Urban Outreach

Science Outreach at Yan'an High School: Connecting Classroom Knowledge with Real-World Synthetic Biology

In the September 2025, our team visited Yan'an High School in Shanghai to deliver a lecture on synthetic biology and engineered probiotics to a group of 11th-grade students. Knowing that they had just finished studying DNA transcription and translation in their biology curriculum, we tailored our presentation to both introduce our project and help them consolidate what they had recently learned.

We began with a simple guiding question: “If we want an engineered gene to work inside a probiotic in the gut, what steps does it need to go through?” From there, we walked the students through the journey from DNA to RNA to protein. Instead of sticking to textbook definitions, we showed them how key biological parts—promoters, ribosome binding sites (RBS), coding sequences, and terminators—function in our project to ensure that genes are properly expressed. For many students, this was the first time they saw how classroom concepts directly connect to real-world research and biotechnology applications.

The interactive session that followed was particularly lively. Several students raised thoughtful questions, especially about why genes cannot be translated directly without transcription, and what roles promoters and RBS play in gene expression. These questions reflected their curiosity as well as the challenges they faced in class. At this point, their biology teacher, who also happened to be our supervising mentor, joined the discussion. He explained: “Gene expression doesn't begin with translation. Promoters tell the cell where to start, so that RNA polymerase can transcribe the information accurately.” This three-way exchange between students, teachers, and young researchers created a vibrant and engaging learning atmosphere.

At the end of the session, many students shared that it was the first time they realized how concepts like transcription and translation are not abstract theories but practical tools for designing new therapies. One student even wrote in the feedback form: “I used to think transcription and translation were just exam topics. Now I see they can actually be used to benefit patients. This makes me more motivated to study biology in the future.”

In addition to the lecture itself, we distributed our team’s brochures and creative science merchandise—such as stickers and postcards featuring our engineered probiotic mascot. These materials not only reinforced the key messages from the session but also gave students tangible reminders of synthetic biology in their daily lives. Many shared that the brochures helped them review the concepts afterward, while the fun cultural products sparked conversations with peers and teachers. In this way, the influence of the lecture extended beyond the classroom, leaving a lasting impression on the students.

This outreach session achieved much more than science communication—it sparked genuine curiosity, bridged the gap between classroom learning and cutting-edge research, and planted seeds of scientific enthusiasm in the minds of young students. For us, it was also a reminder that education is not only about transferring knowledge, but about igniting the spirit of exploration and discovery.

Rural Outreach

The Lecture at Tangchi Middle School in Yuexi County, Anhui Province

In August 2025, our iGEM team embarked on a journey of hundreds of kilometers, leaving the bustling scientific research environment behind to visit Tangchi Middle School in Yuexi County, Anhui Province, driven by the mission of "bringing cutting-edge science to mountain campuses."

Prior to our departure, the team went through multiple rounds of discussions and refinements. Fully aware that middle school students in the area had limited access to cutting-edge science, we completely abandoned the tedious accumulation of academic jargon commonly seen in research reports. Instead, we broke down the Goutbuster Project and knowledge about hyperuricemia prevention and treatment into three sections: "Problem Introduction - Principle Explanation - Interactive Thinking." We also prepared visual materials such as schematic diagrams and short videos of experimental processes to ensure that every knowledge point was "understandable, memorable, and relatable."

At the start of the lecture, we did not dive straight into professional content. Instead, we opened with a life-related scenario-based question: "Have you ever seen elders at home suddenly suffer from red, swollen, and painful joints, struggling even to walk? In fact, this is likely a gout attack, and the 'hidden driver' behind gout is hyperuricemia, which we are going to talk about today." This question immediately resonated with the students. Many raised their hands to share experiences of family members or people around them, and the initially reserved atmosphere quickly became lively.

After the students established a basic understanding of hyperuricemia, we smoothly introduced the core of this sharing session—the Goutbuster Project—and how synthetic biology provides innovative solutions to this problem. To make the professional concept of "probiotic modification" more understandable, we used the analogy of "uric acid housekeepers in the intestines": purines ingested by the human body are metabolized into uric acid. The probiotics we screened and modified are like "exclusive porters" that can accurately identify the precursor substances of purine metabolism in the intestines, "package" them, and transport them to their own cells for conversion into harmless substances, thereby reducing uric acid production at the source. We also used dynamic schematic diagrams to show the working process of probiotics: from "identifying purine precursors" to "binding and transporting" and then to "metabolic conversion," each step was labeled with simple and easy-to-understand text explanations.

Subsequently, we revealed the "technological code" of the project's R&D to the students, allowing them to see the dual power of "wisdom + technology" in modern scientific research. We mentioned AlphaFold—this artificial intelligence tool can accurately predict the three-dimensional structure of proteins. When designing the "purine precursor-binding protein" of probiotics, it helped us find the "key grip" for the protein to bind to purine precursors. Molecular docking technology, on the other hand, is like "simulated trial and error." By simulating the binding process between proteins and substrates through computers, it optimizes the protein structure, making it "grasp more firmly and work more efficiently." To prevent technical concepts from being too abstract, we used the analogy of "building blocks": "AlphaFold helps us see the shape of the 'blocks (proteins),' and molecular docking is like trying different ways of assembling them to find the most stable and efficient combination. This way, the probiotics' ability to 'transport' purine precursors becomes stronger." After listening, the students nodded one after another, and some even drew "block schematics" in their notebooks. The focused atmosphere on-site made us feel their curiosity about science.

At the end of the lecture, we told the students,"Scientific research is not smooth sailing. We have also experienced many failures, but as long as we persist, we can see hope. Your current curiosity about science is the starting point for becoming innovators in the future—no matter where you are, as long as you dare to think and act, you can also use science to solve problems around you like we do." When the documentary ended, warm applause broke out in the classroom, and many students' eyes sparkled with yearning for science.

Urban Community

Xuhui Youth Activity Center Lecture

In September, our team visited the Xuhui Youth Activity Center to deliver a lecture on synthetic biology to a group of incoming high school freshmen. During the session, we not only introduced the basics of synthetic biology but also presented our iGEM project. The students listened attentively and actively engaged in discussion, raising insightful questions such as “What is the uric acid cycle?” and “How can we ensure that engineered probiotics reach the intestines effectively?”

Their curiosity and sharp thinking pushed us to explain our project design and experimental strategies in a clear and accessible way, bridging the gap between advanced science and high school understanding. To make the learning experience more memorable, we also distributed our team's creative science merchandise, which was warmly welcomed. This activity exemplified our goal of inspiring younger students to explore frontier biology while making complex concepts approachable and engaging.

This activity exemplified our goal of inspiring younger students to explore frontier biology. Through their active feedback—such as asking for more case studies and practical demonstrations—we adjusted later workshops to be more interactive and relatable.

Project Brochures

To complement our educational tools, we designed brochures that served as both a project introduction and a primer on synthetic biology. Written in clear and engaging language, the brochures explained the core idea of our engineered probiotic—absorbing purine precursors in the gut—as well as the broader concepts of gene editing, promoters, and biosafety. Each section was paired with diagrams and infographics, allowing readers with no scientific background to follow along easily.

Beyond presenting our project, the brochures also aimed to reduce public skepticism about the term “genetically modified” by offering transparent explanations of safety strategies and real-world applications of synthetic biology. Distributed during school lectures, patient interviews, and public events, these brochures became a tangible takeaway that extended the impact of our outreach long after the activities ended.

Science-themed Cultural Products

To make synthetic biology more approachable and memorable, we created a collection of science-themed cultural products centered on our project's IP design. These included stickers, fridge magnets, and other playful merchandise featuring our engineered probiotic mascot. By combining scientific concepts with creative design, we turned abstract biological ideas into fun, everyday items that students, patients, and the public could take home.

These products not only sparked curiosity but also extended the influence of our project beyond formal activities. For example, stickers handed out after school lectures became conversation starters among students, while fridge magnets served as constant reminders of the importance of preventive healthcare within families. In this way, our cultural creations transformed education into an engaging and lasting experience.

Intestine Cartoon Model

To visualize the core concept of our project, we designed an interactive intestine cartoon model using a magnetic whiteboard. The background illustrates the human intestine, while movable magnetic pieces—featuring our project's IP characters such as xanthine and our engineered probiotics—can be shifted around to simulate the process of purine absorption.

This playful yet educational tool allowed students—and even younger children in community and kindergarten classes—to “act out” the mechanism themselves by moving probiotics to capture xanthine precursors. It not only reinforced scientific knowledge but also made synthetic biology approachable across different age groups.

Suprobiotics

A Comprehensive Science Communication Platform

To make synthetic biology approachable and understandable for everyone, our team built Suprobiotics, an educational platform that bridges scientific research and public learning.

Rather than a static information site, Suprobiotics is designed as an interactive learning environment where users can explore, question, and engage with experts.

educational goal is twofold:

Empower the public with reliable scientific knowledge about probiotics, enabling them to distinguish credible information from misleading advertising.

Create an open academic ecosystem where global researchers and clinicians can communicate, share insights, and collaborate to make probiotic science more transparent

1. How Education Happens on the Platform

Suprobiotics turns passive reading into active participation. Users can register as either learners (consumers) or educators (scientists) — and both roles contribute to the learning process.

For learners:They can search for probiotic-related topics, read accessible popular-science articles, and ask real questions to scientists. Each response is peer-reviewed by professionals to ensure accuracy, helping users develop critical thinking and scientific literacy.

For educators and experts:Scientists can answer public questions, upload verified knowledge, and participate in community discussions. This fosters two-way education — scientists improve their science communication skills while learners deepen their understanding through dialogue. Through this interactive model, Suprobiotics transforms science from abstract theory into a social learning process, where everyone can take part in building shared knowledge.

2. Educational Design and Accessibility

The platform was intentionally built to serve as an educational space that is open, accessible, and inclusive:

Accessibility-first design: responsive layout, ARIA attributes, and keyboard navigation for inclusive usability.

Clear modular structure: “Ask–Learn–Share” reflects the cycle of inquiry-based education.

Multilingual readiness: interface adaptable for future global outreach and cross-cultural learning.

Every visual and textual element was optimized for readability and comprehension, ensuring that both high school students and scientific audiences can benefit from the content.

3. Educational Impact

Suprobiotics represents a new model of science education in the iGEM community—moving from “teaching about biology” to “learning through biology.”

It enhances public understanding of microbiome and probiotic science, linking classroom concepts to real-world health issues.

It encourages young learners to engage in evidence-based thinking, fostering curiosity and responsibility in science communication.

It builds a sustainable bridge between academic research and public trust, helping engineered probiotics gain recognition grounded in data, not marketing.

4. Future Educational Outlook

In the future, we will expand Suprobiotics into an intelligent and multilingual educational ecosystem, integrating: AI-assisted recommendation systems to personalize learning experiences; Interactive modules such as live lectures, quizzes, and simulation-based “virtual labs”; Collaborative classrooms that connect global students and scientists for joint learning projects. Our ultimate goal is to turn Suprobiotics into a living classroom for synthetic biology, where education continues to evolve alongside science itself.