Contributors
Index
In this year’s project, iGEM Tsukuba has leveraged its educational initiatives to establish a sustainable framework that allows the team to continue its activities and promote synthetic biology into the future. By positioning themselves not merely as a university student group, but as a hub for science communication within the local community, they have deepened their community engagement and enhanced the quality of their educational outreach.
We first established an primary goal that we aimed to achieve through our Education efforts:
Primary Goal: “To establish iGEM TSUKUBA as a sustainable organization that continuously promotes synthetic biology.”
Furthermore, after reviewing iGEM TSUKUBA’s previous Education activities, we developed the following four approaches to achieve this primary goal:
1. Place-Based Community
2. Student Collaboration Network
3. Existing Connections
4. Education Assessment Rubric
Through this process, we first reviewed our past Education activities, then established a clear vision and objectives for future Education efforts. We designed programs aligned with these goals and ultimately implemented Education activities in collaboration with other organizations and companies. As a result, we successfully built new relationships within the local community and were able to conduct Education systematically in partnership with companies and schools.
Below is a record of the Education activities we conducted in this project.
In Objective, we describe the specific policies for our Education activities and the thought process leading to the implementation of each initiative.
(Flow diagram illustrating the thought process from establishing specific Education policies to implementing each activity)
Since our establishment as an organization in 2022, we made our debut at the iGEM Jamboree 2023, where we earned a silver medal. Although we proactively planned Education activities, much of our approach was exploratory, leaving substantial room for improvement. For instance, most of the Education events organized by iGEM TSUKUBA were one-off events, failing to establish ongoing collaborations. Because our educational activities are primarily conducted at the schools from which our members graduated, long-distance travel and costly communication with stakeholders made it difficult for us to hold repeated events with the same partner. Additionally, we faced challenges in building new relationships that could support iGEM TSUKUBA and in making single-event experiences memorable for participants. As a result, we were unable to fully capitalize on opportunities to disseminate synthetic biology knowledge. Furthermore, as a newly established organization, iGEM TSUKUBA had limited recognition within the university and local community. We had few opportunities to communicate with organizations and companies in Tsukuba City, and we had yet to take the first step toward raising awareness of our organization and activities. Therefore, for this competition, we fundamentally reviewed iGEM TSUKUBA’s past Education activities and developed improvement strategies that could directly address these issues.
Before implementing Education activities, we first established an primary goal that we aimed to achieve through our Education efforts:
“To establish iGEM TSUKUBA as a sustainable organization that continuously promotes synthetic biology.”
By consistently developing and implementing an Education management system that minimizes burden on both iGEM TSUKUBA members and our collaborating partners, we aim to ensure natural continuity of our activities. As a newly established organization, we recognized that stabilizing the frequency and quality of our activities and gaining recognition from the surrounding community as an organization is more important than pursuing ambitious challenges.
After establishing the primary goal, we determined specific policies necessary to achieve it.
To establish our Education policy, we proceeded through the following flow and formulated new directions.
[Primary Goal: To establish iGEM TSUKUBA as a sustainable community]
Approach 1: Review and Revise Education
Flow 1: Review past Education activities
Flow 2: Classify strengths and weaknesses of past Education activities
Flow 3: Develop improvement strategies
Flow 4: Devise methods to leverage strengths
Approach 2: Initiate New Plan to Build the Community
Flow 1: Consider what can be done to build a sustainable community
Flow 2: Establish new policies
Goal: Finalize the overall policy
We analyzed the tendency in Education activities conducted by iGEM TSUKUBA since its establishment in 2022.
In the previous project, we conducted the following eight programs:
Poster presentation at Fukushima High School
Education at Chiba Junior High School
Education at SKIP Academy
Education at Science Forum
Education at GFEST
Bio e cafe
Tsuku・Koi
NIS-Kazakhstan team collab Education
For programs 1 and 2, we traveled outside Ibaraki Pref secture, where Tsukuba City is located, to hold events. Both the poster presentation at Fukushima High School and the Education at Chiba Junior High School were realized through cooperation with teachers at members’ former middle and high schools. Valuing the connections our members possessed was a significant strength. These events at middle and high schools served as a first step toward raising awareness of our newly established team. Additionally, with some iGEM TSUKUBA members aspiring to become teachers, the opportunity to deliver lectures in actual school settings was invaluable. Furthermore, the content of Education activities at these schools was carefully discussed with the teachers beforehand. Although the curriculum progression is standardized by subject in Japan, there are slight variations among schools. Being able to assess students’ current level of biological knowledge and provide necessary explanations accordingly was a positive aspect. However, traveling outside the prefecture resulted in considerable burdens on members in terms of transportation costs and expenses.
Programs 3, 4, 5, 6, and 7 were all held at the University of Tsukuba. The university hosts numerous events and lectures where scientific research organizations can present their work. We presented our previous project’s research theme and conducted experimental workshops at these venues. A major advantage of conducting Education activities on campus was that iGEM TSUKUBA members could participate easily without excessive concern for travel or expenses, allowing us to focus solely on enriching the event content. However, these events typically involved collaborating with events already organized by other campus organizations, meaning many programs had specific target audiences, such as middle and high school students or international students. While having a clearly defined target audience made it easier to determine the direction of educational materials and reduced our burden, these could not be fully considered self-initiated Education activities by iGEM TSUKUBA. In this regard, Education at GFEST provided an opportunity to proactively plan and execute an event, allowing us to convey fundamental synthetic biology knowledge to middle and high school students through hands-on experiments related to our research theme. Additionally, establishing connections with individuals planning and managing events at the University of Tsukuba was beneficial for future Education activities.
Several common issues existed across all Education activities.
First, we were unable to effectively apply lessons learned from previous Education activities to subsequent ones. After each event concluded, the team conducted a reflection session. While reflecting on each event allowed us to objectively review it and identify strengths and areas for improvement, the varying content of each event prevented prior reflections from being incorporated into subsequent activities. Moreover, post-event survey content differed each time. Insufficient scrutiny of survey items made it unclear whether responses truly reflected actual educational effectiveness, resulting in only abstract feedback during reflections.
Second, many Education activities were conducted within narrow communities. While leveraging connections with members’ former schools and campus organizations for Education was positive, we did not achieve sufficient recognition to establish iGEM TSUKUBA as a hub for disseminating synthetic biology. To promote awareness of synthetic biology and our research, we need to reach a much broader audience.
These are the results of reviewing Education activities conducted in previous projects.
The reflections on iGEM TSUKUBA’s past Education activities described in Flow 1 were classified into two categories: strengths and areas for improvement.
[Strengths]
Attempting to leverage existing connections, such as with members’ former schools, for Education activities.
Flexibly determining program content through thorough consultation with co-organizers.
Conducting reflections after each program.
Implementing surveys after each session.
[Weaknesses]
Conducting Education activities at locations far from Tsukuba. While occasional distant events pose no problem, repeated travel creates issues with transportation costs and physical strain, placing significant burdens on members.
Difficulty in reflecting reflections into subsequent Education programs. Comparing programs with different content is challenging, making it unclear whether Education activities are improving.
Conducting unique surveys with varying items for each Education activity. It is uncertain whether responses to questions truly reflect the program’s effectiveness or participants’ impressions.
In Flow 3, we develop improvement strategies for the areas identified as needing improvement in Flow 2. By addressing aspects that negatively impacted Education activities, we aimed to move toward Education programs with fewer shortcomings.
[Improvement Strategy for Weakness 1]: Cherish our established external relationships
Education activities in distant locations provide valuable opportunities to broadly promote iGEM TSUKUBA and synthetic biology. Moving forward, we aim to continue hosting events across diverse venues by leveraging the relationships our members have cultivated between iGEM TSUKUBA and junior high schools, high schools, and companies.
However, geographical barriers pose challenges in communicating with collaborators and create some burden on members. Therefore, in this project, we made the decisive shift to Education activities centered in Tsukuba City. While prioritizing the enhancement of Education activities in Tsukuba City—the hometown of the University of Tsukuba—we also continued to leverage previously established relationships and accepted opportunities to hold events in distant locations.
Education activities centered in Tsukuba City are explained in detail in Approach 2.
[Improvement Strategy for Weaknesses 2 and 3]: Creation of a Rubric
We created an Education assessment rubric for evaluating Education activities. The rubric serves to achieve two primary objectives: first, to evaluate whether we can achieve the ideal form of Education that iGEM TSUKUBA aspires to; and second, to assess whether we can achieve an Education format sufficient to share synthetic biology. By applying the same evaluation criteria during reflections and self-assessments for events with different content, we can ensure that lessons learned from each event are applied to subsequent ones. Through this approach, we aim to continuously improve the quality of each Education activity.
We decided to continue the practices identified as strengths in Flow 2.
In particular, we resolved to maintain [Strength 2]: Flexibly determining program content through thorough consultation with co-organizers.
When the attributes of event participants are known in advance, selecting themes that are easily relatable to the target audience significantly increases the quantity and breadth of communication during the event, yielding positive effects. For example, when delivering lectures on synthetic biology at high schools, we conducted advance research if the school had specific biology topics they wanted iGEM TSUKUBA to cover, or incorporated more experimental activities for schools with limited hands-on laboratory opportunities in their regular curriculum.
As a student organization, it is difficult for us to ensure complete mastery of knowledge and theory in a single Education session. However, by empathizing with participants and creating programs that meet their needs, we aim to provide them with at least one interesting fact about biology to take home. As a “seed-planting” entity for knowledge, we want to plan participant-centered events rather than content-driven events.
The process of determining themes for each event has its own unique background.
Please refer to the detailed descriptions of each program provided later in this document.
We considered new initiatives that could establish iGEM TSUKUBA as a sustainable community. As a result, two policies were formulated.
Place-Based Community is an initiative to conduct Education activities centered in Tsukuba City, Ibaraki Prefecture, where the University of Tsukuba is located. Specifically, we organized events in collaboration with middle and high schools within and around Tsukuba City and held programs at event spaces within the city.
We particularly emphasized Education activities in collaboration with middle and high schools. Currently in Japan, a movement called “high school-university collaboration” is being promoted. High school-university collaboration refers to cooperative activities aimed at increasing opportunities for high school students to experience university-level education and research through various means, such as high school students attending university classes, university faculty delivering lectures at high schools, or distributing lectures via the internet. By participating in high school-university collaboration programs and directly experiencing the university atmosphere, high school students can reduce discrepancies between their expectations and reality upon university admission and enhance their motivation to learn. However, these “high school-university collaboration” activities are often led by university professors and researchers, with content directed toward high school students. While providing opportunities for high school students to experience university-level learning is certainly valuable, we wanted to create opportunities for university students to interact with high school students and inform them about actual university life. iGEM TSUKUBA is particularly characterized by having many members who began research immediately upon entering university. Leveraging this characteristic, we can convey firsthand “what research conducted by university students entails” and, beyond research, “what university life is like.” We believed that having university students closer in age to high school students communicate biology would make the world of research and academia feel more accessible to them.
However, having university students teach biology to high school students also carries multiple risks. For instance, there is a danger that scientific rigor may not be sufficiently guaranteed, and university students may struggle to balance their own studies with Education activities. Therefore, we consciously sought to minimize these disadvantages by relying on our PI and specialized faculty within the university to ensure scientific rigor, and by avoiding dependence on any single member for program development, instead creating programs through collaborative teamwork to balance academic responsibilities.
It is extremely rare for university students to serve as the primary agents of science communication, not only for middle and high school students but more broadly. However, we believe that precisely because we are still in the process of learning specialized subjects, we can “think together” with event participants. Through Place-Based Community, we aim to promote science communication within Tsukuba City led by iGEM TSUKUBA.
University Students Collaboration Network is a policy to collaborate with other active student organizations at the University of Tsukuba and iGEM teams at other universities to exchange information and organize events.
Numerous actively engaged student organizations exist within the University of Tsukuba. Like iGEM, many clubs conduct educational activities, external presentations, research activities, and community outreach. However, opportunities for interaction among such organizations within the university are limited, and they often remain unaware of each other’s activities. Therefore, iGEM TSUKUBA will take a central role in creating a new community of academic-oriented clubs. This will foster cooperative relationships among clubs in various contexts, including opportunities for event organization, networking, and sharing know-how for event management. If the University Students Collaboration Network functions effectively, it will enable people to remain within the community, naturally creating a sustainable community.
Additionally, by continuing iGEM TSUKUBA’s active participation in the iGEM Japan Community, which has frequently held meetups for information exchange, we aim to maintain mutually inspiring relationships with other teams.
Through the brainstorming process described above, we established the following four policies:
Actively collaborate with companies and schools within Tsukuba City to enhance the organization’s recognition within the region and deepen local connections.
Actively engage in collaboration and information exchange within the university and the Japanese iGEM community. By cooperating among students, we can share obstacles encountered in our activities and obtain useful information.
While pursuing new challenges, value the connections with collaborators cultivated through iGEM TSUKUBA members to date.
Additionally, as an overarching element for all Education activities, we created a new system to enable concrete reflection on our Education activities.
We created an Education assessment rubric that enables unified evaluation even across Education activities with different content. After each Education activity concludes, we evaluate the event from both our own perspective and that of participants. This enables us to formulate concrete plans for Education that continue strengths and immediately address weaknesses.
The following sections provide detailed descriptions of Education events conducted in this project, followed by an introduction to the rubric details in the latter part of this page.
Actively collaborate with companies and schools within Tsukuba City to enhance the organization’s recognition within the region and deepen local connections.
Actively collaborate with companies and schools within Tsukuba City to enhance the organization’s recognition within the region and deepen local connections.
Theme: Introduction to Synthetic Biology and iGEM TSUKUBA
Date: 12/Apr/2025
Participant: Online streaming viewers
Elaboration:
This event was presented in a talk relay format at the SCIENCE & TECHNOLOGY PRE EVENT 2025 held in Tsukuba City. Tsukuba City is a science city that hosts numerous research institutions, including AIST (National Institute of Advanced Industrial Science and Technology), KEK (High Energy Accelerator Research Organization), and NIMS (National Institute for Materials Science). These research institutions also participated in this event.
In our presentation, we first explained the theme “What is synthetic biology?” We introduced the academic foundations and characteristics of synthetic biology and discussed its potential applications. We explained how synthetic biology can contribute to medicine, the environment, and industry in ways that are accessible to the general public.
Next, we introduced iGEM, an international synthetic biology competition. We emphasized that while iGEM is primarily a student-centered competition, it is not merely a contest but also a platform for considering how scientific achievements can benefit society. We also discussed how iGEM facilitates international networking and generates new knowledge and ideas.
Furthermore, we introduced the activities of iGEM TSUKUBA. We explained our ongoing research project on protein engineering utilizing AI. Additionally, we introduced our educational activities at local schools and outreach activities for citizens. We mentioned our collaborations with research institutions and the local community in Tsukuba City.
Finally, we emphasized that our activities focus not only on research but also on nurturing the next generation and contributing to science education. Through this presentation, we aimed to share the value of synthetic biology from a broad perspective and create opportunities for many people to develop an interest in science.
This event was livestreamed on YouTube and Niconico Video and was subsequently made available as an archive. It is freely accessible to anyone and continues to receive views even after the event. Over 1,000 concurrent viewers participated on the day of the event, representing a wide age range. Numerous online comments were received, enabling interactive communication.
Summary:
Through this event, we successfully introduced synthetic biology from fundamental concepts to cutting-edge research in an accessible manner, providing an opportunity for citizens to feel familiar with a field often perceived as difficult. Additionally, we successfully raised broad social awareness of iGEM and iGEM TSUKUBA, demonstrating the value of internationally recognized activities originating from the local region.
The archived streaming represents a significant achievement, as it enables continuous information dissemination to individuals who could not participate on the event day. This allows the event to function as “part of sustainable public relations and educational activities” rather than remaining a one-time occurrence.
Material:
Theme: Redefining Life and Synthetic Biology
Date: 28/Apr/2025
Participant: 9 students from Ibaraki Prefectural Tsukuba Science High School
Elaboration:
This lecture was designed for biology-interested students at Tsukuba Science High School around two themes: “What is synthetic biology?” and “How should we redefine life?”
In the early part of the lecture, we introduced “iGEM,” which was unfamiliar to many students, and explained the potential of synthetic biology and genetic engineering technologies, as well as their academic and social value. Next, we devoted time for students to discuss among themselves the core theme of “redefining life,” encouraging them to debate the definition of life from multiple perspectives including “homeostasis” and “cells,” helping them realize that such fundamental questions are essential for the future development of synthetic biology.Finally, we introduced the specific research activities of iGEM TSUKUBA, conveying the appeal and excitement of university-level research that addresses more specialized and large-scale challenges, distinct from the systematic learning of familiar topics in high school. This presentation served as a catalyst to stimulate students’ motivation for learning.
However, due to time constraints and the online format, discussion time among students was somewhat limited compared to other educational opportunities. This may have resulted in a somewhat passive reception of knowledge rather than active engagement for the students.
Summary:
For biology-interested students at Tsukuba Science High School, we developed lectures around two themes: “What is synthetic biology?” and “How should we redefine life?” Using our iGEM activities as an entry point, we lectured on “redefining life.”
Although the session lasted only 50 minutes, we effectively managed the overall pace and efficiently conveyed the content. However, with limited interaction, we aim to incorporate more active activities in future sessions.
Material:
Theme: Thinking About Organisms Through Classification
Date: 13/Jul/2025
Participant: 6 groups ranging from ages 5 to 60s
Elaboration:
This event was organized as a guest at the monthly “Let’s Try It Out Laboratory” event. The objective was to have participants create their own classification tables and learn the fundamental concepts of taxonomy.
Participants first drew pictures of what they considered “living things.” Next, they sorted provided photographs into living and non-living categories. The photographs included whales, mushrooms, the moon, robots, and others, prompting participants to contemplate the definition of “living things” through these activities. Subsequently, groups created classification tables using photographs of living organisms. Three groups participated: two mixed groups of adults and children, and one adult-only group. Initially, classifications were based on knowledge, with all groups creating similar classification tables. After presenting some examples and encouraging participants to classify freely based on the appearance and ecology of organisms, each group created diverse classification tables. Questions such as “What is the definition of a leg?” arose during this process, providing opportunities for new insights. Participants presented their completed classification tables and shared their ideas with each other. Finally, we provided a brief history of taxonomy and conveyed that the foundation of classification is observation and comparison, and that classification methods continue to be pursued even today.
Although participants from a wide age range gathered, the tasks themselves were simple. Adults in particular tended to rely on their existing knowledge, enabling collaborative creation of classification tables among participants. After the event, interactions occurred between participants and members regarding topics such as taxonomy and iGEM activities.
Assessment:
Summary:
This event successfully provided an opportunity to reconsider organisms through classification. Although the activity centered on discussion, participants appeared actively engaged. However, regarding event progression, the event extended slightly beyond the anticipated time, indicating the need for a more flexible time schedule.
Material:
Theme: What are Stakeholders and the Importance of Critical Thinking
Date: 18/Jul/2025
Participant: Approximately 75 students from the Science and Technology Department of Ibaraki Prefectural Science High School
Elaboration:
This lecture was conducted with the primary theme of “the importance of stakeholders in research activities and methods for identifying stakeholder candidates.”
As an introduction to the lecture, we first taught the concept of “stakeholders,” referring to the diverse parties involved in research. Subsequently, students engaged in exercises in groups of four to consider stakeholder candidates by referencing actual research cases conducted by other iGEM teams in the past. First, they identified core elements of the research, then organized who would be involved with those elements and why using a “logic tree.” To encourage active exchange of opinions among group members, discussions were conducted around large poster boards. During these discussions, iGEMers acted as facilitators, supervising each group and providing appropriate advice to promote independent discussion among students. Furthermore, by introducing “iGEM” and “synthetic biology,” we conveyed the potential of biology, including synthetic biology. After the lecture, we conducted a survey to evaluate students’ understanding of stakeholders.Survey analysis revealed that 70.5% of students gained a deep understanding of “the importance of considering stakeholders.” The lecture received high evaluation from participants, with 86.7% expressing high satisfaction.
The concept of stakeholders is an important concept to consider not only in research but also in other activities. Providing opportunities to think about this concept is expected to improve students’ problem-solving abilities. Additionally, the process of considering stakeholders is thought to cultivate the ability to view issues from multiple perspectives.
Assessment:
Summary:
This lecture was conducted with the primary theme of “the importance of stakeholders in research activities and methods for identifying stakeholder candidates.”
Through this lecture, we successfully presented the concept of “stakeholders,” which is unfamiliar to high school students, and the importance of multifaceted perspectives on research. The presence of iGEMers as facilitators stimulated active communication among students and received high evaluation in post-event surveys.
However, due to the 50-minute time constraint, the amount of information that could be conveyed was limited. While post-event surveys showed positive evaluations of the lecture content, there was room for improvement in lecture pacing and content optimization.
Material:
Theme: Guidance and Mentoring for Elementary and Junior High School Students’ Scientific Research
Final presentation of research
Date: 29, 30/Jul/2025, 07, 18, 22/Aug/2025
Participant: A total of 8 participants: 5th and 6th grade elementary students and junior high school students
Elaboration: This education activity was organized through a collaboration among the Ibaraki Prefectural Board of Education, Ibaraki Prefectural Tsukuba Science High School, and Barbara Pool Inc., a company promoting STEAM education. iGEM team members served as mentors, providing guidance and advice on scientific research conducted by elementary and junior high school students. The program spanned five days during the summer vacation. On Day 1, while the students explored prior research examples and deepened their own interests, we listened to their ideas, offered advice, and assisted them in formulating research plans. On Day 2, we helped prepare materials and equipment, supported experimental procedures, and assisted with data recording to enable the students to conduct their planned experiments. On Day 3, while continuing to assist with remaining experiments, we explained how to read and create graphs and provided background knowledge to help students organize their experimental results. We also advised them on expressing their research content in their own words when drafting the main report. On Day 4, we assisted in creating the final deliverables, which included a main report and a poster display. Our support primarily focused on computer operations, color scheme selection, and refining written expressions. On the final day, Day 5, we helped students create presentation slides summarizing their research and practiced their presentations with them. Thanks to the students’ enthusiasm and active participation, both the verification experiments and their summaries were completed to a high standard. Most importantly, we were able to build close relationships with the participating elementary and junior high school students, ensuring they had an enjoyable experience. However, even though these were children’s research projects, completing them within such a short timeframe proved extremely challenging. Having experienced short-term research ourselves through iGEM, we had a comprehensive understanding of the research process, which facilitated our mentoring. Nevertheless, this experience reinforced the difficulty of tailoring guidance to match each student’s age and individual personality. Through assisting with their research, observing the students’ attitudes toward research and the challenges they encountered allowed us to gain insights into their learning situations at school and their areas of interest. We gained particularly valuable lessons regarding age-appropriate communication methods and ways to break down complex concepts into understandable terms. We believe these insights can be effectively applied to other education activities.
Summary:
We participated as student assistants in a 5-day research support program organized by a company promoting STEAM education and a local high school, supporting the research activities of elementary and junior high school students. We provided necessary advice to students at all stages—planning, experimentation, analysis, and summarization—aiming to complete final deliverables including papers, posters, and slides. Through this support, we learned about students’ learning situations, interests, and characteristics of understandable explanations, gaining significant insights. As students, we gained valuable perspectives on the importance of supporting children by bridging the gap between experts and teachers.
Theme: Workshops by Researchers for Elementary and Junior high school Students Residing in Tsukuba City
Workshop scene
Date: 17/Aug/2025
Participant: Approximately 80 elementary, middle, and high school students who applied
Elaboration: At the “Tsukuba SCIENCE DAY” event hosted by Tsukuba City and organized by Barbara Pool Co., Ltd., nine researchers conducted workshops for elementary, junior high, and high school students. Four members of iGEM TSUKUBA participated as university student supporters, assisting with the operation of various programs.
The members contributed to venue setup, program facilitation, and participant support. Specifically, they provided assistance with operating microscopes used by researchers during workshops and distributed materials. Additionally, when researchers were busy, the members responded to participants’ questions and provided clear explanations.
Furthermore, iGEM TSUKUBA set up a booth at the venue to introduce their activities to participants and their parents. The booth displayed multiple posters and offered two types of flyers describing the team’s activities, which were distributed to visitors.
Through this activity, the team successfully served as an intermediary between researchers and students, acting as a bridge connecting participants with researchers. Moreover, the establishment of the iGEM TSUKUBA booth at the venue contributed to raising awareness of the team’s activities.
Summary:
We assisted researchers’ workshops as student assistants. We also established an iGEM TSUKUBA booth and conducted introductions through poster displays and flyer distribution. Through assisting workshops, we gained valuable insights for future Education activities while contributing to increased team recognition.
Theme: The Science of Sketching: What Does It Mean to “See,” “Know,” and “Draw”?
Date: 17/Aug/2025
Participant: Adults (5 people), Elementary school students (4 people)
Elaboration:
We conducted Education activities targeting elementary school students and older in collaboration with “co-en,” an activity space located six minutes on foot from Tsukuba Station. Plant sketching was selected as a theme accessible to younger age groups. Sketching is an important ability for recording phenomena, and the ability to observe nature is required in science generally. This event provided an opportunity to recognize the importance of observation and sketching using the keyword “thinking you know.”
On the day of the event, after briefly introducing everyday things “you’ve seen but don’t really know,” participants drew pictures for 15 minutes without seeing the actual object to assess their own level of understanding. For this exercise, we selected sunflowers as the subject—a plant everyone knows that is seasonally accessible.
Subsequently, iGEM TSUKUBA members introduced sketching techniques: “draw large,” “partial diagrams are acceptable,” “draw without breaking lines,” and “captions are acceptable,” then showed participants actual sunflowers. After providing approximately three minutes for observation, participants sketched while viewing the actual object for 35 minutes. We particularly emphasized observing areas they felt uncertain about when drawing without reference. We also informed them that dissection was permitted.
Finally, we introduced that observation ability is necessary for science generally and can prevent misunderstandings about science, concluding the Education activity. Post-event surveys were conducted.
Although designed for elementary school students, more adult participants than expected attended. However, including adults, participants enthusiastically engaged in sketching, resulting in an active Education activity. We discovered that sketching itself is an excellent theme because it can be implemented across a wide age range. Additionally, having participants draw without seeing the actual object beforehand allowed them to confirm their level of understanding. In implementation, clearly dividing and executing responsibilities for communication with co-en, material preparation, and sunflower procurement prevented operational confusion and enabled successful completion.
Overall, a 90-minute timeframe was established, limiting sketching time. Survey comments included “it would have been better to have more sketching time.” Since satisfactory sketching requires time, we felt attention is necessary when conducting this activity in the future.
Assessment:
Summary:
Despite the limited 90-minute timeframe, this was excellent Education with high satisfaction for both participants and implementers. Participants concentrated on sketching while occasionally exchanging opinions.
Advance preparation was also conducted efficiently. Regarding SNS operations for participant recruitment, update frequency was low, indicating room for improvement. Improvement strategies include posting reminders multiple times beyond just rehearsal scenes and information announcements.
Regarding implementation time, we learned that sketching is very time-consuming and unsuitable for short-term implementation. However, we felt it is difficult to allocate time that satisfies all participants, recognizing the need to establish appropriate time considering overall progression.
Material:
Theme: Meat Species Identification by PCR and Applications of PCR Technology
Date: 25-27/Aug/2025
Participant: 14 high school students
Elaboration:
Over three days from August 25 to 27, 2025, we conducted an experimental workshop utilizing PCR (Polymerase Chain Reaction), a foundational life science technology, for students at a high school in Tsuchiura City, Ibaraki Prefecture. In this workshop, using beef, pork, and chicken meat available at supermarkets as materials, students became experimenters themselves and conducted inquiry activities to identify unknown meat samples at the DNA level.
Day 1: After introducing our organization and providing an overview of the entire experiment, we conducted practical training to master accurate micropipette usage.
Day 2: Students extracted DNA from meat samples they selected and amplified a specific DNA region (mitochondrial COI gene) used for species identification using PCR.
Day 3: Students separated amplified DNA by agarose gel electrophoresis, visualized and observed DNA as “bands” by UV light irradiation, and considered the identity of unknown meat based on obtained results. Finally, they learned about diverse PCR applications (food fraud detection, COVID-19 diagnosis, environmental DNA surveys, etc.).
Through this workshop, participating students systematically acquired a series of advanced experimental techniques through practice, including precise micropipette operation, DNA extraction from samples, PCR reaction preparation, and agarose gel electrophoresis. Furthermore, by connecting their own experimental operations with visible results, they achieved systematic learning beyond what classroom instruction alone could provide, understanding how each temperature step in PCR reactions—denaturation, annealing, and extension—relates to the physical properties of DNA double helices and the enzymatic functions of DNA polymerase. Most importantly, the experience of having self-formulated hypotheses objectively validated through data via the experimental process was extremely effective in cultivating fundamental scientific thinking patterns. The sense of achievement when obtaining expected results likely greatly stimulated students’ intellectual curiosity and motivation for further inquiry.
Assessment:
Summary:
In summary, this three-day workshop was an educationally effective program that naturally guided students toward authentic inquiry activities approaching the core of modern life sciences by effectively using “meat,” a familiar subject for high school students. By establishing a clear and attractive goal of “identifying unknown samples,” reminiscent of detective work, we successfully maintained high levels of student intellectual curiosity and learning motivation throughout. Moreover, rather than merely transmitting knowledge, having students independently and consistently experience the research process that scientists actually conduct—from hypothesis formulation through experimental planning, data acquisition, and result interpretation and analysis—provided the most valuable learning experience for students. On the final day, demonstrating that their experiments directly connect to real-world challenges such as food fraud problem resolution and medical diagnostics played a decisive role in deepening learning by making students realize the utility of science. This experience was a highly refined educational program that comprehensively cultivated knowledge, skills, scientific thinking abilities, and inquiry spirit, making science feel more personally relevant and encouraging future exploration.
Material:
Theme: Understanding the Concept of Controlled Experiments Using Slime
Date: 18/Oct/2025
Participant: Coming Soon!!!
Elaboration:
What kind of slime can you make with what materials and how much? Learn the concept of controlled experiments through slime-making!
This event enables participants to experience the fundamental scientific experimental concept of “controlled experiments” using slime as the subject matter. First, everyone together creates basic slime that anyone can easily make by mixing laundry starch, borax, and water. Subsequently, participants experiment by adding familiar materials or changing quantities while observing what differences emerge. Finally, we hold a competition where participants present their slime to determine which stretches the best.
Just as in scientific experiments, participants change conditions one at a time to collectively identify characteristics of stretchy slime. This is an experiential workshop that fuses play with experimentation.
Actively engage in collaboration and information exchange within the university and the Japanese iGEM community. By cooperating among students, we can share obstacles encountered in our activities and obtain useful information.
Actively engage in collaboration and information exchange within the university and the Japanese iGEM community. By cooperating among students, we can share obstacles encountered in our activities and obtain useful information.
Theme: Microorganisms and Our Lives, History, Actual Observation, and Workshops
Date: 21/Apr/2024
Participant: Participants in the University of Tsukuba Science and Technology Week “Kids University,” primarily lower elementary school students, preschoolers, and their guardians
Elaboration:
We participated in Kids University as a collaborative project between “Bio e Cafe,” which operates the University of Tsukuba Science Cafe, and “iGEM TSUKUBA.” This collaboration between two science-related organizations became a pioneering activity for future student collaboration projects.
Three booths were established for this program.
The first was “Create My Ultimate Microorganism.” Targeting preschoolers through lower elementary school students, participants freely drew pictures of microorganisms using paper and writing materials.
The second was “Poster Presentation.” Targeting elementary school students through adults, we displayed posters related to microorganisms such as “Sterilization, Disinfection, Sanitization, and Antimicrobial Processes Hidden in Daily Life” and “The History of E. coli.”
The third was “Let’s Observe Microorganisms Through a Microscope!” Targeting a broad audience, we provided opportunities to observe yeast, Bacillus subtilis (natto bacteria), lactic acid bacteria, and others through actual microscopes.
Overall, approximately 100 visitors attended, contributing to increased awareness of iGEM among participants, marking a successful event. “My Ultimate Microorganism” was particularly popular with preschoolers, while “Poster Presentation” especially appealed to the parent generation. We were pleased that the age groups we anticipated when planning the program actually enjoyed the activities. Microscope observation became a program that parent-child participants could enjoy together, providing an opportunity to visually experience “What are bacteria?”
However, there was a reflection that the content was too simple for participants from upper elementary school through junior high school. While creating programs targeting a wide age range is challenging, we want to devise improvements such as adding detailed explanations rather than merely providing experiential activities, ensuring enjoyment for all participants.
Summary:
We participated in Kids University as a collaborative project between the University of Tsukuba “Bio e Cafe” and “iGEM TSUKUBA.” We implemented three programs themed around microorganisms: drawing, poster presentations, and microscope observation, attracting approximately 100 visitors, primarily parent-child pairs. While participants generally responded favorably, there was room for improvement in appeal to certain age groups and day-of operational management.
Material:
Theme: Genetic Engineering Technology
Date: 06,07/Aug/2024
Participant: GFEST participants (3rd-year junior high school students through 3rd-year high school students)
Elaboration:
In this program, we conducted lectures and experiments on synthetic biology and genetic engineering for participants in GFEST (a science talent development program for middle and high school students hosted by the University of Tsukuba). Following last year, we were given the opportunity to participate in GFEST and conduct experiments with middle and high school students.
On Day 1, we delivered a lecture using slide materials on the importance and legal aspects of genetic engineering technology and conducted a simulated GFP expression experiment in E. coli. We explained proper micropipette usage and precautions such as contamination prevention, allowing groups to experience the transformation experiment workflow. Students did not use reagents employed in transformation; instead, we prepared substitute reagents. Therefore, they experienced only the workflow and techniques of genetic engineering experiments. Subsequently, Wet members conducted actual genetic engineering experiments in a controlled laboratory. In this experiment, E. coli was transformed using a vector containing the GFP gene and ampicillin resistance gene, followed by ampicillin selection.
On Day 2, students observed cultured E. coli colonies and compiled results and analyses. Subsequently, we explained how to use UniProt and AlphaFold3, allowing students to search for protein structures of interest and experience the method and significance of predicting three-dimensional protein structures from sequence information.
We successfully provided opportunities to simulate university-level experimental operations such as micropipette operation and spreading E. coli on plates, resulting in high participant satisfaction. However, as these were challenging experiments for middle and high school students, some aspects of experimental theory were not fully understood. Additionally, delayed advance preparation represents a point for reflection moving forward.
Summary:
We conducted lectures and experiments on synthetic biology and genetic engineering for participants in GFEST (a science talent development program for middle and high school students hosted by the University of Tsukuba). We successfully provided opportunities to experience university-level experimental operations such as micropipette operation and spreading E. coli on plates, resulting in high participant satisfaction. However, as these were challenging experiments for middle and high school students, areas for improvement were identified in experimental guidance and advance preparation.
Material:
Theme: Biology for iGEMers
Date: May-Aug/2025
Participant: 5 new Wet team members of iGEM TSUKUBA
Elaboration:
We created explanatory materials on biology fields (molecular biology, cell biology, genetics, etc.) necessary for iGEM activities and had 2025 Wet team freshmen engage in group reading sessions over multiple days. Additionally, we provided supplementary explanations in lecture format for questions and content not fully understood through group reading. Content was tailored to the level of students who had completed high school biology, beginning with a review of fundamental genetics. Subsequently, we explained gene homology and experimental models, ultimately covering topics such as E. coli involved in genetic engineering, recombinant tools, and PCR methods. For complex tools and phenomena, we provided visual aids through original illustrations. Materials were created and explained together with Wet team members engaged in experiments. We emphasized creating approachable materials by adding columns.
The covered topics are listed below:
We feel that Wet team freshmen gained understanding of the principles of biological phenomena and recombinant tools involved in synthetic biology and iGEM. Additionally, some participants showed interest and conducted independent research using the internet and other resources. This promoted understanding of the specialized content required for iGEM and facilitated smooth integration into the current project. It also assisted freshmen in their future iGEM activities. However, we realized the necessity of materials and programs covering more fundamental content for freshmen who entered through physics or chemistry backgrounds. Additionally, the inability to introduce illustrations for all phenomena and technologies represents an area for improvement.
Summary:
We provided education on molecular biology and genetic engineering to 2025 iGEM TSUKUBA freshmen. In addition to materials, we provided lecture-based explanations to participants, creating opportunities to understand the principles of phenomena and technologies necessary for synthetic biology and iGEM. We successfully provided fundamental knowledge to freshmen who tend toward exploratory learning and assisted their smooth integration into the project.
Theme: Promoting Interaction Among Academic Organizations Within and Outside the University of Tsukuba
Date: 27/Sep/2025
Participant: 7 academic organizations active within the University of Tsukuba, companies and individuals primarily active in Tsukuba City (total of 32 people)
Elaboration:
At ARATA (Academic Information Exchange Meeting), iGEM TSUKUBA served as the organizer and conducted an exchange meeting gathering people from within and outside the university.
The University of Tsukuba has numerous academic organizations actively engaged in diverse fields. These organizations undertake wide-ranging initiatives including educational activities, research activities, competition participation, and event organization. However, despite these multifaceted activities by various organizations, there was limited opportunity for interaction among organizations within the University of Tsukuba.
Therefore, iGEM TSUKUBA, an organization engaged in research, education, and competition participation, took the role of organizer and decided to hold an exchange meeting primarily centered on academic organizations conducting educational activities, research activities, and external presentations, also inviting companies.
The exchange meeting invited 7 student organizations primarily conducting educational activities, research activities, and external presentations within the University of Tsukuba, as well as companies and individuals primarily active in Tsukuba City, with a total of 32 attendees. Through small-group table interactions and open free-form networking utilizing the venue space, the objective was to share each organization’s activities, goals, and insights gained from daily activities. We aimed to create a beneficial information exchange venue for organizations covering topics such as organizational management methods, fundraising approaches, educational activity innovations, networking within Tsukuba City, and collaboration opportunities.
Additionally, this initiative also aimed to have iGEM TSUKUBA conduct sustainable activities by first making surrounding organizations aware of our activities and helping those without knowledge of “synthetic biology” or “genetic engineering” form an impression of these fields.
On the day of the exchange meeting, participants conversed while enjoying drinks and snacks at each table, creating a positive atmosphere where individuals shared their backgrounds and activities. As organizations without prior interaction gathered, many voices expressed possibilities for collaborative events previously unknown and remarks such as “I didn’t know you were doing such activities” regarding other organizations, indicating strong demand for the exchange meeting.
For iGEM TSUKUBA, a positive aspect was successfully appealing not only to research content but also to educational activities and web development, creating new impressions on other organizations.
However, as this was our first time organizing an exchange meeting, a point for improvement was that only 7 student organizations gathered, preventing deep discussions on common topics among organizations. Moving forward, we aim to broaden the range of participating organizations and create meetings enabling more intimate conversations among organizations.
In the future, we aim to hold this exchange meeting multiple times to form a regional community where academic organizations and companies can constantly collaborate with each other. We aim to create a venue for appealing not only for iGEM TSUKUBA but for all organizations participating in the community.
Assessment:
Summary:
We held an exchange meeting introducing each other’s activities, inviting 7 academic organizations active within the University of Tsukuba and companies and individuals primarily active in Tsukuba City. The exchange proceeded in a friendly atmosphere, successfully providing opportunities for conversations and collaboration between organizations meeting for the first time. For iGEM TSUKUBA as well, by successfully appealing not only to research but also to educational activities and web development and having surrounding organizations learn about new aspects, we moved closer to the primary Education goal of “making iGEM TSUKUBA a sustainable organization.”
While pursuing new challenges, value the connections with collaborators cultivated through iGEM TSUKUBA members to date.
While pursuing new challenges, value the connections with collaborators cultivated through iGEM TSUKUBA members to date.
Theme: Rubisco Improvement Using Protein Language Models (Initial Research Proposal)
Date: 22/Feb/2024
Participant: First and second-year students, teachers, external university professors, and university students from Fukushima High School
Elaboration:
We participated in Fukushima High School’s FY 2023 SSH Student Research Presentation. This presentation is a large-scale event with over 500 participants, including Fukushima High School students, teachers, external university professors, and university students. iGEM TSUKUBA presented and answered questions on two research themes from last year and this year. The themes were “Creation of Rubisco Suitable for Crop Applications Using Protein Language Models” and “Biosynthesis of Marine Organism Antifouling Substances Using Synthetic Biology.”
Presenting our research themes and results to many students and teachers and engaging in repeated Q&A sessions proved to be excellent Education from various perspectives. Increased interest in biology among high school students represents one of the most significant outcomes. Fukushima High School is designated as an SSH (Super Science High School), so students already had high interest in science. High school students who heard our presentations seemed to recognize the importance of scientific research for problem-solving rather than science as knowledge learned in regular classes. Post-event surveys revealed many creative and scientific ideas for problem-solving.
This Education also provided valuable feedback for us. Receiving specific advice on research methods and themes from teachers and university professors prompted deeper consideration of our research themes. Additionally, we thoroughly pursued how to communicate university-level research content to high school students in an understandable manner. We believe we delivered presentations accessible to high school students by incorporating numerous figures and photographs into our posters. Post-event surveys frequently noted that the presentations were easy to understand. This pursuit of “clarity” in presentations will be valuable in various future contexts, including Education activities.
We received many positive comments about the presentation content, and establishing a shared recognition that our research themes have social significance for high school students and the general public provided great confidence.
Summary:
We successfully heightened high school students’ interest in science and biology and informed them of the importance of scientific approaches to problem-solving. For iGEM TSUKUBA as well, questions from students and teachers prompted deeper consideration of our research content. Furthermore, by emphasizing presentations that pursue “clarity,” we enriched skills applicable to future Education activities and presentations.
Material:
Theme: Genetic Engineering Experiment Workshop at Toyo University Keihoku High School, Session 1
Date: 04/Sep/2024
Participant: Volunteer first and second-year students from Toyo University Keihoku High School (7 people)
Elaboration:
This Education aimed to deepen understanding of genetic engineering by first delivering lectures on genetic engineering to general high school students, then having them conduct simple genetic engineering experiments.
Genetic engineering is a research field experiencing remarkable recent development and represents both an important presence utilized in various biological research areas and one of the primary research methods in iGEM. However, many misconceptions exist regarding societal perceptions of genetic engineering, and opportunities to actually engage with genetic engineering are limited.
The curriculum consists of five sessions total. Session 1 covers lectures on the overview and background of genetic engineering; Session 2 covers operation methods for experimental equipment necessary for genetic engineering experiments; Session 3 features a special lecture including a University of Tsukuba tour and facility visit for genetically modified plant research; Session 4 involves genetic engineering experiments using E. coli; and Session 5 includes observation and reflection on experimental results.
In this initial Education session, we introduced iGEM TSUKUBA and delivered a lecture on what genetic engineering technology entails. Lecture content covered not only genetic engineering itself but also why genetic engineering is useful and what legal regulations apply to genetic engineering experiments, emphasizing students’ recognition of genetic engineering not merely as an experimental technique but as a social context.
The first session delivered a lecture on the overview and background of genetic engineering. As a result, two challenges and areas for improvement were identified.
First, we must firmly maintain awareness of the purpose when creating materials for experts, general audiences, or educational targets. For example, the term “vector” is not commonly known—is it truly appropriate for high school-oriented slides? Since students visually follow slide illustrations and text information, even if spoken language is simple, if slide content raises questions, understanding often stops at that point. We should align the levels of slides and spoken language, creating mechanisms where spoken language and slides mutually enhance comprehension.
Second, regarding slide structure, even when conveying the same content, the points where we want to generate interest should differ depending on the audience. Rather than using previously used slides as-is, it is better to recreate them each time according to the target audience. Additionally, providing handout materials that allow note-taking and fill-in-the-blanks beyond just printed slides likely increases students’ sense of achievement and improves comprehension and participation attitude. Consider having slides reviewed not only by creators and team members but also by external teachers and those who regularly communicate with general audiences.
Summary:
Overall response was sufficient. However, since this session was mainly lecture-based, there were limited measures for judging students’ comprehension levels and retention of that understanding. Additionally, despite recruiting volunteers, satisfaction may have been low because only lectures were conducted. However, considering that most students were meeting for the first time and the session was mainly lecture-based, student reactions were good, suggesting that the difficulty level was generally appropriate. Moving forward, we need to plan programs beyond lectures alone to further increase satisfaction.
Material:
Theme: Experiencing AlphaFold and PyMOL, and AI × Synthetic Biology
Date: 25/Aug/2024
Participant: Science Connect visitors
Elaboration:
In this educational event, we aimed to convey the appeal of AI and synthetic biology, the core pillars of our project. We particularly emphasized communicating how computer simulations and AI technologies are useful in the biological world.
The event consisted of two main components. One was a poster presentation to inform visitors about the possibilities of AI and synthetic biology. We strived to eliminate technical terminology and explain as clearly and concisely as possible so that people of all ages, from students to adults, could enjoy it. The other was a hands-on software experience. Here, participants observed GFP using AlphaFold, which predicts protein shapes with AI, and PyMOL, which enables three-dimensional observation of those shapes.
Through this event, we successfully provided a valuable opportunity to lower barriers to science for people who do not regularly study science. Many people knew terms like “AI” and “biology” but often did not know specifically what could be accomplished, so we successfully transformed vague images into concrete interest. Additionally, for students, learning about new academic fields and research possibilities combining AI and biology likely served as a reference for future career paths.
At this event, many participants enjoyed hands-on software experiences and visually observing three-dimensional protein structures.
However, we received the impression that parents showed stronger interest in the theme “AI and synthetic biology” than participating students. Based on this discovery, we want to improve our approach moving forward so we can convey the appeal and possibilities of this field to both students and parents. Additionally, when explaining AI, we used ChatGPT as an example, but most people had not yet used it. Therefore, we felt the need to simplify AI explanations going forward, such as by using more familiar and understandable examples.
Summary:
We successfully implemented an educational event conveying the appeal of AI and synthetic biology. In addition to poster presentations, we provided experiences with AlphaFold and other tools, enabling participants to enjoy observing three-dimensional protein structures. However, challenges identified included the tendency for parents to show stronger interest than students and insufficient knowledge transfer due to low AI technology awareness. We need to improve these points moving forward.
Material:
Theme: Genetic Engineering Experiment Workshop at Toyo University Keihoku High School, Session 2
Date: 23/Oct/2024
Participant: Volunteer first and second-year students from Toyo University Keihoku High School (4 people)
Elaboration:
In the second Education session at Keihoku High School, we reviewed the previous session and provided operational instructions for micropipettes to be used in the fourth session’s experiments. Particularly because micropipettes are experimental equipment rarely used at general high schools, we conducted lessons emphasizing what instruction methods would help students learn proper operation.
For micropipettes, after conveying basic functions using explanatory slides with illustrations created by members, we conducted actual practice dispensing water into microtubes. Because many iGEM members participated this time and Keihoku High School had few participants, we were able to conduct practice in an almost one-on-one format, enabling us to answer students’ various questions.
However, areas for improvement include that we did not provide opportunities for note-taking, potentially preventing students from remembering micropipette handling until the experiment, and that the instruction method leveraged the situation of few students and many iGEM TSUKUBA members, yielding limited results in terms of establishing an Education system.
Assessment:
While iGEM Education activities often involve small numbers, considering that situations like GFEST involving large numbers will occur multiple times going forward, I think it would be good to approach other Education activities while anticipating to some degree how to manage classes in such situations.
I think measures for dealing with groups with significant ability variations are particularly important.
Summary:
Through slides leveraging reflections, we successfully communicated with students using questions and other techniques, enhancing motivation for the experiments.
Although the experiment was practice and involved the simple task of merely transferring water within microtubes, students were more enthusiastic than expected due to the novelty of micropipettes not used in regular high school classes and the environment enabling one-on-one instruction.
Since this session’s purpose was merely practice, there may not have been significant progress among students regarding genetic engineering specifically, but we were at least able to provide expectations and familiarity toward the experiments.
Regarding this, we felt that challenges to address toward implementing long-term Education for large numbers were identified, including schedule coordination (the interval between practice and experiments is too long), deepening advance preparation, pursuing understandable explanation methods, and circulating among desks during experiments and calling out to students. (However, challenges toward long-term, large-number Education were also observed, such as shortening the period between practice and experiment days and circulating among desks during experiments.)
Material:
Theme: Challenge of Investigating Invisible Objects
Date: 01/Feb/2025
Participant: First and second-year students from Koshigaya Kita High School (9 people)
Elaboration:
This Education targeted high schools designated by the Ministry of Education, Culture, Sports, Science and Technology as Super Science High Schools (SSH), aiming to provide experiences with scientific verification methods. Science in general, and particularly biology, often deals with phenomena not directly visible to the eye, making the ability to devise experimental processes a necessary foundational skill. Therefore, this time we prepared boxes with invisible internal structures and had participants explore their interiors.
Additionally, science requires establishing hypotheses, conducting verification, and publishing results. Therefore, we prepared dedicated result report forms, having participants compile and post results for each verification.
On the day of the event, after briefly explaining iGEM TSUKUBA and iGEM, we had participants freely form groups. Subsequently, we distributed “Unknown boxes” made from snack boxes to each group. Participants freely moved these Unknown boxes, exploring internal structures by rolling marbles inside. Participants could also borrow experimental equipment prepared by iGEMers (rulers, scales, empty boxes, protractors), but borrowing required explaining the purpose and was limited to 3 minutes. This reflects how actual experiments require applications to borrow experimental equipment and impose time constraints. When borrowing equipment, participants needed to compile results in result report forms and post them on the whiteboard at the front of the classroom. Result report forms included hypotheses, equipment used, usage methods, conclusions, and current predictions of box interior diagrams.
Interaction among groups was also freely conducted. On the day, two groups jointly conducted experiments.
After experiments, each group presented hypotheses about internal structures. Finally, participants actually confirmed box contents.
After iGEMers again explained “the difficulty of seeing what cannot be seen,” Education concluded. Finally, we conducted a survey.
All participants this time were science-track students, including some not selecting the biology field, but very active opinion exchanges occurred across fields. Particularly, groups merging into one midway or dividing into two again represented situations iGEMers had not anticipated. Participants were observed checking result report forms on the whiteboard and referencing other groups’ experiments, indicating that result report forms functioned usefully.
However, preparation of materials including test plays and determining the day-of flow continued until immediately before implementation. We felt the need for clearer information sharing regarding coordination among iGEMers and coordination with the target high school.
Because Unknown box internal structure complexity directly determines difficulty level, we determined structures while conducting multiple test plays among iGEMers. Although the final product had much simpler structures than the initial one, many participant survey responses indicated appropriate difficulty levels.
Summary:
Being an SSH-designated school, planning Education that could provide deep insights about science proved successful. Despite an abstract theme, all participants actively engaged. Numerous experiments conducted under continuous discussion exceeded iGEMers’ expectations, achieving greater success as Education than imagined. Survey results indicate that participants found this Education enjoyable and realized the difficulty and profundity of elucidating what cannot be seen.
However, many areas for improvement existed regarding advance preparation. When collaborating with high schools, considering curricula requires adding supplementary explanations. Additionally, meticulous collaboration becomes essential for creating and printing documents and requirements submitted to high schools, recruitment forms, and material preparation. This Education made us realize the importance of thoroughly grasping confirmation items and steadily advancing preparations.
Material:
Theme: Genetic Engineering Technology and Synthetic Biology
Date: 22/Feb/2025
Participant: High school students from the team leader’s alma mater (20 people)
Elaboration:
The purpose of this educational program was to verify whether high school students could understand synthetic biology from the ground up. While Japan’s high school curriculum uniformly covers genetics (particularly gene expression and expression regulation), biotechnology fields such as genetic engineering and genome editing vary in content depending on individual school discretion. Therefore, we determined that conveying the appeal of synthetic biology requires beginning explanations from foundational biotechnology techniques. In this lesson, following explanations of foundational technologies, we introduced the appeal of synthetic biology: ①freely designing genetic circuits and metabolic pathways to artificially modify cell functions and structures, and ②constructing new organisms from scratch. As a final practical activity, using iGEM UTokyos 2023 “Optopass” as subject matter, we reproduced a system that expresses target genes through rearranging genetic parts and light irradiation sequences, enabling students to experience the enjoyment of designing DNA sequences as parts. This is considered to provide knowledge about iGEM and synthetic biology and promote understanding.
This program effectively connected high school students’ existing knowledge with advanced synthetic biology content. Beginning explanations from foundational technologies such as genetic engineering and genome editing emphasized accessibility for students unfamiliar with these topics. Additionally, the “Optopass” activity conducted as practical work proved particularly effective. By transforming abstract theory into concrete operational experiences, we succeeded in both deepening student understanding and drawing out independent interest. From observed reactions and participation attitudes, students showed strong interest in the creative aspects of synthetic biology.
Summary:
This educational activity successfully and effectively conveyed the foundations and creativity of synthetic biology to high school students. By combining foundational biotechnology knowledge with actual design activities, we achieved both knowledge acquisition and experiential learning. While students learned about genetic engineering, genome editing, and the possibilities of novel organism construction, through design experiences using actual iGEM projects as subject matter, they were able to perceive synthetic biology as a more accessible and appealing field.
Material:
We created a rubric to enable unified evaluation even across Education activities with different content, ensuring that future Education activities can reliably be improved.
This time, after completing the rubric, we conducted evaluations using the rubric for five Education activities fully organized by iGEM TSUKUBA:
The results of evaluations using the rubric are attached to each Education activity’s page.
1. To continuously improve the quality of each Education activity through evaluation using unified criteria
iGEM TSUKUBA’s Education events often target different content and different age groups each time. Although we conduct reflection sessions after each event concludes, because event content and target audiences differ each time, we were unable to fully apply those reflections to subsequent events. Therefore, by independently creating a rubric as a unified event evaluation standard and conducting reflections on each event according to it, incomplete aspects of this fall’s events can be quantitatively visualized, enabling easy identification of improvement points for the next Education event. We created a mechanism to reliably improve future Education activities.
2. To evaluate whether we can achieve an Education format sufficient to share synthetic biology.
As a member team participating in the iGEM community, iGEM TSUKUBA aims to serve as a hub and disseminate knowledge about synthetic biology. As a team researching synthetic biology, ensuring that our research and research methods are correctly communicated to those around us represents our primary goal. The rubric is based on the four evaluation criteria items from the iGEM Judging Handbook Education section, and we independently developed specific evaluation criteria to achieve those items. Through Education emphasizing 1) mutual dialogue, 2) reproducibility, 3) well-considered activities, and 4) participation of diverse people, we aim to disseminate synthetic biology.
3. To evaluate whether we can achieve the Education format that iGEM TSUKUBA aspires to
iGEM TSUKUBA has established the primary goal for this project: “To establish iGEM TSUKUBA as a sustainable organization that continuously promotes synthetic biology.” This is a goal independently established as a new organization primarily active in Tsukuba City. The rubric includes items to measure whether people encountering synthetic biology for the first time could enter events, whether new biology communities were formed at events, and whether those communities are sustainable. Through evaluations each time, we pursue the Education format we aspire to.
After the event concludes, fill in “Education Name,” “Person in Charge,” and “Primary Objective of This Education” in the “Education Rubric Evaluation Sheet.”
Record evaluations for each rubric item. Evaluations have four levels.
＜Evaluation Notes＞
Carefully read the evaluation criteria written for each evaluation level and select the applicable item.
The leftmost side of the rubric contains a field indicating “whom this item should be strengthened by.” This indicates which of three parties—iGEMers, participants, or external stakeholders—evaluates this item. Particularly for items evaluated by participants, post-event surveys are conducted, so judge based on those response conditions. However, this does not apply if staff who participated in the event on the day clearly deem a different evaluation from survey responses to be appropriate.
All College Committee of Teaching Curriculum, University of Tsukuba. “FY 2025 Teaching Practice Handbook” (2025)
All College Committee of Teaching Curriculum, University of Tsukuba. “Teaching Practice Handbook” (2025)
iGEM 2025 Judge Handbook p.49 Education
Through this process, we first reviewed our past Education activities, then established a clear vision and objectives for future Education efforts. We designed programs aligned with these goals and ultimately implemented Education activities in collaboration with other organizations and companies.
By clearly articulating the Education we aspire to and the form of iGEM team we aim to become before activities intensified, we were able to work toward concrete goals. Additionally, we not only deeply considered the impact on those with whom we conducted Education but also sought lessons for future Education activities after each Education event concluded. Creating a “rubric” to evaluate our events from multiple perspectives guided us in a positive direction.
In this project, we want to continue communicating and cooperating with people in Tsukuba City and organizations within the university who newly learned about iGEM TSUKUBA and worked with us. We learned that when organizations and companies active in a region collaborate and create an environment conducive to activity within that community, activity barriers are reduced many times over.
iGEM TSUKUBA is still a newly established organization. Moving forward, we want to continue stable activities to ensure that the foundation created in this project is not wasted.
iGEM TSUKUBA’s activities in this project are considered to be useful references when newly forming iGEM teams decide activity guidelines.
iGEM TSUKUBA is still a team with a short history. However, in this project, we considered what we—with limited recognition and a small community—could uniquely accomplish and conduct activities (as follows):
By continuing steady, sustainable activities, first establish iGEM TSUKUBA as a sustainable organization
To that end, first take the bold step of focusing efforts on activities in the region where the university is located to raise recognition
These policies represent a directional shift that positively impacted organizational sustainability. As a result of conducting activities according to this policy, we met many people by forming connections with regional schools and companies, and recognition of iGEM TSUKUBA as a club conducting biological research has increased dramatically compared to before.
Every iGEM team begins as a small group. It is inevitable that large Education activities cannot be conducted or recognition is limited. Therefore, analyzing the current situation of one’s iGEM team and deciding policies before conducting activities represents a necessary process for growing the team. There are many considerations: Are face-to-face or online locations easier for conducting Education in one’s region? Can university public relations capabilities and facilities be effectively utilized? Can synthetic biology be introduced not only to middle and high school students but also to university students and adults?
In the Objective section, we described our brainstorming methods, so if any iGEM teams are uncertain about Education policies, please use this as a reference. We sincerely hope that newly formed iGEM teams will endure and become hubs for synthetic biology in their regions.
As iGEM TSUKUBA, we want to continue stable activities to maintain the relationships formed with regional companies and schools in this project. Our immediate and unchanging goals are to continue Education activities steadily to expand iGEM TSUKUBA’s recognition and to pass on the role as a regional hub for synthetic biology to future generations.
Education schedules in the region after iGEM Jamboree 2025 concludes have already been determined. We want to value each opportunity and continue our activities moving forward.
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