Part 1: Major Campaigns (High Impact, Broad Reach):
voluntary teaching
--enlightened (score: 100)
During our interviews and discussions, we realized how important it is to introduce synthetic biology and its ethics to students at a young age. At this stage, much of their knowledge comes from parents and teachers, yet for an emerging field like synthetic biology, adults may not always have the right background to guide them. This often leads to misconceptions, leaving students without a proper understanding of synthetic biology and genetic engineering. To bridge this gap, we felt a strong responsibility to bring accurate knowledge and exciting stories of synthetic biology directly to classrooms. We reached out to primary, middle, and high schools, designing age-appropriate lectures and interactive activities that combined science with fun. In Beijing—where schools are highly influential and serve as models nationwide—we carried out most of our teaching efforts. Our activities included science quizzes, creative art courses, and open discussions, allowing students to experience learning beyond textbooks. Their feedback was inspiring: many of them, who previously knew nothing about synthetic biology or iGEM, developed genuine curiosity about genetic engineering. Some even said they would love to participate in iGEM in the future. For us, these moments were deeply rewarding. Seeing students’ curiosity spark into passion reminded us why we chose to teach: to make synthetic biology accessible, inspiring, and full of possibilities for the next generation.
Children Why 6+ ?
Elementary school students already have some knowledge of biology and possess a pair of creative and curious eyes. However, due to the arrangement of primary school curricula, biology is not sufficiently covered in science classes. Learning biology is not only important for daily life but also essential in cultivating children’s creativity, observational skills, and scientific thinking. In addition, Traditional Chinese Medicine (TCM), as a treasure of Chinese culture, plays a vital role not only for our project but also for the transmission of national heritage. As the flowers of the nation, elementary students should learn about traditional culture and gain basic knowledge of TCM. Therefore, considering the knowledge level and learning capacity of primary school students, we designed the outreach activity “Exploring the Microbial World.” Our aim was to provide students with more understanding of microbiology and TCM through lectures, interviews, and surveys, helping them gain a more comprehensive view of biology and medicine, while enhancing their observation skills, creative thinking, study habits, and scientific literacy.
Popular science class
We gave a popular science lecture to around 50 elementary school students. During the class, we introduced the major types of microbes, their discovery process, and the interesting stories behind them. In addition, we presented examples of how humans use microbes and explained the underlying principles. Finally, we taught them about good hygiene habits in daily life. The children learned enthusiastically, engaged in discussions with our iGEM team members, and both students and teachers benefited greatly from the activity.
Interviews
After the class, we conducted random interviews with several students. The interviews were divided into two parts. The first part was feedback on the course. Students said they had learned a lot of new knowledge and would pay more attention to microbes in their daily lives. They also gave some suggestions for improvement. The second part was about their knowledge of biology and TCM. When our team members asked questions like “Have you heard of genes?” and “What do you know about TCM?”, we were surprised to find that many students already had a fairly deep understanding of molecular structures inside cells, such as genes, though they were not yet familiar with technologies like gene editing. This showed that school-level science education has achieved some success, and that synthetic biology and genetic engineering could be introduced at the elementary level. However, students’ knowledge of TCM was generally lacking, which saddened our iGEM members. TCM is a major branch of medicine with profound connotations and a long-standing cultural background, and should be promoted more widely. Fortunately, during our class, our team members also explained some TCM concepts, which deepened the children’s understanding of traditional medicine.
Questionnaire survey
We also conducted a questionnaire survey to determine the students’ grasp of microbiology and TCM knowledge, so we could design more targeted courses. The survey results showed that although the students were still in elementary school, over 90% already knew about microbes, while only about 60% knew about TCM. This was consistent with the interview findings, further proving that at the elementary school level, while expanding microbiology knowledge is important, it is equally necessary to promote TCM more broadly.
Middle School Why 12+ ?
At the junior high school stage, biology and chemistry are separated from the general "science" subject and taught as independent disciplines. Students at this level begin to learn more advanced knowledge in both biology and chemistry, gaining a basic understanding of the world. However, they still lack sufficient exposure to genetic engineering and synthetic biology. At the same time, junior high school students already possess a certain level of creativity, project-oriented thinking, and curiosity about new directions in biology. Therefore, the Tsinghua-M iGEM team visited Beijing Dandelion Middle School to introduce students to the basic principles of yeast fermentation and related knowledge of genetic engineering. Since middle school students also have a sense of teamwork and competition, the iGEM members organized group-based knowledge competitions tailored to their personalities. Our goal was to use this outreach activity to help more students broaden their understanding of biology, gain a deeper knowledge of yeast fermentation and genetic engineering, and develop awareness of iGEM projects, thereby enhancing creativity and scientific literacy. In addition, we carried out an aesthetic education course, encouraging students to "create a biological world with their own hands," improving both their aesthetic literacy and practical skills. It is worth noting that Beijing Dandelion Middle School is a private school for the children of migrant workers, supported by public welfare donations. By delivering this science outreach activity at Dandelion Middle School, the Tsinghua-M iGEM team brought fresh vitality and new perspectives to the school. This meaningful event was truly "a rose given, a fragrance remaining in hand".
Popular science lectures
Yu Haiyue and Liu Hao, members of the Tsinghua-M iGEM team, each gave a popular science lecture. Their topics were “From a Drop of Alcohol: The Basic Principles of Yeast Fermentation” and “Genes and Genetic Engineering.” Both speakers explained the concepts clearly and accessibly, complemented by appropriately designed educational videos. These sessions enabled the students to understand how yeast ferments alcohol through respiration, as well as the fundamentals of genes and the technologies related to genetic engineering.
Aesthetic education course
Led by Wu Moyan and Zhou Yunzhe from the Tsinghua-M iGEM team, students used paper and pens to draw their imagined microbial world and yeast cells. They also modeled their ideal yeast cells and a “traditional Chinese doctor” figure who overcomes harsh environments, using clay. This aesthetic course stimulated both creativity and hands-on skills, making biology more engaging and enjoyable. The students’ works were colorful, lively, and cute, yet also reflected essential biological concepts such as “survival of the fittest.”
Students’ masterpieces
Interview
After our outreach activities, we interviewed Mrs. Duan Mengyu, the head teacher at Dandelion Middle School. We asked her for suggestions on science communication and for insights into the students’ experiences. Mrs. Duan highly praised our program, noting that the activities were both rich and educational. At the same time, she reminded us to pay more attention to classroom management and time control—when students get too absorbed in one activity, it is important to guide the pace in order to maximize efficiency. Mrs. Duan also affirmed the importance of introducing synthetic biology into middle schools. In her view, synthetic biology has many exciting and meaningful applications—such as cell factories—which are “fancy” and inspiring for students. By engaging with these topics early, students can broaden their horizons, gain a head start in understanding emerging disciplines, and even be influenced in their future academic and career choices.
Feedback
Following our lectures, we carried out continuous follow-up by collecting students’ feedback to improve our outreach and make science communication more effective. Many students wrote reflections on their own initiative, giving very positive evaluations of the event. They were especially impressed by Tsinghua-M iGEM’s explanation of yeast fermentation principles, which not only taught them new knowledge but also practical facts from everyday life. In addition, the art-based activity about designing ways to help yeast overcome stress left a lasting memory. Students shared their drawings and creative works with our team, showing us their ideas and imagination. Many also expressed that the lively and competitive quiz session in the afternoon sparked their interest in biology even further, with some saying they now hope to pursue related research in the future.
High School Why 15+ ?
High school students already possess a broad and comprehensive understanding of biology, and they are well acquainted with fermentation principles and genetic engineering. So why do we still need to educate them? On the one hand, although students encounter examples of biology and genetic engineering in textbooks and exams, they often do not understand the real-world contexts or practical applications of these technologies. Our outreach helps them gain a deeper understanding of these emerging biological tools. On the other hand, high school is a critical period when values and worldviews take shape. During this stage, students begin to form preliminary ideas about their life paths and future academic or research directions. Our outreach enables them to understand “what synthetic biology is really doing” and “what genetic engineering is used for in practice.” This knowledge plays an essential role in shaping their career choices. In addition, we also take this opportunity to introduce the iGEM competition, encouraging students to participate in project planning, design, and implementation during high school and university. Through this, they can build better molecular machines, contribute to the development of synthetic biology, and promote scientific and technological progress. Therefore, during the summer vacation, we organized a series of special lectures on synthetic biology for students at Tsinghua University High School.
Science lectures
Lecture 1: Entering the Microbial World — Excellent Laboratory Strains
Liu Hao, a member of the Tsinghua-M iGEM team, introduced the fundamentals of microbiology. He explained the eight categories of microorganisms, their roles in nature, their presence in daily life, and their use in laboratories. Using E. coli and yeast as representative examples, he provided detailed explanations. Finally, he summarized the five key criteria for selecting laboratory strains: stable characteristics, easy cultivation, rapid reproduction, strong stress resistance, and a solid research foundation, inspiring students to further explore the microbial world.
Lecture 2: Genes and Genetic Engineering — The Laboratory Arsenal
Next, Xu Yizhang, another member of the Tsinghua-M iGEM team, explained the principles and methods of synthetic biology. He described how genes guide protein synthesis and influence life activities, as well as the three core tools of genetic engineering: molecular scissors (restriction endonucleases), molecular glue (DNA ligase), and gene courier (plasmid vectors). Xu used examples such as transgenic cows, pest-resistant crops, and insulin production to illustrate the applications and workflows of genetic engineering. He concluded with an introduction to the CRISPR-Cas9 technology, further inspiring students to imagine the future of synthetic biology. Through these two lectures, students gained a deeper understanding of the principles of yeast fermentation and the advanced applications of synthetic biology, thereby expanding their scientific knowledge。
Since Tsinghua High School had previously participated in iGEM but had not yet developed a systematic team culture or inheritance mechanism, students from Tsinghua University provided their juniors with a more in-depth project introduction. Siyu Xiong gave an overview of iGEM and highlighted the performance of the Tsinghua-M team in the competition. He shared the team’s workflow in preparing for iGEM, including project selection, experimental design, problem solving, and result presentation. He specifically emphasized how the team responded to challenges during the competition, underscoring the importance of continuous learning and adaptability in scientific research. Through concrete cases and real achievements, the team’s research projects and experimental outcomes were showcased, giving students a genuine sense of scientific practice and inspiration to pursue research.
Project Introduction
Communications
To better inspire students, broaden their horizons, and enrich their knowledge, we also arranged a post-lecture discussion session. During this time, students actively raised their questions and points of interest, engaging in lively conversations with our team members. The exchange proved to be highly beneficial for both sides.
Q&As
Hi, just now you introduced the
CRISPR-Cas9 defense mechanism in
bacteria. Could you explain the similarities
and differences between this defense
strategy and the human immune system?
Both systems are essentially adaptive defense mechanisms that specifically
recognize and eliminate foreign elements. However, the CRISPR system operates
at the molecular level, while the human immune system functions at the cellular
level. Their mechanisms also differ: CRISPR directly cleaves viral nucleic acid
sequences and integrates them into the bacterial genome as a form of physical
memory. In contrast, human immunity relies on genetic recombination in immune
cells, generating billions of distinct antibodies, and upon pathogen invasion,
inducing the clonal expansion of specific B cells. By analogy, CRISPR can be
thought of as giving bacteria a form of "vaccination."
Earlier you demonstrated the construction of
a three-node genetic oscillator, describing it
as a closed negative feedback loop. What is
the connection and difference between such
genetic oscillators, or gene-level negative
feedback regulation, and negative feedback
in the nervous system?
That's an excellent question. Although these feedback mechanisms occur
at different biological levels, they both follow the core principle of
cybernetics: detecting deviations in output signals to inhibit activity and
maintain system homeostasis. You can think of a gene pathway as
analogous to an excitatory neuron, and repressors or inhibitory proteins as
inhibitory interneurons. Together, they act like logical gates turning "on"
and "off" to regulate life processes. From cells to whole organisms,
negative feedback serves as a fundamental strategy life uses to resist
entropy.
I noticed that this kind of "on-off
switching" is also a principle in
computer control systems. Were
computers inspired by biology in this
sense?
More precisely, the design of artificial neural networks (ANNs) was
inspired by the structure of biological neurons. In the brain, neurons receive
inputs, fire outputs when a threshold is reached, and learn through forming
and strengthening synaptic connections. In ANNs, nodes sum weighted
inputs, apply a nonlinear activation function, and adjust weights during
training to "learn." However, interactions between biological neurons are
far more complex than simple "all-or-none" signals. ANNs represent only a
simplified abstraction of real neural networks.
International communications Why teaching abroad?
Tsinghua-M team members also embrace a global perspective, engaging with students and teachers from various countries. Science knows no borders, and iGEM has no national boundaries—synthetic biology is a field that should gather the wisdom of the entire world. Our team has shared projects internationally and participated in outreach activities, introducing students from different countries to the fascinating discipline of synthetic biology. In this way, we help spread biological knowledge on a global scale and contribute to the worldwide advancement of science.
Building dreams in Tanzania
Science lecture
As a developing African country, Tanzania has great potential for improving its educational resources and standards. Tsinghua-M iGEM team members visited Tanzania to deliver science lectures for middle and high school students. The lectures introduced the basics of DNA and RNA, covering their structures and functions, along with a brief overview of genetic engineering techniques. Through these sessions, local students gained a deeper understanding of nucleic acids, strengthened their biology literacy, and sharpened their scientific thinking skills.
Hands-on Experiments
Under the guidance of our team members, students also participated in a DNA extraction experiment. By extracting DNA from everyday fruit—tomatoes—they discovered that biology and genes are not distant concepts but are closely connected to daily life and can serve humanity. Each mini-experiment enhanced students’ practical skills while combining education with fun.
Feedback
During our activities in Tanzania, the students gave us very genuine feedback. Many of them told us after class: “DNA is no longer just a word in the textbook, it’s something we can actually see and touch with our own hands!” During the experiment, some students excitedly held up their test tubes, pointing to the stringy DNA inside and exclaiming: “Look! This is life itself!” Some students also shared that they used to believe science was only for “scientists in labs,” but through this lecture and experiment, they realized that they too could be explorers. One middle school girl said: “I want to study biology in the future, because I also want to research DNA.” This deeply moved us and showed us the power of science education. Many students reflected that what they enjoyed most was the “experiment + explanation” format, because it allowed them to immediately apply what they learned instead of just memorizing it. They expressed hopes for more courses like this in the future, and even invited us to “come back next time to teach them more advanced experiments.”
Communications in Egypt
Tsinghua-M iGEM team members also visited Egypt, where they engaged in academic exchange with students from Ain Shams University. Our team introduced iGEM and presented our SMART Yeast project to students with a biochemistry background. Through this interaction, Egyptian students became familiar with iGEM as a global stage for synthetic biology and gained a deeper understanding of how yeast cells use gene-based negative feedback mechanisms to adapt to stress.
In Egypt, during our exchange with students at Ain Shams University, we also received many inspiring comments. After learning about iGEM, several students said: “We never imagined undergraduates could carry out such impactful projects.” They felt that iGEM opened up a new possibility—that research is not something distant and unattainable, but a dream that can be practiced on campus. When discussing the SMART yeast project, one biochemistry student shared: “Your design reminds me of the signaling pathways we studied in class, but you’ve applied it to industrial strains. This shows me the real power of connecting theory with application.” Another student remarked: “This is the first time I truly understood how negative feedback works in a living system.” After the event, many students expressed their hope to stay in touch, and some even suggested that they found a team to join iGEM in the future to advance synthetic biology alongside young people worldwide. Overall, they reflected that the exchange not only deepened their understanding of synthetic biology but also gave them a strong sense of belonging to an open and vibrant international scientific community.
Summary
Tsinghua-M has actively engaged in science communication and exchange with audiences ranging from elementary students to university peers, both in China and abroad. At the elementary and secondary levels, we designed interactive lectures and hands-on experiments to spark curiosity in DNA, genetics, and synthetic biology. For high school students, we introduced iGEM project workflows, sharing experiences in project selection, experimental design, and problem solving to inspire research thinking. At the university level, we organized forums on ethics in synthetic biology and initiated student clubs to build lasting communities of discussion and practice. Beyond China, our team also carried out global outreach. In Tanzania, we introduced nucleic acid concepts and guided DNA extraction experiments with local students, while in Egypt we shared our SMART Yeast project with peers at Ain Shams University, fostering cross-cultural dialogue on synthetic biology. Through these activities, we not only broadened students’ knowledge and perspectives but also promoted the spirit of “Science without Borders,” contributing to the global spread of synthetic biology.
Knowledge Contest --engaged(Score: 92.6)
During the science outreach lecture at Peking Dandelion School, the Tsinghua-M team designed an engaging knowledge competition covering topics such as biology, microorganisms, and gene editing. The activity aimed to help students gain a deeper understanding of synthetic biology in a fun and interactive way, while also sparking their curiosity and interest in these fields.
Xiong Siyu, a member of the Tsinghua-M iGEM team, organized a comprehensive and engaging knowledge competition for the students. The contest included compulsory and optional questions, covering multiple areas of biology such as botany, zoology, and microbiology. The content extended from basic curriculum knowledge to extracurricular topics. Students participated actively in groups, gaining not only knowledge but also improving their teamwork and collaboration skills.
Forum--inspired(Score: 85.3)
Background
Synthetic biology, as an emerging interdisciplinary field integrating biology and engineering, enables the design and construction of biological systems not found in nature. It holds transformative potential across medicine, energy, agriculture, and environmental protection, marking what many consider the "third revolution in biotechnology." However, its rapid advancement also raises profound ethical and societal concerns, such as biosecurity, intellectual property monopolies, and public engagement. International competitions like iGEM have incorporated dedicated tracks on "Responsibility and Ethics" to encourage students to address these issues. Against this backdrop, the Tsinghua-M iGEM team—drawing from its interdisciplinary expertise and curiosity—proposes this forum to foster dialogue between scientific innovation and ethical governance.
The forum aims to establish an interdisciplinary platform for scholars, industry representatives and students to discuss the advances and ethical implications of synthetic biology. It seeks to: 1. Evaluate the socio-ethical impacts of synthetic biology in fields such as medicine, energy, and the environment; 2. Enhance public understanding and engagement through science communication; 3. Facilitate collaboration among academia, industry, and policymakers to support responsible innovation and governance. By integrating academic presentations, roundtable discussions, and open dialogue, the forum intends to cultivate scientific literacy, promote cross-sector cooperation, and contribute to the development of ethical guidelines and policy recommendations in synthetic biology.
Proceedings
BEIJING, September 28, 2025 - The forum "From Molecules to Ethics: A Dialogue on the Future of Synthetic Biology" was successfully held at the South Activity Center of Tsinghua University this afternoon. This three-hour event brought together leading academics, industry experts, and student teams to delve into the innovative applications of synthetic biology in medicine, environment, and energy, alongside the profound ethical and social questions it raises.
The forum featured distinguished professors including Professor Li Chun and Professor Zhang Chong from Tsinghua University, Associate Professor Yu Yang from Beijing Institute of Technology, Researcher Zhang Yanping from the Institute of Microbiology, Chinese Academy of Sciences, and Director Wang Xiaoyan from COFCO Nutrition and Health Research Institute. It attracted nearly 200 participants from various Tsinghua academies and other universities like Beijing Normal University and Beijing Forestry University.
The event kicked off with an introduction to the forum and the iGEM competition by Xu Qingchuan from the Tsinghua-M iGEM team. This was followed by insightful keynote speeches from the professors, who shared cutting-edge advancements and ethical contemplations, greatly inspiring the audience. The presentation session gave way to a dynamic poster exchange, where five iGEM teams from Tsinghua, BIT, and BNU showcased their projects. The Tsinghua-M iGEM team further engaged the crowd with a hands-on workshop and a self-designed card game, drawing significant interest.
The highlight of the forum was the panel discussions. The Scholars' Panel, moderated by Yang Ziyi, saw experts engage in a spirited debate on frontier ethical issues, addressing questions curated from iGEMers and offering valuable advice. When asked about the major challenges facing synthetic biology, Researcher Zhang Yanping pointed to the overly cautious mindset that she believes limits the field's potential, while Director Wang Xiaoyan emphasized the difficulty of translating lab results into real-world applications. The question of how to enhance public understanding and trust in synthetic biology drew diverse responses: Professor Li Chun shared his experience of giving lectures, stressing that scientific literacy must be cultivated from primary and secondary school. He noted that many children are influenced by preconceptions instilled by their parents, which need to be corrected before their values are fully formed. Director Wang Xiaoyan, speaking from an industry perspective, highlighted the need for better communication downstream. She explained that terms like "synthetic biology" and "gene editing" often trigger public skepticism due to misunderstandings, and called for reframing the narrative to convey the truth. Associate Professor Yu Yang added that universities should also take responsibility by organizing popular science activities—such as lectures, summer camps, and educational games—in schools to make synthetic biology more accessible. In closing, the panelists shared brief advice for young people. Professor Zhang Chong offered a thought-provoking reflection: “We come to understand life through creating it.” Associate Professor Yu Yang expressed optimism, noting, “Technology continues to advance; we must embrace it with caution and confidence that it will ultimately benefit society.” Director Wang Xiaoyan concluded with a heartfelt hope: “May advanced technology be guided by those who wield it for good, and may it grow in a healthy direction.”
Subsequently, the Youth Panel, composed of student representatives and moderated by Yu Yongjia, shifted the focus to the next generation's perspective, discussing their aspirations and sense of responsibility, as well as their excitement for the upcoming Giant Jamboree in Paris. When asked about the ethical considerations in their project design, the BIT-LLM team shared that they had interviewed researchers from Zhongguancun Academy and learned that current large language models do not yet pose a risk of generating novel organisms. To further mitigate potential ethical concerns, the team implemented multiple measures including training data filtering, comprehensive AI activity logging, and mandatory ethics training for all members. As the conversation turned to their hopes for the final month leading up to the competition, the BIT team expressed their aspiration that our project would transcend beyond a mere entry and create tangible, real-world impact. "What inspires us most is how this forum has turned competitors into collaborators," one member reflected. "We're now learning together, working together, cheering for each other's success — all while giving it our absolute best."
In just over three hours, the forum sparked countless intellectual exchanges. It served as a crucial platform, reinforcing the imperative to steer the powerful technology of synthetic biology with a strong ethical compass. As the event concluded, a resounding message remained: for technology to truly serve humanity, its path must be illuminated by responsibility, sustainability, and inclusive wisdom. The journey for every iGEMer and synthetic biology enthusiast continues, carrying forward the conversations started here into future actions.
Lab Open Day --enriched(Score: 82.4)
Purpose of the Event
Our Lab Open Day was meticulously designed to serve as a vital bridge connecting the foundational curiosity of junior high school students with the advanced, innovative world of university-level scientific research. We recognize that this is a formative age where passions are ignited and future aspirations begin to take shape. Therefore, our primary objective was to demystify the realm of higher education and cutting-edge science, transforming abstract concepts from textbooks into tangible, exciting experiences. By opening our doors, we aimed to provide an immersive and inspiring environment where these young minds could witness firsthand the academic rigor and vibrant intellectual atmosphere that define Tsinghua University. Central to this event was the exploration of synthetic biology, introduced through the dynamic lens of the International Genetically Engineered Machine (iGEM) competition. Our goal was to present this field not as a complex, inaccessible science, but as a creative and powerful discipline where life itself can be engineered to solve pressing global challenges. The iGEM project served as a perfect case study, illustrating the complete scientific journey from a novel idea to experimental validation and real-world application. We wanted the students from Dandelion Middle School to understand the collaborative spirit, critical thinking, and perseverance required in modern research, inspiring them to see science as a tool for positive change. Ultimately, the event was dedicated to nurturing a lasting passion for the life sciences. Beyond simply showcasing our work, we endeavored to cultivate a scientific mindset in our young visitors—one that values inquiry, evidence-based reasoning, and creative problem-solving. By providing hands-on engagement and direct interaction with university student researchers, we hoped to plant a seed of scientific curiosity that will flourish throughout their academic careers. Our ambition was that each student left not only with new knowledge but with a newfound confidence and a powerful sense of possibility for their own future in STEM.
Tsinghua iGEM Lab Open Day for Dandelion Middle School
On the morning of October 7, 2025, we had the distinct pleasure of hosting a special Lab Open Day for a bright and enthusiastic group of students and parents from Dandelion Middle School. The event was held across two key locations: the historic and vibrant Tsinghua University campus and our state-of-the-art laboratory, situated on the 4th floor of the English Building within the Department of Chemical Engineering. This initiative was designed to offer an exclusive window into the world of advanced life sciences and inspire the next generation of scientific minds.
Main activities
Activity 1: An Immersive Laboratory Experience – A Day in the Life of a Scientist
The cornerstone of our open day was a guided, hands-on journey through a complete molecular biology workflow. This immersive session took place in our laboratory on the 4th floor of the English Building (Department of Chemical Engineering), where participants were provided with lab coats and safety briefings to immediately engage in the professional environment of a scientist. Led by experienced members of our iGEM team, students progressed sequentially through key experimental stations, from the DNA amplification power of PCR and the visual separation of DNA via gel electrophoresis to the precise extraction of a target gene. The experience continued with the core techniques of genetic engineering: cellular transformation. Students witnessed the process of introducing new genetic material into host organisms like E. coliand yeast, effectively "reprogramming" them to perform novel functions. This segment was designed to illustrate the foundational principles of synthetic biology in a practical, understandable manner. To conclude the lab tour, participants were introduced to the microplate reader, a sophisticated instrument used for high-throughput analysis. Here, they learned how scientists quantify experimental outcomes and interpret data to determine the success of their genetic modifications, completing the entire cycle from hypothesis to result.
Activity 2: A Cultural and Academic Tour of Tsinghua University
Complementing the intensive lab session, this activity broadened the students' perspective to encompass the rich history and vibrant culture of Tsinghua University. The guided campus tour took participants to iconic landmarks, including the historic Old Gate, the majestic Auditorium, and the symbolic Sundial, each with its own story that reflects the university's century-long pursuit of excellence. This walk through our beautiful campus was designed to be more than a sightseeing trip; it was an exploration of the spirit and heritage that have shaped generations of leaders and innovators. A particularly valuable component of the tour was the opportunity for direct and informal interaction with current Tsinghua students. During a dedicated Q&A session and throughout the campus walk, the visiting students and parents were encouraged to ask questions about all aspects of university life—from academic workloads and research opportunities to extracurricular clubs and campus traditions. This personal engagement aimed to make the university experience feel accessible and relatable. By hearing authentic stories, the visitors gained a holistic understanding of life at a world-class institution, helping them to envision a future within such a community.
Student impressions
A (Grade 8 Student, Dandelion Middle School): The Transformation from Abstract to Reality
"The iGEM team members were amazing—they explained everything so clearly and patiently. They weren't just teachers; they felt like role models. This visit has completely changed how I see science, and now I'm seriously thinking about pursuing a career in research."
B (Grade 8 Student, Dandelion Middle School): Discovering Purpose and Aspiration
"What struck me most was learning how the team is using synthetic biology to address environmental issues. It made me realize that science isn't just about discovery for its own sake; it's about making a real, positive impact on the world. This experience has given me a powerful sense of purpose. I now know what I need to work towards, and I've never felt more motivated to study hard."
C (Grade 8 Student, Dandelion Middle School): Redefining Biology as a Creative and Collaborative Field
"My impression of biology used to be that it was all about memorizing facts and names, which I found quite boring. Today completely shattered that stereotype. The iGEM lab felt more like a creative workshop or a tech startup than a classroom. I was fascinated by how the team works together, with everyone contributing different skills to solve a complex problem."
Significance of the Event
The Lab Open Day held on October 7, 2025, for the students and parents of Dandelion Middle School represented a significant investment in the future of science and education. For the junior high school students, it served as a critical early intervention that can shape their academic trajectories. By providing a direct, hands-on encounter with advanced scientific research, we bridged the gap between theoretical classroom learning and its practical, real-world application. This experience was designed to ignite a genuine, lasting interest in STEM fields, foster critical thinking skills, and empower students with the vision and confidence to pursue ambitious educational goals. For our iGEM team and Tsinghua University, this event was a fundamental expression of our commitment to social responsibility and science communication. It allowed us to step outside the laboratory and engage directly with the community we aim to serve, making complex topics like synthetic biology accessible and exciting to a public audience. In doing so, we not only promoted scientific literacy but also showcased the intellectual vitality and collaborative spirit that are core values of our institution. Our students acted as ambassadors, demonstrating the passion and ingenuity that drive scientific progress. On a broader scale, this initiative functioned as a vital link between secondary and tertiary education, fostering a more seamless and integrated learning ecosystem. By offering younger students a clear and inspiring glimpse into university life and research, we helped to demystify the transition to higher education and cultivate a pipeline of well-prepared, highly motivated talent. Such programs are essential for ensuring that the pursuit of science is not confined within academic walls but is a shared, continuous journey that begins with sparking curiosity in a young mind and ultimately contributes to the nation's long-term scientific and technological advancement.
Roadshow --joyful(Score: 74.1)
On 28 September 2025, in order to better inform the public about the iGEM projects of each team, to raise public awareness of curriculum biology, and to promote public thinking about the ethical issues of synthetic biology, we held a roadshow with other collaborating teams. On the occasion of the "From Molecules to Ethics: A Dialogue on the Future of Synthetic Biology" exchange forum, we held a roadshow with other collaborating teams.
Firstly, each team will introduce their project so that the public can have a basic understanding of the background, purpose and realisation of the project. The teams then interacted with the public and answered their questions about the project. In the event, we featured a selfdesigned workshop deck and a game deck. After introducing the basic rules and conducting a live demonstration, we invited some members of the public to try the game for themselves, which was well received by the public.
This roadshow is not only an audiovisual celebration, but also a collision and exchange of ideas. Through this roadshow, we achieved the purpose of promoting and popularising the knowledge of iGEM and synthetic biology, as well as getting more recognition for the 2025 TsinghuaM iGEM team.
