Open Door Day at our university & Pop-up stand

We took part in the Open Day at Johannes Gutenberg University Mainz with our own booth, using the opportunity to share our vision with motivated and curious high-school students. Our goal was to inspire them to think creatively about how science can help solve societal challenges.

Another activity we planned was setting up a pop-up stand in the center of Mainz, allowing us to reach a broader audience - including older generations - in their everyday lives. Our goal was to showcase what is possible through science and to spark conversations about scientific challenges and climate change.

To make our project accessible, we designed a poster that highlighted the key ideas with clear explanations, ensuring that everyone could easily follow along. We presented everything in German, our native language, to keep the entry barrier as low as possible.

To bring our concept to life, we also developed a small interactive game. This playful approach helped visualize our ideas, reinforce understanding, and connect learning with fun.

Through this, we hoped to spark excitement about the potential of synthetic biology and perhaps inspire some students to pursue a future in the life sciences - or even take part in iGEM themselves.

Moreover, from these experiences we learned that is important to educate younger people on scientific topics, because most of them did not know what is possible in science. And also, that man-made climate change is a sensitive topic for a lot of (older) people, so we would not add in the title of a poster again.

Science Slam

In an effort to make synthetic biology accessible and engaging for a broad audience, our team participated in a Science Slam held in Mainz and organized by the WissKomm Academy. The event attracted over 200 attendees, ranging from young students to adults, with diverse backgrounds and varying levels of familiarity with science. This provided us with a unique opportunity to communicate our iGEM project in an entertaining and understandable manner.

Team leaders Marcel and Lilli co-presented our project, employing creative analogies and visuals to demystify complex concepts. Their dynamic presentation not only captured the audience's attention but also sparked a lively discussion afterward. Audience members posed thoughtful questions, showing great curiosity about the potential applications of biocement and synthetic biology.

The Science Slam format - short, engaging talks with audience interaction - proved to be a powerful way to communicate science. It allowed us to bridge the gap between cutting-edge research and public understanding, fostering curiosity, dialogue, and inspiration for future innovations.

We are pleased to share the video of our Science Slam presentation below, offering a glimpse into our approach to science communication and public engagement. Altough the audio is german, we provided english CC.

School Workshops 🧪

To inspire the next generation of young scientists and make synthetic biology more accessible, our team designed and delivered an interactive synthetic biology workshop to four upper-level biology classes (ages 16–18). The program combined hands-on experimentation with visual storytelling and a guided discussion, making abstract molecular concepts tangible and experienceable for students or in other words the future generation of scientists.

Credit: Iris Kuhn

Educational Goals

Our primary objective was to demystify biotechnology and synthetic biology by translating core ideas into clear, age-appropriate language. We wanted students to understand not only what DNA, genes, and proteins are, but also how they can be engineered to serve real-world purposes.

To achieve this, the workshop included a safe, reproducible banana DNA extraction experiment, which helped participants anchor abstract molecular concepts in concrete practice. Finally, we contextualised the activity by linking it to our iGEM project, showing how biological design principles can be applied to address global challenges in materials science and sustainability.

Audience and Structure

The workshop was held for four classes of advanced biology students (grades 11–13) at local high schools. Each 75- to 90-minute session followed a structured format of:

• Introduction (15–20 min): Interactive discussion introducing DNA, genes, and synthetic biology in everyday language.
• Hands-on activity (25–30 min): Guided banana DNA extraction experiment using household-safe reagents.
• Project presentation (15–20 min): Accessible overview of our project’s goals, methods, and societal context.
• Reflection (10–15 min): Group Q&A and take-home prompts connecting workshop content to the school curriculum.

Curriculum Content

We tailored the scientific content to match pre-university learning standards:

• Foundations: Cells, DNA, and proteins, introduced through the design–build–test–learn (DBTL) engineering cycle of synthetic biology.
• Methods: Principles of DNA extraction (lysis, filtration, precipitation) demonstrated using banana tissue.
• Applications: Examples of biocementation, microbial materials, and protein engineering, directly linked to our own project visuals to illustrate impact and limitations.

Hands-On Experiment

Students performed the banana DNA extraction in small groups, promoting collaboration and confidence in executing scientific procedures. Through this activity, the students learned to visualise DNA as a physical material, understood why precipitation makes it visible, and connected molecular structures to biological function.

To ensure safety and inclusivity, we used non-hazardous reagents, provided clear PPE guidance, and designed step-by-step instructions to accommodate different learning paces. For students opting out of the hands on component, we provided an equivalent, stepwise walkthrough of the molecular events at each stage (cell lysis, protein/nuclease inactivation, and ethanol mediated DNA precipitation), ensuring equal access to core learning outcomes without requiring physical participation.

Project Presentation and Engagement

The second part of the session featured a simplified presentation of our iGEM project, using custom visuals and animations to explain microbially induced mineralisation and the role of protein additives in biomaterial formation. We framed our research within broader climate and sustainability challenges, highlighting why low-carbon materials matter to both science and society.

Interactive elements like poll questions, misconception checks, and a final Q&A encouraged the curiosity and allowed students to engage with synthetic biology in an open and creative way.

Credit: Iris Kuhn

Credit: Iris Kuhn

Pedagogical Approach

The workshop followed a constructivist teaching framework, emphasising active learning through:

• Prior knowledge activation in the introduction to synthetic biology,
• Concrete experience during the lab experiment,
• Reflection and conceptual consolidation through discussion and visual explanations.

We applied cognitive design principles such as dual coding (combining visuals with spoken explanation) and progressive disclosure (revealing information step-by-step) to make the content both more engaging and comprehensible.

Impact and Feedback

Across all sessions, participation levels were high, especially during the experimental and discussion phases. The students demonstrated improved understanding of DNA–protein–function relationships and expressed fascination with how microorganisms can produce materials and how synthetic biology can help to create a better future. On the other hand, teachers reported that the workshop effectively connected knowledge gained during biology class to applied research, bridging the gap between theory and practice. After the first two sessions, we refined our analogies and visual order based on student feedback, improving clarity and narrative flow for subsequent classes.

Open Resources and Next Steps

To ensure long-term impact, we shared all workshop materials, including the slide deck, facilitator notes, and DNA extraction protocol, with the participating teachers. These resources are designed for 45- to 90-minute lessons and can be conducted with standard classroom equipment. For the next phase, we plan to:

• Extend the session to introductory biology classes,
• Incorporate a data interpretation mini-task using images of mineralized samples, and
• Develop a teacher companion guide aligning each workshop section with curriculum standards and formative assessment tools.

Through this initiative, we aimed to empower students to see themselves as scientists, build curiosity about biotechnology, and make synthetic biology more approachable and inspiring for the next generation.

Podcast - Making Science Accessible Through Audio

In an increasingly digital world, social media and online platforms have become primary sources of information and education for people of all ages. Recognizing this shift, we sought to share our research in a format that is both widely accessible and engaging. To achieve this, we developed an educational audio podcast that communicates scientific concepts in a clear, structured, and approachable manner.

Unlike written articles or visual presentations, audio allows listeners to engage with content in flexible ways-during commutes, daily tasks, or leisure time-turning ordinary moments into opportunities for learning. The audio-only format reduces visual distractions and promotes focused listening, enabling a deeper connection with the material.

Each episode follows a progressive structure, beginning with foundational concepts before moving step by step into more advanced topics. For example, we start by explaining what DNA is and gradually introduce more complex ideas, such as the applications of polymers in construction and biotechnology. This method ensures that listeners with varying levels of scientific background can follow along and build their understanding at their own pace.

The podcast is freely available to the public and designed for audiences of all ages and educational backgrounds. In addition to explaining scientific concepts, the episodes introduce listeners to iGEM, outline how our team was formed, and highlight our journey throughout the project.

• Season One focuses on breaking down scientific concepts into simple, digestible explanations to make biology accessible to a broad audience.
• Season Two features interviews with team members who share their personal experiences, advice, and insights to inspire future iGEM participants and emerging scientists.

Project impact

Our primary goal is to inspire curiosity and foster engagement with science, particularly among students and individuals who may not have easy access to scientific communities. What began as a local outreach effort has expanded into an international educational platform, reaching listeners from diverse countries and backgrounds.

This podcast has allowed us to establish connections with audiences who might not typically engage with biology or research. We help lower the barriers to scientific learning and encourage broader participation in the scientific conversation by providing free, high-quality educational content in a convenient format.

Feedback from listeners has highlighted the podcast’s role in demystifying complex topics and making science feel approachable. Many expressed that the audio format made it easier to engage with content that they had previously found intimidating. This demonstrates the podcast’s effectiveness in reaching beyond traditional academic audiences and expanding the reach of science communication.

Significance of the Initiative

This initiative is significant because it addresses a fundamental gap in science communication: accessibility. Traditional educational materials often rely on text-heavy formats or visual content, which may not be suitable for all learners or practical in everyday life. By contrast, audio offers a universally accessible and mobile learning experience.

Our podcast serves as a free and flexible educational tool, transforming complex research into clear, engaging narratives that listeners can follow anytime and anywhere. The exclusive use of audio encourages concentration and imagination, allowing listeners to internalize concepts in a personal and meaningful way. This approach makes science communication more inclusive, reaching audiences who might otherwise be left out of traditional academic outreach.

Synthetic Biology Dictionary – 2nd Edition

Continuing a Shared Educational Legacy

This year, our team at iGEM Mainz proudly continued an inspiring iGEM initiative: the Synthetic Biology Dictionary, first launched by iGEM Lund 2022, iGEM GO Paris-Saclay 2022, and collaborating teams including iGEM Chalmers-Gothenburg, Uppsala, Stockholm, and Aalto-Helsinki (2022).

Their goal was simple but powerful, to make synthetic biology understandable and accessible to everyone, from high school students to new iGEM members. They published their work openly and provided the Adobe InDesign source file to invite future teams to expand and evolve the dictionary as an open educational resource.

Inspired by their vision, we decided to build on their foundation and contribute to this living, collaborative resource.

Expanding and Modernizing the Dictionary

For the 2025 Second Edition, our main focus was on expanding the number of entries and modernizing the design to match current iGEM and educational standards.

We added many new terms covering recent trends in synthetic biology, improved image quality and layout, and updated the formatting to the new Adobe InDesign version for easier future editing. This ensures that upcoming teams can continue working with the file smoothly and integrate their own extensions, languages, or illustrations.

The updated edition remains student-friendly, concise, and practical - ideal for newcomers who want a clear overview of key concepts, lab vocabulary, and basic molecular biology principles.

Encouraging Future Teams to Contribute

We deeply appreciate how the original creators made their work open-access, encouraging future iGEM teams to expand it. We are proud to carry this collaborative torch forward and hope that our updated version inspires others to do the same.

We invite upcoming teams to:
• Use the dictionary as a teaching aid during workshops and school visits,
• Share it as an onboarding resource for new iGEM members or university students, and
• Continue to expand and improve it by adding new terms, visuals, or translations.

To make this as easy as possible, we again provide both the PDF version and the editable Adobe InDesign source file under an open educational license.

Promoting Science Through Outreach

As part of our education and outreach efforts, we promoted the dictionary during our school visits, where students could access it directly via a QR code printed on our materials.

We also plan to distribute the resource to new students joining the biology and biochemistry programs in the upcoming winter semester, helping them take their first steps into the world of synthetic biology.

By making the material easy to access, we aim to lower the entry barrier for students and spark curiosity about synthetic biology as a creative and interdisciplinary science.

Download & Share

Developed by iGEM Mainz 2025, based on the original open-access version created by iGEM Lund 2022, iGEM GO Paris-Saclay 2022, and collaborating teams (Chalmers-Gothenburg, Uppsala, Stockholm, Aalto-Helsinki, 2022).
Expanded and updated for the 2025 iGEM season.
For educational and non-commercial use only.

Download InDesign Source File

Poster Presentation at the Day of the Faculty of Biology, JGU Mainz

During the Day of the Faculty of Biology at Johannes Gutenberg University Mainz, our team members presented the project to a broad audience of researchers, lecturers, and students ranging from biochemistry to bioinformatics, and systems biology. The session introduced the project’s aims and methods while demonstrating how synthetic biology’s engineering principles like modularity, standardisation and iterative design can be applied to living systems to address real‑world challenges.

Why this matters for education:

For attendees, the presentation offered a clear view of how student teams integrate wet‑lab experimentation with computational modelling, data analysis, and ethical reflection into a coherent project workflow. It showed synthetic biology as a disciplined practice that connects design, build, test, and learn cycles with responsible research and innovation.

For team members, it was a focused exercise in scientific communication: explaining complex concepts to peers and experts, fielding critical questions, and translating technical results into accessible narratives. The feedback received sharpened experimental priorities, clarified stakeholder needs, and broadened the understanding of societal context.

What we highlighted:

Engineering mindset in biology: breaking problems into testable modules, using standards for parts and assembly, and iterating based on data.

Interdisciplinary collaboration: coordinating wet‑lab work with modelling, software tools, and documentation to enable reproducibility and transparency.

Responsibility and ethics: discussing biosafety, data stewardship, and potential impacts alongside technical feasibility to cultivate informed decision‑making.

Impact and next steps:

The event strengthened connections across departments, inviting new perspectives that informed design choices and risk assessment.

It inspired follow‑up activities such as lab visits and resource-sharing with other labs and that continue the conversation with students considering careers in synthetic biology.

We incorporated audience feedback into upcoming outreach materials, emphasising clarity of goals, measurable outcomes, and accessible visuals that convey both results and limitations.

Takeaway

Bringing synthetic biology into mainstream academic forums helps demystify the field, fosters rigorous, constructive dialogue, and equips students and researchers alike with a shared language for designing and evaluating biological systems.

Other activities

Participation at BFH European iGEM Meetup 2025, Frankfurt

Our team proudly participated in the BFH European iGEM Meetup 2025 in Frankfurt with six team members, presenting our project through both a poster and an oral presentation. The event brought together over 170 fellow iGEMers of 26 teams from seven countries, fostering an inspiring environment for scientific exchange, collaboration, and mutual learning over three vibrant days.

Credit: BFH Euromeet

A highlight of the program was the oral presentation delivered by our student leader Marcel together with Alissa, who introduced Pyricon to an audience of experts, mentors, and fellow iGEMers. Their talk sparked engaging discussions that helped us refine our scientific narrative, sharpen our experimental focus, and identify clear next steps for implementation.

Credit: BFH Euromeet

Throughout the poster sessions and Q&A rounds, we received valuable feedback on how to emphasise the real-world relevance of our bio-cement solution, strengthen our biosafety and containment strategies, and expand promoter testing to enhance expression efficiency and robustness in our Bacillus subtilis chassis. These insights directly guided the prioritisation of our next design cycles and human practices engagement.

Credit: BFH Euromeet

We are honoured that among 26 participating teams, Pyricon was awarded the 2nd runner-up prize for Best Overall Project, a recognition that celebrates both the strength of our concept and the dedication of our entire team. The experience in Frankfurt not only validated our work but also motivated us to keep improving, integrating feedback, and advancing our ideas for the project.

Cheat Sheet for HTML and CSS for future iGEMers

As the first iGEM team from our university, establishing processes for running an iGEM project meant a lot of trial, error, and documentation - especially for building a clear, appealing wiki under time pressure. The iGEM wiki is the primary showcase of a project, yet the setup can be daunting at the start. To lower the barrier and help future teams spend more time on science than on formatting, this guide in form of a cheat sheet distils a minimal, reliable workflow with practical HTML/CSS essentials.

This guide was created to lower the barrier for building clear, accessible iGEM wiki pages and to help teams focus more time on science rather than troubleshooting page structure and styles. It captures a minimal, repeatable workflow and common patterns that work reliably on the iGEM infrastructure , so future teams can iterate instead of starting from scratch.

We see this cheat sheet as a living resource. Therefore, we encourage future iGEM teams to please adapt, extend, and improve it. Add examples, refine accessibility patterns, contribute reusable components, and document pitfalls and fixes. By building on one another’s work, future iGEM teams can iterate faster and deliver robust, readable, and accessible wikis year after year.

Accessible education for everyone via social media

Following our goal to make education accessible for everyone and to minimise the fear of genetically modified organisms as well as research, we startet the series "spider silk over the centuries". Via showing what spider silk has already been used for in history, we follow the discoveries regarding spider silk through the centuries. Not only in Rome, Greece and Australia has spider silk been used for medical devices or clothing, but is also important in todays research for sportswear and new discoverys. Spider silk itself is versatile and should not be neglected when talking about our project. To reach as much public as we can social media must not be left out. In fact, quite the opposite: If we refer interested parties to our profile, the foundations for understanding the use of spider silk should already be laid by the time further information is available. With our research project Pyricon we are part of a series of discoveries that have improved people's quality of life. That is exactly what we hope to achieve with our project: A better world for everyone. Spider silk was and is a safe and loyal companion to humans during their development. This is exactly the information we want to convey with our series.
Take a look for yourself on our instagram page @igem.mainz

Science for Life - Organisation of DKMS Stem Cell Registration Events

In the spirit of iGEM, we wanted to go beyond the lab and use our platform to make a real, human impact. Therefore, we organised two DKMS stem cell registration events at the campus of our university.

By organising the event, we helped raise awareness for the importance of stem cell donation and made it easier for students, staff, and researchers to take action. What started as a small idea turned into a powerful example of how scientific literacy can lead to lifesaving participation.

The campaign not only connected our university community through a shared cause but also reflected the values at the heart of synthetic biology - responsibility, empathy, and collaboration. Through this outreach, we strengthened local networks, deepened public trust in science, and showed that iGEM projects can create tangible benefits for society while pushing the boundaries of innovation.