Figure 1 The Overview of Education Activities

Education is a powerful means of spreading knowledge. To raise awareness about synthetic biology and IBD across all age groups, we organized a series of educational activities and promotional campaigns aimed at encouraging wider participation.

In China, synthetic biology is a concept that remains unfamiliar to many, with some questioning its safety and reliability. This is why we initiated these educational efforts—it is important for people to understand how synthetic biology is intertwined with our daily lives. We hosted a variety of activities, including online and offline lessons tailored to different age groups, distributed informational leaflets at Comic-Con, and took part in nonprofit events to further our outreach.

In our education activities, there are the following two core principles:

• 1. Treat everyone equally and with respect, conscientiously and responsibly spread the knowledge of every education.
• 2. Reflection and discussion are held after each activity, and the results of reflection are reflected in the next activity.

To achieve the first goal, our activities were for all ages, from 4 years old to 60 years old and above. At the same time, our activities also reached out to different groups, including animation lovers, office workers, researchers etc. To achieve the second goal, we reflected and analyzed each activity after finishing the activity, and put forward suggestions for improvement, and strive to achieve better and more effective dissemination of knowledge about synthetic biology in the next activity.

1. Activity Process

(Figure 2: Group photos)

1.1 Location and Audience

Location: Tianlin Street Community Party-Masses Service Center, a government-level service center.

Audience: Children aged 4-6 years old, accompanied by their parents or guardians. Objective: The primary goal of this outreach was to introduce young children to the concept of synthetic biology in a way that was both fun and educational. The program aimed to spark their curiosity about science and promote good health habits.

1.2 Presentation

We created a child-friendly PowerPoint presentation that included examples of synthetic biology. To make the concept relatable, we used examples such as a fictional hybrid creature combining human and animal traits, similar to the idea of “beastmen”, and a character from “My Little Pony” that combines features of a horse and a bird. These examples helped simplify the concept of synthetic biology for young minds.

(Figure 3)

1.3 Application Example

We specifically introduced the concepts of synthetic biology, comparing diagrams of DNA, RNA, and proteins to braids and wool makes a deeper impact on children.

(Figure 4: Examples of Teaching DNA, RNA and Protein)

1.4 Fruit Ninja” and Image Recognition

Activity Overview: We included an interactive game called “Fruit Ninja”, where children identified images of synthetic biology products and probiotics. The children were able to correctly identify and differentiate between synthetic biology and probiotics, indicating their understanding of the concepts presented.

(Figure 5: “Fruit Ninja” Rule content)

(Figure 6 Ask questions)

1.5 DNA Extraction Experiment

As part of the hands-on activities, we conducted a DNA extraction experiment using strawberries. This was a key highlight of the program, as the children were fascinated by the process and enjoyed the hands-on experience. This experiment served to introduce them to the concept of DNA, an essential component of synthetic biology.

(Figure 7 Team member guidance)

1.6 Storytelling and Hygiene Education:

To conclude the session, we performed a story emphasizing the importance of hygiene, handwashing, and maintaining healthy habits. This story reinforced the idea of using science for health and well-being, making the session both educational and practical.

(Figure 8 Little Theater)

2. Parent and Guardian Feedback

After the session, many parents and guardians expressed their gratitude. One elderly gentleman remarked, "Attending this science outreach was a wise decision. Thank you for this educational experience." This feedback affirmed the value of our outreach efforts.

(Figure 9 Pay attention to disease prevention)

3. Reflection

3.1 Merits

The children were highly engaged throughout the session, actively participating in the Q&A segments. The use of stickers as rewards encouraged participation and helped maintain their interest. All children were able to correctly answer the questions posed, indicating a strong understanding of the material.

The strawberry DNA extraction experiment was particularly successful. The children enjoyed the hands-on activity, which also served as an effective introduction to the concept of synthetic biology

3.2 Improvement

The preparation for the strawberry DNA extraction experiment took more time than anticipated. In future sessions, we plan to streamline the preparation process to avoid unnecessary delays.

We noticed that some transitions between activities were not as smooth as they could have been. A visual example involving corn (used to illustrate the concept of high-yield crops through synthetic biology) confused the children. The image showed a small corn plus a medium-sized corn equaling a large, high-yield corn. However, the children struggled to grasp this concept visually. After reflecting on this, we decided to remove this example from future sessions

The science outreach program was a successful endeavor in introducing young children to the concepts of synthetic biology. Despite a few areas needing improvement, the session effectively engaged the children, sparked their interest in synthetic biology, and conveyed important health messages.

For future government-level science outreach initiatives, we will:

(1) Refine our preparation processes to ensure more efficient setup and transitions.

(2) Adjust our content to better suit the comprehension levels of young children, removing or modifying examples that may be confusing.

(3) Continue to explore creative and interactive ways to present complex scientific concepts in an accessible manner.

This experience has provided valuable insights into how to effectively conduct educational outreach at the government level. Our activities take place in government-related areas to mobilize more community resources to help IBD patients and to spread knowledge about synthetic biology. By reflecting on our successes and areas for improvement, we are better equipped to deliver higher quality science outreach in the future, such as designing lessons in a way that children can understand, ensuring that our programs continue to educate and inspire young minds.

1. Activity Process

After receiving suggestions on conducting educational activities at the previous government-level community service, our team implemented an improved offline educational session in another community. Unlike our previous science lesson in Tianlin, we replaced the Fruit Ninja game with a short quiz session to better maintain order and reinforce the children's understanding of the course material. Through this activity, we observed that children in this age group had a deeper grasp of basic synthetic biology and gut health compared to younger children aged 4-6. This insight will help us design more targeted activities for future sessions, further enhancing our promotion of synthetic biology.

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2. Reflection

After the event, we collected feedback from both the children and their parents. Unlike our previous session, this time we engaged with teenagers, leading to different responses. For instance, some children mentioned that “the content was too simple, and the small gifts were not to their liking”, reminding us to tailor our teaching methods and materials to suit different age groups. On the other hand, parents were generally supportive of the activity and particularly appreciated the balance of science and fun in the experiment section.

(Figure 12)

Another offline educational activity conducted by our group was specifically aimed at the elderly, who are among the high-risk groups for IBD due to their generally weaker physical condition. Compared to other high-risk groups, the elderly are more likely to have multiple underlying health conditions, making IBD not only more dangerous but also more difficult to treat. To address this, we organized a preventive education session under the theme “Healthy Living, Caring for Gut Health”

During this session, we focused on four key areas: basic information about IBD, its associated risks, prevention methods, and dietary tips for managing the condition. We used simple and easy-to-understand language throughout the presentation to ensure accessibility. To engage the elderly audience, we introduced the concept of using synthetic biology to create practical items, such as custom suits for square dancing. Additionally, we highlighted the benefits of foods commonly consumed by the elderly, like fermented black beans and soy milk, which are rich in probiotics and can support gut health.

(Figure 13)

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1. Reflection

hrough this session, we discovered that many elderly individuals do not place great importance on their gut health. This realization prompted us to consider upgrading the format and flavor of ECN treatment medications to better suit the needs of the elderly, helping to prevent them from forgetting to take their medication. Finally, we engaged in discussions with some of the elderly participants, asking questions about how they might adjust their dietary habits to place greater emphasis on gut health.

1. Activity Process

Our team conducted an offline educational session aimed at elementary school students, focusing on the importance of spreading basic medical knowledge and disease prevention early on. This is particularly relevant as children are a high-risk group for inflammatory bowel disease (IBD). The session, titled “Probiotics in Treating Bowel Diseases”, introduced concepts of synthetic biology, the symptoms and impact of IBD, and the benefits of probiotic products. We used interactive activities, such as “Pictionary”, and showed comparisons of healthy intestines with those of IBD patients, alongside an educational animated video, to help the children better understand the topic. Through this, we noted that the students demonstrated a high level of health awareness. Additionally, the session prompted us to consider whether medications could be tailored specifically for children. The event ended with a Q&A game, where children eagerly participated and provided insightful responses such as “I learned about synthetic biology” and “Probiotics are good for our health”. They also asked meaningful questions, such as “Does diarrhea always mean IBD?” which showed their active engagement. Finally, in a drawing and guessing game, the children applied what they had learned, underscoring their curiosity and interest in the subject. This experience suggests that children could be a key audience for our products.

(Figure 15)

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2. Reflection

The session revealed that elementary school students are highly receptive to medical education when presented through interactive and engaging methods. Their active participation, thoughtful questions, and ability to apply new knowledge show that children can grasp complex health topics like IBD and synthetic biology. The session not only enhanced the students' health awareness but also led to valuable insights for our team regarding the potential adaptation of treatments for children. This experience suggests that children are a viable target audience for educational outreach and product development, and their enthusiasm and curiosity highlight the importance of involving young audiences in health education initiatives.

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1. Activity Process

Based on previous online surveys and offline interviews, we found that many high school students not only lack a basic understanding of inflammatory bowel disease (IBD), but also have a limited understanding of overall health issues. To this end, we decided to organize an in-person teaching event in a secondary school aimed at raising students' awareness of IBD and its related health issues.

To enhance the interactive teaching and make full use of the existing biological knowledge reserve of the middle school students, we plan to use the form of prize questions and answers, which can not only stimulate their enthusiasm for participation, but also naturally lead to subsequent in-depth explanations about IBD.

The first slide of the course will focus on the seriousness of IBD. We will highlight IBD as a chronic disease that is currently incurable and requires long-term adjustment to alleviate symptoms. To attract students' attention, we will present the data of the increase in the number of IBD patients in recent years, combined with actual cases, so that students can have a concrete understanding of the prevalence of this disease in society.

The next slides will delve into the two main types of IBD - Crohn’s disease and ulcerative colitis. We will help students to clearly understand the differences and connections between the two diseases by comparing their pathogenesis, symptoms and scope of impact.

The next few slides will provide a systematic look at the common symptoms of IBD (such as bloody stool, abdominal pain, diarrhea, and anemia) and the indication of when to seek medical attention. We will also discuss possible causes and risk factors for IBD and explore its potential complications. To help students better understand these medical concepts, we will use plain language and illustrate them with examples from everyday life.

After completing the comprehensive popularization of IBD, we will move on to how to prevent and manage IBD through a healthy diet. We will emphasize specific recommendations such as eating a balanced diet, avoiding foods high in fat and sugar, increasing fiber intake, and encouraging students to develop good eating habits.

2. Reflection

In order to consolidate students’ understanding of the course content, we designed a question-and-answer session about IBD at the end of the PPT. Questions will include “What is IBD?” “What are the main causes of IBD?” and "What can be done to prevent IBD?” Through the students’ responses, we were able to assess the effectiveness of the lecture and see what needs to be further strengthened.

Through this campaign, we hope to raise the awareness of middle school students about IBD and encourage them to pay more attention to their own health problems. Through scientific knowledge and practical health advice, we hope to help students take preventive measures in their daily lives.

1. Activity Process

One of our promotional activities involves offline engagement through flyer distribution. We plan to design flyers around the theme “Can Synthetic Biology Create Food?” to highlight the rapid growth of synthetic biology and its potential impact on our daily diets and eating habits. Additionally, we aim to create posters themed “Innovative Technology, Probiotic Protection” to raise awareness of probiotics as an underutilized treatment method and promote advancements in this field. Our promotional activities will take place at Xinjiekou subway station in Nanjing, a high-traffic location ideal for reaching our target audience—primarily young people who are more open to new and unfamiliar knowledge. Through this event, we hope to gauge public awareness of synthetic biology and probiotic technology, introducing more people to these innovative fields.

Figure 19: Flyer “Can synthetic biology create food?”

(Figure 20 Distribution of Flyers)

2. Feedback

To collect feedback on our project, we included a QR code on our flyers that links to an online survey. The survey contains questions such as "What other types of food do you think could be created using synthetic biology?" to better understand public interest and perception. Most respondents recognize the potential of our project and express support; however, some suggested that our flyers could be more visually appealing and informative. This feedback will guide us in improving our materials for future promotional efforts.

3. Reflection

Our activities have effectively increased public awareness of gut health and stimulated further consideration of synthetic biology. Notably, feedback indicated a willingness among many to consume food produced through synthetic biology, with suggestions for continued development of products like probiotics and lab-grown meat. One particularly interesting response proposed using synthetic biology to produce allergy-friendly foods, which could greatly benefit individuals with dietary restrictions due to allergies.

We also utilized picture books to popularize synthetic biology. Two distinct picture books were created, focusing on how synthetic biology is transforming lives and exploring various areas within the field. For the topic on life changes, I selected three key areas—medical biology, industrial applications, and food—since these are aspects of life that people are most concerned about and are closely related to synthetic biology. The picture books were designed with a youthful, appealing style, making them suitable for children and teenagers, who are more open to new ideas, thereby enhancing the effectiveness of our outreach efforts. We chose Nanjing Xinjiekou for the distribution of these picture books due to its high foot traffic and diverse audience, which contributed to a more impactful public outreach.

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Our team decide to conduct online survey which aimed at gauging interest in synthetic biology among a targeted audience---high school student. The primary purpose of this survey was educational—to raise awareness about synthetic biology and to understand how different examples of this technology could engage and inspire people.

1. Introduction

Our survey objective:

1. To introduce participants to the fascinating applications of synthetic biology.

2. To gather feedback on their interest levels and the potential impact these examples had on their thoughts about the field.

The survey included a brief introduction to synthetic biology, highlighting several engaging examples, such as bacterial art, edible vaccines, and self-healing clothes. Following the introduction, participants were asked a series of questions about their interest in synthetic biology, any new ideas or inspirations they may have had, and their thoughts on the future impact of this field.

(Figure 24)

2. Feedback

A significant portion of respondents expressed strong interest in synthetic biology, with many indicating that the examples provided were engaging and sparked their curiosity.

2.1 New Ideas and Inspiration

Several participants reported that the examples inspired new ideas or made them think more deeply about the possibilities of synthetic biology. This was particularly true for the examples that directly related to everyday life, such as edible vaccines and self-healing clothes.

2.2 Desire for Further Learning

Many respondents showed a willingness to learn more about synthetic biology, suggesting a potential demand for educational resources or courses on the topic

3. Reflection

The use of relatable and innovative examples proved effective in capturing attention and generating interest in synthetic biology. This suggests that framing complex scientific concepts in the context of everyday applications can be a powerful tool for education and outreach. The strong interest in learning more about synthetic biology highlights that there is an opportunity to develop more content, workshops, or courses aimed at demystifying synthetic biology for a broader audience. While the overall feedback was positive, the mention of potential risks indicates a need for balanced discussions that address both the benefits and ethical considerations of synthetic biology. Future educational efforts should incorporate discussions on the ethical implications and safety of these technologies.

After conducting extensive online surveys and in-person interviews, our team identified a significant gap in public awareness regarding Inflammatory Bowel Disease (IBD). For such 2-5-minute-long popular science videos, people would prefer to know the information through social media, so we chose three mainstream long video platforms (WeChat public account, bilibili, YouTube) to release the videos.

1. Content

The first video provided an overview of IBD, detailing the two main types—Ulcerative Colitis and Crohn's Disease—along with common symptoms and guidelines on when to seek medical advice. Post-release, we analyzed viewer engagement metrics, such as completion rates, skip rates, and the ratio of likes to view, and gathered feedback that some viewers suggested adding interactive elements to increase viewer participation, and on the cover of the video, add an outline of the relevant content of the video.

(Figure 25)

In the second video, which addressed the causes and risk factors of IBD, we put the content outline of this video in gray font as the second title below the main title. We also incorporated a countdown question to prompt active thinking and engagement. feedback indicated that some viewers struggled with the technical terminology used.

(Figure 26 Second Video: Causes and Risk of IBD)

For the third video on potential complications of IBD, we simplified explanations and provided clear examples to ensure better comprehension. Viewer suggestions led to the introduction of a more compelling title to capture attention.

The fourth video, focusing on case studies, incorporated interesting trivia to enhance viewer retention and engagement, building on the feedback from previous videos.

2. Reflection

During a series of improvements, we found that the likes rate and playback volume of the video have significantly improved. In the following videos, we will continue to explore other aspects related to IBD in depth, and constantly optimize the content and form according to the feedback of the audience, to ensure the effectiveness of information delivery and audience participation.

1. Our Purpose

We decided to create an online lesson on how synthetic biology contributes to national defense because we noticed that many teenagers lack knowledge about IBD and other lesser-known topics. We believed that presenting synthetic biology in the context of national defense would be more engaging and thought-provoking than more traditional subjects, leading to greater participation and discussion. To tailor the lesson to our audience, we first conducted a survey to assess their existing knowledge of the topic and to gather their ideas and questions. During the lesson, we introduced the basics of synthetic biology and explored its potential applications in military actions. This led to lively discussions on the ethical considerations that come with the use of synthetic biology, allowing us to address concerns and misconceptions. We were pleased to clarify for our audience that synthetic biology is not a futuristic concept but is already being applied in various fields, including national defense.

(Figure 27)

2. Reflection

This educational activity provided valuable insights into how synthetic biology can be presented in a way that resonates with teenagers. By choosing a topic that is both innovative and relevant, we were able to spark interest and foster meaningful discussions. The process of surveying participants, engaging them with thought-provoking content, and addressing ethical concerns allowed us to create a learning experience that was both informative and reflective. This experience underscored the importance of selecting topics that challenge conventional thinking while making complex subjects accessible and engaging for young audiences.

1. Xiaohongshu

1.1 Our Posts

Through the early online survey, we learned that Little Red Book, as a mainstream software in China, is not only popular in the form of short videos, but also in the form of posters. Our strategy for raising awareness about Inflammatory Bowel Disease (IBD) on Little Red Book, involved a multi-phase approach that evolved based on user feedback and platform analytics. Recognizing the popularity of DNA-related content and the strong connection between DNA and synthetic biology, we initially aimed to use DNA as an entry point to gradually introduce synthetic biology concepts, ultimately linking them to IBD awareness.

(Figure 28)

Our first post utilized a bilingual format to cater to a broader audience, focusing on DNA as a foundational topic. However, data analysis and viewer feedback indicated that the title lacked appeal, and the bilingual format made the text appear dense. As a result, we identified the need for a more streamlined approach that catered specifically to the platform’s predominantly Chinese-speaking audience.

(Figure 29)

Our second post featured an eye-catching rhetorical question as the title and a fully Chinese text to better resonate with Little Red Book users. The content spanned four pages, covering the basics of synthetic biology, associated costs (including education and lab equipment), prospects, and career opportunities. This targeted approach better aligned with user preferences.

(Figure 30)

The third post, last feedback revealed that the text-to-image ratio was still too high. The simplified and user-friendly language enhanced accessibility, and some users suggested offering an English version for educational purposes.

(Figure 31)

The fourth post. Building on the success of our earlier posts, we translated the second issue’s content into English, which was well-received. Users recommended publishing separate Chinese and English versions to prevent overcrowding in a single post, thereby improving readability.

(Figure 32)

In the fifth post, we addressed dietary precautions for IBD, focusing on fats, alcohol, additives, and processed foods.

(Figure 33)

In the sixth post, we responding to user suggestions, included real-life examples and news stories related to IBD, helping to underscore the condition's severity and the importance of dietary management.

1.2 Reflection

Through this educational activity, it further enhance our commitment to continuously refining our content based on user feedback and platform analytics. We aim to enhance our educational impact, raise awareness of IBD, and support those affected by the condit.

2. Social Media: Humor Video

2.1 Introduction

Based on our previous online surveys and in-person interviews, we have identified that a significant portion of young people are active on major social media platforms, with a preference for short videos. Notably, humorous content is highly favored within this demographic. To capitalize on this trend, we plan to employ popular and effective content creation techniques, coupled with relevant hashtags, to enhance visibility and ensure our videos are promoted to users with an interest in similar content. This approach allows us to more effectively target our audience.

We have chosen the following mainstream short video platforms: TikTok, Douyin, YouTube, and Bilibili. Through these platforms, we aim to educate young audiences about the dangers of Inflammatory Bowel Disease (IBD) using humorous video content.

Given the fast-paced nature of these platforms, we utilize concise language and vibrant visuals to ensure that our science communication resonates with young viewers. By blending entertainment with education, we not only engage our audience but also convey critical information about IBD.

(Figure 34)

Social media interventions can play a crucial role in the early detection and management of IBD, effectively disseminating health information, raising public awareness, and correcting misconceptions about the disease. Furthermore, these platforms offer patients quick access to medical information and opportunities to interact with experts. Our video comment sections serve as interactive spaces where viewers can exchange information and support, enabling patients to connect with others who share similar experiences and form meaningful social support networks—something traditional channels struggle to achieve. This approach also allows us to gather valuable feedback from a wider audience.

2.2 Reflection

We will continuously collect user feedback and analyze platform data to refine our content. We plan to further explore the use of humor and logical flow in similar videos to optimize our messaging, ensuring a seamless connection between education and entertainment. By integrating audience feedback, we will experiment with innovative formats, such as anthropomorphized characters and dialogue-driven content, supported by simple visual elements.

1. Activity Process

On August 24th, we attended the Comic-Con in Hangzhou to distribute leaflets about synthetic biology and inflammatory bowel disease (IBD) with the goal of raising awareness and spreading knowledge more broadly. We chose Comic-Con as our distribution venue not only because of the large crowd it attracts but also due to the diverse backgrounds of the attendees, which increases the likelihood of encountering individuals related to the field of synthetic biology. This setting provided us with opportunities for meaningful exchanges, thereby amplifying the impact of our outreach efforts. Additionally, the wide age range of Comic-Con participants allowed us to promote our message across different age groups.

(Figure 35)

We invested significant effort into preparing the leaflet. The design was carefully crafted to engage comic enthusiasts by introducing characters related to synthetic biology, such as My Little Pony, Spider-Man, and Valletta from Identity V. By highlighting these connections, we aimed to make synthetic biology feel more accessible and memorable, thereby achieving broader dissemination. Furthermore, we included an online quiz at the end of the leaflet to assess the effectiveness of our outreach based on the responses collected. For example, one of the multiple-choice questions asked, "What type of disease is IBD?" with options A. Intestinal, B. Stomach, C. Head, and D. Lungs. As it is customary to give out small gifts at Comic-Con, we collaborated with artists to create and distribute small items and leaflets featuring anime characters related to synthetic biology, such as red and white blood cells from Cells at Work. These gifts helped attract attention and reinforce our educational message.

(Figure 36: Online quiz examples)

2. Feedback

At Comic-Con, we engaged with numerous cosplayers and distributed approximately 80 gifts, including snacks like cookies and stickers featuring characters related to synthetic biology. By embodying popular characters from games, we were able to attract not only cosplayers but also a broader audience, encouraging them to take photos with us. This provided a valuable opportunity to introduce synthetic biology concepts and connect with participants through relatable animated characters. Feedback from our survey indicated significant success in disseminating foundational knowledge, with over 90% of participants achieving more than 95% accuracy in understanding the synthetic biology.

(Figure 37)

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While our promotion of synthetic biology and iGEM was effective, the limited scale of Comic-Con suggests room for improvement in expanding our outreach. In the future, we plan to participate in larger Comic-Con events to enhance our promotional reach. Additionally, collaborating with prominent cosplayers to leverage their influence could further boost the distribution of promotional materials and gifts, enhancing the overall impact of our efforts.

3. Reflection

In conclusion, Comic-Con proved to be an effective platform for offline educational activities. This experience was invaluable, not only in raising awareness of synthetic biology but also in enhancing our communication and advocacy skills tailored to diverse audiences.

1. Game Design

We designed a game to introduce the concept of synthetic biology to kids and teenagers. The game is portable and quick to play, making it ideal for spreading among students. Players use cards featuring genetically modified plants and animals, with everyday memes like Doge incorporated to illustrate how synthetic biology is already a part of our daily lives. Initially, we developed a complex set of rules, but after testing it with some kids in the community, they found it too difficult to understand. Based on their feedback, we simplified the game to make it more accessible and enjoyable for a younger audience.

2. Reflection

Therefore, this game teaches kids about synthetic biology using cards with genetically modified plants, animals, and popular memes. After testing, we simplified the rules to make it more accessible, emphasizing the importance of engaging young audiences with complex scientific ideas.

(Figure 39: Characters in Board Game)

1. Game Design

We organized a donation campaign for people with inflammatory bowel disease (IBD) and partnered with the China Crohn's & Colitis Foundation (CCCF). Established in 2016, CCCF aims to improve the medical care and quality of life for individuals with IBD and to mobilize social resources to support them. Officially recognized as a charitable organization in November 2018, CCCF is China's first Class 4A social organization dedicated to serving IBD patients.

(Figure 40: Donation Poster)

To promote our donation campaign, we created a poster highlighting the large number of IBD patients and the high costs of their treatment to evoke empathy and encourage donations. We chose to spread the poster online, leveraging the fast dissemination and broad reach of digital platforms. Initially, we shared the poster within our team and then asked team members to repost it on various platforms.

So far, we have raised 516 yuan, and we hope to continue our fundraising efforts to assist more IBD patients. Additionally, we aim to raise awareness and garner further support to provide better medical assistance for those affected by IBD.

Although this charity campaign did not raise a large amount of money, our entire team feels a deep sense of satisfaction in helping IBD patients. Despite being just high school students, we believe that we have set an example for society, inspiring others to support marginalized groups.

Our educational activities on synthetic biology and IBD have successfully closed the knowledge gap among various age groups and communities in China. We introduced the public to the relevance and potential of synthetic biology, addressing concerns about its safety and reliability along the way.

We made sure that every participant, regardless of age or background, was treated with equal respect and given the opportunity to learn. And practice of reflecting on and refining each activity ensured that we could continually enhance the effectiveness of our educational initiatives

A significant testament to our success came when a parent told us that our activities were not only educational but that their child had begun to grasp the importance of the topics we discussed and was already starting to change their behavior as a result.