Overview
Throughout our project, we set up different workshops and organized conferences to raise awareness about synthetic biology and agroecology among the public, from young to old. Through these events, our objectives were to share our knowledges and skills with other students, teachers, or even professionals and to encourage young people to take an interest in science. The different educational resources we set up helped encourage innovation and interdisciplinarity. These moments of sharing were enriching and inspiring during our project.
Primary school workshops
From February to May 2024, we designed a total of 12 workshops for second and fifth-grade students (7- to 10-year-olds) at Jean Villar and Henri Wallon Primary Schools in the Paris area. These workshops were created to promote curiosity and critical thinking by engaging students in simple scientific experiments mainly about microorganisms. By encouraging pupils to adopt a researcher’s mindset, we aimed to help them develop problem-solving skills and a deeper understanding of scientific analysis. The workshops involved interactive activities where students formulated hypotheses, conducted experiments, and analyzed results, making the learning process enjoyable.
Glitter experiment
How to introduce the invisible world of microorganisms to second-grade pupils? How can we ensure they understand that bacteria are all around us, helping us in our everyday lives? We used an analogy with glitter to help pupils visualize bacteria in their surroundings.
Indeed, bacteria are so small that they are invisible without microscopes. Our goal was to ensure that pupils understood the concept of invisibility and bacterial contamination. We introduced an experiment using glitter representing bacteria, where each student passed glitter to one another by touching hands alternately. This activity effectively demonstrated the concept of bacterial spread, helping students visualize how bacteria can transfer from one person to another.
Figure 1: Photos representing the concept of contamination with glitter
We discussed the characteristics of microorganisms before holding a brainstorming session to encourage pupils to think about ways to represent bacteria. Pupils then formed groups to engage in a fun and educational glitter experiment. Each group received a plate with glitter in a specific color, representing families of bacteria. The experiment involved pupils either touching the glitter directly with their palms or shaking hands with classmates to simulate bacterial contamination.
At the end of the activity, pupils observed and recorded how the glitter spread. This demonstrated how quickly and extensively contamination can occur. They also cleaned their hands and tables with baby wipes, noticing that the wipes themselves became contaminated, highlighting the importance of proper cleaning. We summarized the scientific method to help pupils share their observations and draw conclusions. To conclude the session, we wrapped up with a fill-in-the-blank activity.
Bacterial culture
Understanding that bacteria are omnipresent and abundant in our environment is not an easy task. How can we demonstrate this to pupils? In the lab, researchers use petri dishes to culture bacteria. What if we conducted similar experiments in the classroom?
To help pupils better understand how ubiquitous bacteria are, we guided them to hypothesize that collecting samples from various places would result in different amounts of bacteria growing on each agar plate. This approach aimed to illustrate that bacteria are present in different environments & quantities. To test this hypothesis, each pupil collected samples from specific areas and placed them on separate agar plates. The results showed varying amounts of bacterial growth, confirming the hypothesis and reinforcing the concept of bacterial ubiquity.
Figure 2: Collecting bacteria and spreading on petri dishs
Figure 3: Photos of the results after 48h
We discussed key concepts like sterility, beneficial and pathogenic bacteria, microbiota, and bacteria’s role in digestion. Using visual aids such as videos and photos, pupils explored the microscopic world of microorganisms.
For the experiments, the class was divided into two groups. One group used their hands, with sub-groups either washing or not washing their hands with soap or wipes. The other group used cotton swabs to collect samples from surfaces
like books, door handles, and tables. While waiting to inoculate the bacteria, pupils wrote related words on post-its covering topics such as microorganisms, disease, viruses, and genetics which were later discussed.
Figure 4: Children's post-it brainstorming on workshop themes
We predicted fewer bacteria on hands washed with soap compared to wipes and more bacteria on frequently touched surfaces like door handles. After a week, we observed and discussed the bacterial culture results, linking them back to our hypotheses.
To conclude, we underlined the omnipresence of bacteria and their vital role in ecological balance, discussing how disruptions can lead to problems.
DNA extraction
The pupils needed an extra intellectual challenge! They grasped everything about microorganisms. Yet what did they know about DNA? That's exactly what we explored in this session!
Since DNA gives each individual their uniqueness, our goal was to introduce genetic concepts to pupils, explaining how DNA determines inherited traits and biological diversity. To achieve this, we conducted a strawberry DNA extraction experiment, allowing pupils to actively engage and visualize the DNA. This activity reinforced their understanding of the fundamental role of DNA in biology and sparked their interest in the subject.
Figure 5: DNA extraction from strawberries
We then introduced the strawberry DNA extraction experiment. Pupils took turns crushing six strawberries, breaking down the cell walls to release the DNA. We added water, dishwashing liquid, and salt to further disrupt and separate the DNA from other cell components, followed by the addition of ethanol to isolate the DNA.
We concluded by reinforcing DNA’s role as the blueprint of life. It was rewarding to see pupils’ engagement and understanding deepen through direct experimentation and interactive learning. Pupils understood that DNA acts as a genetic blueprint present in all living organisms, from humans to plants and even microscopic organisms.
We ensured they grasped that this structure is essential for maintaining genetic information and ensuring efficient cellular function. This understanding allowed us to explore how DNA is compacted into chromosomes within the cell nucleus, with the help of illustrative videos to enhance comprehension.
Introduction to yeasts fermentation
Are microorganisms limited to just bacteria and viruses? Not at all! Pupils had the chance to explore fungi, particularly yeast, and discovered that yeast, too, is a living organism and a key part of the microbial world.
The goal of this session was to highlight that yeast, a single-celled fungus, is also a type of microorganism. To help pupils understand that yeast is living, we demonstrated real-time fermentation through a simple experiment they could perform themselves. Pupils also discovered that yeast reproduces by budding, creating small new cells. This session not only helped pupils recognize yeast as a living organism but also enhanced their appreciation of its practical applications, such as its use in food.
Figure 6: Photos of yeast fermentation
After introducing key concepts around yeast and fermentation, pupils began their experiments. We proceeded by using three water bottles. One bottle served as the control with just water and sugar. The other two bottles were experimental: one with water and yeast, and the other with water, sugar, and yeast. Each bottle had a balloon securely placed over its opening to capture any gas produced during fermentation.
Upon analyzing our results, we found that only the balloon on the bottle containing water, sugar, and yeast inflated after a few minutes. This indicated successful fermentation where yeast produced carbon dioxide (CO2), causing the balloon to expand. In contrast, the bottle with yeast but no sugar showed minimal foam formation, demonstrating low fermentation activity. Pupils understood well that yeast plays a crucial role in baking by causing dough to rise through fermentation.
Introduction of pH with red cabbage
Could vegetables help us determine if a solution is acidic or basic? Here, pupils explored acidic and basic substances using red cabbage. They learned about pH and how to identify its value through a simple and colorful experiment.
In this session, we combined biology and chemistry to showcase the diverse applications of biotechnology and spark pupils’ curiosity about science. The focus was on creating a pH indicator using red cabbage, which provided a fun and educational activity. Pupils tested various solutions, such as lemon juice, bicarbonate, and water, to measure their pH levels. This resulted in colorful solutions that visually demonstrated the different pH levels.
Figure 7: Photo of different pH solutions
Pupils learned that red cabbage contains anthocyanins, molecules that change color depending on the pH of the solution they are in. They hypothesized that this property could be used to demonstrate the pH of different solutions. To test this hypothesis, we prepared an experiment to obtain a pH indicator using pre-heated red cabbage juice. Pupils tested this new indicator with various liquids, such as lemon juice, baking soda, and water. They observed that the color of the indicator changed based on the solution’s acidity or basicity, turning red for acidic solutions and green or blue for basic solutions.
This session helped pupils understand how molecules react with their environment while learning the basics of pH. We hope this hands-on approach inspired them to explore biotechnology further.
Blob experiment
Ever wondered what a blob is? Our pupils explored this mystery and tested the taste buds of this enigmatic yellow creature with a feast of chocolate, lemon, and more!
The blob, a yellow living creature with extraordinary powers, remains poorly understood by scientists. The goal of this session was to explore this unique organism and conduct experiments with it. Pupils chose different types of food (such as chocolate, lemon, orange, coffee, raw pasta, rice, etc.) for the blob to consume. We then grew eight blobs, each with a different type of food, to observe their reactions. This experiment enhanced pupils' understanding of biological research and organism behavior.
Figure 8: Sum of blobs experiments
We first introduced the blob to the pupils as a single-celled organism with thousands of nuclei, found in cool, damp environments like forest leaf litter or dead wood. We aimed to study the blob’s feeding behavior. In the first part of the experiment, we divided the class into eight groups, each with a sclerotium (a dormant blob). The pupils "awakened" their blobs with a drop of water and fed them oat flakes for three days. On the fourth day, we transferred the blobs to new plates, and the pupils chose two different ingredients to feed them. After 48 hours, we observed which foods the plates had consumed and then created a summary board with the pupils to compile our results.
To conclude, the blob diet is composed of :
Rize
Oats
Pasta
Lentil
Through this experiment, pupils were able to understand more about the blob’s dietary habits and preferences.
The practical approach lets pupils engage with experimentation, reinforcing their understanding of single-celled organisms and experiments.
Introduction to Research & Synthetic Biology
How do we spark the curiosity that could inspire pupils to become the next great researchers? We aimed to explode those aspirations in them as best as we could.
For the last session with fifth-grade pupils, we decided to test their understanding of the notions we brought during the previous sessions and introduce synthetic biology with concrete and amazing examples. Pupils had the opportunity to discover various intriguing topics, such as the human genome project, and real-world applications of genetic modification. Pupils showed lots of excitement to learn about these new concepts and their impacts on their future.
We took this opportunity to review each topic previously mentioned with pupils such as the behavior and characteristics of bacteria, the role of microorganisms in health and diseases, yeast, DNA, etc.
The children actively participated and answered numerous questions, showing that they had retained much of the information from our previous lessons.
We then transitioned to synthetic biology, explaining how living organisms are used to develop innovative solutions and technologies that improve our lives. We introduced the concept of genetically modified organisms (GMOs) and their applications in various industries, particularly in food production and medicine.
Pupils also explored examples of scientific innovations, such as bacteria that can decompose plastic and plants that can glow in the dark.
High school seminar
We presented a seminar to tenth-grade students. We went to the Notre Dame High School located in Chartres (Eure-et-Loir, France). We aimed to ensure a deeper understanding and spark curiosity about the innovative field of synthetic biology.
We added interactivity with Wooclap, using it to present questions dynamically. We discussed what synthetic biology is all about. Students discovered the application of engineering principles within the realm of biology. We then delved into the scientific backbone of synthetic biology: the experimental method, by Claude Bernard in his 1865 work "Introduction to Experimental Medicine". To make this concept more relatable, we provided a concrete everyday example, demonstrating how these steps are applied in real-world scenarios. Our journey continued into the laboratory, where we explored the heart of the matter of synthetic biology research.
No discussion of synthetic biology would be complete without addressing potential risks and ethical considerations. We explored biosafety concerns. We also engaged in thought-provoking discussions about the ethics of manipulating life and creating new organisms. We wrapped up with an exciting overview of the iGEM competition, explaining what it is and and why it’s a great opportunity to join. We proudly introduced our team and detailed our project for the 2024 iGEM competition, showcasing our innovative approach and the potential impact of our work. To inspire the next generation of synthetic biologists, we highlighted the educational pathways & career opportunities in this cutting-edge field.
Figure 9: Presentation of our seminar in Notre-Dame High school in Chartres
General public events
To popularize sciences, we took part in different events. These different workshops allowed us to awaken children and adults’ curiosity and interest in ecology and biology.
Villejuif Respire
Villejuif Respire is an annual event organized by the Villejuif town hall, in partnership with Grand Orly Seine Bièvre and the Greater Paris Metropolis. This event energizes the city by offering free activities for children. With the Olympics taking place in Paris, the theme of
the event was chosen to reflect Olympic values. During this event, we designed a large treasure hunt called "The Olympic Scientists", aimed at children aged 5 to 11.
Through various workshops and games, the children were introduced to scientific topics such as agroecology, photosynthesis, DNA,
and how the body uses sugar during physical exertion. Our goal was to make complex scientific concepts accessible through fun and interactive activities.
Figure 10: Activities of the Olympics Scientists
1. The scientific poster
To accompany our treasure hunt, we designed a scientific outreach poster, specially adapted for children. This poster allowed them to learn key concepts about agroecology and biology. Linked to our CAP'siRNA project, the children discovered the basics of agroecology, composting, respecting nature, the role of insects in the ecosystem, the importance of plants, and the principles of photosynthesis. On the biology side, they were introduced to DNA, its role, and the essential mechanisms that allow the body to convert sugar into energy.
2. Planting workshop and agroecology theme
Why is it so important to protect nature? In this workshop, children were introduced to the principles of agroecology and the importance of water for plant growth. A planting workshop aimed to help children understand the basics of agroecology, the importance of water for plants, and introduce them to the concept of photosynthesis. Also, a card game aimed to raise children's awareness of biodiversity and the role of insects, beneficials and pests, in the ecosystem.
Figure 11: Photos of planting, card game and drawings workshops
After a brief simplified explanation of photosynthesis, each child planted a flower seed in soil and watered it, thus visualizing the plant growth cycle and their role in nature. Also, children participated in a card hunt game in the park, where they had to find cards representing different insects. Their mission was then to categorize these insects into two groups: "beneficial" or "pest". Once the game was over, we explained the crucial role of each insect in maintaining ecosystem balance. Finally, children could draw anything related to nature. These activities reinforced their understanding of biodiversity and the importance of environmental protection.
3. Introduction to biology theme
What is the molecule of life? In this workshop, children were introduced to the notion of DNA. The strawberry DNA extraction workshop aimed to initiate children to scientific experiments and understand the role of DNA. The children followed a simple protocol that allowed them to extract DNA from strawberries. At each step, we explained the role of DNA in living organisms, making this scientific concept more tangible and accessible. By handling the materials, children could understand more easily how complex scientific elements can be observed in everyday life.
Figure 12: Photos of strawberries DNA extraction activity
4. Biology and sport theme
How does the body produce energy? In this workshop, we explained to children how the body uses sugar to produce energy and why a balanced diet is important. Different activities allowed children to discover where sugar comes from, its applications, the different types of sugars and their role in metabolism. Through card games and relay races, children understood how sugar can be used by the body to produce energy. They were introduced to energy production by the body, the role of mitochondria and important parameters to consider during slow or intense physical effort.
Figure 13: Card games and examples of educational visuals
In this workshop, children explored the origins of sugar from sugar cane and sugar beet. Through card games, they discovered its uses in food, pharmaceuticals, industry, and biofuels, as well as the differences between natural, added, fast, and slow sugars. They played a game to create a balanced breakfast, considering sugar types and their role in metabolism. To illustrate how sugar becomes energy, kids participated in a relay race that mimicked mitochondria producing energy, with children carrying a ping-pong ball as "energy." Next, an activity showed how sugar affects energy and physical performance by measuring pulses before and after eating fruit or candy, followed by exercise. To highlight hydration's importance, children participated in a water race, trying to retain water while running, showing the need to stay hydrated during physical activity.
Climate fresk
With the current climate crisis, agriculture is increasingly vulnerable to pests and diseases, including yellows disease, which is exacerbated by changing temperatures and weather patterns. Our CAP'siRNA project addresses this issue by offering a sustainable solution to mitigate the spread of the virus in affected crops. This is why we wanted to increase awareness about climate change. The Climate Fresk is an association founded in 2018 by Cédric Ringenbach. The primary goal is to raise awareness about the climate crisis and highlight the urgent need to change our habits for a lower carbon footprint. This scientific tool is designed to promote exchanges and debates on global warming, while raising awareness and mobilizing participants. We animated this workshop to give people the tools to make changes.
Figure 14: Activities during the climat fresk
Children’s books
To bring awareness regarding the sugar beet issue, we created a fun workbook for children aged 6 to 10. This workbook includes a variety of engaging activities, such as crosswords, riddles, rebuses, and coloring pages, and offers clues related to our iGEM project. It allows children to share their newfound knowledge of synthetic biology with their families, fostering a deeper understanding and appreciation of this fascinating field within their homes. Additionally, we distributed the workbook to all pupils from the Primary School where we gave a workshop (see in Primary school workshops section). We aimed to make sure everyone could understand our project through colorful illustrations, while also catching the interest of parents and encouraging family engagement.
Figure 15: Workbook for children created by the CAP’siRNA team
Even the littlest ones deserve to understand the issues surrounding sugar beets. This is why we decided to create three books for newborn to 3-year-old children. We crafted an adapted storyline that ends on a hopeful note to give the youngest ones a sense of optimism through our iGEM chosen topic. Through our books, children can explore new vocabulary related to agriculture, industry, and even disease by following the adventures of Betty, the sugar beet. Our goal is to expand our educational reach to include all ages and inspire curiosity from the very beginning.
Figure 16: Three books for children created by the CAP’siRNA team
We showcased the workbook and the three books during the "Villejuif Respire" events (see in General public event section), giving children the opportunity to discover our project through educational activities.
Online education
Online education offers a unique opportunity to make learning accessible to more people, while making the process fun and interactive. In this section dedicated to online education, we will be presenting a range of fun and educational tools. Our aim is to make education as accessible and entertaining as possible, which has led us to develop this innovative approach.
CAP’siQuizz
We launched a series called CAP’siQuizz on our social media platforms for several weeks. This initiative aimed to raise awareness and deepen understanding of key scientific concepts related to our project. Each week, we posted two quiz questions designed to educate subscribers about various topics such as sugar beets agriculture and industry, the Yellows disease that affects them, and our innovative solution to tackle this issue.
Figure 17: Examples of our CAP’siQuizz
The quiz was carefully designed to be both informative thanks to the articles suggested and engaging thanks to its interactive format, encouraging participation from a broad audience (students from 18 to 25). The initiative not only sparked curiosity but also encouraged a wider conversation about agriculture. Another objective was to break down some stereotypes about the sugar beet industry such as its ecological impact on nature compared to sugar cane.
Student Educational Post
At CAP’siRNA, we believe education should go further at every level. As students at a biotechnology school, we wanted to help first-year students better understand molecular biology techniques used in the laboratory.
We have therefore developed an educational post that clearly and concisely explains the objectives and principles of the nine most commonly used methods in molecular biology: DNA/RNA extraction, PCR, molecular cloning, gel electrophoresis, western blot, DNA sequencing, CRISPR-Cas9, and In Situ Hybridization. This accessible format aims to strengthen students' learning and understanding by offering a concise summary that can be viewed in just a few minutes!
Figure 18: Examples of our student educational post
Game: Sugar Beets Simulator
While focusing on Education, it's important integrated a part of fun in order to learn more easily. With this in mind, we have designed a video game – currently in active development – that raises awareness of key issues within the sugar beet industry. This Sugar Beets simulator is a game that highlights our CAP'siRNA technology.
Our game is a 2D management clicker game. Inspired by real-life challenges, the game follows Betty, a sugar beet, as she grows in an environment filled with both beneficial and harmful elements such as water, viruses, and aphids. Players must strategically use tools to protect her and earn points. Betty's health is tracked by a health bar, which decreases with every harmful event. Players must carefully select the right tools to ensure only positive elements reach her. If Betty survives and players’ score achieves the required threshold, they win
In our game, various elements can interact with Betty the sugar beet. Some are positive, such as water and sunlight, while others are neutral, like butterflies and trees. There are also harmful elements, like aphids.
Players have access to a ToolsBar, which allows them to use different solutions to try and save Betty, including our innovative solution, CAP'siRNA. At the end of the game, if Betty survives, she is considered consumable. If not, she is deemed non-consumable.
In the menu, there is an Encyclopedia. This encyclopedia contains valuable information about the tools and elements of the game, with content based on real-life data.
Future updates will challenge players to discover the most effective tools for each situation. New challenges will unlock additional Encyclopedia entries, expanding both the educational content and the players’ strategic options.
Figure 19: Video Game Preview
Debate with students
During our school courses, CAP'siRNA team had the opportunity to lead a sociology session on the pesticide controversy. The problematic of this debate was the following: how do political and economic interests influence the perception and management of pesticide risks, and what are the implications of pesticide risk actors on this politicization?
We first wrote an article on the pesticide controversy, then organized a round-table discussion with various stakeholders such as a farmer, and a civil activist. We traced the history of glyphosate and explored different opinions on pesticide use, while engaging in active interaction with our classmates.
To conclude, this debate on glyphosate revealed a complex controversy where it is essential to consider all points of view. On one hand, pesticide lobbies defend the continued use of glyphosate by relying on their scientific studies. On the other hand, citizens and organizations express their concerns about the environmental and health risks. Understanding this diversity of perspectives is crucial to grasp the challenges that stakeholders are facing.
Friendly CAPsi
Everyone should have access to science and synthetic biology. That’s why we have created this space to explain our project using simpler words and metaphors – a friendly version of CAP’siRNA. Our purpose is to make it easy for a wider audience including younger individuals to understand our project without a scientific background.
Once upon a time, there was a country famous for producing sugar beets. The sugar beets were loved by everyone. Some used their sweet taste to make sugar. They were the most cherished vegetable, and no one could imagine living without them.
One day, a villain began spreading a virus that prevented the sugar beets from growing properly. The virus caused the leaves to turn yellow, the roots to shrink, and, even worse, the taste to become less sweet. The farmers were devastated. They couldn’t find a way to remove all the virus.
And so, CAP’siRNA was born! Our project aims to remove the virus efficiently so that sugar beets can thrive again, and everyone can enjoy their favorite vegetable.
We knew that plants had a special tool that breaks threats into tiny pieces, making it easier for the plants to handle them. So, we took this tool to our lab and made it specifically for breaking down viruses. Our idea was to use this tool in sugar beet fields, where it would cut the virus into such small pieces that the sugar beet could easily eat them and forget about them forever. Now, this tool is usually found inside the plants, and we cannot see it breaking down the virus. To ensure the tool is well protected, we decided to make it wear a coat that can safely enter the plants. This way, CAP’siRNA equips the sugar beets with everything they need to fight off villains that try to weaken them and help them regain their strength.
In real life, the villain is the aphid. The special tool is interference RNA. The magical coat is the virus’ capsid.
