To increase 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. These activities included a ball-throwing game where participants answered multiple-choice questions about synthetic biology, a sticky note Jamboard where participants shared their impressions of synthetic biology, and promotion posters showcasing past iGEM team projects. We also conducted a Qualtrics survey to collect feedback and measure the success of the event. Overall, we aimed to raise awareness about synthetic biology and its applications among the audience, particularly HKUST students both with and without a science background. A lot of HKUST students came to visit our booth!

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 around the globe.

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 three sessions, allowing a total of twenty-seven Form 4 to 5 students from six different local secondary schools to participate in workshops over three 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 were engaged in fun group games to answer case-based questions and solve circuit-related 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 develop passion in SynBio.

Workshop 2: Delve into iGEMers’ Daily (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 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, 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 in accordance with 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.

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.

The workshop was attended by 42 online and 26 in-person participants, ranging from high schoolers to undergraduate, master's, and PhDs, from various locations, including Hong Kong (local), Germany, Netherlands, Mainland China, India, Indonesia, Korea, and the Philippines.

During the workshop, we delved deeper into a discussion concerning the applications of SynBio and potential career prospects and discussed 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 synthetic biology 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.

End-of-workshop surveys

We conducted end-of-workshop surveys to evaluate the effectiveness of our presentations and assess the students' understanding of the topics covered. Over the course of 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 acknowledgment about the potential of SynBio and the career paths associated with it. The positive feedback and the demonstrated increase 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.

Engaging primary school students in synthetic biology education can be a challenging task, as they may not have a clear understanding of the subject. However, the workshop of Little Scientists aims to spark their interest and provide them with a general concept of this fascinating field.

The workshop begins with a short YouTube video featuring a "magic mouse" that introduces the history, concept, and future of synthetic biology. While watching the video, students need to work together as a team and complete 6 questions on the booklets that we designed. By answering the questions correctly, students are able to earn points for their team. The 7th question, not included in the booklet, serves to remind students about the potential dangers of synthetic biology and the importance of using technology responsibly.

After the video, the facilitator explains the "science" and "engine" aspects of synthetic biology, highlighting its interdisciplinary nature. Real-life applications, such as in clothing, food, plants, and entertainment, are also discussed to make the concepts more relatable.

The workshop then delves deeper into the concepts of genetic circuits, including promoters, coding sequences, and terminators. Lego and a train station analogy are used to illustrate these ideas. The students then participate in a series of games:

• First round: Students must build a complete genetic circuit using Lego blocks in the correct color-coded order (promoter, coding sequence, terminator) and explain the concepts to the facilitator to earn points.
• Second round: Each group is given dolls with different hair colors, and students must match the Lego blocks to the hair color of their group's doll.
• Final round: Students are asked to keep the promoter and terminator unchanged but create their own coding sequence to give the person a specific function, such as intelligence, hair color, or luck.

After the final round of the game, each group has to do a short presentation explaining their final lego work. We hope this can allow them to learn and appreciate others’ work.

At the end of the workshop, the team with the highest score is rewarded with snacks. Additionally, all participants are given a homework assignment to write or draw what they have learned, and the best performer is chosen.

The workshop is concluded with a survey, and over 80% of the students report that they found the workshop to be fun and interesting as shown in the bar chart below with the games being their favorite part. To show appreciation, our team presents crystal trophies to the two participating schools.

To further 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 are touched to see many of the students are highly engaged and complete the work with enthusiasm and finish by heart!