Overview

The initiatives for education were at the heart of our project, which were dynamic, inclusive processes that reached well beyond the classroom. Drawing on the diverse interests within our team, we set out to bridge traditional disciplinary boundaries and spark curiosity about science at every level. Our goal was to demonstrate that real innovation happens at the intersections: where biology meets chemistry, technology, and social responsibility.

We engaged with learners of all ages, students, teachers, workshop participants, and the public, through surveys, hands-on activities, collaborative events, and interactive presentations. We treated every outreach as a dialogue: not only did we share knowledge and make topics like synthetic biology and sustainability accessible, but we continually learned from the perspectives, questions, and insights of our audiences. This approach deepened our own understanding and enhanced our ability to communicate the significance of our work.

Across school visits, university workshops, public surveys, and collaborations with initiatives like Wyss BioSTARS, our commitment was to make emerging science relevant, tangible, and empowering. We believe education is both a responsibility and a privilege, one that shapes science and society together, and leaves all participants better equipped to address the complex challenges of tomorrow.

Workshop: Make a Molecule

Make a Molecule is a workshop created by Prof. Bode and his group to make medicinal chemistry and drug development more tangible for students. Its goal is to educate participants and reduce misconceptions that often arise from a lack of understanding.

The workshop is based on a library assay for synthesizing different peptide combinations with potential for drug development, using the KAHA ligation, a reaction that forms peptide bonds. Students designed their own molecules through the Make a Molecule website, allowing them to develop scientific questions and design their own experimental series. Example questions included, for instance, how halogenated species might influence the antimicrobial properties of peptides.

The workshop took place over two afternoons. On the first day, students designed their molecules, learned about the KAHA ligation reaction, and had their peptides synthesized. On the second day, they tested their peptides for antimicrobial activity against a reference bacterium, gaining insight into microbial resistance.

We offered the workshop twice: once for a small group of university students with backgrounds in mathematics, computer science and life sciences, and once for an entire middle school class of 22 students. Feedback was very positive. Many participants had their first hands-on laboratory experience and enjoyed the process of designing and testing their own molecules. A particular highlight was the excitement of discovering a “hit,” when their peptide showed antimicrobial activity.

This workshop also highlighted the importance of interdisciplinarity. Drug development is a truly interdisciplinary field, and the experience underscored how closely interconnected various scientific disciplines have become in today’s world. Finally, we witnessed first-hand how participants, many of whom had no prior wet lab experience, discovered a genuine enjoyment for laboratory work and expressed a new interest in pursuing studies in chemical and biological sciences.

Workshop: Wyss BioSTARS

In collaboration with the UZurich 2025 team and Wyss BioSTARS, we conducted an interactive workshop on basic genetic engineering methods, focusing on PCR and gel electrophoresis. High school students from across Switzerland applied and participated in the Wyss BioSTARS summer program. Wyss BioSTARS is an organization that supports high school students interested in life sciences, offering experiences that go beyond the standard school curriculum, from dissections and prosthetics to advanced molecular biology.

For our workshop, we designed a forensic case study to make the lab methods engaging. Students were given DNA from a crime scene and tasked with amplifying the sample using PCR, then analyzing the base pair lengths through gel electrophoresis to compare crime scene DNA with suspect DNA. Along the way, they learned the principles of PCR and gel electrophoresis and practiced designing forward and reverse primers to amplify a gene of interest.

By the end, the students successfully identified the two suspects and “helped” the forensic team solve the case. In total, 20 students took part. We received very positive feedback. Our session was highlighted as one of the most exciting, since participants could actively carry out their own experiments rather than only observing. This experience also allowed us to work with an iGEM team enabling us to grow our iGEM community.

We thank Wyss BioSTARS as well as Caro and Fabienne for making the workshop possible, and the UZurich iGEM team for the collaboration. Without their support, this event would not have been possible.

Waste Water Tours

Rare earth elements (REEs) and many other contaminants accumulate in the environment, and in many cases their precise impacts remain unknown. For such substances to reach the environment, they must first be generated and improperly disposed of. At university facilities, this often means that waste is not correctly treated.

To raise awareness of this issue, iGEM ETH organized, together with Dr. Kiesewetter and the staff of the SGU, a tour of the wastewater treatment facilities at HCI, the chemistry building of ETH Zurich. In the first part of the tour, we were introduced to the local facilities and learned that the main on-site treatment is neutralization. However, the majority of contaminant elimination is carried out at the external sewage treatment plant. Even something as seemingly simple as neutralization can be challenging when considering the wide range of inputs from different research laboratories.

During the visit, both the students and our iGEM team were shown pollutant data, which emphasized the importance of proper waste management and personal responsibility in keeping harmful substances out of the environment. It became clear that waste management is not just an individual task: if everyone leaves even small residues of solvents in the sink, the total amount quickly adds up to a concerning level.

In total, around 20 students joined the tour. Together with Dr. Kiesewetter, they discussed alternative methods for reducing laboratory waste and learned about the different disposal systems available at ETH for more effective separation. Students also had the chance to ask practical questions directly to the expert. One concrete example of an effective measure already implemented at ETH is the ban on solvent spray bottles at laboratory sinks, which has significantly improved waste handling.

We are grateful to Dr. Kiesewetter and the SGU staff for making this tour possible. Through events like this, we hope to spread awareness and encourage more responsible future generations of researchers.

High School Class Visits

High school students are at an important point in their lives, making decisions about their future education and career paths. As future contributors to science and society, this stage can be both exciting and challenging. In school, subjects are still often taught separately as chemistry, biology, physics, and mathematics. However, real-world science is rarely so divided. Instead, it forms a network of connections between different disciplines. Synthetic biology is a clear example of this, as it combines concepts from multiple areas of science. That is why we decided to address this gap by introducing students to the field and showing what interdisciplinary science looks like in practice. Through our project, we aim to make these connections visible and engaging, encouraging students to think beyond traditional subject boundaries.

We designed a lecture concept divided into two 45-minute sessions. In the first part, we introduced the basics of genetic engineering and provided context about iGEM and synthetic biology. We also discussed the importance of bioethics as a framework for responsible research. In the second part, students worked with a worksheet to design their own project. As inspiration, we used a past iGEM project from Team Boston, which focused on a cadmium biosensor. Students were given a set of BioBricks to design a plasmid and plan experiments for their biosensor. To conclude, we presented our own iGEM project, showing how synthetic biology can be used to solve real-world problems. Students not only gained insight into synthetic biology and iGEM but also into what it could mean to study in this field and to work on interdisciplinary projects. Thanks to the diverse academic backgrounds within our team, we could also share personal experiences, helping students in their own decisions about future studies.

In total, we visited two schools and worked with three classes. Teachers shared with us that students found the sessions both exciting and accessible, appreciating that as students ourselves, we could connect with them more closely than regular teachers. This feedback confirmed that our approach successfully engaged the students and left them with valuable insights.

Student Bio Lab Presentations

We participated in events organized by the Student Biolab, an initiative led by life science students from both ETH Zurich and the University of Zurich. These events provided us with the opportunity to present our project to students interested in participating in future iGEM competitions as well as those enthusiastic about biological innovation.

The first of these events gave us the chance to announce our topic and share the initial version of our project. As a newly formed team learning to collaborate, this was an incredible opportunity to develop our science communication skills from an early stage of the competition and to identify potential weaknesses in our project once presented to a public audience. This experience taught us the early importance of public perception, which we later integrated into our human practices initiatives, particularly in the area of education.

The second event took place more recently, towards the end of the competition, when our concept had matured and we had already tested some of our hypotheses. This experience was especially valuable because it allowed us to reflect on how far we had come, both in terms of our project development and our growth as a team. We learned not only how to conduct scientific research but also how to connect with the societal dimensions of our work. At the same time, we grew as a cohesive group, learning to recognize and highlight each member’s individual strengths.

In short, through these events, we were able to see how far we had progressed and gained insight into how far we still have to go. We would like to thank the Student Biolab, all its valued members, and especially Larissa, for their generous support and mentorship throughout the competition, and for helping our team connect with the wider iGEM community.

BioSwiss Sustainability Week

As part of Sustainability Week Zurich, our team participated in Re:Think Sustainability, an interactive workshop organized together with the iGEM and iDEC teams from Zurich. The event brought together students and sustainability enthusiasts to explore science-based approaches to real-world environmental challenges. In a collaborative setting, participants pitched ideas, engaged in open discussion, and developed solutions grounded in biology and sustainability.

Social Media Presence

Our Instagram and LinkedIn accounts initially served as platforms to connect with other iGEM participants, coordinate meetings, and build community support. Over time, these pages evolved into spaces where we could engage with a broader audience developed through our various human practices initiatives.

Through social media, we found a meaningful platform to tell the story of rare earth elements, red mud, and our algal solution, and to share our passion for discovering value in what is often considered waste.

Meetings with iGEM teams

Regular exchanges with fellow iGEM teams supported mutual critique, co-development, and resource sharing. These dialogues were integral to our commitment to learning and co-creation across communities.