Detailed Description

We recently engaged a group of middle-aged to elderly glaucoma patients in an educational session with the Hong Kong Glaucoma Patients' Association. After providing an overview of glaucoma mechanisms, we discussed genetic risk factors, presenting a DNA diagram to explain the function of its four elements (A, T, C, G). We emphasized how family history and inherited genes can influence the risk of diseases like glaucoma, which is caused by excessive intraocular pressure (IOP) blocking aqueous humor drainage. We then introduced our project, which aims to create proteins that reduce IOP and strengthen retinal ganglion cells (RGCs). The most influential part was an interactive ATCG card game, where participants learned base pairing (AT, CG). This significantly increased engagement and understanding, allowing them to connect DNA structure to glaucoma as a genetic disease.

Impact Analysis

The recent educational session held by the Hong Kong Glaucoma Patients' Association for middle-aged to elderly glaucoma patients had favourable results, especially in helping the participants understand genetics and how it affects health. The interactive nature of the session, which was made clear by the ATCG card game, was a key part of reaching these educational goals. The ability of the participants to commit the DNA base pairing, adenine (A) with thymine (T) and cytosine (C) with guanine (G), to memory was one of the session's most notable impacts. All participants demonstrated a remarkable retention of the information by successfully remembering these pairings by the end of the session. In addition to providing the framework for understanding genetic concepts, this basic understanding gave the participants a sense of achievement. The ability to successfully commit these pairings to memory demonstrates how well interactive teaching methods, like games, can help remember difficult scientific concepts. The excitement shown during the ATCG card game promoted group learning, as players helped each other remember the base pairs, strengthening their comprehension through social interaction.

Additionally, five of the six participants reported feeling more mindful of the numerous ways that genes impact various aspects of life and biological processes. This knowledge is essential since many people might not be completely aware of how genetics affect diseases like glaucoma. Participants were able to relate their own family histories to potential risks to health by connecting their genes to real-world examples, such as family history and links with diseases like heart disease and glaucoma. The information became more accessible as a result of this context, allowing participants to make well-informed decisions about their health. Complex genetic concepts were demythologised by the session's understandable explanations and relatable analogies, which emphasised that genetics is an actual factor in their daily lives rather than just an abstract concept. Moreover, we were glad that every participant acknowledged that genes have the ability to pass on risks to their offspring. It is important for encouraging a health-conscious culture in families. Participants are more prone to actively discuss health issues with their family members when they are aware that genes and risks can be inherited. Many said they are going to remind their kids and grandkids of the importance of routine eye exams and the preventative measures they can take to keep an eye on and protect their eye health. Future generations may benefit from early glaucoma detection and treatment because of this ongoing approach to health advocacy. By providing participants with this information, the session not only addressed pressing issues but also encouraged families to make a long-term commitment to health.

Conclusion

In conclusion, for middle-aged to elderly glaucoma patients, the educational session with the Hong Kong Glaucoma Patients' Association effectively narrowed the gap between difficult scientific concepts and actual health awareness. As well as to learn about the basic concepts of DNA and genetics, participants gained a sense of community and teamwork through entertaining activities like the ATCG card game. Their knowledge and retention of the material were significantly enhanced by this interactive way, proving the value of experiential learning in scientific education. One of the participants' most important takeaways was their increased understanding of the role that genetics plays in health, especially with regard to glaucoma and other genetic diseases. They were given the power to make informed choices about their health by relating genetic concepts to their individual experiences and family histories. With this newfound understanding, they can better manage their own health and speak up for their loved ones, making sure that future generations are aware of potential genetic risks and eye health issues. In the end, this session encouraged participants to actively participate in conversations about genetic risks and preventive measures, stimulating a culture of health consciousness within families. The educational initiative has the potential to improve health outcomes by establishing early detection and intervention in glaucoma by providing them with useful tools and knowledge. The success of the session emphasises how crucial easily accessible education is in allowing people to take control of their health and create healthier futures for themselves and their children.

Introduction of the ATGCU Card

We introduced the ATGCU Card Game to patients at HKBU to enhance their understanding of DNA. A paper-based version with Braille was created, but the dots flattened easily, making them difficult to detect. To improve accessibility, we decided to 3D print the Braille cards from plastic for lasting durability and clearer tactile feedback. We also designed an A5-sized version with larger fonts and high-contrast colors for partially sighted individuals, which improved readability and received positive feedback. These adaptations reinforced biological concepts interactively while making the game more accessible.

Impact Analysis

We teach them DNA base pairing (A-T,G-C,U for RNA) through the ATGCU card game, we also introduce Synthetic Biology concepts and our research project. We used paper Braille cards at first, but they were said to be unreliable since the Braille dots flattened quickly, making participants difficult to read. Also we introduced them to Synthetic Biology as well as our project. Through this activity, we know the disadvantages of paper Braille cards. After we communicated with HKBU members, we knew that 3D printed cards are more durable, providing a better touch. Using their advice, we developed a 3D printed version of the game which can ensure a long-lasting usability. Therefore, we took the advice and 3D printed a new set of Braille cards, these changes not only improved accessibility but also allowed both people with healthy vision and visually impaired participants to interact and share knowledge with each other.

Conclusion

The 24/2 Meeting Workshop with HKBU with the visually impaired community through some activities. Introducing Synthetic Biology through ATGCU Card Game. By incorporating Braille embossed lettering and large-print A5 cards, we aimed to create a more accessible game for people with diverse visual abilities while also gaining practical experience and valuable insight ourselves about inclusive design challenges. This workshop not only successfully raised awareness of Synthetic Biology among the visually impaired participants, but also significantly improved our understanding of creating accessible materials and activities from both technical and user experience perspectives while keeping inclusivity as a core principle in mind. This productive collaboration encouraged our team to further explore collaborations with HKBU in developing innovative solutions for STEM accessibility education.

Introduction of Glaucoma and our iGEM 2025 project

In the first 30 minutes, we briefly introduced the causes of glaucoma. We used balloons as a metaphor to explain to patients that glaucoma is an eye disease with high intraocular pressure, similar to a balloon being inflated. We compare trabecular meshwork as the spider web in our eye. The patients learned that when the trabecular meshwork is blocked, the aqueous humor cannot drain properly, leading to high IOP, which compresses the optic nerve and damages vision. Later, we educated them about the connection between glaucoma and our iGEM project this year. Our goal is to lower intraocular pressure and strengthen the cells in the eyes to increase their survival rate. We also briefly introduced two mini proteins, FT and BC, which aim to achieve the desired effect and thus protect our eyesight.

Know more about DNA & model-building of DNA

This year's iGEM project involves gene modification. We explained that DNA, housed in the nucleus of cells, determines genetic traits—such as variations in eye color across populations. We described DNA as two long strands wrapped around proteins, forming a double helix, and introduced its four bases: adenine (A), thymine (T), guanine (G), and cytosine (C), which pair specifically (A-T and C-G). Participants then built a DNA model in pairs. Each group received tactile building blocks representing the bases. Using touch, they matched the complementary pairs (A-T, C-G), connected the segments, and attached a pre-constructed backbone to simulate the full DNA structure.

The ATGC braille card game

The card game features two distinct modes of play. The first mode begins with each player holding five cards. An initial card is drawn and placed face-up. Players take turns matching it according to base-pairing rules (A-T, C-G). If unable to match, they draw a card. After playing, the player places a new card beside the original and passes their turn. The first player to use all their cards wins.

The second mode is a memory challenge. Thirty cards are arranged in a grid, face down. Players turn over two cards per turn. If the bases pair correctly (A-T or C-G), the player keeps them. Otherwise, the cards are flipped back. The game ends when all cards are collected, and the player with the most pairs wins. This mode reinforces base-pairing knowledge through strategic memory recall.

Impact Analysis

We conducted a digital survey for the participants. Data indicates that patients can gain a deeper understanding of the structure of DNA and how the nitrogenous bases are paired through three different sessions. They can also learn more about the eye disease that they are suffering.

Survey results indicate strong positive feedback for the educational activities. Participants reported high satisfaction with the 30-minute mini-lesson, with nearly 90% finding it engaging and 80% gaining a deeper understanding of DNA structure and function, as well as insights into glaucoma causes and treatments.

After playing the braille card game, all participants enjoyed the experience and found the tactile design accessible. Over 75% noted that the game reinforced their understanding of base pairing and broader DNA concepts.

Similarly, all participants found the hands-on DNA model assembly both interesting and educational, confirming that it improved their comprehension of DNA structure.

Conclusion

Recognizing the age diversity of our middle-aged patients, we designed a workshop to convey essential knowledge about glaucoma and related concepts like DNA in an accessible way. The two-hour session focuses on practical understanding of their eye condition and fosters a positive approach to management. Interactive activities, including a tactile card game and a model-building exercise, reinforce learning. The card game trains memory and encourages peer support, while assembling the model improves hand-eye coordination through tactile engagement with the pieces. Beyond delivering scientific information, the workshop strengthens participants’ understanding of their disease and builds confidence through hands-on, cooperative learning. Our goal is to empower attendees with both knowledge and resilience.

Maths & Science Week booth

On 24/3-26/3, we held a booth in HCY to introduce our schoolmates to our card game ATGCU and 3D Braille ATGCU. Students expressed that they are interested in the cards. They were also amazed by the idea of 3D printing paper cards. We played the cards with them and taught them about the base pairing of DNA.

Second Meeting with HKBU

After we 3D printed the Braille ATGCU cards, we went to the Hong Kong Blind Union (HKBU) to test the cards with visually impaired individuals. The members of HKBU liked the cards and we created a few new playing rules with them. They enjoyed the game and learnt more about DNA and Synthetic Biology.

Conclusion

The Braille ATGC Card is the perfect opportunity to demonstrate our inclusivity for visually impaired individuals, enabling them to gain access to SynBio education through the sense of touch. It opens a vast array of channels for us to amplify our education impact to all stakeholders through more medium of interactive content, with tailored use for individuals.

Highlight: Glaucoma Symptom Demonstration

In a 45-minute educational session, students gained firsthand insight into the experience of living with glaucoma. The session began with an introduction to the condition—its causes, prevention, and impacts—supported by engaging PowerPoint slides featuring colorful graphs and cartoon visuals. To encourage active participation, a short questionnaire was administered, with snacks provided as rewards for enthusiastic involvement. During the Glaucoma Experience activity, students worked in groups of four. Each group was given goggles covered with black paper featuring only a small central hole, simulating the tunnel vision and visual impairment associated with glaucoma.

The first challenge involved locating 3–4 specific colored pencils from a set of ten while wearing the goggles. The group that collected their assigned pencils the fastest won a prize. In the second game, each team received a sheet numbered from 1 to 25 and had to identify the numbers in sequence while wearing the impaired-vision goggles. Again, the fastest team was rewarded.

In the second game, each group was provided with a numbered sheet (1-25). The game was to point out the numbers in sequence while wearing the goggles. The fastest group wins the game, promoting engagement among the students. Throughout this activity, students learned concepts related to glaucoma, including what it is, its causes, prevention and the challenges with this disease . By experiencing the difficulties that glaucoma patients have , we hoped to instill a greater understanding of the importance of maintaining a balanced and healthy lifestyle to prevent the disease. Moreover, we emphasized the significance of supporting family and friends affected by glaucoma, promoting community care and empathy towards the others.

Through these activities, students developed a deeper understanding of glaucoma—what it is, how it affects daily life, and ways to prevent it. By simulating the challenges faced by those with the condition, the session encouraged empathy and emphasized the importance of supporting affected friends and family. Ultimately, the experience reinforced the value of a healthy lifestyle and community compassion.

Impact Analysis

We conducted a mid-course assessment & quizzes and worksheets each session. Students’ marks improved significantly over the courses during the midterm assessment, Fig.1 shows the result of Pre-course assessment and mid-course assessment respectively.

Additionally, five of the six participants reported feeling more mindful of the numerous ways that genes impact various aspects of life and biological processes. This knowledge is essential since many people might not be completely aware of how genetics affect diseases like glaucoma. Participants were able to relate their own family histories to potential risks to health by connecting their genes to real-world examples, such as family history and links with diseases like heart disease and glaucoma. The information became more accessible as a result of this context, allowing participants to make well-informed decisions about their health. Complex genetic concepts were demythologised by the session's understandable explanations and relatable analogies, which emphasised that genetics is an actual factor in their daily lives rather than just an abstract concept. Raw data of quizzes conducted before and after the held sessions are shown, with comparison of marks, mean and standard deviation. All yielded data showed progress, if not, massive progress. The results collected indicate improvement and an overall increased understanding in the aspect of the eye, glaucoma and biology knowledge.

The above diagram demonstrates the astounding leap of improvement of individual students, with their pre-course assessment and mid-course assessment. As the questions on the both assessments are similar, it is evident that our course has significant educational impact and implications for the students in acquiring knowledge of glaucoma and synthetic biology.

Both quizzes above are recorded in the pre-course worksheets, they showed common misconceptions and the lack of education of the Human Eye within targeted students.

Conducted after the session, the above image showed a perfect scored worksheet done by one of the targeted students. It showed not just an increased knowledge growth within students, but also acknowledgement of our education team’s design of the numerous sessions held. It is deemed a jolly success for us, thrilled yet humble, that students pocketed useful information and knowledge throughout a few months' time in a joyful manner.

Conclusion

Our educational activities focused on glaucoma proved highly effective in building a strong foundation of knowledge about this critical eye condition among primary school students. Through hands-on experiences such as simplified demonstrations, discussions, and simulations, students gained insight into the causes of glaucoma, the importance of early detection, and available treatment options.

We began by introducing fundamental concepts, including the structure of the human eye and the development of treatments, to provide a solid base for understanding. In addition to discussions, first-hand learning activities—such as a darkroom experience and scientific demonstrations—deepened students’ empathy and awareness of the challenges faced by the visually impaired. To assess understanding and maintain engagement, we conducted pop quizzes that encouraged curiosity and critical thinking. Students’ active participation allowed us to clarify misconceptions and answer their questions, fostering both a sense of responsibility and compassion toward people with glaucoma. Two worksheets were administered before and after the program. The average score increased by 64.09%, from 28.41% to 92.5%, demonstrating a significant improvement in students’ knowledge, from basic biology to specific aspects of glaucoma.

In conclusion, our initiative not only raised awareness about glaucoma and visual impairment but also planted seeds of knowledge and interest among young students. We are excited to continue contributing to glaucoma education and advocacy to improve the lives of those affected by this condition.

Activity 1: Extraction of DNA from Bananas

In this activity, we taught the HCLS students to extract DNA from bananas. Students worked in pairs, first mashing bananas, then adding measured salt solution and detergent. They transferred 10ml of the mixture into a test tube and added 96% ethanol via dropper. They waited for DNA to precipitate and observed results. Students then viewed banana chromosomes using a microscope and pre-prepared slides. We explained the roles of salt and detergent. Through this, students grasped DNA’s function in determining physical traits via hands-on learning.

Activity 2: Learning DNA Base Pairing with ATGCU Cards

We taught over 100 primary school pupils to play the ATGCU card game in a ‘memory cards’ style. 10 A, T, G, and C cards were flipped and spread randomly on the table. Students picked matching pairs based on DNA base pairing. If it is correct, they keep playing, otherwise they finish their turn. This interactive game educated students about DNA base pairings. We also received feedback on potential improvements, which helped us further develop the game’s playstyles.

Impact Analysis

After the activity, we conducted a questionnaire. The ATGCU Card Game allows students to learn more about DNA base pairing and Synthetic Biology. Students learn effectively as the ‘memory game’ encourages students to learn and remember the base pairing of DNA when playing the game.

From the results, the Banana DNA Extraction Workshop can effectively educate students on DNA and Synthetic Biology. We received positive feedback as this hands-on activity can let students engage in the experiment themselves. Students also expressed that the workshop is fun and entertaining. We taught the students about Synthetic Biology, as well as raising their interest in Synthetic Biology.

Conclusion

During the activity, we taught primary school students about the base pairing of DNA with our card game. Also, we taught them about the uses of DNA in synthetic biology with the banana DNA extraction experiment. By these two activities, students together interactively and immersively explore Synthetic Biology and learn more about the basics of DNA.

Inclusivity

Educating children with special needs requires additional effort. Therefore, we included more activities in the workshop instead of typical lecture style lessons. We included activities such as DIY eye disease glasses, DNA model making and card game playing,.These activities helped the students to focus more on the knowledge.

Moreover, we often interact with the students, asking questions related to the topic. This encourages the students to think more about the topics, leading to them having a better understanding of the subject.

In addition, all materials used within this workshop are prepared beforehand and were designed carefully to minimise the chances of the students hurting themselves. For example, the DIY eye disease glasses are already cut before the workshop was held, so that scissors are unnecessary for the students to use.

Activity 1: Handmade Cataract and Glaucoma glasses

In the first section of the workshop, we explained to the students about glaucoma and cataract, including the formation, risk factors, and methods of prevention for the aforementioned diseases. Then we instructed the students to make glasses that simulate the vision of glaucoma and cataract patients out of paper frames and ‘lenses’ made of butter paper and black paper with holes punched in. The students gained insight into the lives of visually impaired people and the obstacles they face on a day-to-day basis, becoming more empathetic towards people-in-need.

Activity 2: Handmade Paper DNA model

At the beginning of this section, we introduced students to the structure of the human body based on the different levels of complexity, i.e. organism, system, organ, tissue, cell, nucleus, chromosome, DNA. Then we instructed the students to make a handmade DNA model that imitated the double-helix structure of DNA. While the students encountered difficulties in folding at first, they were able to successfully fold the models and subsequently acquired a deeper understanding of DNA and base pairing. Mutual dialogue was achieved in this activity as while the students learnt about DNA, we were able to gain experience concerning how to detailedly teach others complicated concepts and subjects.

Activity 3: Laboratory Safety

We first taught the students about the usages of different laboratory equipment and apparatus, such as test tubes and bunsen burners. Then we explained to them rules in the laboratory, such as no eating and drinking. This increased their awareness of dangers in the laboratory. Nextly, we played an interactive game about common hazard symbols, such as the ‘flammable’ symbol, ‘corrosive’ symbol, and the ‘toxic’ symbol. This further helped the students understand that they have to keep vigilant when in laboratories. We, in turn, learnt more about how to plan fun and interactive games and activities that can foster curiosity among students.

Activity 4: Introduction to Synthetic Biology

During the workshop, we introduced the concepts of basic Synthetic Biology to the students. We talked about the applications of Synthetic Biology, such as its uses in agriculture, medical Science and astronomy. Through this activity, we are able to educate them about the importance of Synthetic Biology in our future, as well as letting them gain interest in Synthetic Biology.

Activity 5: ATGC Card Game

After the previous section, students have acquired a basic understanding of DNA, and base pairing, i.e. A-T and C-G. We then introduced the ATGC card game that involves matching DNA bases with its corresponding counterpart. The students greatly enjoyed the card game, gaining a deeper knowledge concerning DNA base pairing, as the card game is interactive and the students were more interested in it than traditional means of education. In turn, the game reinforced their learning in a fun and engaging way, helping them retain the concepts of DNA structure and base pairing more effectively. The interactive nature of the activity encouraged teamwork and critical thinking, as students collaborated to match the correct pairs.

Impact Analysis

Throughout this workshop, 19 out of 21 participants expressed a newfound understanding of eye diseases and their prevention. They also engaged with learning DNA concepts by creating handmade paper DNA models and participating in a DNA card game. Additionally, they gained insight into basic Synthetic Biology and chemical labeling, sparking their interest in the scientific field. This experience not only deepened their knowledge of Synthetic Biology but also fostered empathy for patients with eye diseases.

Conclusion

Overall, the 24/2 Eye Health & Synthetic Biology Workshop successfully introduced students with mild intellectual disabilities in Hong Chi hill School, Tuen Mun to fundamental concepts in Biology, Synthetic Biology, and eye diseases through hands-on, interactive activities. By simulating visual impairments and constructing DNA models, the students gained a deeper understanding of scientific principles. The workshop not only sparked their interest in Science but also demonstrated the importance of inclusive and accessible Science education. Moving forward, we hope to continue organizing similar outreach programs to inspire more students and foster a greater appreciation for science in the community, while gaining more experience on education and Synthetic Biology ourselves.

Mechanism of Gel Electrophoresis and Gene Cloning

In the first session of the workshop, we explained how gel electrophoresis of protein works using SDS-PAGE. The participants expressed that they gained knowledge about how gel electrophoresis works, as well as being amazed by the mechanism of SDS-PAGE. Next, we introduced the process of gene cloning. We described the process of translation and transcription to them, as well as the base pairs of DNA and RNA. We introduced the concepts of central dogma, and also the history of Synthetic Biology.

Gel Electrophoresis Experiment

After the introduction, we started the process of gel electrophoresis. We taught them how to carefully assemble the equipment for western blotting. After that, we taught them to use the micropipette to transfer the samples to the cartridges. A few students expressed difficulty in transferring the sample to the cartridges because of the buffer solution. We offered some help to the students, the staff of HKFYG CE also provided some ways to hold the micropipette without the effect of hand tremors.

Impact Analysis

We conducted a mid-course assessment & quizzes and worksheets each session. Students’ marks improved significantly over the courses during the midterm assessment, Fig.1 shows the result of Pre-course assessment and mid-course assessment respectively.

Conclusion

Through this activity, we engaged with students from our school about Synthetic Biology and Biotechnology, such as SDS-PAGE and gel electrophoresis. Participants expressed that they had gained a more thorough knowledge about Synthetic Biology, as well as the common reasons for failure of experiments. Participants also learnt more about gene cloning techniques used in the lab and DNA replication inside our bodies. Through the experiment, we learnt to deal with malfunctions of the machines. We explored the practical skills for the experiments, fostering mutual learning and dialogue. After the event, participants also expressed interest in joining similar activities, including the STEM leaders workshop on 3/2-5/2.

Booth: ATGCU Card Game

We held a booth for students in HCY to play the ATGCU card game, providing opportunities for them to learn fundamental concepts about the structure of DNA, such as the base pairings of DNA and RNA. We taught them the difference in pairing of DNA and RNA, leading to the discussion of the process of DNA replication in our cells. After understanding the core concepts of DNA and RNA, we played the ATGCU card game with HCY students, further educating them of base pairing. All participants were then given Biology related badges, such as that of mRNA, DNA, et cetera, further encouraging more students to participate and learn about DNA. Feedback from the students helped us improve the playstyles of the ATGCU card game, and inspired us to develop the ATGCU card game further in order to make it more interactive and compelling to a general audience.

Impact Analysis

Through this activity, we taught our own students about DNA base pairing. Over 400 participants expressed increased awareness and knowledge towards SynBio, and find the card game engaging and interactive. Through communication, we learnt that most senior form students could recognise the pairings easily. However, junior form students struggled in memorising the pairings correctly. This shows that more education on junior form students is needed. We also introduced our project to the teachers and students of our school. More students expressed their interest in our project as well as joining iGEM. They learnt more about Synthetic Biology as well.

Conclusion

During the Maths & Science Week, the booth was successfully held with more than 100 participants overall across multiple sessions. Not only did the participants learn more about DNA and base pairing, our members also learnt how to communicate and break down abstract concepts using different tools, for example, DNA models to explain the double-helix structure of DNA. We were also able to encourage students to participate in future Synthetic Biology, Biotechnology, and iGEM related activities.

More about DNA and our iGEM 2025 Project

In a 30-minute session, students were introduced to the iGEM competition and learned about DNA’s role in heredity and biological function. They explored DNA’s double-helix structure, nucleotides, and base-pairing rules (A-T, C-G).

The session then addressed glaucoma, clarifying common misconceptions tied to its Chinese name. Students learned that high intraocular pressure (IOP) due to blocked drainage of aqueous humor is the primary cause.

The team presented their iGEM project: multifunctional eye drops using FT to improve fluid drainage and reduce IOP, and BC to inhibit apoptosis in retinal ganglion cells and protect vision.

The session concluded with a Kahoot quiz to reinforce key concepts about DNA, glaucoma, and synthetic biology.

Know more about Braille

Students were introduced to Braille, the tactile writing system essential for the visually impaired. The lesson began with the inspiring real-life story of Tsang Tsz-Kwan, a local student who is blind and has hearing loss. Despite these challenges, she excelled in her university entrance exams by studying Braille texts with her lips, a powerful example of determination and adaptability.

To provide foundational knowledge, the session briefly covered the logistics of the Braille script, using a matrix table to visualize how combinations of raised dots form different characters. The historical context was then explored, highlighting the pioneering work of Charles Barbier, whose "Night Writing" system for soldiers evolved into modern Braille thanks to the innovations of Louis Braille. This historical progression was used to underscore important problem-solving skills and the iterative nature of invention.

The core of the session was an engaging, hands-on game designed to simulate the use of Braille. Students were divided into columns of five or six. The person at the back received a word written in Braille, which they transcribed into Latin letters and passed forward. The next student had to transcribe that Latin word back into a Braille pattern, and so on, with the final student writing their result on the board for comparison. This activity not only taught practical transcription skills but also sparked critical thinking, as students noticed and questioned why certain patterns were identical for both letters and numbers.

The session concluded by connecting Braille to wider inclusive design, mentioning facilities like audible traffic signals and tactile paving. The goal was to promote greater social awareness and a sense of responsibility towards creating a more inclusive society for the visually impaired.

Engagement and Reactions

We first taught the students about the usages of different laboratory equipment and apparatus, such as test tubes and bunsen burners. Then we explained to them rules in the laboratory, such as no eating and drinking. This increased their awareness of dangers in the laboratory. Nextly, we played an interactive game about common hazard symbols, such as the ‘flammable’ symbol, ‘corrosive’ symbol, and the ‘toxic’ symbol. This further helped the students understand that they have to keep vigilant when in laboratories. We, in turn, learnt more about how to plan fun and interactive games and activities that can foster curiosity among students.

Impact Analysis

We asked students to fill in a google form at the end of the lesson. Data indicates that students can achieve a deeper understanding of the structure of DNA and the application of braille through the two activities.

Raw data after Activity 1 are shown. According to the data, 80% of the students find the DNA topic interesting, and around 90% are very satisfied with the Kahoot game session. Additionally, they think that incorporating Kahoot can help them better understand the content of the lesson. Overall, students think that they learn more about the structure and function of DNA in Activity 1.

Raw data after Activity 2 are shown. According to the data, 80% of the students like the topic of Braille. Many of them love the engaging game in the lesson and think it helps to have a better understanding of the concepts of Braille. More than 85% of them think that they gain more knowledge about Braille and have a deeper understanding of the application of Braille in Activity 2.

We can see that many students are satisfied with the whole course in that one hour. The average rating of the overall lesson is 4.05, indicating that it is effective for students to gain a deeper understanding of DNA and Braille.

Conclusion

This one-hour lesson has its focus on glaucoma and basic biology. Students learn about DNA's structure and function, as well as glaucoma's causes, symptoms, and prevention. After this part, they gain more insight into glaucoma, as well as eye structure, sparking interest in biology.

We also introduced Braille to students, a language for visually impaired individuals. Through the interactive games of decoding Braille, they experience the daily struggles faced by the blind. This helps them understand how to communicate more effectively with the blind and raises awareness of eye diseases among the younger generation.

All in all, we strive to foster a deeper understanding of glaucoma and Braille, inspiring a new generation to appreciate science while nourishing a society of greater empathy and effective communication with the blind.

Sharing ways to enhance students’ productivity

Our teammates shared different ways to increase productivity of students. These methods include forming study groups and having training sessions. We shared that the teacher should be initiating these activities so that students would be more motivated to study. Teachers should also create notes so that students could better follow different concepts, as students may not make them by themselves. The PGDE students gained a better understanding of students' expectations, as well as knowing the struggles of an actual secondary school student.

Sharing students’ expectations of teachers during a competition

Secondary school teachers often have to lead students during various competitions. However, teachers are often not educated on ways to lead during a competition. Therefore, our teammates introduced the common problems secondary school students face, including lack of motivation, difficulty in contacting different organisations as well as unfairness in distributing work. We addressed these problems that students often faced and offered solutions based on our experiences. We hope that by this sharing, PGDE students can gain a wider understanding on ways to lead students during competitions.

Impact Analysis

WAIT FOR CHARLOTTE

CHARLOTTE

CHARLOTTE

Conclusion

Through this workshop, our team educated PGDE students on teaching secondary school students. As PGDE students are current/future secondary school Biology teachers. We also achieved ‘teaching teachers to teach’ in this workshop. We taught teachers to use the ATGCU card game as an educational tool. The teachers also gained understandings of students' expectations in learning and joining competitions.

Game Rules

1. Prepare your own style of pieces (anything) to record your current square.
2. Each player may have 30 seconds to read through the Q&A paper to memorize
3. Each player starts from square one
4. Taking turns, players roll a dice and move along the squares with no. of steps indicated by the dice.
5. There are some eye drop bottles on the board. When a player lands on these squares, they can climb the ladder to the specific square.
6. When reaching squares with '?', player should take a question card from the stack and attempt to answer. If correctly answered, move three steps forward, or, if the square has 'DNA' next to it, climb on the ladder to the square specified. If incorrectly answered, the player cannot move.
7. First player to reach square 50 wins.

Layout Design

This is the game layout for players to play .For the entire layout, we chose the color blue to imply our team focus on addressing the issue of excess aqueous humor in the eyes. This layout incorporates images related to our project this year, including an eye, aqueous humor, and an eye droplet. Our team aims to develop an eye droplet to treat glaucoma by facilitating the drainage of aqueous humor, reducing intraocular pressure, and enhancing retinal ganglion cells.

Additionally, we've designed “DNA” as ladders in the game to promote public understanding of genetics. We also included an Eiffel Tower, some cells, gears, and syringe, symbolizing that the iGEM competition is held in Paris this year and representing the significance of iGEM. As shown, “START” is marked on the square one (1.) , indicating where players must begin their game at this space. “FINISH” is marked on the square fifty (50.) , meaning that the first player to reach this space will be the winner of the game.

Conclusion

Genetic Journey is an interactive way to showcase knowledge related to SynBio and Glaucoma. Through gamification, players are engaged in actively recalling their knowledge, as well as memorizing the answers throughout the game. Its visually-striking graphics design and its exciting playing style, both increase the efficiency and focus of players' learning.

Pamphlet Distribution

We printed a total of 200 copies of pamphlets for distribution on the streets. On March 10th and March 12th, we handed out these pamphlets in two different districts of Hong Kong. Many people expressed interest in learning more about glaucoma after we introduced the topic while distributing the pamphlets. As recipients read the pamphlets, we answered their questions and engaged them in conversation about the content, maximizing our efforts to educate the public about glaucoma, as only giving out pamphlets typically receives limited attention.

Impact Analysis

During the distribution of pamphlets, most recipients showed an increased understanding of glaucoma after reviewing the content. Previous surveys indicated that many people are not well-informed about this condition. However, after reading the pamphlet, all participants showed an immediate improvement in their understanding of glaucoma.

Additionally, during the distribution, the recipients expressed interest in learning more about glaucoma. This feedback highlighted the effectiveness of using such materials to raise awareness about glaucoma.

Conclusion

Pamphlets proved highly effective for public education on glaucoma, as they allow for later reference even if not read immediately. Despite Hong Kong’s fast-paced environment, we engaged recipients in brief conversations, encouraging them to read the material. We found the public eager to learn about relevant health issues, confirming that pamphlets are a valuable tool for raising awareness.

Conclusion

Through the series of social media posts, we aim to invite the general public to walk the iGEM journey with us by knowing more about our project. These content are perfect for them to further understand project Opthera.

LINK: https://gx.games/games/zed0fw/ecm-hunter-hkhcypcms-igem-2025-/

Phamphlet Distribution

We printed a total of 200 copies of pamphlets for distribution on the streets. On March 10th and March 12th, we handed out these pamphlets in two different districts of Hong Kong. Many people expressed interest in learning more about glaucoma after we introduced the topic while distributing the pamphlets. As recipients read the pamphlets, we answered their questions and engaged them in conversation about the content, maximizing our efforts to educate the public about glaucoma, as only giving out pamphlets typically receives limited attention.

Impact Analysis

During the distribution of pamphlets, most recipients showed an increased understanding of glaucoma after reviewing the content. Previous surveys indicated that many people are not well-informed about this condition. However, after reading the pamphlet, all participants showed an immediate improvement in their understanding of glaucoma.

Additionally, during the distribution, the recipients expressed interest in learning more about glaucoma. This feedback highlighted the effectiveness of using such materials to raise awareness about glaucoma.

Conclusion

Pamphlets proved highly effective for public education on glaucoma, as they allow for later reference even if not read immediately. Despite Hong Kong’s fast-paced environment, we engaged recipients in brief conversations, encouraging them to read the material. We found the public eager to learn about relevant health issues, confirming that pamphlets are a valuable tool for raising awareness.

Conclusion

Through the series of social media posts, we aim to invite the general public to walk the iGEM journey with us by knowing more about our project. These content are perfect for them to further understand project Opthera.

LINK: https://gx.games/games/zed0fw/ecm-hunter-hkhcypcms-igem-2025-/

Conclusion

ECM Hunter is an interactive and fun game for the public to engage with our project online. Its humourously designed elements is eye-catching, as well as attractive for the players to be engaged and not feel bored, ensuring an effective channel of knowledge absorption. The knowledge about project Opthera, glaucoma and SynBio, is transmitted through a creative and fun channel. All in all, this is a fantastic way to passively engage the general public with visually striking content.