Education

Macau High School Education Series: An Introduction to Synthetic Biology

Entering the schools to carry out science popularization sharing is one of the important goals of our team. It is because Macau secondary school biology courses seldom touch upon cutting-edge topics such as synthetic biology or genetic engineering. And most students have less understanding of the iGEM competition. Two Macau local members in our team, who possess an in-depth understanding of the local curriculum, also mentioned this point. Moreover, the results of the survey questionnaire also confirm this point. However, we strongly believe that disseminating this cutting-edge scientific knowledge is very important. We think that students can truly discover the directions they are interested in and thereby delve deeper into exploration and continuous innovation only when students are exposed to more diverse fields.

Therefore, we hope to enhance students' understanding and recognition of cutting-edge science by introducing them to the knowledge of synthetic biology and the iGEM competition, stimulate their interest and enthusiasm for exploring emerging fields, and even have a positive impact on their future professional choices and career planning.

Based on this, we first identified high school students as the sharing targets, as they will face the crucial decision of entering university after one or two years. We hope we can open the door to new fields for them, also providing more diverse choices and possibilities. So, we broadened our shared content, which not only cover basic concepts but also integrate fun interactions, striving to use the most relaxed and vivid way to allow students to experience the charm of synthetic biology in the activity.

• Goals

1. Provide an overview of the iGEM competition.
2. Introduce synthetic biology: concepts, differences from traditional biology, plasmid structure and function.
3. Share our project: Macau's local termite problem, termite appearance/habits, traditional control methods, and our synthetic biology-based design.
4. Stimulate students' biology interest: let students learn through experiments and games, finding science joy.

• Introduction

On June 2, 2025, we conducted a science popularization activity themed on synthetic biology for three liberal arts classes—S1A, S1B, and S1C—at Macau St. Paul School. The purpose of this activity was to enhance students' understanding of synthetic biology, iGEM competition and cultivate their interest in science.

• Process

Our team members first introduced the iGEM competition and synthetic biology. We also discussed the local termite problem in Macau, traditional control methods, our project and plasmid. After a brief explanation, we held a "Kahoot!" quiz session and two interesting hands-on activities for them.

Activities’ introduction:

1. "Kahoot!" Quiz Session: In order to detect whether the students understand the content we talk about, we have designed a "Kahoot!" quiz session (Multiple-choice). After a brief explanation, we held this session.

Quiz

QUESTIONS

1. What's the full name of iGEM?
A. International Genius Excellent Model
B. International Genetic Engineered Machine
C. Intercellular Genetic Engineered Machine
D. Intercellular Genetic Engineered Macrooganism

2. Which description is not true about the traditional method of killing termites?
A. Using powder spraying method
B. Most of the methods do not cause environmental pollution
C. Using fumigation with toxic gas method
D. Powder spraying and fumigation methods are toxic.

3. Which of the following is not the dominant species of the Macau termite?
A. Odontotermes formosanus
B. Coptotermes formosanus
C. Macrotermes barneyi
D. African giant termites

4. Which of the following is not produced by synthetic biology methods?
A. “Non-alcoholic beer” brewed with gene-edited yeast
B. Fermented soy sauce brewed by ancient methods
C. Design bacteria to purify sewage
D. Gene recombination synthesis of insulin

5. Historical heritages and modern buildings are affected by termites in Macau.
A. True
B. False

6. The central rule of gene expression: Which of the following is the right answer?
A. DNA replication > transcription > mRNA > translation > protein
B. DNA replication > translation > protein > transcription > tRNA
C. DNA replication > translation > tRNA > transcription > protein
D. DNA replication > mRNA > transcription > protein

Plasmid Bracelet Workshop: To help students intuitively understand plasmid structure, we prepared materials (different colors/shapes of beads representing plasmid parts: origin of replication, antibiotic resistant gene, promoter). Students assembled bracelets, turning abstract genetic components into tangible works.



Different color and shape beads



Final product



Team members are sorting out the beads

Banana DNA Extraction Experiment: Students observed DNA directly through simple steps (lysis, salting out, alcohol precipitation), experiencing DNA extraction principles.

• The Impact

The students' active performance and enthusiastic response in class indicated that the event was a great success. In answering the "Kahoot!" quiz session, students have enthusiastic participation and lively discussions. Also, the accuracy rate of the answers is high, which demonstrated that the students had absorbed the content well.

After the class, we also interviewed two students about their opinion. They both said that the Banana DNA extraction experiment was very interesting and left a deep impression on them. It strongly shows that this activity can inspire students' interest in science.

This is our first education. We were delighted with the students' boundless curiosity and eager participation. We deeply realize the meaning of education, and we will carry this strength to go forward.

Pictures of this activity

• Introduction:

On June 13, 2025, we went to the grade 10 innovation and technology class of Macau Choi Nong Chi Tai School and conducted a science popularization activity themed of synthetic biology and iGEM. The aim was to enhance students' understanding of synthetic biology and promote the iGEM competition.

• Preparation:

After our first education in St. Paul school, we reviewed the overall impact and identified areas for improvement. Based on the students’ engagement, we remain the core contents and keep most of the interactive activities, including the "Kahoot!" quiz session, plasmid bracelet workshops, and banana DNA extraction experiment. In addition, we add two activities.

1. Simple online survey: we have designed an online survey in Kahoot to research the students’ prior knowledge background of synthetic biology, the iGEM competition, and termite-related issues to better demonstrate the value of our sharing contents.

Simple online survey

QUESTIONS

1. Have you heard of or learned about synthetic biology?
A. Never heard of it.
B. I've heard of it. I know a little.
C. I've heard of it, but I don't understand it.
D. I've heard of it. I understand it very well.

2. Have you heard of or understood iGEM?
A. Never heard of it.
B. I've heard of it. I know a little.
C. I've heard of it, but I don't understand it.
D. I've heard of it. I understand it very well.

3. Have you ever seen termites?
A. I've seen it.
B. Never seen.

Survey Results





Over 70% of the students in the class had not heard of or had heard of but did not understand synthetic biology, and nearly 90% of the students had not heard of the iGEM competition. This result demonstrated that our activity was very significant.



In addition, more than 70% of the students have seen termites, which shows that our project is related to people’s daily lives.

Results of the survey

2. "Termite Invasion: Human Defense Battle" Board Game: The purpose of this game is to let students learn the knowledge of synthetic biology, iGEM, termites through playing since they need to answer the related questions to gain their point.


Detail information

Students are playing the game

• The Impact

In "Kahoot!" quiz session, the high accuracy rate indicated that the students had a certain grasp of our shared content.

Learning through the game "Termite Invasion: The Human Defense Battle!", the students were all very excited and responded enthusiastically.

After the activity, we interviewed four students and one teacher.

Pictures of this activity

Introduction

On August 15, 2025, we held the "iGEM Day" activity for freshmen of FHS at the designated venue (including G003, G004 entrance, FHS study area, and Room 3037). The activity is co-hosted by iGEM Team of University of Macau and targets all FHS freshmen. As freshmen have just entered the campus, most of them have little understanding of cutting-edge fields such as synthetic biology and the International Genetically Engineered Machine (iGEM) competition—this is consistent with the survey results of Macau high school students mentioned in previous science popularization activities. However, freshmen are in a critical period of exploring academic interests and planning professional directions. By integrating "knowledge popularization + interactive games + on-site experience," this iGEM Day aims to help freshmen quickly understand the value of iGEM, feel the charm of synthetic biology, and even plant the seeds of interest in participating in scientific innovation competitions or engaging in related fields in the future.

Goals

• 1. Provide a comprehensive overview of the iGEM competition: Introduce its full name, origin (founded by MIT in 2003), core concepts (designing and constructing genetic engineering biological systems to solve real-world problems), and the achievements of our team (especially the termite control project closely related to interactive games).
• Popularize basic synthetic biology knowledge: Supplement key concepts such as "termite habits" and "traditional termite control methods" (linked to game content) to help freshmen connect theory with interactive experience.
• Create an immersive interactive experience: Through game stalls and on-site guidance, let freshmen "learn while playing," reduce the threshold for understanding cutting-edge science, and stimulate their curiosity about biology and genetic engineering.
• Build a connection channel: Guide freshmen to understand the way to join the iGEM team (via online manual QR code) and lay the foundation for subsequent talent recruitment and project promotion.

Process

1.Preparation

To ensure the smooth progress of the activity, the following preparations were completed in advance:

• Content preparation: Finalized the PPT for the iGEM promotion meeting (co-produced with the Student Union), compiled the online activity manual (including activity flow, game rules, iGEM basic information, and team contact information), and designed 4 game stalls.
• Prop preparation: Printed QR codes for online manuals (posted at the entrance of G004), produced game props (10 versions of "Termite Spotting" pictures, "Hangman" term lists, 3 levels of "Word Puzzles" question cards, and "Tunnel Digging" termite habit models), and prepared gifts (iGEM-themed badges, termite knowledge booklets, and synthetic biology popular science leaflets).
• Personnel arrangement: Assigned 1 host for the promotion meeting, 1 guide for QR code scanning (responsible for reminding freshmen to browse the manual), 4 game instructors (1 per stall), and 2 staff members responsible for gift distribution.

2 Detailed Activity Flow

1. iGEM Promotion Meeting (10 minutes)
   • Location: Classroom G003
   • Host: Co-hosted by the iGEM team and FHS Student Union
   • Content:
     1. Opening (1 minute): The Student Union host introduces the purpose of iGEM Day and the significance of popularizing cutting-edge science for freshmen.
     2. Core promotion (7 minutes): The iGEM team representative uses PPT to explain:
        • The full name and positioning of iGEM (International Genetically Engineered Machine Competition, the most influential international academic competition in the field of synthetic biology).
        • The connection between the team’s project and daily life (taking Macau’s local termite problem as an example, briefly introducing termite hazards, traditional control methods, and the team’s synthetic biology-based solution).
        • The value of participating in iGEM (improving experimental skills, teamwork ability, and academic innovation awareness).
     3. Transition (2 minutes): Introduce the subsequent game stalls and gift collection rules (collect stamps by completing games to exchange gifts).

Communicate with freshmen (1 minute)
• Time: Immediately after the promotion meeting
• Location: Entrance of G004
• Topics:
  • Dynamic activity flow (with location maps of each link).
  • Detailed rules of 4 game stalls (with pictures of props).
  • Frequently asked questions about iGEM (e.g., "Can non-biology majors participate?" "What is the time schedule of the competition?").
  • Contact information of the iGEM team (WeChat group QR code for freshmen who want to know more).
• Purpose: Mark the official start of the interactive session and help freshmen clarify the activity process in advance.
2. Game Stalls (30 minutes)
   • Location: FHS Study Area (4 stalls are arranged in sequence, with obvious signs for each game)
   • General Rule: Each freshman can participate in all 4 games in any order; after completing each game, they will receive a stamp from the instructor; collect all 4 stamps to exchange for gifts.

   Game Name	Duration per Person	Rules	Purpose
   Termite Spotting	60 seconds	Freshmen need to find all termites in the picture	Let freshmen recognize the appearance of termites
   Hangman (iGEM & Synthetic Biology Theme)	2 minutes (max)	Freshmen guess a term related to iGEM or synthetic biology (e.g., "plasmid," "synthetic biology," "termite control") letters one by one	Consolidate the memory of professional terms in a relaxed way
   Word Puzzles (3 Levels)	45 seconds per level	Answering questions concerning iGEM, termites, and synthetic biology	Deepen understanding of key information
   Tunnel Digging (Termite Habit Learning)	2 minutes (max)	Freshmen use small tools to "dig" "termite tunnel models" (simulated soil tunnels with hidden habit cards) and find 2 habit cards (e.g., "Termites feed on cellulose," "Termites live in colonies")	Let freshmen understand termite habits through hands-on operation

3. Gift Collection
   • Process:
     1. Freshmen show the 4 stamps collected from game stalls to the staff.
     2. The staff verifies the stamps and distributes a gift package (1 iGEM badge + 1 termite knowledge booklet + 1 synthetic biology leaflet).
     3. Optional: Freshmen can fill in a 1-minute online feedback form (attached to the online manual) to share their feelings about the activity, and get an extra iGEM sticker as a reward.

The Impact

1.Expected Student Feedback

• Interest Stimulation: Through interactive games, freshmen will change their perception of "cutting-edge science = difficulty" and generate curiosity about iGEM and synthetic biology. For example, the "Banana DNA Extraction Experiment" in previous high school activities was highly praised; similarly, the "Tunnel Digging" and "Termite Spotting" games in this activity are expected to become the most memorable links for freshmen.
• Knowledge Acquisition: The promotion meeting and game stalls will help freshmen master core information (e.g., iGEM’s full name, termite habits, and the team’s project direction). The accuracy of answers in "Word Puzzles" and "Hangman" will be used as a simple indicator to measure knowledge absorption.
• Connection Establishment: It is expected that 30%-40% of freshmen will scan the QR code to join the iGEM team’s WeChat group, laying the foundation for subsequent sharing of academic activities.

2 Long-Term Value

• For FHS: This activity enriches the freshmen orientation content, adds a "cutting-edge science popularization" module, and helps shape the campus’s academic innovation atmosphere.
• For the iGEM Team: It is an important channel to promote the competition and the team’s project among FHS freshmen, which is conducive to expanding the influence of the team and recruiting potential members (especially freshmen who are interested in biology, engineering, or environmental protection).
• For Freshmen: It provides an opportunity to contact cutting-edge fields earlier, helps them clarify their academic interests in advance, and provides more options for future professional planning (e.g., participating in iGEM, choosing a major related to synthetic biology).

• Introduction:

On the evening of October 16th, our iGEM team participated in the school-wide Faculty of Health Science Mid-Autumn Festival & Teacher’s Day Celebration with our themed booth, "A Night of Moonlight and Molecules: Mid-Autumn iGEM Special." We joined the festive faculty event to share our project in a creative and engaging way.

• Goal:

Our participation aimed to:

1. Introduce our synthetic biology project to a broader school audience in an accessible and festive manner.
2. Bridge science and traditional culture to spark interdisciplinary interest
3. Enhance team visibility and community engagement within the school

• Plan:

We will set up an interactive booth featuring three main sections:

1. Project Promotion Station

Display and explain our iGEM project using informational flyers.

Showcase and distribute custom merchandise, including cardholders, four designs of sticky notes, folders, and bead keychains.

2. Mid-Autumn Experience Station

Offer a hands-on session for making snow-skin mooncakes.

Feature traditional sugar painting with a scientific twist – creating DNA strands and other biological icons.

3. Interactive Game Station

Host a word puzzle game containing terms related to both the Mid-Autumn Festival and synthetic biology.

Provide small rewards for participants who successfully completed the puzzle.



Materials prepared for the booth

• Outcome:

Our booth want to attract numerous students and teachers, creating a lively platform for dialogue about synthetic biology. The combination of cultural tradition and modern science not only increase awareness of our project but also demonstrate the fun and innovative spirit of our iGEM team.

Introduction

In the crisp autumn atmosphere, the NAU-CHINA team from Nanjing Agricultural University and the UM-Macau team from the University of Macau held an efficient academic exchange activity themed on “synthetic biology” via an online conference platform. Breaking through geographical restrictions relying on a stable online channel, both teams demonstrated great enthusiasm for scientific research exploration and strong willingness to cooperate throughout the process. The core purpose of this exchange was to share research achievements, discuss technical bottlenecks, integrate diverse perspectives, and lay a foundation for in-depth cooperation in the field of synthetic biology.

Goal

• Establish cognitive connections between the two cross-regional teams and build a platform for academic mutual learning.
• Share project progress and practical experience in synthetic biology to promote the exchange of cutting-edge ideas.
• Explore potential optimization directions for existing research through in-depth questions and discussions.
• Lay the groundwork for long-term cooperation and joint contribution to the development of synthetic biology.

Process

1 Preparation

To ensure the smooth progress of the online exchange, the two teams made sufficient preparations in advance:

• Co-determined the exchange agenda (including team introduction, project sharing, and interactive Q&A) to ensure the efficiency of the activity.
• Tested the online conference platform multiple times to avoid technical problems such as audio-visual delays.
• Collected and sorted out project materials (research frameworks, phase results, etc.) and shared them in advance to help both parties quickly grasp the core content.

2 Sharing Session

2.1 Team Introduction

At the beginning of the exchange, the two teams took turns to introduce themselves, laying a solid foundation for subsequent in-depth communication:

• NAU-CHINA Team: Detailedly elaborated on its member composition, daily scientific research promotion model, and the core demands of this exchange (hoping to gain insights into cross-regional research perspectives).
• UM-Macau Team: Focused on sharing its research characteristics and reviewed practical experience in the field of synthetic biology. The team consists of 13 undergraduates (4 freshmen and 9 sophomores) from majors including Biomedical Sciences, Pharmaceutical Sciences & Technology, and Bioinformatics, who are united by their passion for synthetic biology.

2.2 Project Sharing & In-depth Interaction

This session was the core of the exchange, with mutual questions and discussions stimulating rich ideological sparks:

1. NAU-CHINA Project Report: The team first reported on its project progress, with clear and in-depth explanations covering research background, establishment of core goals, logical framework of experimental design, and presentation of phased results.
   • After the report, the UM-Macau team put forward a series of in-depth questions based on its own research experience, involving the logical rigor of experimental design and the expansion direction of project application scenarios. These questions prompted the NAU-CHINA team to examine project details from a new dimension and sort out potential optimization points that had not been fully considered before.
2. UM-Macau Project Sharing: The team focused on the research theme of "termite control using synthetic biology technology" for sharing. Starting from the practical pain points of the termite control industry, it systematically explained the innovative application ideas of synthetic biology technology in this field, including key contents such as the technical path of bacterial strain modification and the experimental scheme for effect verification.
   • After listening carefully, the NAU-CHINA team raised questions about the difficulties in technology implementation, methods for interpreting experimental data, and optimization directions for subsequent research. The UM-Macau team answered them patiently, and both parties fully exchanged views in the Q&A interaction.

The Impact

The exchange activity achieved remarkable results and was highly recognized by both teams:

• It successfully established a cognitive connection between the two cross-regional teams, breaking the ideological limitations under a single research perspective.
• The NAU-CHINA team gained inspiration from targeted questions, clarified the optimization direction of the project, and enriched the research thinking.
• The UM-Macau team obtained in-depth discussions on the landing of termite control technology, providing new ideas for the practical application of the project.
• More importantly, this activity was not only a sharing of academic achievements but also a fusion of cross-regional scientific research concepts, effectively promoting the expansion of both parties' scientific research cognition.

Outlook

At the end of the exchange, both teams stated that this activity was of great significance and expressed expectations for further deepening exchanges. In the future, the NAU-CHINA and UM-Macau teams will continue to carry out mutual learning in the field of synthetic biology, explore scientific research innovation directions from multiple perspectives, and contribute youth scientific research strength to the development of this field. We will jointly pay attention to the subsequent cooperation and practical achievements of the two teams.