In recent years, allergies have become one of the most common yet misunderstood health conditions in China. Despite their increasing prevalence, public awareness of allergen sources, immune mechanisms, and effective treatments remains limited. Our early public survey revealed that over one-third of respondents were unaware of allergy treatment options, while nearly three-quarters expressed a strong desire for easier and more effective care. These findings inspired us to make education—not only about allergies but also about the synthetic biology technologies.

Synthetic biology, though rapidly advancing, is often perceived as abstract or inaccessible to non-scientific audiences. To bridge this gap, we designed a comprehensive education program combining creativity, interactivity, and accessibility. Our goal was to help people understand how synthetic biology can improve lives—specifically, through our multi-allergen microneedle vaccine that aims to offer safer, long-lasting, and more convenient allergy immunotherapy.

Throughout our project, we adhered to two guiding principles:

1. Education should be engaging, allowing participants will learn about synthetic biology and allergy prevention in ways that feel approachable and enjoyable.

2. Learning should be two-way, integrating participant feedback and observations to continually refine our outreach and ensure our efforts remain meaningful and relevant.

To present the full scope of our offline education, we organized our activities in age-based order, from the youngest to adults. This approach highlights how we customized content, materials, and teaching methods for each age group—starting with playful and interactive allergy awareness sessions for kindergarteners, moving to hands-on experiments and storytelling for primary students, project-based workshops for middle and high schoolers, in-depth scientific discussions for university students, and online campaigns for adult audiences. By tailoring our programs to developmental stages and prior knowledge, we ensured that all participants could engage meaningfully, learn effectively, and develop curiosity about allergies and synthetic biology.

Figure 1 Education Overview

On May 26, Our Tsinglan iGEM Team hosted Allergy Trip, a dynamic interactive event designed to promote our allergy-focused synthetic biology project, popularize synthetic biology knowledge, and introduce human anatomy and DNA concepts. The event centered on 9 themed stations, where participants engaged in games, mini-lessons, and hands-on activities. By earning stamps at each station and redeeming them for prizes, attendees were motivated to explore topics like allergies, microneedle technology, cell biology, and human anatomy—turning complex science into accessible, enjoyable experiences. 

The core of the event consists of eight interactive stations, each offering a unique way to explore topics related to allergies, biology, genetics, and emergency response. Participants can earn stamps by completing challenges or attending sessions at each station, with more stamps leading to better rewards at the prize redemption booth. A series of interesting activities are used to stimulate everyone's curiosity and enthusiasm for exploring synthetic biology and allergy knowledge.

We used our school assembly time to promote our upcoming Allergy Trip, presenting it as a fun, hands-on journey to explore the science behind allergies. During the session, we introduced the concept of the event, highlighted its interactive learning stations, and shared how participants could earn stamps and prizes by completing each challenge.

Our team explained that the Allergy Trip would combine education and entertainment — teaching students about allergy causes, symptoms, and prevention through games, experiments, and teamwork. The lively presentation successfully caught the audience’s attention and generated excitement across different grades, turning the assembly into an effective “preview campaign” that encouraged many students to join and learn through play.

Figure 2 Presentation

One week before the event, our team conducted a full trial run. The purpose was to test the playability and educational value of each activity, while also identifying potential issues and ensuring that the organizational work for the actual day would run smoothly. Since our audience ranged from elementary to high school students, including younger children, it was especially important for us to minimize the risk of disorder during the event.

We set up the classroom with fixed stations, where participants would visit each activity in groups. A stamp card was used to record which stations had been completed. At the same time, we carefully noted down areas for improvement and potential problems for every activity. By repeating several rounds and making sure that each station was reviewed, we not only compiled a clear list of refinements for the final version but also ensured that every team member in charge of a station became thoroughly familiar with the process.

This rehearsal laid a solid foundation for the smooth execution of the official event.

Figure 3-7 Pre-Event Rehearsal in the classroom

Figure 8 Allergy Trip Floor Plan

The first station: Agents' Headquater

This station operated as a 3–5 minute mini-lecture led by our team members, delivering a simplified version of our iGEM project. We avoided complex details, focusing on core topics: what allergies are such as dust mite, pollen, seafood allergies, why they matter, and how our microneedle-delivered allergy vaccine aims to address them. Participants who attended the full session earned their first stamp, building foundational knowledge of our project and allergy basics.

Observations: 1. Many participants, especially middle- and high-school students, showed strong interest in how the microneedle technology works and asked follow-up questions. 2. Younger children were drawn to the “agent vs. allergen” theme and visuals, which helped them stay engaged. 3. A few participants found terms such as immunotherapy or protein modification difficult to grasp without examples. 4. Teachers and parents appreciated the clear structure and commented that it provided an effective entry point into the event.

Suggestions: Provide simplified or analogy-based explanations (e.g., “the immune system as a defender army”) for younger audiences, and consider adding short interactive questions or animations to sustain attention. Preparing two versions of the script—one simplified and one detailed—would make the session more inclusive and adaptable to different age groups.

Figure 9 station 1 - listening to presentation

The second station: Agents' IQ Test

This interactive quiz game reinforced key concepts from the first station. We provided participants students and teachers with small cards printed exclusively with allergy-related questions—some directly tied to the mini-lecture such as "What’s a common symptom of dust mite allergy?”. To earn a stamp, participants needed to answer 3 or more questions correctly; stamps were marked on a special card we provided, encouraging active recall of the knowledge shared earlier.

Observations: 1. Most students showed high interest in strategic card combinations and actively discussed moves. 2. Some participants needed multiple demonstrations to fully understand the rules, but grasped them quickly after practice. 3. The game encouraged peer interaction, with students continuing discussions outside of play.

Suggestions: Consider preparing tiered question cards for different age groups or providing “hint tokens” to increase engagement and success rates.

Figure 10 Station 2 - small quiz

The third station: Allergy Gone

At the third station, participants played a custom-designed card game featuring function, allergy, drug, environment, character, and health bar cards. Blending strategy and fun, the game let students learn about allergies, our synthetic biology project, and basic synthetic biology knowledge through play—for example, using drug cards to counter allergy cards, while character and environment cards tied to real-world allergy management and our project’s innovations. Participants earned a stamp after completing a round.

Observations: 1. Most students showed high interest in strategic card combinations and actively discussed moves. 2. Some participants needed multiple demonstrations to fully understand the rules, but grasped them quickly after practice. 3. The game encouraged peer interaction, with students continuing discussions outside of play.

Suggestions: Adding a 1-minute demonstration round and using real-life scenario examples at the beginning could help participants connect the rules with practical knowledge faster.

Figure 11 station 3 - playing card game

The fourth station: Catch the hidden allergens

This lively ring-toss game blended fun with project promotion. We placed cone on the ground, each hiding a small card underneath. The cards featured questions related to our synthetic biology project, allergies, and microneedle technology. Participants tossed rings to hit the cone; if they hit one and answered the card’s question correctly, they earned a stamp. The game boosted engagement while spreading key details about our project.

Observations: 1. Children were energetic, and line management was orderly. 2. Younger participants had difficulty with tossing strength and distance but remained eager to answer questions. 3. Successful participants often shared answers with peers, enhancing knowledge dissemination.

Suggestions: For younger children, adjust the distance or use larger rings to increase success rates and maintain motivation; consider using pictorial cues on question cards for technical content.

Figure 12 Station 4 - playing ring-toss game

The fifith station: Design-Your-Own-Cell

Participants received pre-printed templates of animal cells and plant cells, along with coloring tools. They colored the templates according to the cell structure guides we provided, creating unique, vibrant cell models. Upon completing their coloring, participants earned a stamp. This activity taught them to distinguish between animal and plant cell structures. Notably, the diverse, colorful cell artworks were later used as the background image for our Education Wiki title.

Observations: 1. Most children were highly focused and creative in color choices. 2. Some confused certain organelles (e.g., mitochondria vs. chloroplasts), requiring guidance. 3. A few pieces demonstrated fine motor skills suitable for future display or educational use.

Suggestions: Providing 1–2 illustrative cards explaining the main organelles’ functions alongside templates could help correct mistakes in real time and deepen understanding.

Figure 13 Station 5 - Design-Your-Own-Cell

Figure 14 Station 5 - Students Coloring Cell Diagrams

 The sixth station: Genetic Code Encoding

This station focused on DNA base pairing (ATCG), a foundational synthetic biology concept. We provided participants with half of a DNA sequence and asked them to match the complementary bases to complete the sequence. Completing the pairing correctly earned a stamp, helping attendees grasp DNA’s basic structure and the core principle of base pairing—building their synthetic biology literacy.

Observations: 1. Most middle and upper grade students quickly mastered the pairing rules. 2. Some younger children needed visual aids or analogies to understand the concept of “complementary” bases. 3. Participants often asked curiosity-driven questions about real-life applications of DNA, such as cloning or disease.

Suggestions: Use color-coded or paired cards for younger students, and provide 1–2 real-world examples of DNA applications to satisfy curiosity and enhance relevance.

Figure 15 Station 6 - Genetic Code Encoding

The seventh station: Organ Puzzle

To teach human anatomy, we first gave participants a small handbook showing the correct positions of major human organs. Using this reference and their memory, participants placed small organ cards onto a life-sized human body model, aligning each organ such as lungs, heart, liver with its correct location. Successfully placing all organs earned a stamp, helping attendees learn human body structure and the positions of key organs.

Observations: 1. Children generally enjoyed hands-on placement, with visual-motor reinforcement supporting memory retention. 2. Heart and lungs were correctly placed by most, while liver and pancreas placement caused some confusion. 3. Some participants asked about organ functions during placement, showing curiosity about physiology.

Suggestions: Place function prompt cards next to the model (e.g., “Which organ filters blood?”) and have a volunteer provide live guidance and correction.

Figure 16 Station 7 - Organ Puzzle

The eighth station: Operational Logistics Feedback Office

As the final interactive station, we invited participants to fill out a short questionnaire. The survey collected feedback on their experienceand their current allergy awareness—data we used to refine future education events and content. Simply completing the questionnaire earned participants a stamp, ensuring we gathered valuable insights to improve our outreach.

Observations: 1. Most children completed the short questionnaire, often with parental assistance. 2. Many provided verbal feedback, highlighting favorite activities and suggestions for improvement. 3. Some participants returned to other stations after completing the questionnaire, indicating sustained interest.

Suggestions: Include 1–2 open-ended questions to gather richer insights and offer small rewards at the collection point to maintain high response rates.

Figure 17 Station 8 - Operational Logistics Feedback Office

Figure 18 On-Site Questionnaire Collection

According to the surveys we obtained from station eight, 81.3% of the participants are allergic or their family members are allergic to at least one allergen, which indicates the importance of promoting basic knowledge. As 95.3% of the survey respondents claimed that they have learned new knowledges about allergy from the garden party, we can define the activity as a successful on promoting biological knowledge about allergy and allergens.

Is there anyone around you who is allergic?

Figure 19 Survey Result 1 - Allergy Prevalence Among Participants

Did you learn any new knowledge about allergies through today's activity?

Figure 20 Survey Result 2 - Knowledge Gain From the Event

The ninth station: Prize redemption booth

This station served as the event’s reward hub. Participants exchanged the stamps they collected from the first 8 stations for exclusive team merchandise. A full set of 8 stamps qualified attendees for a small gift—an incentive that boosted engagement across all stations, encouraged thorough participation, and left participants with a tangible reminder of the event and our project.

Prize ( Exchange with stamps at the resting place of the agents )

Figure 21 Prize Redemption Booth (Merchandise Display)

For this event, we adopted a new “learn-through-play” model that combines education with entertainment. Unlike traditional science popularization approaches—such as lectures or one-way presentations—our interactive format encouraged two-way communication and mutual learning. Through various engaging activities, participants not only discovered new knowledge about synthetic biology and allergies that they might not encounter in everyday life, but their questions during the process also revealed common misconceptions about synthetic biology. This, in turn, helped us identify clearer priorities for our next stage of educational outreach.

Furthermore, our activity design and educational objectives for each section were carefully documented, along with detailed feedback from those responsible for each part. This record makes it easier for others to replicate the event and offers valuable guidance on potential challenges they might face. Every component of our program is simple to carry out and requires no specialized equipment, allowing it to be easily implemented as a flexible and widely applicable educational activity.

Finally, by incorporating game-based and interactive elements, we made our content both enjoyable and accessible. The activities were designed for a wide age range—from primary to high school students. Younger children could understand and enjoy the experience, sparking curiosity about synthetic biology, while older students found the activities engaging and intellectually stimulating, enabling them to have deeper discussions with our team and gain a more profound understanding of our project’s synthetic biology applications.

This inclusive and scalable design ensures that our outreach model can inspire future teams and educators to make science learning both approachable and impactful.

Figure 22 kingdergarten education Overview

 On July 9, 2025, we conducted a series of allergy awareness activities at Montaigne Kindergarten in Shenzhen. A group of children aged 4 to 7 participated in the event. The activities were conducted in Chinese, as explaining complex concepts to young children requires using a language they are familiar with.

Figure 23 Taking photo with the kids

We chose to visit the kindergarten to educate the children about allergies because we believe that children have limitless potential. Starting education early can help them understand the concept of allergies from a young age and better protect themselves.

In this activity, we explained allergies to the children using the simplest language and most engaging approach possible. We started the session with a fun warm-up game which quickly captured the kids' attention and interest. Through this game, we also conveyed an important message: the immune cells in our bodies must follow certain "commands" to protect us, just like in the game.

Figure 24 we played Simon-says

We then conducted an allergy awareness workshop for the children. To begin, we showed them an animated short story that compared our body to a little castle and immune cells to tiny soldiers, helping them understand the relationship between allergies and the body.

To make complex concepts easier for young minds to grasp, we didn't just rely on animations - we also taught them a catchy rhyme with accompanying dance moves, turning difficult knowledge into an easy-to-remember nursery rhyme. Additionally, we gave them three important tasks to remember:

1. Tell an adult and stay away if something makes them feel unwell
2. Help classmates who have allergies
3. Maintain good personal hygiene

By the end of the session, all the children understood that allergies happen when the body mistakes something harmless as dangerous and overreacts. They also learned how to boost their immunity and prevent allergic reactions.

Figure 25 We were teaching them about allergy

Figure 26 kids watched the animation together

Next, we divided into small groups to read children our original hand-illustrated storybook.

The story showed how immune system "soldiers" gradually learn to recognize allergens without overreacting - through healthy eating, exercise, and good hygiene.

Our storybook is 100% original content, designed specifically for preschoolers. We used simple language and vibrant colors to teach them allergy prevention.

Figure 27-29 Reading in small groups

Figure 30 Our storybook

To conclude, we engaged the children in interactive biology-themed activities designed to reinforce learning through hands-on achievement. The session featured three engaging stations:

Cell Coloring: Each child received their own "immune cell" template to color. They can learn cellular structures through painting.

Organ Puzzle: In groups they assembled human organ systems and focused on organs involved in immune responses

Quiz Toss Game：it is a ring-toss activity with allergy knowledge questions that they can earn small prizes if they have the correct answers. This help them reinforced key concepts from the storybook and lecture.

This multi-sensory approach allowed children to apply their new knowledge practically, gain a sense of accomplishment, review content in a playful format, and receive positive reinforcement through rewards. As an result with more than 20 children who participate the quiz only 4 of them get the wrong answer.

Figure 31 Cell Colouring

Figure 32 Organ Puzzle

Figure 33 Quiz Toss Game

Conclusion:

During this kindergarten activity, we engaged with very young children, focusing on helping them develop an early awareness of allergies, better protect their own health, and establish a basic sense of bodily self-care. Throughout the activities, they learned how to seek help after an allergic reaction and how to avoid allergens in unfamiliar environments. At the same time, we gained insight into their charming perspectives on allergies and discovered language that resonates with young children. For example, we replaced terms like “rash” with “red dots” and “fever” with “hot body,” which proved highly effective in subsequent educational sessions.

Given the young age of the participants, we redesigned our teaching approach to better suit their understanding. While explaining allergy mechanisms and precautions, we created a short, catchy rhyme that children could memorize after just two or three repetitions. Considering that our previous comic was relatively complex, we produced a simpler, age-appropriate storybook specifically for the kindergarten audience, giving them a book they could read independently. Finally, in collecting feedback, we adapted our method to suit their age: instead of paper-based questionnaires, we integrated questions into games, checking understanding in an interactive and playful way.

Every part of the kindergarten activity has been carefully described above. Teams interested in introducing synthetic biology education to very young children can adopt our “learn-through-play” approach, as well as our specially designed rhyme and storybook, allowing more children to access knowledge and plant the seeds of curiosity about synthetic biology from an early age.

3.2.1 Donation of Our Self-Made Storybook to the Kindergarten

As a key part of our iGEM project centered on allergy education, our team donated two copies of our self-developed, allergy-themed educational picture book to the school’s kindergarten department. We created this book with simple, vivid illustrations and easy-to-understand narratives to help young children recognize allergy-related signs, understand how their bodies react, and learn basic safety tips in a playful way. By donating these books, we aim to raise early health awareness among kindergarteners, making complex allergy concepts accessible and engaging for them. This initiative not only supports the kindergarten’s educational efforts in health literacy but also aligns with our iGEM mission—to spread scientific knowledge about allergies to even the youngest learners, fostering a foundation of self-care and curiosity about the human body from an early age.

Conclusion and Reflection:

Reflecting on this donation, we recognize that introducing allergy knowledge to kindergarten children through a tailored picture book is more than just a charitable act—it’s a meaningful step in bridging scientific education a nd early childhood development. Seeing the potential for these books to turn abstract allergy concepts into relatable, engaging stories reinforces our belief that education, even on complex topics like health and biology, can start early and be deeply impactful. In conclusion, this initiative not only fulfills our iGEM project’s goal of spreading allergy awareness but also highlights the power of creative, age-appropriate resources in nurturing young minds. It encourages us to continue exploring how science communication can be made accessible and enjoyable for all ages, leaving a lasting i mprint on children’s understanding of their health and the world around them.

3.2.2 Donation of Our Self-Made Storybook to the Children’s Library

Our school has been running a public welfare project to establish a children’s library in Hongjiang, a village in Libo County, Guizhou Province. The goal of this project is to provide more than 800 local families and children in the mountainous area with a space for reading, learning, and reflection. The library was officially completed in July 2025. As part of our initiative, we also wanted to introduce knowledge about allergies to children in the region. Taking this opportunity, we donated our self-made educational storybook to the library, so that the children there could have the chance to explore new perspectives in biology. For us, this is not only about helping them understand their own bodies, but also about inspiring their curiosity in science—encouraging them to learn through genuine interest.

Figure 34 The scene of the storybook donation event

Conclusion and Reflection:

This book donation activity represented a cross-regional exchange between our team and children in the mountainous area. We aimed not only to share knowledge about allergies but also to hear their voices and discover their imaginative ideas. By fostering curiosity about biology in their hearts, we hope that one day they will have the opportunity to explore the things that spark their interest even further.

The significance of this donation goes far beyond a single event. It is not merely an isolated activity, but a lasting educational legacy for the school, establishing a structured channel for ongoing dialogue. Through this bridge of communication, we can engage with the children there countless times. With this channel in place, similar activities can be replicated repeatedly, sustaining their impact and reaching even more children and students over time.

Figure 35 Primary School Education Overview

Our school’s club ecosystem enables cross-collaboration with outstanding organizations. We partnered with SheSTEM—dedicated to empowering girls in STEM—to deliver a DNA science session for 10 female students in Grades 3 to 5, all interested in science.

First, we briefly introduced our iGEM allergy project to link DNA and synthetic biology to real health solutions. The lesson opened with a simple question: “What’s most essential to build a complex skyscraper?” Students answered “bricks” or “blueprints,” and we used this to explain DNA as the “biological blueprint” of the human body—guiding life just as a blueprint guides skyscraper construction.

Next, we discussed inherited traits and had students share traits from their parents. We then taught ATCG base pairing: using puzzles to show A-T/C-G rules, and fruits to demonstrate how different sequences carry unique biological information.

We led a hands-on strawberry DNA extraction experiment—most students’ first lab experience. All participated actively, learning experiment steps and basic DNA knowledge while building teamwork.

The session stayed highly engaged, with students asking questions and sharing observations. This collaboration with SheSTEM created a supportive space for girls in STEM, deepening their synthetic biology understanding and sparking interest in life sciences.

Figure 36 Strawberry DNA Extraction Experiment

Figure 37-38 Students Conducting Experiment

Conclusion:

Through this activity, we not only introduced DNA and synthetic biology in an engaging way but also had the chance to hear the children’s imaginative ideas about what DNA means to them. Some described DNA as “a secret code hidden inside us,” while others said it was “like the instruction manual for making people” or “a tiny spiral ladder that tells the body what to do.” These creative analogies gave us fresh perspectives on how younger students perceive biology and reminded us that curiosity is often the best teacher.

Our session with SheSTEM went beyond teaching—it became an exchange of ideas. As we guided them through the experiment, their questions and observations helped us understand how to explain complex biological concepts more simply and intuitively. This not only enriched our own communication skills but also advanced our goal of making synthetic biology more approachable and enjoyable for younger audiences.

This collaboration also set a meaningful precedent in our school. By combining upper-grade mentorship with hands-on science education for younger students, we created a model that can be replicated and expanded in the future. It opened the door for long-term, sustainable science outreach—where high school students can regularly introduce younger peers to the world of synthetic biology, inspiring curiosity that may grow into a lifelong passion for science.

Figure 39 Middle School Education Overview

Aiming to connect with middle school students academically and integrate our project’s influence, we wrote a proposal for an educational initiative targeting middle school L-Plan students (grades 6–8), centered on synthetic biology, scientific research, and interdisciplinary innovation. Guided by survey insights, L-Plan students’ top interest in chemistry and biology, and their preference for project-based learning over lectures, we designed the program to include monthly sessions: an opening lecture introducing iGEM, synthetic biology, and allergy-related applications (like engineered microneedles), plus themed workshops covering lab skills (ex: gel electrophoresis), research fundamentals, and interdisciplinary projects (such as allergy awareness campaigns), with flexible registration via Jinshuju. Unlike conventional STEM programs, ours emphasizes real-world relevance, interdisciplinarity, authentic hands-on experience, and peer mentorship from our high school iGEM team, aiming to spark students’ curiosity, build their skills, and empower them as innovators.

So far, this is only a proposal. We haven’t held any activities due to time constraints, but we invested substantial effort in developing it: we analyzed survey data thoroughly, communicated extensively with the L-Plan program director, and updated the activity plan multiple times. Looking ahead, we hope to turn this proposal into reality and build stronger connections with middle school students.

Figure 40 part of our amazing proposal

Figure 41 commucation with L-plan director

Conclusion:

Our proposal is thoroughly documented, including detailed session plans, workshop outlines, registration procedures, and survey-informed insights. This complete framework provides a clear reference for both internal and external use, establishing a sustainable and replicable pathway for middle school students to engage with synthetic biology, and contributing a structured educational legacy for the school.

The project creates opportunities for middle school students to actively engage with synthetic biology concepts, ask questions, and collaborate on interdisciplinary projects with our high school iGEM team. The program is designed to encourage two-way interaction rather than passive instruction, fostering curiosity and peer-to-peer discussion.

The initiative was thoughtfully designed, reflecting careful consideration of students’ interests, preferred learning styles, and age-appropriate content. Monthly sessions combine lectures with hands-on activities and mentorship, ensuring both engagement and educational value.

Finally, by providing students with authentic laboratory experience, interdisciplinary projects, and mentorship opportunities, the initiative has the potential to enable more people to shape, contribute to, and participate in synthetic biology. Even as a proposal, it establishes a clear roadmap for cultivating young innovators and expanding access to synthetic biology education.

Figure 42 High School Education Overview

Our team participated in a school Club Fair to promote our allergy-focused synthetic biology project and raise allergy awareness, setting up a dedicated booth for interactive outreach.

At the booth, we first educated visitors peers and teachers on the symptoms and hazards of the three key allergies we target: dust mite (sneezing, asthma; severe respiratory risks), seafood (rash, difficulty breathing; life-threatening anaphylactic shock in serious cases), and pollen allergies (itchy eyes, worsened respiratory issues). We then introduced our project called hypoallergenic bivalent vaccine designed to boost immune tolerance to specific allergens, plus our microneedle delivery plan. We also shared the vaccine’s future development directions.

We displayed promotional brochures and offered custom stickers, pendants, and other merchandise as gifts to interacting visitors. The event received positive feedback: many students and teachers stopped by to ask questions, engaging in friendly exchanges about allergies and our project. By the end, we successfully increased school community awareness of both allergic diseases and our synthetic biology initiative.

Figure 43-47 Education at Club Fair

Conclusion:

This event also became an opportunity for us to engage with senior students and promote how synthetic biology can be applied to solve real-world problems. By attracting many students who share a strong interest in biology, we introduced the concept of synthetic biology and explained its role in developing new treatment strategies for diseases like allergies. Through this exchange, we helped more students understand the potential of synthetic biology in modern medicine and the scientific logic behind allergen immunotherapy (AIT).

During our conversations, many students raised insightful questions and creative ideas—for example, some wondered whether synthetic biology could be used to “design a harmless version of allergens for safer exposure training,” while others suggested “using engineered bacteria to deliver allergy treatments naturally.” These discussions gave us new inspiration for how our research could evolve in the future.

The activity received very positive responses. It was easy to organize, interactive, and educational, making it an effective model for continued on-campus outreach. We plan to hold similar events regularly to strengthen scientific communication and inspire more students to explore synthetic biology as a tool for improving human health.

Figure 48 Regional Exchange Overview

Introduction：

This event was planned as an in-person iGEM team exchange, aiming to facilitate mutual learning through discussions on different aspects of synthetic biology research. By sharing their work, teams could gain insights beyond their own research directions and acquire diverse knowledge. At the same time, such exchanges serve as a source of inspiration and guidance for improving projects.

We also designed a debate session, with topics covering deep reflections on synthetic biology and its relationship with humanity. Our goal was to see teams express different perspectives on this cutting-edge field. Science communication in synthetic biology should not be limited to simply introducing theoretical knowledge or demonstrating experiments; it should also encourage diverse approaches to thinking critically about what we do and its broader significance.

Unfortunately, due to the impact of a typhoon, the in-person event could not take place as scheduled. Nevertheless, the discussions around this topic generated considerable reflection and internal learning within our team.

Invitation:

❤️ Guangzhou–Shenzhen–Chongqing iGEM Meet-Up Invitation

Dear iGEMers,

To further promote communication and collaboration among iGEM teams, an iGEM Meet-Up will be jointly organized by Tsinglan School (Tsinglan), Guangdong Country Garden School (GCGS), and Chongqing Depp Foreign Language School (DEPU)!

🌟 Location: Guangzhou International Bio-Island

🌟 Date & Time: July 20, 14:00–18:00

The purpose of this Meet-Up is to:

• Provide a platform for teams to showcase their project progress
• Share competition experiences and insights to enhance project quality
• Debate topics in the field of synthetic biology and inspire creative thinking

We sincerely invite all high school and university iGEM teams to participate. Teams interested in joining can scan the QR code to connect via WeChat ❤️

Figure 49 iGEM High School Team Exchange Event Invitation

Figure 50-51 Event Preparation

Conclusion:

This meeting was organized by our team with the goal of providing different iGEM teams a platform to share their research projects and explore diverse applications of synthetic biology. Participants could engage in mutual learning, exchange ideas, and provide each other with inspiration and constructive feedback, collectively contributing to the promotion of synthetic biology.

The event was inspired by the Huanan iGEM conservational meeting, and we aimed to create a similar platform ourselves. By meticulously documenting our preparation process, we have designed a reproducible model for organizing such meetings. This approach can facilitate the establishment of more synthetic biology exchange events in the future, expanding opportunities for teams to showcase their work and fostering broader collaboration in the field.

On May 29th, 2025, our team participate in the Huanan iGEM conservational meeting. This event provided a structured and interactive platform for teams to share their research progress, exchange innovative ideas, and refine their projects through constructive peer feedback.

The forum featured a project showcase, where our team presented a detailed research poster outlining our project’s hypothesis, experimental advancements, and future roadmap. This was followed by an engaging discussion session, allowing participants to delve deeper into the science, ask critical questions, and offer valuable suggestions for improvement. A highlight of the event was the live demonstration and playtesting session of our allergy education board game. Attendees were invited to experience the game firsthand, providing real-time feedback on its mechanics, educational effectiveness, and overall appeal—insights that will guide further refinements before wider public implementation.

What’s more, the forum incorporated structured peer feedback sessions in rotating small-group formats. Teams exchanged cross-disciplinary perspectives on experimental design, human practices, and outreach strategies. Beyond formal discussions, informal networking breaks fostered spontaneous brainstorming, paving the way for potential regional partnerships, resource-sharing initiatives, and joint advocacy efforts.

Figure 52 South China Exchange Conference - Project Display Board

Figure 53-54 South China Exchange Conference - Project Poster

Figure 55 South China Exchange Conference - Presentation

Figure 56-58 Our team share idea with others

Figure 59 Other Teams Playing Allergy Alert

Conclusion:

Overall, at the Huanan iGEM conservational meeting, by presenting our project, engaging in peer discussions, and facilitating hands-on playtesting of our allergy education board game, we not only shared our research but also gained insights from other teams’ experiences, questions, and suggestions.

Our presentation was carefully prepared to convey our project clearly and concisely to anyone interested, with thoughtful planning of the speaking order and the analogies used. Our poster was one of the few entirely handmade boards on site, reflecting the significant time and effort we dedicated to it.

Participating in such a large-scale synthetic biology exchange platform allowed us to exchange ideas and share aspects of synthetic biology that are often less well-known. This mutually enriching form of communication not only helped us improve but also contributed to increasing awareness of synthetic biology among a wider audience.

To extend synthetic biology education beyond traditional audiences, we launched Rednotes—an innovative social media initiative designed to make complex scientific concepts accessible and engaging. Our first video was released on March 13, 2024, marking the beginning of our journey to democratize science literacy. Since then, Rednotes has rapidly grown into a vibrant community, amassing over 100 dedicated followers and 200+ likes across platforms. Beyond metrics, we’ve fostered meaningful dialogue through active comment sections and direct messages (DMs), where followers ask questions, share feedback, and participate in discussions. This two-way interaction underscores Rednotes’ success in not just disseminating knowledge, but building an inclusive space for curiosity-driven learning about synthetic biology.

Figure 61 Our Rednote Account

To amplify synthetic biology education across Chinese-speaking audiences, we launched our Douyin channel on January 24, 2024. This major social media platform enabled us to reach a broad demographic with accessible, visually engaging science content. In just months, our channel achieved remarkable traction, accumulating over 2,400+ dedicated followers and 8,400+ likes—demonstrating strong audience resonance. Beyond metrics, we cultivated dynamic interactions through active comment discussions and direct messages (DMs), where viewers ask in-depth questions, share personal insights, and request future topics. This vibrant community engagement underscores Douyin’s role not just as a dissemination tool, but as a collaborative learning space bridging synthetic biology with public curiosity.

Figure 62 Our Douyin Account

To boost public awareness of allergic diseases and promote our synthetic biology project centered on the multi-allergen microneedle vaccine, we launched a targeted campaign on July 8, 2025—World Allergy Day. The initiative ran across our online platforms Rednote and Douyin, linking core content from our custom allergy promotion poster to our project.

We created a dedicated poster to help the public distinguish between allergies and colds, clearly outlining key differences: Allergies peak in spring, recur annually, last for weeks to months, trigger frequent sneezing and thin, copious nasal discharge, and cause local symptoms like itchy eyes, nose, or throat; by contrast, colds occur randomly, resolve within 2 weeks, involve occasional sneezing and nasal discharge that thickens over time, and bring systemic symptoms such as fatigue, headache, or muscle aches. Building on this educational content, we further introduced our multi-allergen microneedle vaccine—highlighting its synthetic biology advantages, including targeting three major allergens dust mites, pollen, seafood, painless dissolvable microneedles for at-home use, and root-cause immune tolerance induction.

The campaign garnered warm responses: our poster and project-related content received numerous likes and comments from classmates, friends, and relatives across Rednote, Douyin, and social circles like WeChat Moments. Many respondents noted they now understood how to tell allergies from colds, while others expressed interest in our microneedle project—successfully raising both allergy awareness and recognition of our synthetic biology initiative.

Figure 63 World Allergy Day Poster

Figure 64 World Allergy Day Poster Shared on Social Media

Through our social media outreach, we shared accessible and engaging content on synthetic biology and allergy-related knowledge, using short educational posts, interactive quizzes, and visual illustrations. By encouraging followers to comment, ask questions, and share personal experiences, these posts fostered genuine dialogue between our team and the public, transforming our platforms into collaborative spaces for science communication.

To ensure replicability, all content was systematically documented—including post topics, learning objectives, and engagement outcomes—providing a practical resource for future iGEM teams or educators to adapt. The campaign was thoughtfully implemented, striking a balance between scientific rigor, clear visuals, and interactive elements, making complex topics ac diverse audiences.

Ultimately, our efforts demonstrated that well-designed online outreach can go beyond knowledge transfer: it empowers broader communities to reflect on real-world applications, contribute their perspectives, and actively participate in shaping the future of synthetic biology.

We designed an original board game called Allergy Alert.

Our board game simulates the battle between allergens and anti-allergy medications. Players assume different roles - such as Volunteer or Vaccine Developer - and employ various protective measures to combat allergens. Environmental factors like heavy rain and humidity dynamically affect gameplay. The game aims to help players understand different anti-allergy treatments function while experiencing how environmental conditions influence allergen distribution.

Our board game went through six iterations before reaching its final form.

First Edition:

The first edition was essentially a collection of preliminary ideas. We listed out multiple concepts and designed several sets of rules. After reading through these initial drafts, we eliminated versions that were less reasonable, and created simple physical cards for the remaining ones. A few rounds of in-team playtesting were conducted, after which we selected one promising version. Team members then provided feedback on the gameplay experience. The main drawback was that the mechanics were too simple, with weak strategic depth, which made the game feel monotonous.

Figure 66 Figure Testing the game

Second Edition:

Building on the shortcomings of the first version, we refined the rules by introducing new roles and additional mechanics to enhance playability. After printing the second edition cards, we held another round of internal tests. The game became richer, more engaging, and more fun, but the competition level was still lacking, often resulting in one-sided victories.

Third Edition:

Some roles had abilities that were unbalanced, which reduced fairness and left certain players without much sense of participation. To address this, we adjusted the initial setup for each player and introduced more competitive elements. After internal testing, the rules felt more polished, and we developed a more complete card set, preparing it for sharing at offline events.

Fourth Edition:

We brought the cards to the South China Exchange Conference, where students outside our team experienced the game for the first time. The overall response was very positive—players enjoyed it and found it competitive. However, we noticed that the rules were somewhat complicated to explain, gameplay sessions lasted too long, and a few mechanical issues (bugs) surfaced. While the entertainment and competitiveness were largely solid, we focused on simplifying explanations and patching rule loopholes for the next version.

Figure 67 Playing the Game

Fifth Edition:

With adjustments made, we showcased the game again at a May event, this time with a younger audience. The children had a great time and enjoyed the game very much. Through communication and feedback, however, we realized that the rules could be simplified even further, and the descriptions made clearer while remaining detailed enough. Based on this feedback, we implemented changes and finalized the rule set.

Figure 68 Playing Board Game at May Event

Sixth Edition:

The final version did not alter the rules but improved the visual design of the cards. We added distinct colors for different categories to enhance aesthetics and usability. Furthermore, in addition to the original design, we created three alternative versions tailored for players with red-green and blue-yellow color blindness, ensuring that everyone can both enjoy the vibrant colors and easily distinguish between card types.

Conclusion:

Through six rounds of iteration, our board game has evolved not only in terms of gameplay balance and competitiveness but also in accessibility and visual design. These improvements allow the game to be both enjoyable and inclusive, offering a fun and engaging experience for a wide range of players.

Conclusion:

Through six rounds of iteration, our board game has evolved not only in terms of gameplay balance and competitiveness but also in accessibility and visual design. These improvements allow the game to be both enjoyable and inclusive, offering a fun and engaging experience for a wide range of players.

The development of our board game was carefully documented at every stage of iteration and update, providing a valuable template for other teams interested in creating synthetic biology-themed games. By reviewing our design process, others can gain a comprehensive understanding of how to develop a similar game. All aspects of the game—including rules, cards, and mechanics—have been fully recorded, offering a clear and replicable model.

We designed this game to encourage players to discuss and strategize around the use of different medications and environmental effects, or “buffs,” during gameplay. As players explore the game mechanics and communicate their strategies, they naturally engage in dialogue and learn more about the connections between synthetic biology and allergies, while sharing their own ideas.

In the game, each player assumes a distinct role corresponding to different allergy treatments. The abilities and skills of each role highlight the unique features of synthetic biology-based therapies compared to traditional approaches, helping participants better understand the characteristics and advantages of these innovative treatments.

We designed an original comic book called The Hidden Wonders of Human Body.

This tale follows the chaos that ensues when allergens invade the human body, triggering reactions like sneezing, runny noses, and itchy red rashes. Through the adventure, children can discover how their immune system sometimes overreacts to harmless visitors.

We provided this allergy education comic book to the primary school. Featuring simple language yet rich, engaging content, we also conducted reading sessions to answer students' various questions about allergies. After this activity, all participants gained basic knowledge about allergies and corrected previous misconceptions.

We also created a hand-drawn storybook, designed specifically for preschool children. The story illustrates how the “soldiers” of the immune system gradually learn to recognize allergens without overreacting—supported by healthy eating, regular exercise, and good hygiene.

The storybook is entirely original, crafted with simple, accessible language and vibrant illustrations. Its goal is to introduce young children to the basics of allergy prevention in an engaging and age-appropriate way, making learning both enjoyable and memorable.

This illustrated storybook enabled our outreach efforts to extend to younger audiences, ensuring that even preschool children could benefit from clear, fun, and accessible health education.

Conclusion:

Both of these books were entirely handmade by our team. By using the format of a book, our outreach is no longer limited to physical presence—it can reach farther, and the science education about allergies continues even after we leave. Through this approach, we aim to expand the impact of our efforts as much as possible, spreading knowledge to more people and maximizing our educational influence. Additionally, this method provides the school with alternative approaches to education: if we cannot reach certain places in person, the books serve as a means to extend our teaching.

The purpose of both books is to educate readers about how allergies affect the human body. However, we adapted our presentation to suit different age groups, ensuring that the content can be shared with a broader audience.