for a general audience, we
employed visual aids and simplified our explanations.
Most of our videos receive approximately 400-500 views, accompanied by comments requesting additional or
extended content. We interpret this engagement as a positive indication that our material resonates with
viewers.
In summary, we have outlined the fundamentals of synthetic biology, the origins of DHA, its benefits, the
challenges associated with its current production methods, and our innovative approach. Additionally, we
included two professor interviews to share their experiences in synthetic biology. Through these videos,
we aspire to educate the general public about DHA, its production issues, benefits, and our project. The
videos, available on Instagram and YouTube, are accessible to all and will remain available for
audiences wishing to revisit the content.
Instagram
Using Instagram as an Educational Tool for Public Engagement:
This year, we have actively leveraged Instagram as a powerful platform for public engagement and
education. Our Instagram account features a thoughtfully designed layout that serves to inform,
entertain, and educate our audience about synthetic biology, our ongoing projects as well as iGEM. We
hope to inspire future generations to explore the fascinating world of synthetic biology and iGEM.
Layout of our Instagram
As you may see, the layout consists of three distinct rows: the right row
highlights our various
events, workshops, and outreach initiatives, keeping our audience informed and encouraging
participation, thereby fostering a sense of community and collaboration. The middle row
showcases
short videos related to our project and the broader field of synthetic biology, crafted to
simplify
complex scientific concepts and make them accessible to a wider audience. By breaking down
intricate
topics into engaging and digestible pieces, we hope to spark curiosity and promote understanding
of
synthetic biology and our project. The left row features memes related to iGEM and our team,
where
we have introduced a memes competition aimed at leveraging humor to convey key messages and
concepts
related to synthetic biology. By using humor, we make topics more relatable and memorable,
encouraging our audience to engage with the subject matter in a light-hearted manner.
In addition to our structured posts, we also share behind-the-scenes stories that offer a glimpse into
our team’s activities and the collaborative spirit that drives our work. These stories bridge the gap
between our team and our audience, fostering a sense of connection and transparency. They showcase our
daily experiences, preparations for events, and the teamwork involved in our projects, making our
scientific endeavors more relatable to the public.
Our engaging Instagram stories
The primary objectives of utilizing Instagram as an educational tool include enhancing public
understanding of synthetic biology and its applications through engaging and visually appealing content.
Our posts are designed to educate the audience about important scientific concepts while maintaining
their interest. Through event highlights and interactive content, we seek to foster a sense of community
among our followers, creating opportunities for collaboration and knowledge sharing. The use of memes
and short videos helps demystify scientific concepts, making them more approachable for individuals
without a scientific background, thus promoting inclusivity in science education. Additionally, the
memes competition not only engages our audience but also encourages creativity, allowing individuals to
express their understanding of synthetic biology in a fun and creative way while sharing their
experience in iGEM with everyone.
The impact of our Instagram initiatives has been significant, leading to increased awareness of synthetic
biology and the iGEM competition among diverse audiences, including students, educators, and the general
public. The combination of educational posts, event highlights, and humorous content has resulted in
higher engagement rates, with more likes, shares, and comments than traditional educational methods,
indicating that our audience is not only consuming the content but also interacting with it. By
fostering a collaborative environment through our social media presence, we have built a supportive
community of individuals interested in synthetic biology, encouraging knowledge exchange and
collaboration among different people.
LinkedIn
LinkedIn was chosen as the academic platform to disseminate information regarding synthetic biology
(SynBio). Engaging articles were meticulously drafted to elucidate the interdisciplinary essence of
SynBio, i.e., showcasing how SynBio connects with genetic engineering, biotechnology, bioinformatics,
etc. These articles served as a gateway for professionals and enthusiasts alike to delve into the
multifaceted realm of SynBio, highlighting its transformative potential and the collaborative efforts
driving innovation in the biological sciences.
Through LinkedIn's expansive reach and professional network, the platform effectively facilitated
knowledge sharing, networking opportunities, and insightful discussions surrounding the evolving
landscape of synthetic biology.
DHA Recipe
Our iGEM team has crafted a delightful recipe designed not just to please the palate but also to serve as
a rich source of DHA. Through this culinary creation, our aim is to shed light on the importance of DHA
and advocate for its inclusion in our daily diets. Though our ultimate solution was to provide an
alternative source of DHA when naturally produced DHA amounts decrease, intaking DHA via daily diet is
still a decent option for individuals with access to those ingredients.
This DHA-infused recipe blends carefully chosen ingredients to produce a dish that is both flavorful and
packed with nutrients. Our recipe book also includes a vegetarian section catering those with special
diets. By harnessing the goodness of natural, wholesome foods, our recipe offers a simple and enjoyable
way to elevate DHA levels through regular consumption.
During the process we also reached out to nutritionist Ms. Queenie to provide nutritional guidance. We
also received her assistance promoting our materials.
Our ultimate goal is to educate individuals about the significance of incorporating omega-3 fatty acids,
like DHA, into their daily meals. By spreading awareness and providing practical dietary guidance, we
seek to empower individuals to make informed choices that benefit their cognitive function, heart
health, and overall well-being.
Red + WeChat
This year, HKUST iGEM launched its first official WeChat and RED (小紅書) social media accounts, with three
main purposes: event recaps, science popularization, and two-way communication through survey and voting
collection efforts.
For event recaps, we have posted detailed posts of our exchanges with the university and reviews of our
team activities. These posts have captured the highlights and unique aspects of our events, featuring
photos that showcase the enthusiastic participation of both our members and participants. This allows
students who could not attend to engage with and experience the events vicariously.
Furthermore, we have published several in-depth articles exploring the frontiers of 21st-century life
sciences. These cover a diverse range of topics, from the everyday applications of modern biology to the
origins and development of life, as well as the importance of synthetic biology. Each article concludes
with thought-provoking questions to encourage further reflection and learning among our audience. For
example, one piece explores the "engineering mindset" in the context of life sciences, discussing how to
assemble life like an engineer, the principles and methodologies involved, and the transition from an
engineering perspective to modularization and standardization. It also delves into the limitations of
the engineering mindset, posing questions for readers to ponder.
Additionally, we have also created interactive posts to engage our followers more directly. For instance,
we collected feedback from our audience on the artwork and written expressions of the participants in
our primary school workshop, and selected the top five works. This two-way communication allows us to
incorporate the input and perspectives of our followers. We have also conducted a questionnaire on the
use of Generative AI in iGEM, further strengthening our connection with our audience and gaining
valuable insights.
Through these diverse social media initiatives, HKUST iGEM has been able to reach a broader audience and
amplify our impact. By sharing our event highlights, disseminating scientific knowledge, and fostering
interactive engagement, we have established a vibrant and informative online presence that complements
our team's research and outreach efforts.
Week 1
On July 16th, YSIP kicked off with an engaging orientation designed to gather
15
enthusiastic
high school students. These students, hailing from diverse backgrounds and schools,
gathered
with a shared passion for science and innovation, eager to explore the potential of
synthetic
biology. The day began with a warm welcome from us, the YSIP tutor team, who
expressed our
excitement about the journey ahead and the unique opportunities that lay in store
for the
participants.
In the first half of the orientation, we delivered a teaser lecture, introducing the
students
to
iGEM. We also explained the fundamentals of synthetic biology, emphasising its
interdisciplinary
nature, which combines biology, engineering, and computer science. Throughout some
Q&A, and
group discussion, we tested their understanding towards synthetic biology, and tried
to
tailor
the class materials used in the future accordingly.
Following the informative lectures, the orientation featured a series of ice-breaking
games
aimed
at fostering teamwork among the participants and letting them get to know each
other. These
activities encourage students to interact, share their interests, and build
connections in a
fun
and relaxed environment. As they participated in these games, laughter filled the
room, and
it
was heartwarming to see students from different high schools engaging with one
another,
breaking
down barriers, and forming friendships. The ice-breaking sessions not only helped
them feel
more
comfortable but also set the stage for collaborative learning throughout the
program.
As the orientation progressed, students expressed their excitement about the upcoming
one-and-a-half-month journey. They were eager to dive deeper into the world of
synthetic
biology, participate in hands-on laboratory experiments, and work on group projects
that
would
challenge their creativity and problem-solving skills.
The orientation not only served as an introduction to synthetic biology and iGEM but
also
ignited
a sense of curiosity and passion among the students, motivating them to explore the
potential of
science as a tool for innovation and change.
Orientation
On July 18th, the YSIP program started the first official lesson, beginning
with the
WL001
General Laboratory Safety session, where students learned essential safety protocols
and
best
practices for working in a laboratory environment. This foundational knowledge is
crucial
for
ensuring their safety and the integrity of their experiments as they embark on their
synthetic
biology journey.
Lectures for WL001 General Laboratory Safety
Following the safety training, students participated in the CD001 Bridging Course:
Genetics -
Exploring the World of DNA. This engaging course provided an in-depth look
at the
structure and
function of DNA, the blueprint of life. Through interactive discussions and hands-on
activities,
students explored genetic concepts such as heredity, gene expression, and the role
of DNA in
synthetic biology. This session was particularly impactful, as it connected
theoretical
knowledge to practical applications, allowing students to appreciate the
significance of
genetics in their upcoming final projects.
Bridging course – Genetics
After the genetics course, we offered students a unique opportunity to observe our
laboratory
(WL002L Innolab Visit). During the visit, students need to complete a checklist,
helping
them to
identify the equipment and apparatus in the lab.
Innolab tour
The day also concluded with the WL002 Laboratory Apparatus and Safety session, where
students
were introduced to specific laboratory equipment they would be using throughout the
program.
They learned about the proper handling and maintenance of various apparatus,
reinforcing the
importance of safety and precision in scientific research.
First official lesson for YSIP
To solidify their understanding, students were assigned post-class assignments for
WL001 &
WL002
that involved analysing case studies related to laboratory safety and genetic
experimentation.
This assignment encouraged them to think critically about real-world scenarios,
applying
their
newfound knowledge to assess risks and propose solutions.
post-class
assignments for WL001 & WL002
On July 19th, the YSIP continued to inspire creativity and collaboration among
the
students with
a diverse range of activities. In this DV001 Introduction to Deliverable and
Project
Wiki
session, students learned about the importance of documentation and communication in
scientific
projects. We emphasised how maintaining a project wiki can help organise their
research,
track
progress, and share findings with the broader community, setting the stage for
effective
collaboration throughout their synthetic biology journey.
Students participated in the DV002 Creative Drawing Workshop, which equipped
them with
basic
drawing skills, encouraging them to unleash their artistic talents and think
creatively.
They
were tasked with designing a mascot. This activity not only allowed students to
express
themselves artistically but also fostered teamwork as they brainstormed ideas,
shared
sketches,
and collaborated on design concepts.
Mascot
Design
Creative drawing workshop
Creative
Drawing Workshop Video
Then, there was the HP001 Discovering Human Practices session. In this
thought-provoking
session,
students explored the ethical and societal implications of synthetic biology. They
engaged
in
discussions about the responsibilities of scientists, the impact of their work on
communities,
and the importance of considering human perspectives in scientific research. This
session
encouraged students to think critically about how their projects could affect the
world
around
them, reinforcing the idea that science is not just about discovery but also about
understanding
and addressing the needs and concerns of society.
Week 2
On July 23rd, the lesson began with the CD002 Bridging Course: Central
Dogma -
Protein
Synthesis,
where students explored the central dogma of molecular biology, focusing on the
processes of
transcription and translation. Through a structured worksheet, students engaged in
interactive
discussions that clarified how genetic information is converted into proteins. This
foundational
knowledge is crucial for understanding the role of proteins in synthetic biology
applications,
particularly in the context of designing genetically modified organisms for specific
purposes.
Following the central dogma lesson, we introduced students to the various chemicals
(WL003
Chemicals) used in synthetic biology experiments. Understanding the
properties and
safety
protocols associated with these chemicals is essential for conducting experiments
safely and
effectively. This session underscored the importance of responsible handling of
materials in
the
laboratory setting, which is a critical aspect of the iGEM competition.
In a hands-on laboratory session, which is CD002L Laboratory for Genetics,
students
extracted DNA
from strawberries and bananas, reinforcing their understanding of genetic material.
The DNA
extraction worksheet guided them through the process, allowing them to visualise and
appreciate
the molecular basis of life. This practical experience not only solidified their
theoretical
knowledge but also prepared them for more complex genetic engineering tasks in their
final
projects, aligning with the goals of iGEM to innovate and apply synthetic biology
techniques.
DNA
Extraction Worksheet
To further test on the students’ knowledge on central dogma and gene expression,
which have
been
taught during the lessons, they are assigned to a post-class assignment this week.
We
carefully
review their assignments and made lots of comments, hope they could correct the
wrongs and
remember the rights.
post-class assignment
DNA Extraction
On July 25th, WL004 Microorganisms Around Us (I) emphasised the significance
of
microorganisms in
synthetic biology. Students learned about the diverse roles these microorganisms
play, from
bioremediation to bioengineering, highlighting the potential applications of
synthetic
biology
in addressing real-world challenges. This session helped students appreciate the
interconnectedness of life and the environment.
In a unique twist, students explored a village case study using virtual reality
during
OV002
Studying Village Case with Virtual Reality. This immersive experience
allowed them
to
engage
with the material in a novel way, enhancing their understanding of human anatomy.
The use of
such technology in education fosters a deeper connection to the subject matter,
making it
more
relevant and engaging, and aligns with iGEM's commitment to public engagement and
education.
We
would like to thank Dr. Aftab Amin for lending us the VR headsets!
VR Exploration
To ensure continuous improvement, students completed a feedback form after the
lessons. This
feedback is invaluable for tailoring future sessions to better meet the needs and
interests
of
the participants, reinforcing the importance of student input in the learning
process.
In general, our students enjoyed the implementation of VR usage in class. Most of
them gave a
high rating for their experience of using the devices.
Rating of the learning experience using VR
Comment and feedback regarding the use of VR from the students
During CD003 Circuit Logics, we introduced students to the concept of circuit
logic in
synthetic
biology, drawing parallels between biological systems and electronic circuits. This
session
provided insights into how synthetic biologists design and construct genetic
circuits to
control
cellular functions, further bridging the gap between engineering and biology.
Understanding
circuit logic is essential for students as they prepare to design their own projects
for the
final presentation.
Lectures on circuit logics
On July 26th, we started with DV003 Design Methodology, where students
learned
about the
principles of effective design in scientific projects. This session emphasised the
importance of
planning and organisation in the successful execution projects, encouraging students
to
think
critically about their approaches and how to present their findings effectively.
During the
lesson, students made a souvenir mockup design for their initial ideation.
Souvenir Mockup Design
During DV004 Promotion Materials, we guided students in creating promotional
materials
for
their
projects. This activity highlighted the significance of communication in science,
teaching
students how to effectively share their research with a broader audience, a crucial
skill
for
any iGEM team, emphasising on public engagement in synthetic biology.
As part of the promotional activities, students designed souvenir mockups that
encapsulated
their
experiences and learnings from the program. This creative exercise encouraged them
to
reflect on
their journey and the impact of synthetic biology on society.
In the session – HP002 Thinking like a Science Communicator of the week, we
led a
discussion on
the role of science communicators. Students explored the ethical considerations and
societal
implications of their work in synthetic biology, emphasising the importance of
responsible
communication in scientific research. This session inspired students to think
critically
about
how their projects could positively impact the community, aligning with the holistic
approach to
teaching synthetic biology that integrates various disciplines. Check out their
notes for
the
lesson!
Notes for the lesson
Lectures on human practices and deliverables
On July 30th, the day starts with HP003 Event Planning Know-how. We
provided
insights into how to
plan and organise an event, which is also a crucial skill for any iGEM team,
particularly
for
IHP. Students learned about the key elements of successful event organisation, such
as
setting
clear objectives and goals, identifying target audiences, and creating engaging
content.
During
the lesson, students were tasked with planning an event that would promote synthetic
biology
and
engage the community. Working in teams, they applied the knowledge gained on event
planning
and
science communication, to design and create a comprehensive plan for their own
event. This
task
challenged students to think critically about the goals, target audience, and
logistics of
their
event, while also fostering teamwork and leadership skills essential for successful
iGEM
projects.
To our surprise and delight, the students eagerly requested the opportunity to
execute their
event plans, expressing a strong desire to bring their ideas to life. Recognizing
the
potential
impact of their proposals, we decided to let them hold their event. This decision
not only
empowered the students to take ownership of their learning but also demonstrated the
transformative power of synthetic biology education.
By allowing the students to organise their own educational event, we witnessed a
remarkable
shift
in their engagement and motivation. They worked collaboratively to refine their
proposals,
secure resources, and coordinate logistics, showcasing their creativity,
problem-solving
skills,
and commitment to promoting synthetic biology. The students' enthusiasm and
initiative were
a
testament to the effectiveness of our program in fostering a passion for science and
innovation.
Starting from this day, the students embarked on their journey to prepare for their
own IHP
event. They held frequent meetings to discuss further details and planning.
Throughout the
planning process, they sent us their proposals, and we provided guidance and
suggestions to
help
refine their ideas along the way. They incorporated our feedback and made changes
accordingly,
showcasing their adaptability and willingness to improve their plans. The YSIPians
dedicated
significant time and effort to preparing for the event, creating detailed schedules,
contacting
potential speakers, and preparing materials.
Lectures on event planning
During the course of CD004 Introduction to Biotechnology, we taught the
students the
basics
fundamentals of biotechnology laid the groundwork for understanding the practical
applications
of synthetic biology. Students explored the history of biotechnology, its various
fields,
and
the role of genetic engineering in advancing this discipline. This session
highlighted the
potential of synthetic biology to revolutionise industries such as medicine,
agriculture,
and
environmental remediation, inspiring students to consider the far-reaching
implications of
their
iGEM project ideation within YSIP.
Then, in the hands-on laboratory session WL003L Laboratory for Usage of
Apparatus,
students
learned the essential techniques of dilution and pipetting. We guided them through
the
proper
use of pipettes and the importance of accurate dilutions in maintaining experimental
integrity.
The lab worksheet reinforced these skills, preparing students for more complex
laboratory
work
in their future.
Lab Worksheet
Rainbow pipetting
On August 1st, building upon the previous session of CD004 Introduction to
Biotechnology , we
delved deeper into the applications of biotechnology, emphasising its potential to
address
global challenges. Students explored case studies of successful biotechnological
interventions,
such as the development of biofuels and the production of therapeutic proteins. This
session
inspired students to consider how their iGEM projects could contribute to solving
real-world
problems, aligning with the iGEM mission of using synthetic biology for the benefit
of
humanity
and the environment.
WL004 Microorganisms Around Us discussed the ubiquity of microorganisms in our
environment
and
provided a fascinating glimpse into the microbial world. Students learned about the
diverse
roles played by bacteria, archaea, and fungi in various ecosystems, as well as their
importance
in synthetic biology. This session highlighted the potential of engineered
microorganisms to
serve as platforms for the production of valuable compounds, bioremediation, and the
development
of novel materials, all of which are relevant to iGEM projects.
In this laboratory session of WL004L Laboratory for Chemical and
Microorganism,
students
had the
opportunity to observe various microorganisms, including bacteria and yeast. We
guided them
through the proper use of microscopes and the preparation of slides, emphasising the
importance
of careful observation and documentation in scientific research. The Microscopy
Worksheet
reinforced these skills and encouraged students to draw connections between the
microscopic
world and their understanding of synthetic biology.
Microscopy Worksheet
Microscopy
On August 2nd, DV005 Animation and Video Promotion highlighted the
power of
visual
storytelling
in communicating scientific ideas. Students learned about the principles of
effective
animation,
including storyboarding, character design, and scene composition. They then had the
chance
to
create their own short animations, applying their newfound knowledge to showcase
their
understanding of synthetic biology. This activity fostered creativity and emphasised
the
importance of engaging communication in the iGEM competition. They were asked to
create
simple
animations during the lesson.
Lecture on animation and video promotion
The session of >DV006 Effective Templates provided students with practical
tools for
creating professional-looking presentations and documents. Students learned about
the
importance of consistent formatting, clear organisation, and visually appealing
design in
communicating their iGEM projects effectively. This session equipped them with the
skills
necessary to create high-quality posters, wikis, and other materials required for
the iGEM
competition.
During the break time of the day, the students took the opportunity to to discuss
their IHP
event. They came up with an initial idea and sought feedback from us. We made some
suggestions
accordingly and provided them with a suggested layout for the proposal, which
included
target
audience, purpose, timeline. Then they have several internal meetings afterwards and
reached
out
to us whenever needed.
Discussion on IHP event proposal
As a mid-term assessment, students were tasked with designing a poster showcasing
their
understanding of synthetic biology and its applications. This assignment challenged
them to
synthesise the knowledge gained from various lectures and activities, demonstrating
their
ability to communicate complex scientific concepts effectively. The poster design
process
also
encourages creativity and critical thinking. After the poster submission, they are
required
to
do a 2 minute presentation introducing their poster and explaining the synthetic
biology
application mentioned by the posters. This assignment will be evaluated by certain
areas
including visual design and application of science communication principles, and
whether the
posters are understandable to the audience.
Mid-term Assessment
On August 6th, the session started with the lecture on ‘Applications of
Biotechnology
and
Synthetic Biology’ (CD005). We aimed to help students understand the subtle
differences
between
SynBio and its sister discipline and explore the interdisciplinary nature of SynBio.
Students
could appreciate how knowledge from diverse fields, such as biotechnology,
computational
biology, bioinformatics, etc, could be integrated to unravel the potentials of
SynBio.
Further, we elaborated on WL004, highlighting the importance of microbes in the
natural
environment and the food and agriculture industry. Topics such as nutrient cycling,
biogeochemical cycles, microbial adaptations to harsh environments (high pH,
salinity,
temperature, or pressure), food preservation, composting, and pest control were
discussed in
detail. Additionally, for students to further appreciate the intricate role of
microbes in
the
food industry, we introduced our own iGEM project, DHA Express, and explained the
biochemical
basis of DHA production in an engineered yeast strain. We further discussed the
entire
workflow
of our iGEM project to give them a complete idea of how to integrate different
modules with
the
wet lab/ the experimental aspect of the iGEM project.
After the two lectures, we introduced the importance of ideation to students in the
form of a
lecture CD006 Ideation I. We showed them different past iGEM projects, talked
about
different
villages, and discussed the scope of each in detail. Students were asked to think of
an
idea/
problem that could be tackled using Synthetic Biology.
Introducing our project idea to the students
On August 8th, the day began with the WL005L Laboratory for
Microorganisms, a
specialised
lab
session dedicated to the study of microorganisms, particularly through the practice
of
bacterial
fingerprinting. This course equipped students with both theoretical knowledge and
practical
skills essential for describing, identifying, and analysing bacterial populations.
The lab
involved placing an unsterilized finger on an agar plate and incubating it for 2-3
days.
This
experiment allowed students to observe bacterial growth. They were also asked to
place their
sterilised finger with ethanol to understand the importance of having a control
setup for
making
comparisons. Not only did this exercise help me develop practical skills in handling
agar
plates, but it also reinforced the knowledge I had learned in previous microbiology
lectures.
After the engaging lab session, students delved back into ideation. Students
passionately
presented their ideas in the class and discussed the rationale, underlying
inspiration and
potential future possibilities of their respective ideas. We, as tutors, provided
constructive
feedback on their proposed idea and guided them towards avenues such as market
research,
experimental outline and identifying target users for their envisioned projects.
This
collaborative effort helped students better grasp their ideas and improve their
creative
projects for better results.
Lectures and mini-lab on microorganism
The day of August 9th commenced with ideation, marking the entirety of the day
dedicated
to the
crucial phase of project development. Building upon the constructive feedback
provided the
day
prior, students diligently honed their project proposals, presenting their refined
visions
to
the class. Each project was scrutinised from the perspective of practicality and
feasibility,
harbouring a platform for critical analysis. Following each presentation was a
question-and-answer (Q/A) session, where both students along with the tutors asked
numerous
questions regarding the proposed idea. The engaging Q/A did give students new
insights into
the
project directions, steering the wheel of innovations towards robustness.
Furthermore, the
idea
of iGEM villages was inculcated in our discussion and each project was categorised
into one
of
the villages, fostering students a sense of community and cohesion within the iGEM
framework.
After a rejuvenating lunch break, the day continued with another round of ideation
lessons.
Tutors skillfully guided students through the art of navigating research papers,
utilising
biological databases, harnessing AI for ideation, and fine-tuning presentation
strategies.
Emphasis was placed on defining precise problem statements, understanding end users,
integrating
relevant statistics, exploring current hypotheses, and refining project ideas to
address
real-world challenges effectively. This comprehensive session equipped students with
a
holistic
toolkit to elevate their projects to new heights of innovation and impact.
Ideation phase I
On August 13th, the lecture on microorganisms (WL004 Microorganisms around
us)
was
continued. In
this session, we explored the significance of microbes in the human body and the
domain of
biotechnology. Students explored the gut microbiome's influence on health,
discussing how
imbalances can lead to various health issues. Additionally, they gained insights
into
innovative
biotechnological applications, such as microbial biofuel production and microbial
remediation
techniques, highlighting the significant contributions of microorganisms to both
health and
environmental sustainability.
In CD005 Application of Biotechnology and SynBio, we explored the intricate
relationship
between
biotechnology and synthetic biology (SynBio), which represents the third generation
of
biotechnology focused on constructing organisms from the ground up. Students learned
about
significant applications in red biotechnology, including vaccine development, gene
therapy,
and
targeted drug delivery using antibody-conjugated nanoparticles. They gained insights
into
various vaccine types, such as inactivated virus, mRNA, and viral vector vaccines,
as well
as
the production of insulin through recombinant DNA technology in E. coli.
The lecture also covered advancements in green biotechnology, highlighting genetic
modifications
like Bt crops and Bt cotton for pest resistance, and the use of RNA interference
(RNAi) in
tobacco plants to combat nematode infestations. In the yellow biotechnology sector,
we
discussed
the implications of genetic modification in food production, emphasising benefits
like
enhanced
nutritional value and reduced reliance on chemical pesticides. By the end of the
session,
students not only acquired a comprehensive understanding of biotechnology's diverse
applications
but were also inspired to apply these concepts to their iGEM projects, focusing on
solutions
for
local challenges in health and agriculture.
After the two lectures, we continued with our last week project idea during the
lecture
CD006
Ideation II . Each student updated their research progress on the presented
ideas.
Based
on
that, we provided constructive feedback, highlighting areas where they could focus
more
attention.
Ideation phase II
On August 15, students gained an understanding of the principles behind gel
electrophoresis and
its applications in synthetic biology during WL006 Gel Electrophoresis with Case
Studies.
In
addition to its well-known use in forensic science for solving crimes, they learned
that gel
electrophoresis plays a crucial role in verifying digestions and analysing PCR
products
within
the field of synthetic biology. At the end of the class, students had the
opportunity to
conduct
hands-on experiments by running a gel and troubleshooting issues presented in case
studies.
This
practical experience reinforced their theoretical knowledge and enhanced their
skills in
applying gel electrophoresis techniques.
Gel Electrophoresis Worksheet
Gel electrophoresis
On August 16, students explored the characteristics and significance of social
media
in
the
context of the iGEM competition in DV007 Social Media Platforms. They learned
about
user-generated content, real-time communication, and the role of algorithms in
personalising
user experiences. The session emphasised the importance of social media for
connecting with
the
community, networking with other teams and researchers, and sharing project
milestones to
engage
the public and raise awareness about synthetic biology.
In DV008 Project Documentation, students gained insights into the essential
components
of
effective documentation for their research projects. They learned about various
types of
documentation materials, including project plans, research notes, reports, and
presentations,
and the importance of clarity, consistency, and transparency. The session
highlighted
strategies
for overcoming common documentation challenges, such as maintaining organisation and
ensuring
compliance with regulatory standards.
By the end of both lectures, students had a mini-presentation on their mid-term
poster
design
assignment. By explaining synthetic biology concepts and case studies
through
graphics
and their
own creative drawings, each student gained deeper insights into the topics
presented, such
as
mRNA vaccines, Golden Rice, and the applications of synthetic biology in various
fields.
Many
incorporated props, body gestures, and analogies to engage their audience
effectively. This
not
only allowed students to learn from one another's work and deepen their overall
comprehension of
the subject matter, but also helped polish their presentation skills.
HP/DV Mid Term Assignment Part B – 3 minutes presentation
Peer evaluation
On August 20, we along with the students decided to specifically focus on
building up
on
one of
the proposed project ideas during the lecture CD007 Ideation III , ‘microbial
bioremediation’. A
thorough analysis of the project unfolded in the classroom, viewing each endeavour
from
diverse
angles to gain a comprehensive understanding of its potential impact and
feasibility. The
entire
outline of the project presentation, including the motivation behind the idea,
target/ aim
of
the project, experimental procedures associated with the wet lab along with the
enlistment
of
candidate chassis, current market strategies to tackle the concerns related to
bioremediation,
and future goals of the project, were discussed, modified and improved to enhance
the
coherence
of the presentation. Additionally, recommendations were offered to the students for
advancing
the visuals used in the PPT slides. Techniques such as effective verbal delivery,
hand
gestures,
and eye contact were also imparted to improve their presentation skills.
As a hands-on activity for the IHP modules (HP004A Public Engagement), the
YSIPians
engaged in a
unique opportunity to shadow our team during the Joint School Scientist Exhibition
(JSSE) on
August 21.This initiative allows YSIPians to observe our project
presentations and
interact with
the public, simulating the role of an iGEMer. Throughout the exhibition, we
explained our
research and its implications in synthetic biology, fostering a deeper understanding
among
attendees of all ages. Through this activity, we aimed to teach them public
engagement
skills by
providing real experience that would solidify the knowledge they have learned in the
classroom.
JSSE serves as a platform for promoting scientific knowledge and innovation, where
students
not
only learn about our projects but also participate in discussions with peers from
various
schools. This collaborative environment enhances the learning experience of our
YSIPians and
encourages them to think critically about scientific advancements, inspiring their
project
ideation. By mingling with other participants and engaging with visitors, the
YSIPians
contribute to bridging the gap between complex scientific concepts and public
comprehension,
demonstrating their understanding of iGEM and synthetic biology as well as their
science
communication skills.
YSIPians shadowing iGEMers in JSSE
On August 22, further refinements of the ideation projects proposed by the
YSIPers
were
carried
out. The same flow was maintained throughout the session as previous lessons,
starting with
presentations, followed by question-and-answer sessions and discussions. Based on
these
discussions, refinements were made to the projects. After a lunch break, a second
round of
ideation sessions took place.
After the second round, we transitioned into a voting session where students cast
their votes
to
determine which projects to advance based on their futuristic and feasible nature.
Subsequently,
6 out of the 8 projects were eliminated through a thoughtful and deliberative
process,
involving
discussions on the reasons behind each elimination. Students in charge of the
finalised
projects
were subsequently asked to further refine the project contents and other students
whose
ideas
were discarded joined the top 2 projects to further help with the refinement.
Preparation of final presentation
On August 23, we conducted a final touch-up for the Synbio Discovery
Day, a
self-organised
IHP
event by the students. During the rehearsal, we collaborated closely with them to
refine
various
aspects of the event content and identify areas for improvement, ensuring they were
fully
prepared for their ‘big day’. We also assisted in finalising the PowerPoint
presentation,
offering suggestions while encouraging them to discuss and decide which
recommendations they
would like to incorporate. By the end of the session, they confirmed the activity
runtime
and
brainstormed potential backup plans, enhancing their readiness for a successful
event.
After days of preparation, SynBio Discovery Day, an exciting full-day event dedicated
to
exploring the fascinating world of synthetic biology and specifically designed for
high
school
students, organised by our students, the YSIPians, has finally arrived.
On August 25, participants began with mini-lectures on biotechnology, where
they
learned
about
its potential applications and gained an understanding of synthetic biology. They
then
collaborated with their peers in fun and interactive challenges that promote
teamwork and
critical thinking, reinforcing the knowledge acquired during the mini-lectures.
In the afternoon, participants engaged in hands-on experiments focused on pipetting,
where
they
learned essential techniques. These workshops were designed to provide practical
experience
and
enhance their understanding of key concepts. The day concluded with a
career-building
session in
which the YSIPians invited us to share our majors in hopes of sparking interest
among their
peers in the field of biology.
SynBio Discovery Day is particularly meaningful as it showcases the culmination of
what our
students have learned throughout the summer program. They took the initiative to
plan and
execute this event, utilising their knowledge of synthetic biology and event
planning
skills. By
teaching their peers, they not only reinforced their own understanding but also
contributed
to a
collaborative learning environment.
This event exemplifies the impact of our summer program, highlighting how students
can apply
their education in real-world scenarios. SynBio Discovery Day became a truly
enriching
experience for all involved.
Synbio Discovery Day organised by YSIPian as one of their HP
assessment
Time flies, and the Youth Scientist Incubation Program (YSIP) has come to an end.
On August 27, we concluded the final lesson YSIP, celebrating the remarkable
growth
and
development of our YSIPians. Originally designed as a platform for students to pitch
their
iGEM
mini-project ideas, we enhanced the experience by inviting other teams to foster a
collaborative
environment that encouraged the sharing of knowledge and experiences. This decision
transformed
the event into a rich tapestry of insights and creativity, allowing participants to
learn
from
one another and deepen their understanding of synthetic biology.
The event commenced with an inspiring opening speech by Dr. Jessica Tang, who set the
tone
for
the day by highlighting the importance of innovation and collaboration in synthetic
biology.
Following Dr. Tang's address, YSIPians took the stage to present their project ideas,
which
they
had developed over a couple of weeks of ideation. This segment allowed students to
demonstrate
their creativity and understanding of synthetic biology concepts, while also
receiving
valuable
feedback and questions from Dr. Tang as well as other students from current iGEM
teams
during
the Q&A session.
The event featured presentations from various high school iGEM teams. Team HK-United
and
UCCKE
presented their ongoing projects, offering YSIPians a glimpse into real-world iGEM
initiatives
and inspiring them with examples of successful project execution. Meanwhile, Team
HK-JointSchool
shared insights on team management and operations within joint high school iGEM
teams,
providing
practical advice for aspiring participants, the teachers from MunSang College, who
previously
reached out to us and expressed interest in forming their own iGEM. Through the
final
presentation they experienced iGEM projects firsthand and connected with current
instructors,
further promoting the growth of synthetic biology initiatives in high schools.
The CUHK iGEM team also conducted a career-building session focused on SynBio-related
majors.
This segment was particularly beneficial for YSIPians and the high school iGEM teams
as it
provided them with insights into potential academic and career pathways in synthetic
biology.
The final presentation was not only a platform for sharing knowledge but also
fostered
connections between YSIPians, current high school students, and experienced iGEMers.
The
event
encouraged peer learning and idea exchange among participants, creating an enriching
environment
for collaboration.
In conclusion, YSIP has proven to be more than just an educational program; it has
become a
hub
for educators and aspiring scientists to come together. The connections fostered
during this
event will undoubtedly inspire future generations of iGEM participants. As YSIP
comes to a
close, we believe that the seeds of passion sown will continue to bloom across
various
schools,
nurturing the next wave of innovators in synthetic biology.
With YSIP, we incubate future iGEMers!
Presentation done by YSIPians
Final Presentation D-Day
Roadshow @MunSang College
On September 16, we conducted an engaging roadshow aimed at introducing the concepts of iGEM and
synthetic biology to students and teachers at MunSang College and spark the students’ interest. Two
of our YSIPians, who study at the college, played a pivotal role in this initiative. The event
featured an informative talk where we outlined the iGEM competition. our current project and
explained the fundamentals of synthetic biology, emphasising its relevance and applications.
Our YSIPians shared their personal experiences in YSIP, highlighting the skills and knowledge they
gained throughout their journey. This sharing session fostered a connection with their peers,
encouraged them to join the program next year or even to join the iGEM team in the future. As their
tutor we are very happy and proud to hear that they have learnt a lot from the program!
The culmination of the roadshow involved discussions with school teachers who previously expressed a
desire to establish their own iGEM team. This interest stemmed from our initial personal connections
and the promotion of our summer program. We then have several meetings exploring the opportunities
to let students know more about iGEM. Through this collaborative effort, we hope to cultivate a new
generation of innovators in synthetic biology, allowing more students to join the community of iGEM.
Meeting with Ms. Ho from Munsang College iGEM and the roadshow matter
Views towards the informative talk from the participants
(From left to right)
Figure 2. 68% of the students think they know what is Synthetic Biology and Genetic
Engineering after the Roadshow (n=72)
Figure 3. 42% of students show they are quite interest in joining iGEM competition (n=72)
Figure 4. 62% of students show the overall experience of roadshow session as quite good (n=72)
We have gathered valuable feedback from 96 students at Mansang College following our recent
presentation on synthetic biology (SynBio). Among all of them, 72 students rank the talk. The
results indicate that 70% of the students reported a deeper understanding of SynBio and its
distinction from genetic engineering. This positive response highlights the effectiveness of our
sharing session in enhancing students' knowledge.
Additionally, approximately 35% of the participants expressed a significant interest in participating
in the iGEM competition, translating to more than 30 students. This interest suggests that our
presentation has successfully motivated students to engage with competitive opportunities in the
field of synthetic biology.
Overall, the feedback indicates that our talk not only informed but also inspired students, fostering
a positive atmosphere for exploring SynBio at an early age. We extend our heartfelt thanks to Ms. Ho
and Mansang College for their collaboration in creating this enriching experience for the students.
Looking ahead, we hope that Mansang College can launch its own iGEM team in the near future.
Roadshow @SKH Bishop Mok Sau Tseng Secondary School
On September 17, we conducted another roadshow at SKH Bishop Mok Sau Tseng Secondary School, aimed at
introducing students to the fascinating world of synthetic biology and the iGEM International
Genetically Engineered Machine competition. Similar to the one conducted in MunSang College, our
presentation began with an overview of iGEM, emphasising its role in fostering innovation and
collaboration among students globally. We also discussed synthetic biology, letting them know about
its amazing applications.
Following this introduction, we introduced YSIP, sharing what we have done this summer and
highlighting the specialness of the program. A participant from our YSIP program shared his personal
experiences from the summer program, detailing the hands-on activities from mini-lab to event
execution, and the collaborative environment that fosters learning and creativity.
The students showed remarkable enthusiasm for iGEM, engaging actively with us during the session.
Many stayed afterward to ask insightful questions, reflecting their genuine interest in synthetic
biology and its applications. This interaction not only enriched their understanding but also
encouraged them to explore further opportunities in this innovative field. They even expressed a
strong interest in joining YSIP next year!
Views towards the informative talk from the participants
(From left to right)
Figure 5. 85% of the students think they know what is Synthetic Biology and Genetic
Engineering after the Roadshow (n=20)
Figure 6. 100% of students show the overall experience of roadshow session as quite
good(n=20)
Figure 7. 70% of students show they are quite interest in joining iGEM competition (n=20)
Following our sharing, we collected feedback from 20 enthusiastic students. The overall response was
highly positive, with 85% of the students indicating a significantly improved understanding of
synthetic biology (SynBio) and its relationship to genetic engineering.
Among the participants, 14 students expressed a keen interest in joining the iGEM competition if
given the opportunity in the near future. This enthusiasm reflects their engagement with the topics
we shared during our session, demonstrating that our presentation resonated well with them.
We are grateful for the opportunity to connect with these students and inspire their interest in
synthetic biology. We look forward to seeing how their curiosity develops and hope that they will
have the chance to participate in future iGEM initiatives.
