Polymerase Chain Reaction (PCR) Workshop "DNA Journey"

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Our team hosted a PCR workshop called “DNA Journey” which is specifically for primary students and aims to deepen the youth’s understanding about DNA by doing hands-on activities.

During the event, we briefly introduced the concepts of synthetic biology and genetic engineering, and the students gained hands-on experience performing basic PCR and gel electrophoresis experiments. These experiments not only enhanced their scientific knowledge but also stimulated their interest in science.

Following the introduction, students were guided on how to use a pipette. By employing basic color mixing principles, such as red plus blue equals purple, and yellow plus blue equals green, we encourage students to use pipettes to combine three separate solutions with distinct colors. This hands-on activity enhanced their familiarity with pipette usage and built basics for their subsequent laboratory operations.

Photo 1. Members of our team were teaching the students on how to properly use pipettes.

After gaining proficiency in the basic operations of the pipette, the students advanced to learn fundamental techniques in molecular biology: PCR (Polymerase Chain Reaction) and gel electrophoresis.

For the PCR process, the students first labeled their tubes with the identifiers P1, P2, P3, and -C (negative control). Under the guidance of our instructors, the students placed their labeled tubes into the thermal cycler, carefully programming the time and temperature settings to initiate the PCR amplification process.

Following the PCR, the students moved on to gel electrophoresis. They began by preparing the buffer and diluting it in a 1:19 ratio. After that, the students heated the buffer in the microwave to facilitate dissolution and added loading dye to their samples, using a precise volume of 5 μl per sample to aid in visualization during electrophoresis. The students then casted their agarose gel, inserting the comb to create wells for the samples. They added the DNA marker (10 μl) to the first well and the amplified samples (10 μl) to the remaining wells. The students then applied an electric current to separate the DNA fragments by size on the gel.

Photo 2. A group of students along with several of our iGEM team members prepared the electrophoresis experiment.

Throughout the workshop, we introduced basics about DNA and given out assignments to the students them to consolidate their knowledge.

We also emphasized the importance of safety procedures and the correct scientific method. We taught the students about the accuracy of scientific experiments, the importance of measurement and record keeping as well as keeping the workspace clean and organized after the experiment.

Moreover, we guided students to think and discuss the ethical implications of genetic research and the usage of genetic engineering in various fields, thereby cultivating young scholars' sense of responsibility and moral awareness.

Photo 3. One of our students was presenting about the PCR and gel electrophoresis experiment's steps as well as extra information about DNA.

After the workshop, the students appreciated the results of the experiments and learned more about it through detailed explanation of the experiment design.

We hope to hold more events like this in the future. Science experiment activities allow young people to explore different fields. We hope that the students will be interested in synthetic biology through this activity.

Assembly Talk

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Our iGEM team held an informative lecture in the school auditorium for junior high students, grades 7 and 8. The event aimed to introduce them to the world of iGEM and synthetic biology.

The talk began with an explanation of iGEM and Synthetic Biology, the International Genetically Engineered Machine competition, which brings together students from around the globe to work on innovative projects using synthetic biology.

Photo 1 & 2. The students engage actively in our assembly talk

We then delved into our team's past projects, showcasing their objectives, methodologies, and outcomes. Subsequently, we shared our project this year on essential oil. When we explained how we use enzymes to turn floral waste into essential oils, the students were intrigued by the power of these enzymes.

Following the introduction of project idea, we showed our experiments in Wet and Dry Labs to them, including enzyme thermostability modeling and a household essential oil extraction hardware.

The presentation ended with a Q&A session where all students actively answered questions about the talk. By holding this talk, our students gained knowledge outside the classroom, which sparked their interest in science.