Introduction

On June 16th, our iGEM team conducted an educational outreach activity for fourth-grade students at Chongqing Depu Foreign Language School. The goal was to introduce young learners to synthetic biology and raise their awareness of environmental issues, particularly the problems caused by waste cooking oil. Recognizing that young learners thrive on interaction, storytelling, and hands-on experiences, we structured our session in a way that was both engaging and age-appropriate.

Section 1: Presentation on iGEM and Our Project

We began with an engaging and visually supportive presentation tailored to the comprehension level of fourth-grade students. The presentation was structured to first capture their curiosity about science and then gradually introduce more complex ideas in an accessible manner.

First, we introduced iGEM as a global competition in which students use synthetic biology to address real-world problems. To help elementary school students understand what synthetic biology is, we showed a short hand-drawn animated video to explain the concept in a fun and engaging way. We then connected science to the students' daily lives by discussing how Chongqing’s hotpot culture produces waste oil, showing images of clogged drains and polluted water to highlight the associated environmental and health risks. Against this backdrop, we presented our solution—using enzymes to convert waste oil into clean biodiesel.

Figure 2-3 Presentation on iGEM and our project for elementary students

Our presentation gradually guided the students to understand synthetic biology and the significance of our project, which also laid the groundwork for the subsequent picture book reading activity and the hands-on pipetting practice.

Section 2: Reading the Picture Book “Didi and Liuliu”

To make the scientific concepts more engaging and relatable for young learners, we designed and read aloud our original picture book, “Didi and Liuliu: A Story of Waste Oil Transformation.” The story follows two droplets of oil, Didi and Liuliu, who start as friends helping to cook delicious meals. After being discarded, they embark on vastly different journeys: Didi flows into the soil, where it adheres to plant roots, blocking nutrients and water and ultimately causing harm. Meanwhile, Liuliu is properly collected and enters a bio-processing system where enzymes clean and transform it into biodiesel, eventually powering a truck and contributing to a sustainable future.

The narrative vividly contrasts the environmental damage caused by improper disposal of waste oil with the positive potential of recycling through biotechnology. This storytelling approach allowed complex ideas (such as microbial enzymatic conversion and circular economy) to become accessible and memorable. During the reading, students were highly captivated, actively asking questions about the characters’ fates and the science behind oil recycling. The activity not only enhanced their understanding of synthetic biology applications but also emphasized the importance of responsible waste management in an age-appropriate and inspiring manner.

Figure 4-5 Reading picture books

Section 3: Hands-on Activity – Using Pipettes

To provide students with an immersive experience in molecular biology techniques, we designed a pipetting activity that allowed them to step into the role of a synthetic biologist. Using safe, non-toxic colored water, students practiced measuring and transferring liquids with micropipettes. This activity helped them understand how scientists handle small volumes of liquids and introduced basic lab skills in a fun, interactive way.

Figure 6-7 Using Pipette

Feedback and Reflection

After the activity, we distributed a survey to assess students’ understanding and attitudes. The results showed high engagement and positive impact:

• 75% rated the overall experience as "very satisfactory"
• 79.17% found the activity "very interesting" (avg. 4.79/5).
• 58.33% reported they would "pay very close attention" to environmental issues related to waste oil in the future, while 41.67% would "pay some attention."
• Over 58% felt they gained significant understanding of synthetic biology.

Figure 8 Survey after educational activities

These results indicate that our activity successfully raised awareness and encouraged positive behavioral intentions. Working with elementary students required simplifying complex concepts without losing scientific accuracy. The combination of storytelling, visual aids, and hands-on activities proved effective in maintaining engagement and facilitating understanding. We also learned the importance of adapting language and examples to the audience’s age level.

Introduction

On June 24th, we organized an educational workshop for junior high school students. The activity aimed to introduce students to foundational concepts in synthetic biology and genetic engineering, with a focus on CRISPR-Cas9 technology and hands-on experience in DNA extraction. Through a combination of theoretical presentation and practical experiment, we sought to stimulate students’ interest in biotechnology and its real-world applications.

Section 1: Presentation on Synthetic Biology and CRISPR-Cas9

We began with an interactive presentation that introduced synthetic biology as an interdisciplinary field combining biology, engineering, and computer science to redesign living systems. We explained key concepts such as gene editing, DNA synthesis, and CRISPR-Cas9—emphasizing its function as “genetic scissors” capable of precise genomic modifications. Real-world applications were discussed, including medical therapies, agricultural improvements, and environmental solutions like converting waste oil into biodiesel. We also addressed ethical considerations and safety issues to encourage critical thinking among students.

Figure 9-10 Presentation on Synthetic Biology and CRISPR-Cas9

Section 2: Fruit DNA Extraction Experiment

Following the presentation, students participated in a hands-on DNA extraction activity using fresh fruits such as strawberries and bananas. We guided them through the process step by step:

• Preparing the Extraction Solution

Students mixed water, detergent, and salt to create a solution that breaks down cell membranes and helps DNA precipitate.

• Processing the Fruit

Fruits like strawberries or bananas were mashed in a bag with the solution to release cellular contents.

• Filtering and Adding Alcohol

The mixture was filtered, and cold alcohol was added to precipitate DNA. Students observed white flocculent material—the visible DNA.

Figure 11-12 Extract fruit DNA

Throughout the experiment, we explained the scientific principles behind each step, such as the role of detergent in lysing cells and alcohol in reducing DNA solubility. The activity enabled them to visualize DNA, a molecule often perceived as abstract in textbooks, and to gain hands-on experience with fundamental biotechnological techniques.

Conclusion and Reflection

The workshop successfully engaged students in both theoretical and practical aspects of synthetic biology. Feedback collected after the event indicated that while the DNA extraction activity was well-received and educationally effective, some students found the presentation content relatively basic. This insight highlights the need to tailor depth and complexity to the audience’s knowledge level.

In response, we plan to enhance future sessions by:

- Introducing more advanced experiments, such as animal liver DNA extraction followed by electrophoresis analysis

- Incorporating interactive elements like quizzes or digital simulations to reinforce learning

- Differentiating content to accommodate varying student backgrounds and interests

This reflective approach will help us better support junior high students in exploring synthetic biology as a dynamic and impactful field.

Introduction

On June 26th, we organized a hands-on laboratory activity titled “Biological Instrument Treasure Hunt” for high school students. Unlike the middle school session, which focused on foundational knowledge and simple experiments like DNA extraction, this activity was designed to deepen students’ familiarity with advanced molecular biology instruments through an interactive, game-based approach. High school students, who often have prior exposure to basic biological concepts, are better prepared to engage with laboratory equipment meaningfully.

Biological Instrument Hunt Challenges

The activity was structured into two competitive rounds to enhance learning through engagement and repetition. We began with an introduction to nine essential laboratory instruments, including single-channel pipettes, PCR machines, centrifuges, electrophoresis systems, and autoclaves. Each instrument was explained in terms of its function, common applications, and operational precautions.

During the first round, students organized into teams of three and competed against another team to locate and label all nine instruments in the laboratory. Each team was required to place pre prepared sticky notes on the correct equipment. The fastest team moved on to the second round, where six additional and more specialized instruments were introduced, such as spectrophotometers, UV gel imagers, and water baths. Once again, the students had to search for and identify these instruments within a limited time.

This treasure hunt format encouraged collaboration, critical thinking, and rapid recall of instrument features. The competitive element motivated students to pay close attention during the instructional phase and apply their knowledge actively.

Figure 13-14 Biological Instrument Hunt Challenges

Conclusion and Reflection

Feedback from the activity was highly positive. The pre- and post-activity questionnaires revealed a significant improvement in instrument recognition and understanding. Before the activity, the average accuracy rate on basic instrument knowledge was only 30%. After the hands-on treasure hunt, the accuracy rate rose to 82.7%, demonstrating the effectiveness of interactive, game-based learning.

Figure 15 Survey on the Understanding of Laboratory Instruments

We also observed notable differences between the two rounds: during the first round, students hesitated more and made errors in identification despite theoretical instruction. However, in the second round, after having direct physical interaction with the instruments and receiving real-time feedback, teams were significantly faster and more accurate. This suggests that tactile experience and repetitive engagement greatly enhance retention and comprehension.

This activity not strengthened students’ practical knowledge but also highlighted the importance of learning through doing. Moving forward, we plan to incorporate more such competitive and hands-on modules into our educational outreach, particularly for older students who benefit from challenge-based and collaborative learning experiences.

• WeChat Official Account

Figure 16 Our WeChat Official Account

To broaden public awareness of the issues surrounding waste cooking oil, our team launched a science communication initiative through our WeChat Official Account. We published articles explaining the current status and hazards of waste oil, as well as the significance of our project in addressing this environmental and health challenge.

Our most popular post, titled "When Gutter Oil Meets Synthetic Biology: We Are Rewriting the Fate of 'Trash'!", received 328 likes, 83 reposts, and 85 comments. It introduced our team, outlined the risks of illegal oil recycling, and presented our synthetic biology-based solution that uses engineered yeast to convert waste oil into biodiesel.The post also featured our lab work, interviews with experts, and educational activities in local schools.

The article received widespread public engagement and positive feedback. Many readers expressed strong support for our project, highlighting its practical significance and potential social impact. One comment noted: "It’s inspiring to see high school students tackling real-world environmental issues with cutting-edge science. Your work is not only innovative but also deeply meaningful for our community." Another reader emphasized the importance of feasibility and scalability in waste oil recycling, affirming that our approach “combines technical innovation with practical solutions.” These responses reflect broad public recognition of the value of our project and optimism about its future development.

Figure 17 Some comments we received

• Rednote

Figure 18 Our Rednote Account

Our team has actively utilized Xiaohongshu (Rednote) as a key platform for public science outreach, leveraging its highly visual and community-driven nature to share our iGEM journey and synthetic biology project with a broad audience. We introduced our team dedicated to tackling local environmental issues through synthetic biology. Through a series of posts and short videos, we documented our activities—including educational sessions in schools, lab experiments, and expert interviews—making complex topics accessible and engaging.

By sharing insights gained from interviews with experts in biotechnology and environmental science, we helped bridge the gap between academic research and public understanding, fostering a deeper appreciation for synthetic biology’s potential. Our content quickly gained traction, receiving widespread support and interaction from followers.

Figure 19-20 Project Presentation to Public

In order to extend the impact of our educational efforts to a wider and more diverse audience, we organized an online project presentation specifically tailored for adults. Recognizing their strong comprehension and capacity for absorbing complex information, we delivered a comprehensive overview covering the background of waste oil issues, experimental design, and a series of dry and wet lab activities related to our project. The presentation concluded with an interactive Q&A session, during which we collected valuable feedback from the participants.

The adult audience expressed strong approval of the social value of our project, while also offering constructive suggestions. They pointed out that our current educational activities and materials could be further enriched, and recommended that we make greater use of social media platforms to broaden the reach of our project. Additionally, they encouraged us to expand our educational outreach to include all age groups. In response to this feedback, we optimized our subsequent education initiatives by actively operating two social media accounts—WeChat Official Account and Xiaohongshu—where we regularly published articles and videos related to synthetic biology, the hazards of waste oil, and the significance of our project. This online presentation was not only a mutual learning experience, but also enabled us to continuously improve our educational strategies as we advanced.