Introduction

At the beginning of the second semester of academic year 2024-25, we welcomed about 150 new spring class students to our campus, so we decided to introduce the iGEM club and our topics for this year to the new students at the Spring Club Fair.

Purpose

1. Get more people to learn about iGEM and join the club.
2. Attract more people to come to our weekly classes by introducing them to the topics.
3. Inspire more people to get interested in synthetic biology.
4. Tell the new students that our club can help them if they are interested in synthetic biology and iGEM.

Preparation

We started to prepare our small gift and poster 15 days before the Spring Club Fair. Together with another team from the same school, we created posters that were used to introduce the content of our project. At the same time, we made key-chains and stickers of our team mascot “Papaya Baby” to attract student’s attention to our club and project.

Figure 2 "Papaya Baby"key-chains and stickers

Figure 3 Poster introducing our project

Activity Process

Project Introduction: We presented our club’s current key project to visiting students and teachers — an engineered papain co-enzyme system developed through synthetic biology techniques. This system aims to enhance the stability and activity of papain in skincare applications, offering a gentle, efficient, and targeted enzymatic skincare solution. Rooted in real-world skincare needs, the project showcases how synthetic biology can serve everyday personal care and drew great interest and enthusiastic interaction from attendees.

Competition and Club Introduction: Through posters and on-site explanation, we introduced the core concepts and competition structure of iGEM (International Genetically Engineered Machine). Many students gained a better understanding of iGEM as a unique interdisciplinary platform that integrates biotech research, business planning, and social engagement.

Interactive Activities: We organized a QR-code survey activity and distributed small project-themed gifts to engage visitors. These efforts sparked curiosity and helped participants better understand the principles behind our project and the broader applications of biotechnology in an enjoyable and accessible way.

Figure 4 We were intorducing our project

Figure 5 Interact with classmate

Reflection

Our booth received over 50 student inquiries, with nearly 20 students expressing strong interest in joining the iGEM Club on the spot.

Several teachers and students highly recognized the relevance and originality of our “Skincare × Biology” theme and encouraged us to continue exploring its practical applications.

The event significantly increased the visibility and professional image of our club on campus, laying a solid foundation for upcoming recruitment and project outreach.

Improvements

After communicating with students during the Club Fair, we realized that the project introduction on our poster was not clear enough. Many students expressed that they couldn’t fully understand what the project was about or what specific work we had done.

In future events, we plan to provide more detailed and straightforward descriptions of our projects on posters and handouts. We will also minimize the use of technical terms and try to explain scientific concepts in a more accessible way, so that students from different backgrounds can better engage with and understand our work.

Introduction

While the Club Fair helped raise awareness and sparked initial interest in our project and the iGEM platform, we knew that sustained engagement would require a deeper educational commitment. Therefore, we launched a structured series of weekly club lessons to guide students—especially those new to biology—on a journey from curiosity to understanding.

The primary objective of this school club class initiative is to introduce the fascinating field of synthetic biology to lower-grade students. To this end, we have carefully curated the content of the first club class, focusing on protein synthesis. This topic strike an optimal balance between complexity and accessibility, and they form the cornerstone of almost every aspect of synthetic biology.

Our club classes transcend traditional lecture formats, incorporating numerous interactive elements to enhance engagement. We have sourced a rich collection of relevant and captivating videos, ensuring that the subject matter remains dynamic and engaging. Additionally, we have planned a hands-on craft activity at the end of the session, designed to allow freshmen to develop a foundational understanding of synthetic biology in an enjoyable and immersive manner.

Purpose

1. Introduce functions of proteins in human body and the most common types of human proteins
2. Let students understand the structure of proteins
3. Help students have a basic concept of protein synthesis
4. Encourage students to draw inferences by analogy and have the ability to explore independently
5. Promote the formation of scientific thinking among students

Preparation

Prior to launching the club class, we conducted a campus-wide questionnaire and discovered that the newly enrolled students had little to no understanding of protein synthesis. Based on this finding, we decided to focus our first session on this topic. Reflecting on past club activities, we recognized that the previous formats had been rather monotonous. Motivated to improve, we brainstormed innovative ways to engage participants.

While preparing the course materials, we designed engaging activities for the end of each session and sourced the necessary supplies. To ensure the accuracy and comprehensiveness of our content, we thoroughly researched the subject, consulted a wide range of materials, and reviewed numerous online courses. Finally, we coordinated with school faculty to secure a suitable venue and time slot, and promoted the club class on the school’s official website.

Activity ProcessLesson One

We begin by introducing the basics of proteins, using everyday examples like egg white albumin to help freshmen quickly understand the concept. Then, we review that amino acids are the building blocks of proteins. Since this is crucial for understanding protein synthesis, we emphasize it early on to lay a solid foundation for students.

Next, we systematically explained the hierarchical structures of proteins, ranging from the primary to the quaternary level. For each structure, we presented simple, clear diagrams to aid comprehension. To make these abstract concepts more tangible, we drew on everyday analogies, such as likening the linear sequence of amino acids in the primary structure to beads on a string. This dual approach of visual aids and relatable examples not only enhanced student’s understanding but also effectively set the stage for the upcoming discussion on protein synthesis.

Subsequently, we meticulously walked students through the process of protein synthesis, starting with the unwinding of DNA by RNA polymerase, followed by transcription in the nucleus and translation in the cytoplasm. To demystify the more complex aspects, we integrated engaging videos that vividly illustrated these intricate biological mechanisms. After covering these three core components, we enriched the lesson with intriguing supplementary knowledge, including fascinating topics like reverse transcription, sparking student’s curiosity and deepening their understanding of the subject.

To wrap up, we held an engaging activity. We’d pre - bought various patterned, shaped, and colored beads, categorizing them into A, U, C, and G groups. After showing the codon table, students strung beads into bracelets. Then, they had to figure out the corresponding codon sequences and the proteins those sequences expressed. The activity, which mimicked ribosome functions, was both fun and educational, helping students grasp the key knowledge points with ease.

Lesson Two

The second class significantly upped the ante in terms of difficulty compared to the first. We kicked off by thoroughly comparing the disparities between eukaryotes and prokaryotes, not just in their overall cellular makeup but specifically in how they express genes during protein production. We used simple yet illustrative examples to demonstrate these differences, such as how the presence of a nucleus in eukaryotes impacts gene expression differently from prokaryotes. Along the way, we posed stimulating questions about the regulatory mechanisms these organisms employ to control gene expression, sparking student’s curiosity.

Next, we embarked on a detailed exploration of the various ways gene expression is controlled. We started from the very foundation, introducing chromatin modification. Here, we explained how changes to the chromatin structure, like DNA methylation and histone acetylation, can either open up or close off access to genes, thereby influencing their expression. As we delved deeper, we moved on to the transcription process, discussing how genes are regulated and coordinated during this crucial stage. We talked about the roles of transcription factors, enhancers, and silencers in fine - tuning gene transcription. Finally, we covered the equally important aspects of post - transcription regulation and translation regulation. To ensure students grasped these complex concepts, we integrated relevant pictures and videos at key junctures, making the abstract processes more tangible and easier to understand.

Reflection

The preparation and implementation of this club class had many commendable highlights. The preliminary work was thorough: a campus-wide questionnaire accurately gauged freshmen’s understanding of protein synthesis, ensuring the course topic was student-centered. The curriculum design combined innovation with engagement—using everyday examples, vivid analogies, visual diagrams, and videos to explain concepts, while creative interactive activities (like bead stringing to simulate codons and protein synthesis) at the end of each session effectively sparked student’s interest and participation. To guarantee content accuracy, extensive research, material review, and online course study were conducted. Proactive coordination with school faculty for venue, time, and campus website promotion also ensured smooth implementation. The teaching process was structured progressively, building from basic concepts to complex mechanisms to help students construct knowledge systematically.

Improvements

The whole process activity was generally pleasant and we included several fun activities. Despite overall effectiveness, several areas require refinement. The difficulty of the second class increased significantly from the first, potentially exceeding some student’s comprehension levels and affecting their learning pace and enthusiasm. While interactive activities were innovative, insufficient preparation was made for potential issues—for example, failing to anticipate students struggling with codon table interpretation during the bead activity, lacking emergency guidance plans. Additionally, some explanation segments consumed excessive time, squeezing student Q&A and discussion periods. This limited opportunities to address doubts promptly and expand critical thinking, falling short of the goal for two-way interactive teaching.

Introduction

Building on the success of our in-school lessons, we recognized the value of interdisciplinary collaboration. To deepen student engagement and highlight the real-world applications of biology, we joined forces with our school’s Biology Club to create a more hands-on, scenario-driven learning experience.

To highlight the real-world applications of biotechnology and strengthen collaboration between student organizations, our iGEM team partnered with the school’s Biology Club to host a hands-on educational activity themed around forensic science and biotechnology.

In today’s world, biotechnology plays a critical role in many aspects of society — from healthcare to agriculture, and even in criminal investigations. To reflect this, we designed a course in which students acted as CSI (Crime Scene Investigation) officers. Using key biological techniques, they worked to identify the suspect and solve a mock crime case.

During the session, students engaged in micropipette practice, PCR (Polymerase Chain Reaction) theory and simulation and gel electrophoresis’s principles and step-by-step procedures. Through this immersive activity, students experienced how biotechnology is applied in everyday life and how it contributes to public safety and social stability.

At the same time, we introduced participants to fundamental concepts of synthetic biology, aiming to spark curiosity and deepen their interest in the life sciences.

Purpose

1. Demonstrate the everyday relevance of biological technologies.
2. Provide hands-on experience with essential lab techniques.
3. Show how science can be used to solve real-life problems like crime.
4. Foster interdisciplinary thinking and critical analysis.
5. Inspire more students to explore biology and synthetic biology in depth.

Preparation

Prior to the joint activity with the Biology Club, we carried out a series of well-organized preparations to ensure the event would run smoothly and effectively.

First, we created a shared online document to outline the structure, timeline, and division of tasks. Based on this framework, we developed a clear and engaging PowerPoint presentation to guide the session, focusing on making complex biological techniques—such as PCR and gel electrophoresis—more accessible and interesting for students.

Figure 6 Organize classmate to register

In terms of materials, we prepared reagents and tools for agarose gel preparation, as well as micropipettes for students to practice basic pipetting skills. Since a full PCR cycle would take too long to complete within the activity timeframe, we pre-prepared PCR-amplified samples for the electrophoresis experiment, ensuring a smooth and time-efficient hands-on experience.

To build anticipation and attract participants, we released an event preview post through the Biology Club’s internal communication channels. We also recruited volunteer instructors and assistants from both the iGEM team and the Biology Club to help facilitate the activity and guide students during the practical components.

Activity Process

On March 12th, during P10–P11, we held a super fun and educational biology activity with the Biology Club in Room S206. Our theme this time was inspired by CSI: students played the role of forensic investigators, using real-life biology techniques to solve a “crime case”.

At the start of the session, we gave a quick introduction to what we were about to do: learning to use micropipettes, making agarose gels, and understanding how scientists actually use these tools in things like crime scene investigations or medical testing. We also threw in a quick explanation of PCR—what it is and why it’s such a big deal in molecular biology. We kept the theory light and easy to understand so that everyone could follow along.

Then it was time to get hands-on. We first taught everyone how to properly use micropipettes—including how to choose the right size, how to adjust the volume, and how to pipette without introducing errors. Everyone had a chance to try it out using different volumes, which was a first for many of them.

Next came the gel prep. We had pre-measured agarose powder, and together we walked through how to dissolve it in 1x TAE buffer, heat it up, cool it down, and finally pour it into the gel tray with the comb in place. Once the gel solidified, we moved on to loading the samples—and because a real PCR process takes too long, we had pre-prepared PCR products ready for students to load into the wells. That way, they could focus on understanding the process without having to wait for hours.

After loading, we ran the gels using a power supply, and once the run was complete, we turned on the UV transilluminator (safely, of course—everyone was reminded to avoid direct exposure) to observe the DNA bands.

Throughout the whole activity, we emphasized how these techniques are used in real-world biology, including crime scene analysis, disease diagnosis, and even food safety. We also slipped in a bit of synthetic biology knowledge, explaining how gene editing and biological design go hand-in-hand with the tools they were using.

All in all, the activity was super engaging — students were asking questions, helping each other, and genuinely enjoying themselves. It wasn’t just about learning biology; it was about seeing how biology comes to life in everyday situations. We hope this experience sparked their curiosity and encouraged them to explore the life sciences even more!

Figure 7 Who is the "crime"?

Reflection

The CSI-themed biology workshop was successfully carried out with active participation from students. Most participants showed strong interest and curiosity throughout the session. They practiced micropipetting, observed DNA bands under UV light, and engaged in discussions about how biotechnology is used in real-life investigations.

We largely achieved the goals we set before the activity, including providing hands-on experience with core lab techniques, introducing basic molecular biology concepts, and inspiring interest in the real-world applications of biotechnology. Many students gave positive feedback and expressed interest in joining future iGEM or Biology Club activities.

The event also strengthened collaboration between the two clubs and brought molecular biology closer to the student community in an engaging and accessible way.

Improvements

Despite the overall success, there were a few challenges during the activity that we aim to improve. During the agarose gel preparation, a mistake was made when adding the reagents — an incorrect solution was used, which caused the gel to fail and delayed the activity significantly. As a result, students had to wait longer than expected, which impacted the overall experience. This reminded us of the importance of careful material checks and clear task assignment before living demos. Additionally, we noticed that some students, especially those without a biology background, found the theoretical explanations hard to follow. Our review revealed that the concepts of PCR and gel electrophoresis were not clearly understood by everyone. In the future, we plan to simplify explanations further using more analogies, visual aids, and step-by-step guidance to ensure better comprehension for all participants.

These lessons have been valuable for our team, and we are committed to improving future events both in content delivery and operational execution.

Introduction

After reaching students on campus, we were eager to extend our efforts beyond school walls. With the goal of bringing science to younger audiences and giving back to the broader community, we launched a special outreach event tailored for children at a local community center.

We would like to help raise young kid’s interest, bring science closer to the next generation and also introducing them to the fascinating world of biology, so we planed a one-hour course located at Tianlin Community. Our lecture used an engaging presentation with handcraft activities and animation process, allowing children to learn through both experiments and texts. As our targets are kids, we used easy and simple language to introduce enzymes to them, combining hands-on activities and rich visual elements to enhance their engagement and understanding.

Purpose

1. Introduce enzymes in a simple, relatable, and enjoyable way.
2. Inspire young kids to explore science through play and experiments.
3. Promote early science education and the ability of critical thinking.
4. Encourage active engagement between our iGEM team and the local community.

Preparation

Before the activity, we first created an online cooperation document and outlined our purpose and the structure of our lecture. We then gathered together to discuss the content in detail and made further discussion to ensure clarity and engagement. Also, we made some activity props by ourselves, including enzyme models, enzyme characters, and jigsaws about enzymes and substrates. It was noticeable that we used cardboard from shoe boxes to produce jigsaws, which reflected our team’s environmental awareness. Before the lecture, we also conducted an online rehearsal to simulate the entire activity process. In addition, we held a quick verbal run-through to prepare for potential emergencies to prevent affecting the whole event.

Activity Process

On June 25th, we went to Tianlin community, Xuhui District, Shanghai to teach 13 children some knowledge about the enzyme.

Figure 8 Organize children to sign in

At the start of the education event, we introduced a lovely character we designed ourselves called Doctor Enzyme to children. The process worked as an icebreaker and lead out the topic of biology for the course. Additionally, This adorable character sparked children’s interest and curiosity, making them more excited and engaged in the following activities.

Figure 9 Explained the what is enzyme

Then, we explained the basic information of enzyme, including its active site and specificity. To ensure the understanding of the students, we used a lot of day-to-day metaphors. For example, we asked students to imagine enzyme as a scissor and compare the active site to the blade so that children could master the function and work process of enzyme easily.

Next, we organized a game for the kids. We had them play the role of enzymes, collecting differently colored paper strips scattered around the classroom. Each child could only collect one color of paper, which corresponded to the specificity of enzymes that we had explained earlier. After the game, the kids could exchange their collected strips for small gifts, which made them even more enthusiastic about participating. The game really captured their interest.

Figure 10 Game for the kids

Later, we introduced how temperature and pH affect enzyme activity. During the explanation, we used clay models of enzymes to visually demonstrate the change in the active site. After that, the kids played a custom-made puzzle game about enzymes and substrates. The intuitive illustrations in the puzzles reinforced their understanding of enzyme specificity and how enzymes work.

Figure 11 Experience the application of enzymes

Subsequently, we listed some real-life applications of enzymes, such as their use in laundry detergents, fruit juicing, and bread fermentation. These everyday examples helped deepen the children’s impression and sparked their enthusiasm for biology.

Figure 12 Q&A Session

Finally, we asked some questions based on today’s lesson. The children enthusiastically participated in answering them and responded all of them correctly, demonstrating that the educational session was a great success.

Reflection

The participation in the activities organized by us is very high, and the atmosphere of the activity was harmonious and active. The total process is mostly organized even the total time span is a little shorter compared to out expectation. Most of the students acknowledge the characteristics, functions, and definition of enzymes quickly after we explained the concepts with simple terminologies and vivid, figurative metaphors and comparisons.

After the one hour of teaching and activities, we discovered that the students successfully achieved the goal of understanding the basic concepts of enzymes quickly by successfully answer some basic questions about enzymes through the in-class knowledge quiz and the matching game. The kids showed interest and high enthusiasm about the topic of enzymes, which is a scientific topic related to our project. Most of the students were highly concentrated in the lesson, and showed great participation rate in the activities we arranged. We find most of the students listened very carefully and especially showed great interest in how extreme temperature or pH can affect the activity of enzymes (by constantly asking questions about the mechanism). The iGEM competition and our team Papaya Potion was introduced to the local community, which can effectively strengthen the bond between the iGEM team and the neighborhood.

Improvements

The whole process activity was generally pleasant and we included several fun activities. The time managements should be considered and arranged better by more careful considerations and more practice to make sure the time is occupied. Also, more activities with high participatory, like modeling and drawing can be involved to encourage student to interact with the team more. Lastly, it was challenging to collect advice and feedback from the kids, as most of them were under 10 years old and found it difficult to express their thoughts clearly. To improve this in the future, we suggest publish questionnaires to the students or their parents after the activity. This will help gather more useful feedback and provide valuable evidence for our team’s self-reflection and future improvement.

Introduction

We believe that science should not only be engaging and interesting, but also be highly specific and accurate. As the previous education sessions were mostly for the young generation, we decided to start a new education session with the PhD students, not only to share more knowledge with people, but also to improve ourselves and our project.

To provide a convenient platform for two-way communication, we plan to host a seminar on His-tag/Hi-NTA technology. This topic not only supports our goal of education but also allows PhD students to quickly understand our project and offer valuable feedback.

Purpose

1. Expand the range of our current education audience.
2. Promote higher-level knowledge dissemination to prevent knowledge bottlenecks.
3. Increase our team’s visibility and recognition.
4. Build a bridge for academic sharing between different groups, providing both sides with opportunities for scholarly exchange.
5. Help our team organize the project and prepare more for the following work.

Preparation

We began preparations in June. After initially identifying our target audience, we contacted the laboratory staff of another host (Renji Hospital) to reserve the venue and make preliminary arrangements for the event’s date, theme, participants, and required equipment. We also started a survey for the audience in order to choose a topic that the audience has a high interest in.
To ensure the scientific accuracy of the education content, our team members started preparing the presentation in early June and completed the PPT and related materials by early July. Meanwhile, to increase the team’s visibility, we carefully prepared various promotional items—such as notebooks, stickers, and drinks in order to attract audience participation.

On the day of the event, our team members arrived at the venue two hours early to rehearse and adjust the setup.

Activity Process

Figure 13 Communication with PhD Students

During our presentation to the graduate students, we started with an introduction to protein purification, linking it to the International Genetically Engineered Machine Competition. We then explained the His-tag/Ni-NTA system, highlighting the 6×His sequence’s advantages: small size (0.84 kDa) with minimal impact on protein folding, versatility in denaturing/non-denaturing conditions, and compatibility across systems.

Next, we detailed the Ni-NTA mechanism—Ni²⁺ chelated by NTA forms coordination bonds with the imidazole groups of the His-tag, adopting an octahedral structure. We clarified why ≥4 His are needed: kinetic stability, avidity effect, and experimental data showing 6×His is 10-100 times stronger than 4×His.

We explain the nonspecific binding (endogenous His-rich proteins) and solutions like adjusting the imidazole concentration. Meanwhile, we explained the sensitivity, saying that pH 7.0-8.0 is the optimal pH value for the reaction. Finally, we explained the protocol, such as ultrasonic extraction, nickel column purification, and SDS-PAGE.

After the presentation part, we designed a short talk on how to improve our project. The PhD students gave us a lot of precious comments on the experimental parts and also taught us some knowledge on biology and medical topics.

Reflection

This seminar was generally a success. We successfully introduced the His-tag/Ni-NTA system and its mechanism by walking through detailed experimental protocols. Every planned point was clearly delivered, and we even had enough time to open a deeper discussion about our project. The audience showed strong engagement, asking insightful questions and sharing their own experiences, and several PhD students expressed interest in future collaboration. We also received positive feedback on the clarity of our explanations and the practicality of the examples.

Improvements

At the same time, there were still aspects that could be improved. Attendance from certain target groups was lower than expected, and a few minor issues with the communication part slightly disrupted the flow. In addition, while the core content was comprehensive, some of the advanced discussions might have required more background information for young students. Strengthening promotion and providing more preparatory materials could help us reach a wider audience and make future seminars even more effective.

Introduction

Collaboration and knowledge sharing is the sprint of iGEM, so our team Papaya Potion, got in touch with another team eWax, for a joint exchange session. Recognizing the value of cross-team perspectives, we aimed to create a platform for mutual learning, where we could delve into each other’s projects, share the challenges and triumphs of the iGEM journey, and brainstorm innovative solutions together. This interaction was designed not only to provide fresh insights for our respective projects but also to forge a supportive connection within the broader iGEM community.

Purpose

1. To present our respective iGEM projects and provide constructive feedback from a different field’s perspective.
2. To share practical experiences and strategies regarding common iGEM competition aspects: Wet Lab, Dry Lab, and Human Practices.
3. To discuss specific difficulties encountered, such as experimental design hurdles and public outreach challenges, and explore potential solutions.
4. To establish a foundation for potential future collaboration and continuous mutual support.

Preparation

The collaboration was initiated after we discovered the WAX team through social media and were intrigued by the synergy between their focus on plant wax and our project involving papain. Our team lead contacted their captain to propose the idea, which was met with enthusiastic agreement. We co-developed an agenda for the meeting, determining the key discussion topics, format (a hybrid model with both online and in-person participation), and time allocation. This preparatory phase ensured that our exchange would be structured, efficient, and productive.

Activity Process

The exchange meeting was successfully held on the scheduled date. The eWax team captain attended in person, with other team members joining online, while our team participated in a similar hybrid format.

The session began with detailed project presentations from both teams. We explained our Papaya Potion project, which explores the applications of papain and its isoenzymes in skincare. The eWax team presented their innovative approach to enhancing plant stress resistance by modifying plant wax coatings.

A stimulating and insightful Q&A session followed. Our team raised questions from a skincare product angle, inquiring about the purity, biocompatibility, and potential allergenicity of the extracted waxes, which prompted the eWax team to consider the downstream applications of their research more deeply. Conversely, their questions regarding enzyme activity optimisation and product safety provided us with valuable methodologies for translating lab research into practical applications.

Figure 14 Papaya Potion and eWax Members

The discussion then expanded to encompass the broader iGEM experience. We openly shared challenges faced in the lab, difficulties with modelling, and strategies for effective public engagement and science communication. This "comrade-in-arms" style of sharing proved immensely valuable, broadening our preparation and saving time by learning from each other’s experiences.

Reflection

The collaboration fully met and exceeded our expectations. The cross-disciplinary dialogue was incredibly fruitful. Providing feedback from a skincare perspective on their plant wax project and receiving input on enzyme applications from a team focused on plant science offered unique, invaluable viewpoints that are difficult to gain internally. The honest sharing of practical iGEM preparation experiences created a strong sense of community and provided us with a wealth of actionable advice to improve our workflow and avoid common pitfalls. A solid foundation for a positive and supportive inter-team relationship was successfully established.

Improvements

For future inter-team exchanges, we might consider structuring the free-discussion segment with more focused breakout topics (e.g., Wet Lab troubleshooting, HP campaign ideation) to delve even deeper into specific areas. The success of this initial meeting has paved the way for continued collaboration. We plan to maintain communication with the eWax team, potentially checking in on each other’s progress mid-competition or even exploring opportunities for a joint public engagement event in the future, thereby amplifying the impact of both our projects.

This collaboration was a testament to the power of the iGEM community which was a synergistic exchange that left both teams inspired, and connected than before.

Introduction

To make biology more tangible and exciting, our iGEM team collaborated with the Biology Club again to host a hands-on activity focused on DNA extraction. DNA, the molecule that carries genetic information, is usually invisible to the naked eye. In this experiment, students extracted DNA from fruits and observed it under a light microscope.

The goal was to let students see the central molecule of life with their own eyes, while also understanding how simple materials can be used to demonstrate important biological principles.

Purpose

1. Demonstrate the everyday relevance of biological technologies.
2. Provide hands-on experience with essential lab techniques.
3. Show how science can be used to solve real-life problems like crime.
4. Foster interdisciplinary thinking and critical analysis.
5. Inspire more students to explore biology and synthetic biology in depth.

Preparation

Before the event, we created an online document to coordinate responsibilities and outline the procedure. A detailed PowerPoint presentation was prepared to explain the scientific concepts behind DNA extraction in a simple and engaging way.

We also conducted a trial run of the experiment before the activity. During the test, we found that bananas were difficult to produce a clear filtrate, which made the later observation less effective. To improve the experiment’s clarity and student experience, we decided to replace bananas with strawberries, which are easier to process and yield more visible DNA.

For materials, we prepared:

1. beakers, mortars, and tweezers
2. washing detergent, table salt, and chilled alcohol
3. filter paper, funnels, and slides/coverslips
4. optical microscopes for DNA observation

Figure 15 The Notice and Experiment Plan We Released

Clink the link for English version: Experiment Plan.pdf

We also made a quick rehearsal to ensure that the steps would flow smoothly. Safety guidelines were emphasized, and backup materials were kept ready to avoid interruptions.

Activity Process

At the beginning of the session, we gave a short introduction about DNA: what it is, why it’s important, and how scientists usually extract it in laboratories. To make it more relatable, we compared DNA to an instruction manual that every cell carries.

Then, we moved to the hands-on part:

1. Students mashed strawberries with mortars to physically break the cells.
2. They added a mixture of detergent and salt solution to break open membranes and release DNA.
3. The solution was filtered with paper to remove fibers and impurities.
4. Cold alcohol was slowly poured in, causing DNA to precipitate and form visible white strands.
5. Students used tweezers to collect the DNA, placed it onto slides, and observed under microscopes.

Figure 16 Experiment Worksheet

Clink the link for English version: worksheet.pdf

To help participants follow the steps more smoothly, we prepared a worksheet with clear instructions, diagrams, and checkpoints. This worksheet guided students through the procedure step by step and also provided short explanations of the underlying biological principles. It not only reduced confusion during the experiment but also served as a take-home resource for reviewing what they had learned.

Figure 17 Guided Classmates in Extracting DNA

Students were excited to see the thread-like DNA precipitates appear at the alcohol interface and were even more engaged when they could try observing them under microscopes, despite some challenges in slide preparation.

Reflection

Figure 18 Education in Progress

Overall, the DNA extraction activity was a success. Students were able to follow the procedure, obtain DNA samples, and visualize them under the microscope. We largely achieved our goals of providing hands-on experience, reinforcing theoretical knowledge, and inspiring interest in biology. Many students expressed surprise that such an important biological molecule could be extracted with simple tools and materials. Several also commented that this was their first time doing a “real experiment” and that it made biology feel much more concrete.

Improvements

During the activity, we encountered several practical challenges. First, although we replaced bananas with strawberries to improve clarity, the strawberry filtrate was still not easy to separate, which slightly affected the smoothness of the experiment and the quality of the samples. In the future, we may need to further optimize the extraction protocol (e.g., using gauze for filtration or extending the settling time). Second, some students were not familiar with microscope operation and slide preparation. As a result, many of the observed images contained air bubbles, which reduced the clarity of DNA visualization. To address this, we plan to add a short pre-training session on how to prepare slides and adjust the microscope properly before starting the main experiment. In addition, we noticed that while the main concepts were introduced, a few students without prior biology background found the explanations too brief. In the future, we will incorporate more analogies, diagrams, and step-by-step guidance to ensure that all participants, regardless of their background, can fully understand the principles behind DNA extraction. These lessons are valuable for us, and we are committed to improving both the technical process and the educational experience in future activities.

Introduction

While offline activities offered rich, personal engagement, we also wanted to reach broader and more diverse audiences. Recognizing the power of social media and online platforms, we expanded our educational program to include digital content—making synthetic biology more accessible anytime, anywhere.

Everyone knows that we need to inhale oxygen to survive, and most people have probably heard the term respiration at least once in their lives. However, not many people are aware of what exactly happens in cellular respiration, or most metabolic reactions in general. Hence, this online lecture aims to disseminate knowledge on basic coenzymes and key molecules in metabolic reactions and using glycolysis – the first stage of cellular respiration – as an introductory example of how these molecules and coenzymes work. As typical, the lecture involves presentation slides and was published on our team’s official accounts on Bilibili, Red Note, and Douyin (the national equivalent of Tiktok).

Purpose

1. Provide scientific insights to the public.
2. Strengthen the foundations of students prospective in studying biology-related degrees.
3. Promote early science education.
4. Clarify the meaning of some scientific buzzwords – words that people may hear frequently but do not exactly understand - (e.g. ATP and Coenzymes).

Preparation

The preparations made were simple; We brainstormed some biological terms and topics that people may come across very frequently in everyday life but never attempt to investigate. We then discussed the content in detail, conducted necessary research, and adjusted the difficulty of the lesson so that it can be effectively understood by the general public but also helpful to students who are already studying life sciences and have a grasp of at least fundamental concepts within their fields of study. Before the lecture, we also prepared a script to strengthen the fluency and systematization of how the speaker communicates. Moreover, a short rehearsal was also conducted to simulate the entire activity process.

Activity Process

On June 7th, we went through all the preparations and recorded our online lecture on Tencent Meetings.

At the start of the lecture, our project, our primary objective, and the topic of the lecture were introduced. The viewers were encouraged to check out our science outreach articles posted on our official accounts.

The viewers are first introduced to the fundamental coenzymes in metabolism: NADH and FADH2. We went through their general purpose, how they serve their purpose, and their redox reactions. The viewers were informed that these coenzymes mainly perform their roles in the Electron Transport Chain section of cellular respiration and that they are produced in the Glycolysis and Citric Acid Cycle sections. Then, the term ATP was mentioned as a transition to the next part of the lecture.

Subsequently, the viewers were introduced to ADP and their phosphorylated form, ATP. The viewers were informed of the structure of the two molecules, the uses of ATP within organisms, and the mechanism in which their structure generates large amounts of energy. It was also emphasized that ATP production is the primary function of cellular respiration.

Lastly, the viewers were introduced to the steps of glycolysis. The specific chemical reactions and structures of the enzymes that are involved within this process were discarded within this lecture due to them being too difficult and unintuitive towards the general public. Eventually, the viewers are informed that the net output of glycolysis is two ATP molecules, two NADH molecules, and two pyruvate molecules – the third of which, will demonstrate its use in the following stage of cellular respiration i.e. the Citric Acid Cycle.

Reflection

One of the main challenges was refining dense scientific information into digestible concepts without losing accuracy. Terms like NADH and FADH₂ are often perceived as intimidating or obscure, so we focused on their roles as "energy carriers" and compared them to mailmen who deliver hot food as a simplified analogy, aiding the audience in imagining how they transfer electrons during the Electron Transport Chain. The speaker also emphasized ATP as the “energy currency” of the cell, a metaphor that was already familiar to most people and resonated well with many viewers. Additionally, instead of displaying the skeletal structure of the reactants and enzymes in Glycolysis, we used cat images to represent the key players in Glycolysis so that the viewers can picture them as cute characters rather than terrifyingly sophisticated geometric figures.

Improvements

Despite the process going smoothly and not having many notable faulty aspects for the most part, there are several areas that we may need to refine. To begin with, the lesson was quite bland and there were not many particularly captivating or interesting parts. It was basically just a generic online lecture and adding a few hooks would have been conducive to the discussion; the speaker can apply a more vibrant voice to make them sound more enthusiastic as well, further engaging the audience in the discussion. Moreover, Tencent Meetings does not offer the best audio and visual quality; although visual quality was not much of a concern due to most of the images being simple and concise, the poor audio quality accounted for many re-recordings, which made the lecture sound unnatural at times. The poor audio quality, compounded with the speaker sometimes stuttering, accounted for a few slight coordination issues in the communication, but the lecture was still practically intelligible overall.

Figure 19 Our team's accounts

While offline activities offered rich, personal engagement, we also wanted to reach broader and more diverse audiences. Recognizing the power of social media and online platforms, we expanded our educational program to include digital content—making synthetic biology more accessible anytime, anywhere.

Most people have probably manifested acne in their adolescent stages and this popularization article aims to help the public deal with the issue of sprouting Acne, along with providing advice on daily habits and informing the readers about the background of how pimples are formed.

Figure 20 Education Article posted on Rednote

Clink the link for English version: Education Article.pdf

We published an article about acne on Rednote. It began with a short anecdote of the author’s experience with acne and transitioned to a brief scientific description on the formation of acne. Specifically, acne is formed by excessive secretion of skin sebum and increased androgen secretion. Androgen is a steroid hormone that promotes the growth of male characteristics. During adolescence, due to androgen production surges, the sebaceous glands overproduce sebum, which mixes with shed epidermal tissue, leading to the formation of acne. Then we provided some means of preventing acne growth and restoring smooth skin, emphasizing the scientific logic behind these helpful habits. For example, we stressed the importance of adopting regular sleep/wake cycles as long term irregular sleep/wake cycles can lead to dysfunction of the hypothalamic-pituitary-adrenal axis, promoting the adrenal glands to secrete more cortisol, another steroid hormone. Cortisol stimulates the sebaceous glands to produce more oil, clogging hair follicles and causing inflammation, which can lead to acne. Also, going to bed and waking up early can prompt the release of melatonin. Melatonin has antioxidant properties that inhibit sebaceous cell proliferation and oil production. Finally we provided solutions on reducing already existing acne, like gentle cleansing of the skin and avoiding excessive rubbing or harsh soap products.

Reflection

The article included all of the necessary information to achieve our purpose. However, there was an observable lack of interaction with the readers and the intended audience due to the method of the popularization. Moreover, the article has potential to include deeper insights on biology, rather than simply introducing a generic topic.

Improvements

Despite the process going smoothly and not having many notable faulty aspects, the method of popularization can be changed into an online recorded lecture or a livestream to obtain more engagement with the desired audience. Obviously doing so would require more information and substance to be placed into the topic, thus, emphasis can be placed on the scientific background of how acne is formed, rather than how we can adjust our lifestyles to counteract it. Not only will this provide more material to discuss about, but it will also offer an opportunity to dive deeper into the science of hormones during puberty.

Figure 21 Our team's key-chains

Figure 22 Our team's stickers

Figure 23 Stickers posted on Wechat