Education

Raising Awareness About Colorectal Cancer Through Education

Overview

In this project, we hope to raise awareness of colorectal cancer (CRC) in all age groups with a worldwide outreach. Hence, we have held various activities for different audiences, from kindergarten students to students of nursing schools and the elderly, as well as created board games, stories, a social media page, and more to further our educational outreach. Overall, we have reached out to 500 people for educational purposes. On this educational page, we will share our activities, which span from kindergarten to university level in health sciences, while adhering to our three core principles and utilizing our educational tools.

Guiding Principles

Train the Trainer

Our first principle is "Train the Trainer", which initially empowers non-iGEM students by teaching them fundamental knowledge about DNA, RNA, and synthetic biology, who then teach other students. So far about 30 non-iGEM students have been trained to be ‘iGEMers’. We aim to use this innovative peer-education model to enhance awareness about iGEM while providing valuable teaching experience to more students.

Interactive Learning

Our second principle is emphasizing interactive learning. Knowledge shouldn't be passively received but actively experienced through hands-on activities rather than traditional lectures, fostering both mental and physical involvement.

Stimulate Critical Thinking

Our third principle is stimulating critical thinking by asking challenging questions in a bid to encourage students to think deeply and process information actively, not just memorize it. We also provide exit cards and reflection forms for them to ask questions and engage more deeply with the learning materials. Students are also required to ask questions about our project and the knowledge they have learnt in a bid to encourage them to think.

Through these programs, we would like to make Synthetic Biology more accessible and exciting for all age groups while cultivating critical thinkers.

Kindergarten

Tsuen Wan Trade Association Yau Kin Fung Kindergarten Education Event

On July 7, we hosted an educational event at Tsuen Wan Trade Association Yau Kin Fung Kindergarten, engaging 48 K3 students who were divided into two groups. Additionally, five non-iGEMers participated, who had been trained to effectively disseminate the iGEM and biotechnology concept through the "Train The Trainer" approach. The activity aimed to teach foundational hygiene practices to prevent illness and encourage healthy habits. Additionally, we aimed to foster the children's observational skills and critical thinking by prompting them to ask questions.

To achieve these goals, we organized a series of interactive activities. The session began with a short drama demonstrating how illnesses spread due to poor hygiene, emphasizing preventive measures and their positive outcomes. Following the drama, students participated in a connect-the-dots game, where they revealed images of harmful bacteria to learn about their appearance. Next, a balloon-passing game engaged students in identifying whether displayed images were beneficial or harmful to their health. For example, vegetables and junk foods. The students were filled with excitement, and the atmosphere was vibrant and positive. This was followed by an activity where students circled illustrations of healthy habits, such as eating vegetables and getting adequate sleep, to reinforce their understanding of healthy habits.

The outcomes of the event were highly encouraging. By the end of the session, all students could articulate essential hygiene practices, including covering their mouths when sneezing, avoiding touching their eyes with unwashed hands, and proper handwashing. They successfully identified harmful bacteria during the connect-the-dots game and answered all questions correctly in the balloon activity. Moreover, they accurately circled only the illustrations depicting health-positive behaviors. Most notably, feedback indicated a marked improvement in the children's grasp of hygiene, underscoring how interactive and creative teaching methods can enhance both focus and comprehension.

In conclusion, the event proved immensely rewarding, deepening the students' understanding of hygiene and basic biology. For our team (iGEMers), it highlighted the value of employing engaging, age-appropriate strategies to simplify complex concepts. Moving forward, we recognize the need to continually refine our approach based on participant feedback to ensure the ongoing effectiveness of similar initiatives.

Primary School

Salesian Yip Hon Primary School Education Event

On 7 May, we had our first educational primary school event with Salesian Yip Hon Primary School, engaging 26 Primary 5 students. This activity aims to provide students with the knowledge in Biology, focusing on the differences between DNA and RNA, as well as basic concepts of Biotechnology. We would also like to encourage students to observe their surroundings and enhance their critical thinking skills by raising questions to them.

To achieve these objectives, various activities were conducted. A short drama about RNA was performed, introducing the role of RNA in biological processes. Following the drama, an introduction to DNA and strawberry DNA extraction was provided to consolidate their understanding of the topic. All students received souvenirs to appreciate their participation, and exit cards were used to assess their learning by gathering feedback on their understanding. We also conducted an experiment called the Strawberry DNA Extraction, allowing students to learn about and observe the presence of DNA through hands-on, interactive activities.

The outcomes from the exit cards of the event were encouraging. A significant 88.5% of students could clearly state that we are extracting DNA from the experiment. Additionally, 76.9% of students understand that DNA could also be extracted from other fruits. The drama was also well-received, with 69.2% of students favoring the character Good Cells. More importantly, all students reported an increased understanding of both DNA and RNA concepts. This positive feedback highlighted that interactive and creative learning methods can greatly foster students' focus and understanding.

Figure 8: Most of the students were unfamiliar with DNA and RNA before the workshop, but all of them had a clear understanding of these concepts by the end of the session.

Regarding the teacher's comment, she believes that the drama and experiment were attractive, which can promote students' engagement. She also observed that the activities successfully covered the essential concepts of DNA and RNA, and the students did understand this concept from the activities, which greatly enhanced their interest and spirit of inquiry in biotechnology. She also suggested that we provide more information about biotechnology and increase practical opportunities for students. Overall, she was satisfied with the events and our students' performance.

In conclusion, this was a rewarding experience, which positively impacted students' understanding of Biology. Furthermore, conducting this activity offered valuable insights for iGEMers as well. We learned the necessity of using creative approaches in teaching complex concepts. Additionally, we recognized the need to continually adapt our methods based on student responses, to ensure the effectiveness of future activities.

Wong Yee Jar Jat Memorial Primary School Education Event

On 23 May, we went to Wong Yee Jar Jat Memorial Primary School to conduct education work in a primary school setting to an audience of around 130 students from varying forms, and we held the following activities: an introduction of iGEM, an introduction of CRC, a storytelling session featuring our original story “Large Intestine’s Adventure”, an agarose gel pipetting session, and a board game session with “Cross the Intestine”, a board game created by us.

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Our primary audience for interactive activities like storytelling and playing board games is junior form primary school students, while hands-on activities like agarose gel pipetting cater to senior primary school students. We had this distinction to enhance the engagement of students with our education materials and to let primary school students grasp what CRC is and our work in a fun and simple way, in accordance with their education level.

With the storytelling activity, we introduced symptoms and treatment of CRC through the format of a story about a girl’s father being diagnosed with CRC and his recovery journey; and with the pipette activity, we hoped to introduce students to biotechnology to develop their interest and encourage further learning in the biotechnology field. For the “Cross the Intestine” board game, we had prepared a set of questions regarding our sharing on CRC, and players can move forward if they answer a question correctly.

The events were a success and with reference to the survey we conducted afterwards, most students gained an understanding of CRC and have found our activities informative and fun. However, some have reflected that they did not really understand what iGEM is, so we will adjust our content accordingly in the future to suit the knowledge level of primary school students and spend more time on activities that intrigue them (e.g. agarose gel pipetting).

Through hosting this booth, we have discovered that theory-based learning works best with older students, while younger students lose focus rather easily, so an interactive approach would be more suitable. In the future, we will modify the contents of our educational activities with consideration for our audience, to maximize the effectiveness of our education work.

Salesian Yip Hon Millennium Primary School Education Event

On 18 June, we went to Salesian Yip Hon Millennium Primary School to conduct educational activities, engaging 45 primary school students. Our goal was to implement the concept of "train the trainer," where we have trained 7 of our school's non-iGEM students to educate others. This activity aimed to provide students with an understanding of biology, specifically stimulating interest in biotechnology, introducing basic concepts of cancer cells, and explaining what DNA is. We also encouraged students to observe their surroundings and enhance their critical thinking skills through interactive teaching activities and by raising questions.

To achieve these objectives, various activities were conducted. First, we designed a game using our product Toehold Switch to detect the presence of miRNAs. Secondly, a short drama about cancer cells was performed, illustrating how cancer cells affect human health. Following the drama, we provided an introduction to DNA and conducted a strawberry DNA extraction experiment to consolidate their understanding of the topic. All students received souvenirs to appreciate their participation, and exit cards were used to assess their learning by collecting feedback on their understanding.

Survey result

Figure 12 Can we extract DNA from other fruits using the same method?

Figure 13 What is the purpose of the tools used by the detective?

The outcomes of the event were encouraging. We analyzed the feedback we received from the exit cards. Many students could clearly state that we were extracting DNA during the experiment. The results showed that 85.4% of students understood that DNA could also be extracted from other fruits. The game for detecting cancer cells was well-received, with 82.2% of students knowing the function of the toehold switch. More importantly, all students reported an increased understanding of DNA, RNA, and cancer cell concepts. This positive feedback highlighted that interactive and creative learning methods can significantly enhance students' focus and understanding.

As for the teacher's comments, she believed that the game, drama, and experiments were engaging and promoted student participation. She observed that the activities successfully covered the essential concepts of DNA, RNA, and cancer cells, greatly enhancing students' interest and spirit of inquiry in biotechnology. She also suggested asking more questions about biotechnology and increasing practical opportunities for students. Overall, she was satisfied with the event and our students' performance.

In conclusion, this event was a mutually enriching experience—sparking young students' interest in biotechnology while providing our iGEM team with valuable insights into science communication. Moving forward, we will continue refining our teaching strategies with our three guiding principles.

Shek Lei Catholic Primary School Education Event

The event took place on 24 June, involving 35 Primary 5 students and 7 non-iGEM students to join this education programme. Organized by the iGEM Team, we aimed to demystify basic biotechnology concepts such as DNA, RNA, and our product through interactive sessions.

Kicking off the event, the iGEM Team briefly introduced itself, setting a friendly tone. Team members staged a short drama featuring the roles of Toehold Switch, Cancer Cell, miRNA, and immune cell. The plot illustrated cancer cells releasing miRNA, with toehold switches detecting excess miRNA to signal immune cells, simplifying core biotech concepts for the students.

Following the drama, the Detective Cancer Cell Mission Game commenced. Students used paper models of cells, some equipped with magnets and miRNA notes, to detect “cancer cells” through magnet attraction. This activity reinforced their understanding of our product and basic concepts of cancer. Next, the strawberry DNA extraction experiment allowed students to crush berries, add reagents, and observe DNA. This hands-on activity explained DNA as the blueprint of life present in all fruits, sparking curiosity even among quieter students.

Figure 14 shows students received our souvenirs- Signature keyrings of the Hong Kong-HS team.

We aimed to cultivate students’ critical thinking and assess their understanding by using exit cards, in alignment with our third educational principle. The feedback showed that all 35 students understood strawberry DNA extraction and its presence in other fruits. They identified healthy lifestyles, and when asked, "Why do cells go bad?", some cited external stimuli or mutations, indicating initial biological exploration.

Students were actively engaged throughout the event—volunteering, discussing, and experimenting. The flow of drama, game, and experiment ensured knowledge retention. The accompanying teacher praised the synergy between the drama and game, as well as the engagement in the experiment, suggesting a post-game student sharing session for deeper knowledge ownership.

In summary, we successfully made biotechnology accessible to students by integrating drama, games, and experiments while adhering to our three educational principles. They became curious detectives and thinkers, proving that accessible activities can spark a lifelong interest in science. We will build on this success, refining storytelling and real-world connections for future sessions to inspire students to explore further.

Secondary School

SKSS Educational Session 1

We held an educational session at Christian & Missionary Alliance Sun Kei Secondary School with about 30 Secondary 2 students. The activities included an introduction to colorectal cancer, a look at DNA, and a hands-on experiment where students extracted DNA from strawberries.

The students were quick on the uptake and could understand more complex biology concepts. We designed the session to gradually build their knowledge, starting with an overview of CRC, moving to the science of DNA, and finishing with the hands-on experiment. This structure aimed to boost student engagement and help them understand CRC, DNA, and our iGEM project straightforwardly and enjoyably.

We began with an overview of CRC, sharing key facts like risk factors, symptoms, prevention methods, and current treatment options. Next, we provided a simple explanation of DNA to set the stage for the experiment.

The highlight of the session was the strawberry DNA extraction activity. Students followed a step-by-step guide and were able to see DNA with their eyes. This hands-on task reinforced earlier concepts and sparked their interest in biotechnology.

The event was well-received. According to the feedback from students and teachers, most participants found the session educational and engaging. Many especially enjoyed the experiment and showed greater curiosity about DNA and science overall.

This experience highlighted the importance of including interactive and hands-on elements when teaching students about complex scientific topics. In the future, we plan to balance conceptual teaching with practical activities, adjusting both the content and delivery to match the students’ level to improve their understanding and interest.

SKSS Educational Session 2

We held an educational workshop at Christian and Missionary Alliance Sun Kei Secondary School aimed to introduce Secondary 1 and 2 students to the fascinating world of synthetic biology, specifically through the lens of the iGEM competition. This workshop sought to provide a foundational understanding of DNA and raise awareness about Colorectal Cancer (CRC), including its causes, symptoms, and prevention strategies.

The workshop began with a brief introduction to the iGEM competition, highlighting its significance in the field of synthetic biology. Students learned how they could engage with real-world biological problems through innovative solutions, fostering their interest in scientific exploration. Following this introduction, the session transitioned into an accessible explanation of DNA structure and function. By using relatable analogies, complex concepts were simplified, making them easier for students to grasp.

In addition to understanding DNA, the workshop focused on raising awareness about CRC. Students were informed about the causes and risk factors associated with this disease, as well as its symptoms and the importance of early detection and prevention methods. Engaging multimedia presentations were used to capture student interest and facilitate understanding of these crucial health topics.

We once again held the hands-on experiment of Strawberry DNA extraction. This engaging activity allowed students to apply their theoretical knowledge in a practical setting. Step-by-step instructions guided them through the process, enabling them to visualize DNA in action. Collaboration was encouraged during the experiment, fostering teamwork and enhancing the overall learning experience.

In conclusion, this workshop aimed to create an interactive and engaging environment where secondary students could develop a foundational understanding of synthetic biology, DNA, and health awareness. By combining theoretical knowledge with hands-on experimentation, students are left with both knowledge and practical skills, making the concepts more tangible and memorable.

SKSS Educational Session 3

We hosted an educational workshop in Christian and Missionary Alliance Sun Kei Secondary School for an audience of mainly secondary two students as well as a few secondary three students.

We first introduced the iGEM competition and taught everyone how to use a pipette. We even had about 15 minutes for the students to try it out themselves! Our goal was to help junior form students learn more about the iGEM competition and pipetting skills while exploring their interest in biotechnology through hands-on activities.

To start with, we had a brief introduction about iGEM which aims to consolidate a basic foundation of facts about iGEM for the audience. Afterwards, we continued with the introduction of pipetting skills which was the highlight of the event. We created a few Canva slides which included the details of the pipette, when it is used for, and a video of teaching students how to use the pipette.

We focused on hands-on experiments, with three members from our iGEM team engaged with different groups to teach them hands-on pipetting skills while maximising our available time.

We can tell that students were engaging enthusiastically during the period of the hands-on experiment. We printed some papers with pores on them for students to practise and showcase their pipetting skills. Most of them performed great with correct hand placement, showed great stability, and created some illustrations on the paper. It was inspiring to see how quickly they grasped the technique and applied it with confidence!

To ensure continuous improvement, we gathered feedback via iPads after the workshop. We were thrilled to hear how much students enjoyed the hands-on experience and their growing interest in biotechnology. Many students expressed a desire for even more time to practice pipetting skills.

This feedback reinforces our commitment to making our workshop both accessible and engaging. Moving forward, we are excited to refine our workshop structure to enhance student experiences and deepen their understanding. Our ultimate goal is to ensure that all sessions are comprehensive and unhurried, while allowing for more hands-on exploration in a dynamic learning environment for the students.

PPVIC Academic Fair

The event took place on 26 June at Pope Paul VI College, engaging 40 students from F1 to F5. This activity aims to promote the iGEM competition and our project, provide students with some basic concepts of Biotechnology, like DNA and RNA, and also information like the formation of cancer. Additionally, we experimented with "bacterial inoculation" to let students cultivate their bacteria which is guiding one of the educational principles—interactive. We aim to let students learn and develop their interests in biology through hands-on activities. We would also like to encourage students to think by asking challenging questions and enhance their critical thinking skills by raising them questions.

To achieve these objectives, various activities were conducted. First, we shared iGEM and our team. After that, we have an introduction of DNA, RNA, and miRNA to introduce their functions and differences for students to have a better understanding of our product.

Feedback response

Figure 19 Things they learned deeper today.

Figure 20 Things they want to learn more.

The outcomes of the event were encouraging. There were three questions raised on the exit cards. The first question is things students learn more deeply about. According to the pie chart, 59.5% of students stated that they gained knowledge about DNA, RNA, and miRNA. The second thing they mostly learn about is the concept of bacteria which shares the same percentage of 11.9% as the third thing. The third thing is how to use experimental equipment properly. Apart from that, students also gain an understanding of iGEM and methods for bacterial inoculation. It is glad to see that all students gained valuable knowledge after participating in our booth at the academic fair.

The second question we raised is things they are eager to learn more about. 33.3% of students stated they are curious about the concept of RNA and how RNA works in the human body. The concept of bacteria comes in second place which accounts for 28.9% in the chart. In addition to this, students also desire to learn more about DNA and colorectal cancer.

We always held a reflection session after educational activities to see if there was any room for improvement. This time also no exception. After analyzing the feedback we received from the exit cards, we had a reflection session discussed, and made some adjustments in a bid to enhance our educational approach. We arranged more hands-on activities and a deeper introduction to DNA and RNA. Furthermore, we arranged a 10-minute session to explain the situation and formation of cancer in an attempt to raise awareness about colorectal cancer.

Feedback collected through exit cards indicated a positive reception of the content, with a significant majority of students expressing increased knowledge about DNA, RNA, and bacteria. The interest in further learning about RNA's role in the human body and cancer highlights the potential for expanding future educational initiatives.

The reflection session following the event allowed for valuable insights into areas for improvement. By incorporating more hands-on activities and providing a deeper introduction to essential concepts, the team is poised to enhance the educational experience for future fairs.

Overall, the event not only achieved its objectives but also fostered a stimulating environment that encouraged critical thinking and curiosity about the field of biotechnology.

“Be an iGEMer!” Workshop with HKUST iGEM Team

Overview

Hong Kong-HS teamed up with the iGEM team of HKUST to host a 2-day workshop. The event aims to provide a chance for students to experience what it is like to be an iGEMer, stimulating participants’ creativity and problem-solving skills, as well as providing an opportunity for participants to learn about synthetic biology. There were 32 participants in total, ranging from high school students to high school graduates from 10 different schools in Hong Kong, and they were divided into 8 groups.

Day 1

Figure 21 shows students were discussing their ideas for the ideation task.

The first day of the workshop was held at HKUST. The following activities were held: an introduction of iGEM, an introduction of our respective iGEM teams, a brief talk about synthetic biology, a pipette tutorial and activity, and lastly an ideation task.

The contents of the talk about synthetic biology include, RNA (mRNA, tRNA, and miRNA), gene expression (transcription and translation), DNA cloning (PCR, Gibson Assembly, bacterial transformation, cPCR, and gel electrophoresis), and a Kahoot session to test participants’ understanding.

Afterwards, a pipette tutorial session was held, teaching participants how to use a pipette and we held a micropipette art session as well, as a practice session for participants to hone their skills for using a pipette.

For the ideation task, each group was given a topic and they had to brainstorm and prepare a presentation on how to utilise synthetic biology to address the real-world problems regarding their topics. Participants were given time to brainstorm ideas with their groupmates, and the first day of the workshop ended with the ideation session. Students needed to present their ideas by the following day. This session encouraged participants to tackle global issues creatively and develop solutions that inspire critical thinking. In addition, they worked together and communicated effectively to divide the workload.

Day 2

Figure 22 Shows one group of students was presenting how they solve their problems using synthetic biology.

The second day of the workshop was held at TTCA. The following activities were held: a recap of colony polymerase chain reaction and gel electrophoresis, an introduction to bacteria, and the actual running of the experiment of colony polymerase chain reaction and gel electrophoresis.

For smoother operation, students from HKUST did a recap about colony polymerase chain reaction and gel electrophoresis to the participants. Also the introduction of bacteria.

After demonstrating the picking of bacterial colonies to participants, they had the opportunity to try it themselves. While waiting for the bacteria to be lysed, a game called “RNA Rummikub” is played, which is designed by students from SKSS.

After the bacteria are lysed, the experiment of colony polymerase chain reaction is done by participants. While waiting for the result, the presentation by participants of the ideation task was performed, each group had some time for the presentation, and were asked questions by listeners. The most creative and best performing groups were chosen and were given prizes.

At last, students from HKUST discussed the results with participants. The second day of the workshop comes to an end.

Survey results from Google Form

Figure 23 Demonstrating that most of the participants gained more interest in iGEM

Figure 24 demonstrates that many of the participants gained more interest in synthetic biology.

This feedback reinforces our dedication to ensuring our workshop is both accessible and engaging. As we progress, we are excited to enhance our workshop framework to enrich student experiences and deepen their understanding. Our primary aim is to make certain that all sessions are comprehensive and relaxed, while offering more chances for hands-on exploration in a vibrant learning environment for students.

Online Meeting with Nursing School, Tung Wah College

The online meeting took place on Monday, 21 July 2025, with Tung Wah College, a nursing school, engaging a total of 70 presenters from audiences from Tung Wah College and all schools in our team. This meeting aims to introduce the iGEM competition and our project to healthcare professionals.

To achieve this objective, 9 sessions were conducted. We began with an overview of our project. Then, we introduced the works on Integrated Human Practices, and continued with a quick review of gene expression and an introduction to miRNA. After that, work on the Wet lab and Education was introduced. We also compared our products - the toehold switch with the Hong Kong government’s current methods for detecting colorectal cancer, highlighting the advantages of our approach. To conclude the session, we used a Kahoot session, a Google Form, and a Q&A session to check understanding and collect feedback from participants, ensuring we could improve future presentations based on their insights.

Figure 25 : It was a wonderful experience to have an online meeting with teachers and students of the nursing school at Tung Wah College to share our project and engage in a fruitful discussion.

Survey results

Figure 26 shows participants' satisfaction towards the meeting

Figure 27 shows our content was useful towards participants

Figure 28 shows most valuable part towards participants

The feedback from the participants of the event was exciting. A significant 72.7% of survey respondents were very satisfied with the whole meeting. Additionally, 66.7% of audiences agreed that our content is very useful to them. The comparison between the toehold switch and other current methods for detecting colorectal cancer was well-received, with 44.4% of the audience voting it as the most valuable part in all sessions. The positive feedback on the Q&A session also highlighted that one of our guiding principles — interactive learning, was successfully implemented which greatly helped participants gain a deeper understanding of colorectal cancer and our project.

In conclusion, this was a valuable opportunity, as this experience showcased the importance of adapting presentations based on audience interaction to maximize impact. The positive feedback reinforced that active participation enhances comprehension and retention, we will continue to refine our approach, ensuring that science remains accessible, engaging, and thought-provoking for all audiences.

Online Meeting with Educators from HKMU

The online meeting took place on Monday, 28 July 2025, with Metropolitan University, engaging a total of 7 presenters from all schools in our team and 5 lecturers from the Department of Health Sciences at Metropolitan University. This meeting aims to introduce the iGEM competition and our project to healthcare professionals.

To achieve this objective, 7 sessions were conducted. We began with an overview of our team and project. Then, we displayed the worsening trend of Colorectal Cancer in Hong Kong and globally. After that, we compared the current detection of CRC with our product to reveal the strengths and weaknesses of each method and highlight the advantages of our approach. After that, work on the Wet lab and Education was introduced. To seek valuable recommendations, we hosted an interview. A Q&A session was also arranged to address the questions that the professors have after attending our symposium. To conclude the session, we used a Google Form to collect feedback from participants, ensuring we could improve future presentations based on their insights.

Figure 29: It was an enriching experience to discuss and share our project and ideas with five lecturers from the Department of Health Sciences at Metropolitan University.

Figure 30 : We were showing and explaining the function of our Toehold Switch Test Kit to them.

Survey results:

Figure 31 demonstrates that all respondents are very satisfied with the overall meeting

Figure 32 reveals content we shared was useful and relevant to respondents’ studies/interests/daily lives

Figure 33 reveals content we shared was useful and relevant to respondents’ studies/interests/daily lives

The feedback from the five lecturers and professors at the event was overwhelmingly positive. A remarkable 100% of survey respondents expressed high satisfaction with the meeting. Additionally, all attendees agreed that our content was relevant and beneficial to their studies, interests, and daily lives. The comparison between the toehold switch and other current methods for detecting colorectal cancer was particularly well-received, with 40% of the audience voting it as the most valuable aspect of all sessions. Similarly, the introduction of miRNA also garnered 40% of the votes.

In conclusion, the opportunity to present our project to professors and lecturers at Hong Kong Metropolitan University was invaluable. The constructive feedback and suggestions we received from the faculty greatly enriched our work and provided us with essential insights for further development.

Elderly: A Conversation with Our Community

Background

In the context of our educational activities, we interacted with an individual over 50 years old who had previously undergone government-related FIT testing and received a positive result. Subsequently, they underwent a colonoscopy and surgical removal of polyps. The purpose of this interaction was to share our product concepts and clarify the difference between our Test Kit and FIT testing. Through this interaction, we gathered valuable insights.

Interaction

Figure 34 demonstrates our student were having a conversation with an individual who had undergone government-related FIT testing and received a positive result.

We began by introducing the fundamental concept of our product, which is designed to identify whether users are at risk of colon cancer through the analysis of fecal samples.

After introducing our product concept, one question arose: “What’s the difference between our product and FIT testing?” We compared FIT testing with our product. In the government’s FIT testing process, users typically have to send their samples back to the laboratory for analysis, which is time-consuming. However, our kit allows users to perform all procedures at home and receive results in a shorter period.

Then, she raised a constructive question: “Essentially, what's the difference between toehold switch and the government's testing method?” One key advantage of our product is its highly accurate cancer-cell detection mechanism. Our product is designed to meticulously examine feces for the presence of cancer cells. This direct detection method allows us to specifically target the root causes of colon cancer, representing a significant improvement over existing solutions in the market.

Responses and Advice

Her reaction was very positive and she expressed satisfaction with our explanation and the concept of our Test Kit. She said, “That's great! You've explained how the FIT testing actually works. I fully support your product's concept and ideas and she commented that the concepts we shared were really interesting.” She mentioned that she would consider trying our product once it is introduced, reassuring us regarding privacy concerns. As for advice, she suggested providing user instructions in both text and video formats, as she believed this would be more user-friendly for older individuals.

Conclusion

This educational interaction has been extremely fruitful. We effectively presented the advantages and unique concepts of our product while also receiving valuable advice from the other party. In the next steps, we will take this advice into consideration, conduct in-depth market research, and make necessary adjustments to the product. We are confident that with continuous improvement, our product will meet market needs and achieve positive results.

Community Engagement: A Conversation with Our Community

To educate elderly about colon cancer and gauge their awareness, as well as to understand their views on biotech products like our test kit-based colorectal cancer detection product, we conducted a community engagement session with 6 participants. This initiative aimed to inform and educate the public through meaningful dialogue about health. Here’s the breakdown of our findings.

Figure 35 shows students are having a communication with community

Among the 6 participants, a significant majority (83.3%) were over 60 years old, while 16.7% fell within the 50-59 age group. This age distribution suggests our sample mainly focused on older adults, who are at a relatively higher risk of colorectal cancer.

Age Groups of Respondents

Figure 36 shows that most of the participants were over 60 years old

During our engagement, we aimed to educate the public on several critical topics, including:

1. Importance of Regular Check-ups: We emphasized that regular physical examinations can significantly aid in the early detection of diseases, including colorectal cancer.

2. Awareness of New Technologies: We discussed the advantages of using innovative biotech products, like our colorectal cancer detection test kit, which make screening more accessible and convenient.

3. Healthy Lifestyle Choices: We highlighted the impact of a balanced diet and regular exercise on overall health and cancer prevention.

Awareness of Colorectal Cancer

Figure 37 indicates that most participants have a limited understanding of colorectal cancer.

Regarding awareness of colorectal cancer, 66.7% of participants reported having some understanding, 16.7% had a good understanding, and 16.7% had little understanding. This indicates a need for deeper educational efforts to enhance knowledge.

Confidence in Synthetic Biology Products

Figure 38 shows many people have different opinions about whether to try the synthetic biology product.

In terms of confidence in synthetic biology-based colorectal cancer detection products, 33.3% were very confident, 16.7% were willing to try, 33.3% were hesitant, and 16.7% trusted products from reputable companies. This mixed response indicates a lack of public confidence in synthetic biology and suggests that while interest exists, there are concerns that require addressing through education.

Views on Government Screening Methods

Figure 39 shows that half of the respondents have suggestions for the current government screening methods for colorectal cancers.

When queried about potential improvements to government colorectal cancer screening methods, 50% felt no changes were necessary, while 16.7% identified areas for improvement. Suggestions included addressing discomfort with colonoscopy, relaxing age limits for testing, and enhancing promotion of screening methods.

Conclusion

The responses gathered during our community interaction session highlight both awareness and knowledge gaps regarding colon cancer among participants. By focusing our education on the importance of regular check-ups, synthetic biology, and healthy lifestyle choices, we can raise our community’s awareness about colorectal cancer and emphasize the importance of taking proactive steps toward better health.

Education Tools

Social Media Page

In late April, we created our Instagram page, igem_hongkong_hs. Since then, we have posted promotions for and photos from various events, educated the public about CRC through a series of posts, and introduced our project. The number of CRC cases and the CRC fatality rate have shot up sharply in recent years globally. We hope that with our social media page, we can increase our education outreach through social media, for our message to reach audiences worldwide and not just local students.

“Large Intestine’s Adventure” Storybook

To develop primary school students’ awareness about colorectal cancer, we’ve created a storybook that features a father who had discovered some symptoms and was found to have colorectal cancer. The reason why we use storybooks to introduce colorectal cancer is that primary school students may not have much concentration or knowledge of colorectal cancer. Using visually appealing storybooks as a way to raise their awareness can capture their attention. Storybooks make complex information easily digestible for younger audiences, so primary school students can understand the concept of colorectal cancer more easily. Moreover, life-oriented plots help them have a deeper understanding of colorectal cancer. The interactive part in the storybook led students to become a “Little Doctor” to help the father cut off a part of the necrotic large intestine. Through the process, students comprehend different treatments of colorectal cancer.

Synopsis: Long ago, Melanie’s father felt sick after using the restroom. Worried, she asked if he was okay. He admitted he had lost his appetite, noticed blood in his stool, and had constant stomach pain. Understanding how serious it was, Melanie took him to the hospital. The doctor said these were clear signs of rectal cancer and discussed several possible causes. He soon underwent traditional surgery. Afterwards, the doctor offered recovery advice. This included keeping a regular sleep schedule, eating a healthy diet, and exercising regularly. The successful surgery brought relief and joy to everyone.

“RNA-ummikub” Card Game

RNA-rummikub is a card game where the objective is to be the first player to use all their cards. Players achieve this by strategically placing their cards to create RNA or mRNA strands. The game incorporates elements of chance through the initial card distribution and the possibility of stealing cards from opponents, but strategic play is crucial for success. Understanding the base pairing rules of RNA and planning are key to efficiently using your cards and outmaneuvering opponents. The game combines the excitement of a card game with an educational aspect, subtly reinforcing knowledge of molecular biology.

The game cleverly integrates knowledge of RNA's structure and base pairing. Players must be familiar with the four nitrogenous bases of RNA: adenine (A), guanine (G), cytosine (C), and uracil (U). Crucially, they need to know the base pairing rules: A pairs with U, and G pairs with C. The game visually represents these pairings, making it accessible even to those with limited prior knowledge. However, a basic understanding of these concepts significantly enhances the gameplay experience and allows for more strategic decision-making. The color-coding of the cards further reinforces the base pairing rules, providing a visual cue for correct pairings.

Rules: The game begins with cards (representing RNA bases) distributed evenly among players. Any remaining cards are placed as starting bases. Players then take turns placing at least two cards at a time, extending the RNA strands horizontally. Cards must be placed according to the base pairing rules (A with U, and G with C), and only pairs of the same color are considered bonded. Players cannot create vertical bonds, except when bonding with the initial starting bases. At the end of each turn, there should be no unpaired bases. If a player lacks suitable cards, they can steal a random card from the next player in the sequence. The first player to use all their cards wins the game.

“Cross The Intestine” Board Game

Before our educational workshop at Wong Yee Jar Jat Memorial Primary School, we created a board game called “Cross The Intestine”. This board game is designed to help students grasp essential concepts related to colorectal cancer (CRC), including its impacts and common causes. By incorporating gameplay, we aim to capture the attention of young audiences, making complex topics more accessible and enjoyable.

The game involves interactive elements that encourage collaboration and critical thinking. Players navigate through various questions and scenarios that illustrate the consequences of neglecting health and the benefits of balancing a healthy lifestyle.

Rules: The board game is inspired by classic flying chess mechanics but features a large intestine as the backdrop, designed to engage students both visually and intellectually. Players take turns rolling a die to determine their movement across the board. After that, players draw a question card that presents a multiple-choice question related to CRC. Each question is tailored to be age-appropriate, ensuring that middle school students can easily understand the questions. If the players answer the question correctly, they can advance along the board. On the other hand, incorrect answers result in staying put, keeping students motivated throughout the game.

Toehold Switch Detector (DIY Model): A Practical Educational Tool for Cancer Detection

The DIY Toehold Switch Detector is an innovative, hands-on model designed to demonstrate the functionality of toehold switches in detecting microRNAs (miRNAs) associated with diseases, such as colorectal cancer. This educational tool combines principles of synthetic biology, RNA detection, and magnetism to make advanced molecular biology concepts accessible and interactive. The toehold switch in this model is engineered to specifically detect miRNA molecules produced by colorectal cancer cells. These miRNAs act as biomarkers, enabling users to simulate real-world disease diagnostics.

Figure 41:Students could find out the cancer cell using our Toehold Switch Detector.

Drama: RNA Randy and the Toehold Detective

We use a drama to tell the theme "Early detection saves lives – harness the power of science and technology to protect your health!" and it explains creatively the mechanism of toehold switches in detecting abnormal levels of miRNA, which can serve as early biomarkers for colorectal cancer. Through the collaboration between our hero, RNA Randy, the Toehold Switch Detective, and the immune cells, the story emphasizes the importance of early cancer detection and preventive healthcare.

Figure 42 demonstrates both iGEMers and non-iGEMers were rehearsing their drama.

Figure 43 demonstrates both iGEMers and non-iGEMers were highly engaged in the drama!!

The drama aims to educate the audience on synthetic biology and its potential to develop innovative diagnostic tools for diseases like cancer, while promoting awareness about the importance of regular health check-ups, healthy habits, and early intervention.

Hong Kong-HS Pamphlet