Aims and Philosophy
Educational Design Philosophy
Our education strategy was guided by the idea of learning by doing. We aimed to move beyond simply presenting synthetic biology, instead creating two-way experiences where participants could explore, question, and shape their understanding through interaction. We learnt as much from teaching synthetic biology and discussing our project as our audience did. Each event was designed with age-appropriate learning outcomes: curiosity for children, critical connection and future prospects for high schoolers, and scientific dialogue for adults. We collaborated with our university professors and experienced mentors from CoESB and Macquarie University to align activities with real learning principles.
Overall Goal of Our Educational Outreach
Our overall goal in education was to make synthetic biology accessible, engaging, and relevant to diverse audiences—from children to professionals, as well as synthetic biology enthusiasts and the broader public. We aimed to spark curiosity and communicate our project’s importance in ways that all audiences could understand. Along the way, we also gathered meaningful feedback to refine our message before presenting at the iGEM Grand Jamboree in Paris. By tailoring our outreach to different groups, we sought to create lasting interest and dialogue around synthetic biology while highlighting our innovative iGEM project.
Educational Resources
SynBio Stories – Educational Game
Our original educational game, SynBio Stories, takes players on an interactive journey through the history and evolution of synthetic biology. Designed by iGEM member Louis as a choose-your-own-adventure experience, the game lets players step into the shoes of scientists across time — from the discovery of DNA’s double helix, to the birth of recombinant DNA technology, to breakthroughs like CRISPR. Each choice influences the story’s direction, showing how key discoveries, ethical decisions, and moments of creativity shaped the field we know today.
The story concludes with our own iGEM team as the final chapter. Players join us in designing a biosensor to detect methanol contamination, applying everything they’ve learned from the pioneers before us. By blending storytelling with science, SynBio Stories turns complex molecular biology into an engaging narrative that highlights how curiosity, collaboration, and innovation continue to drive the future of biotechnology.
Fliers and Handouts
A series of fliers and educational handouts were produced for each audience. These resources condensed our project into accessible, visual summaries that explained our biosensor, synthetic biology, and iGEM in simple language.
Remediate Game Rules
The rules sheet guided students through gameplay, making it easy to follow without prior science knowledge. Each round introduced new environmental challenges, reinforcing how genetics and microbial design can be applied to real-world sustainability issues.
DNA Bracelet and Sushi Activity
This resource guided students through designing their own DNA sequences with coloured beads, linking visual creativity with scientific learning.
Reproducibility
To make our work reproducible, all educational materials — including SynBio Stories (game files and instructions), Remediate game instructions, DNA bracelet guides, and outreach fliers — are freely available on our wiki. Each resource includes clear learning goals, materials lists, and setup instructions so that other teams or teachers can easily replicate or adapt them for their own classrooms or events. While these resources are not perfect, they were designed to be adaptable and we hope they are developed further into valuable educational tools for both iGEM and synthetic biology as a whole.
High School – Mercy College Geography Class
Who
Our iGEM team welcomed 62 Year 10 Geography students from Mercy College to Macquarie University, where we were able to spread the word about synthetic biology, alongside guest speakers from the ethical oil start-up Levur and Dr. Paige, an expert in science communications. We shared insights into our iGEM project and introduced students to synthetic biology through a DNA bracelet design workshop.
What and Why
The event featured several interactive stations: 3D-printed sushi, DNA jewellery making, and the fast-paced synthetic biology game Remediate. The bracelet activity encouraged teamwork, fine motor skills, and curiosity about how all living things share similar genetic “building blocks.” Students were engaged and excited, comparing their colourful patterns and asking questions about how DNA makes us unique. Alongside these activities, students heard from Levur, Dr. Paige, and our own iGEM member, Sofia. We highlighted the connections between biotechnology and sustainability, aiming to spark curiosity about how biotechnology can support sustainable food systems and environmental solutions.
Sofia’s Presentation
Sofia introduced synthetic biology in simple terms and explained our early design process. She discussed how we identify problems, design genetic circuits, and test our ideas — providing a first-hand example of how real-world biotechnology research begins. Her enthusiasm inspired students to see synthetic biology as creative and impactful, not just technical.
3D Printing Activity
A 3D printer demonstration accompanied the workshop, using 3D-printed sushi to symbolise how biology can inspire the creation of sustainable foods. Volunteers explained the link between biomanufacturing and global food challenges, sparking discussions about how microbes could one day make food in space or replace traditional agriculture.
Our Education Reflection
For our team, this event provided an important opportunity to develop engaging outreach for future scientists. Designing activities that were both fun and informative challenged us to think creatively about how to communicate complex ideas to a younger audience. The experience helped refine our teaching strategies and demonstrated the power of hands-on learning in making science — and our ambitious ideas — tangible.
High School – InRoads Event
Who
We engaged 60 high school students from equity cohorts across regional NSW, including the Mid North Coast, Central West, and Broken Hill. These students were welcomed into the InRoads residential program, which introduces participants to university life in an immersive and supportive way.
What and Why
The program offered students a “taster” experience of higher education, including interactive workshops, campus tours, and opportunities to connect with Macquarie staff and students. Its goal was to dismantle misconceptions about university, build confidence, and show students from underrepresented regions that higher education is accessible to them. By including synthetic biology as part of the program, we were able to introduce students to cutting-edge research while situating it in the broader context of their educational pathways.
Our Education
This outreach allowed our team to extend the reach of synthetic biology education beyond the local area and into regional communities. By sharing our project with students who may not otherwise encounter biotechnology, we broadened access to knowledge and inspired conversations about how science can contribute to solving global challenges. For our team, it reinforced the importance of inclusivity in science communication and the value of tailoring our approach to diverse audiences.
Inclusivity and Accessibility
Accessibility was central to our outreach design. We deliberately included students from regional and equity cohorts through the InRoads program, ensuring that geography, background, or prior science experience were not barriers to participation. We simplified complex ideas using visual aids, games, and metaphors so that learners with different levels of English and science literacy could participate equally. This approach demonstrated that synthetic biology can be a field for everyone, not just those already in STEM.
Bead Bracelet Instructions
A PDF resource showed how to make DNA bead bracelets. This activity guided students through designing their own DNA sequences with coloured beads, linking visual creativity with scientific learning.
Remediate – Fast Version
Remediate was a highlight for both Mercy College and InRoads students. In each round, players raced to match genes with environmental problems, learning about bioremediation, genetic parts, and microbial diversity.
Open Day – University Event
Who
Our team’s iGEM stall at the Macquarie University Open Day attracted a diverse audience, primarily prospective university students considering a future in science, as well as their families. This gave us the opportunity to reach both future students — potential future iGEM members — and members of the wider general public. By engaging with parents, we also gained insights from people in a variety of professional backgrounds, including valuable perspectives for our product design. This was an important demographic for our project’s entrepreneurship, as students around this age and their parents represent prospective target markets for MethaNO products.
What and Why
The aim of our presence at Open Day was to raise awareness of synthetic biology and the iGEM competition, while introducing our project to a broad, mixed audience. It was about education, sparking curiosity, and making our team visible to the next generation of Macquarie students. The event allowed us to explain complex science in accessible ways, inspire interest in biotechnology, and strengthen the profile of iGEM at Macquarie for years to come.
Colourful Plates Display
We used colourful agar plates to illustrate how gene expression and bacterial growth can be visually striking. This simple display caught attention and opened conversations about genetic modification and safe lab practices.
Competition
We ran a competition to encourage engagement and collect feedback. Participants were invited to complete our Microsoft Forms survey and were entered into a raffle. The raffle kept visitors engaged, made our stall memorable, and gave many people something to take home, including MethaNO jigsaw puzzles and plush toys.
Feedback Form
Our feedback forms revealed that the majority of attendees had never heard of synthetic biology before, but left with a clear understanding of what it involves. Many expressed interest in studying biotechnology after visiting our stall. Additional data from our analysis will be added here once survey results are compiled.
Our Education Reflection
The day offered an incredible opportunity to refine our communication skills. Speaking with audiences of different ages, interests, and backgrounds taught us how to adapt our explanations on the spot — whether simplifying our biosensor mechanism or discussing broader applications of synthetic biology. The wide variety of feedback helped us understand how people perceive biotechnology and gave us ideas for clearer visuals and analogies.
General Public – ‘Genes and Gin Night’
Who
We invited a broad audience to this event: Macquarie University staff from across departments, employees of the Australian Proteome Analysis Facility (APAF), the ARC Centre of Excellence in Synthetic Biology (CoESB), and partner companies in the biotechnology and genetics sectors, as well as our sponsors. Students with an interest in science were also welcomed, alongside members of the general public who had supported our team through social media and fundraising. By bringing together experts, staff, students, and supporters, we created an inclusive environment where different perspectives could meet and offer important feedback on the delivery of our message.
What and Why
We organised an evening event called “Genes and Gin” at the Macquarie University rooftop garden. The night combined social interaction with scientific engagement, centred around the synthetic biology card game Remediate, as well as our iGEM presentation. Guests enjoyed food and drinks (sponsored by our local sponsor, Manly Spirits) while learning about the basics of synthetic biology through play. We delivered a presentation to introduce our project — great practice for Paris — while also testing how clearly our ideas resonated with a mixed audience. This event served not only as a celebration of our efforts, but also as a final rehearsal space to refine our science communication and product design.
Our Presentation
Our presentation, delivered by Louis and Blake, covered the purpose of our biosensor, the problem of methanol poisoning, and how we designed a practical, scalable solution. It doubled as practice for our final presentation in Paris, helping us refine pacing, visual clarity, and audience engagement.
Feedback
We received overwhelmingly positive feedback, particularly on the accessibility of our explanations. Attendees commented that the event “made synthetic biology make sense” and praised the combination of fun, food, and science. Much of the feedback came through conversations with connections made via our sponsors’ networks, providing us with valuable insights into how our project was perceived beyond the university setting.
Our Education Reflection
For our team, the event was an invaluable chance to practice science communication in a real-world setting, identify areas where our explanations could be clearer, and integrate constructive feedback into our project. It was also a wonderful opportunity to celebrate our partners — including CoESB, APAF, the Australian Genome Foundry, Synthetic Biology Australiasia (SBA), and Manly Spirits — all of whom played key roles in supporting both the event and our iGEM journey. Speaking with scientists, mentors, and the public in a relaxed environment gave us authentic, constructive feedback and made this one of our most valuable educational experiences.
‘Lab Chat’ – With the Experts
Who, What and Why – Critical Feedback from Experts, Preparation for Paris
In preparation for the iGEM Grand Jamboree, we hosted an internal ‘Lab Chat’ with experts from CoESB, APAF, and AGF. These sessions were designed as formal presentations, featuring extensive questioning and feedback rounds before our final trip to Paris. This audience was our toughest yet — experienced scientists from a range of backgrounds ready to scrutinise and help refine our project and presentation delivery skills. Their constructive critique proved incredibly valuable in ensuring our message was as robust and well-prepared as possible.
Earlier Presentation
In our early Lab Chat presentation, our talented iGEM members Sophia and Mahia presented preliminary data and received targeted scientific feedback. This helped us refine our initial designs, ensuring our laboratory work was progressing in the right direction. Experts guided us on how to strengthen our experimental design, improve the clarity of data visualisations, and streamline our communication of technical details.
Later Presentation
Our later Lab Chat focused on storytelling, communication, and delivery. Mentors asked probing scientific questions and offered new angles for explaining our work to both judges and non-experts. These sessions served as invaluable practice for fielding challenging questions and speaking confidently as a cohesive team with a fully developed project.
Education Reflection
Reflection
Across all our education events, dialogue was central. We didn’t just teach — we listened. Feedback from high school students helped us simplify our explanations of DNA and gene circuits, while questions from parents at Open Day revealed public misconceptions about genetic engineering, which we later addressed in our presentations. Industry mentors and scientists at our Lab Chats challenged us to make our biosensor design more robust and opened up ideas we had missed, directing the progression of our design. These exchanges transformed our understanding of communication, ethics, and design, proving that education in synthetic biology is most powerful when it’s reciprocal.
Final Message
Through our education and outreach efforts, we connected with hundreds of people — from curious children and regional students to university audiences and industry professionals. Each event deepened public understanding of synthetic biology and strengthened our team’s communication and creativity. By the time we had finished our education efforts, we had grown from students into scientists and storytellers, ready to inspire the next wave of innovators in synthetic biology.
