Introduction
Team IvyMaker-China has brought a creative pack of education and communication activities on different topics via various format and platform as shown in the following mind maps, hoping to open meaningful two-way dialogues with the public, to raise awareness of our findings and to inform and inspire their interest in synthetic biology in general.
Due to COVID-19, Shanghai had strict regulations on crowd gatherings, so in early stages, we hosted most of our educational programs online. However, when the policies became looser, we added onsite programs. We are thankful for all our audiences that registered for our projects and our team values the precious opportunity of gathering. To ensure full engagement and a quality learning experience, we have set standards for each topic and designed various interactive activities for each specific age group. We also collected feedback from students and parents, and had a reflective meeting after each session to make improvement for the next.
Lectures-ES Education Series Grade 1-2
Content
For 1st and 2nd graders, we gave the two following lectures, The Untold Truth About Plastic and Breaking Beyond Plastic Waste. In The Untold Truth About Plastic, students were given an overview of different types of plastics with examples of objects that fall under each type. Then, we explained the impacts plastic have on the environment. For our second lecture, Breaking Beyond Plastic Waste, we showed students different methods of plastic degradation, creative recycling methods implemented by current companies, and small things we can do to help combat plastic pollution.
Purpose
The main purposes of the lectures for 1st and 2nd graders was to inform students about the global problem of plastic waste and raise awareness and interest for environmental science. We chose to educate the students on this topic because learning about plastic waste and how it’s affecting our environments is a crucial foundation for people to understand the purpose of our project and the problem we’re aiming to solve. In addition, explaining the different plastic degradation methods showed the students what degradation methods currently exist, which serves as a comparative for our project idea.
Method of Engagement
For 1st and 2nd graders, we ensured that the content was easy to understand, fun, and engaging. To do so, we kept our content simple and basic. Our presentation slides had fun text fonts, easy syntax, minimal number of words, and lots of images.
To get the students comfortable speaking, at the start, we did an “ice-breaker” activity where we shared our names and our favorite ice cream flavors.
To keep the kids engaged within the lesson, we included short videos, writing activities like completing a Notice-Know-Wonder chart, and entertaining activities like house scavenger hunts for plastics at home.
Finally, at the end of the sessions, we included short quizzes to engage the students in something fun and competitive, as well as testing their knowledge about the content.
Final Product
As a final product, we encouraged the students to use plastic found around their homes to create an artwork. The project was aimed to allow students to recognize that plastic is found everywhere and could be re-used to create unexpected things. The results we got surprised and amazed us. The students got creative; each found different types of plastics in their houses and repurposed them in unique ways. To illustrate, one student found play dough and created a stationary holder, while another student used an empty Yakult bottle to create a marble ramp. Through having the students complete the project, we hope to inspire them in taking action to make their community a better place through reusing, reducing, and recycling plastic.
Lectures -- ES Education Series Grade 3-5
Content
For 3rd- 5th graders, some of the lectures we included were The Secrets of DNA and Accelerators: Proteins as Enzymes in Our Body. In The Secrets of DNA, we gave an overview of biology as a whole and dove into DNA biology, covering topics such as DNA shape, DNA bases, and genes/chromosomes. We also addressed the applications of knowledge about DNA in medicine and new genetic technology. As a continuation of the previous lecture, Accelerators: Proteins as Enzymes in Our Body addressed protein synthesis from DNA to amino acids to proteins. We also covered types of proteins and applications in our bodies.
Purpose
The main focus for 3rd-5th graders was molecular biology, and the purpose of the lecture was to expose and promote interest to younger students to the topic. We picked this topic as an understanding of DNA biology and proteins is essential to the success of our project. Our project also involves genetic editing, so we felt it would interest the kids if we explained some new technology.
Method of Engagement
For 3rd to 5th graders, we used a combination of made-up games, quizzes, and videos to engage the kids. One game (used in the the Secrets of DNA lecture) involved the kids picking different chromosomes and making their own colored banana. We then asked the kids to draw the banana based off the chromosomes they got. The game was meant to simulate how chromosomes formed randomly and produce a phenotype that’s random. A variety of videos and funny photos were used in the Accelerators: Proteins as Enzymes in Our Body to aid conversations that involved explaining protein synthesis. We thought that by seeing a moving visual of the concept, the kids would be able to understand the concept.
Final Product
Our final product for the 3rd-5th grade ES series was a video explanation of their favorite topic. At the end of the second class, students were asked to film a video of themselves explaining their favorite concept that they learned. The purpose of this project was to see how much information the students retained and what part of the lectures did they like. We also wanted the kids to get creative on how they presented the information. They could do it either through stop motion pictures or clay models or other ways. For example, one student decided to make a hand-drawn video on the DNA topics he learned in the first class.
Lectures -- MS/HS: General Biology
Content
Our first lecture was an overview of genetic biology. We introduced topics such as genes, mitosis/meiosis and transcription/translation to students above grade 5. The follow up lecture dived deeper into genetics with topics like DNA modification and mutation and DNA technologies (DNA sequencing, RNA sequencing, DNA cloning, Gel electrophoresis, Polymerase Chain Reaction, Microarray, CRISPR Cas 9). We got a request from students to learn more about neuroscience, so the next lecture was on neuroscience. Another lecture was on the effects of plastic on the human body. The result is quite ideal with 438 audience members. On top of that, we gave detailed lectures throughout July explaining the mechanism and application of two DNA technology used in our experiment: DNA recombinant technology and shotgun sequencing & Electrophoresis.
Purpose
We wanted to introduce middle school and high school students to complex concepts in genetics. We started our lecture with introduction to jargons in genetics, which built a firm foundation for future comprehension of more complex concepts. These concepts like DNA editing technologies are essential to understanding what we did in our project. All lectures are overviews taught in simple language whilst explaining university level knowledge.
Method of Engagement
We started each lecture with a quick recap of relevant information from last class, so even if you weren’t in the last lecture, you would have no trouble understanding this lecture. During the lecture, ppt slides were filled with engaging pictures and bullet points. At the end of each slide, we would summarize what we just taught in English with Chinese in case someone didn’t understand English. At the end of a section, multiple-choice questions were asked to test for understanding. If there were mistakes, we would go back and explain the concepts they find confusing again. To end the lecture, we would sum up the content with a conclusion and a final Q and A.
Lectures – MS/HS: Project Promotion and Implementation Introduction
Content
In our project promotion series, we described the severity of plastic pollution, the various degradation strategies that can be used to combat it and project implementation scenario. To help the audience better comprehend our project, we also introduced the main concepts, such as yeast and enzymes, that are present in our project. We briefly overviewed the expression system and how it breaks down plastic to give the audience a general idea of how our project works. We also discussed different methods and mechanisms for recycling the resulting plastic and its economic effect.
Purpose
Public awareness of plastic pollution and familiarity with our project are the goals of public promotion. We aimed to make the general public aware of the seriousness of the plastic problem, potential ways to solve the problem, and support our effort. People in middle school or older are the main audience since they can fully comprehend our concepts.
Method of Engagement
We had several quizzes during our promotional lectures to test understanding. Questions included:
- What are some ways you know that plastic affects the environment?
- What are some kinds of enzymes that you know in our daily lives?
- Can you name some of the yeasts’ functions?
- Do you think plastic can be degraded by only using MHETase and PETase? Why?
- How can we put PETase and MHETase onto the yeast?
- How many companies are implementing plastic recycling now?
Through quizzes, audiences were encouraged to participate and interact with the lectures so they could remain attentive. Moreover, when the audience responded to questions, they needed to critically think about what they have just learned, which enhances their understanding. Quizzes also served as a means to evaluate audience understanding because if no one responded, it served as a clue that there is a problem in gap in audience comprehension.
Lectures -- MS/HS: Wet Lab Techniques Series
Content
For our MS and HS education, we prepared a series of wet lab lectures for students above six grades. The lectures we included were DNA Recombinant Technology and Shotgun Sequencing & Electrophoresis. We covered the three common experimental techniques that are related to our topic. We included the history of these technologies, how they work, and some of their existing or potential applications.
Purpose
As the lectures focused on wet lab technology that our team used, the purpose was to introduce basic knowledge of the experimental techniques we used to students who wanted to gain extra knowledge of synthetic biology. For younger students who’ve never learned these techniques before, these lectures brought them a clear overview of how synthetic biology can be applied to real life. We also hoped more students found more interest in biology after exploring wet lab techniques.
Method of Engagement
For students above 6th grade, we included videos, data and images, and multiple-choice questions to engage them. Watching educational films helped students understand content with straightforward explanations and clear images. Memorable songs and catchy phrases were used to help students better remember the information. In addition, in each lecture, the lecturer used multiple-choice questions for students after they covered all the knowledge. Answering these questions not only helps reinforce students; understanding of knowledge, but also increases their motivation and engages them with the lecture. Lecturers would then explain the problem in detail and make sure that the audience can understand. We also gathered audience’s feedbacks before and after the lectures in order to improve on both the content and engagement methods for next time.
Lectures -- MS/HS: Collaborative Lecture with 6 other iGEM teams
Content
In addition to lectures held by our team individually, we also collaborated with other 6 iGEM teams from many schools in different parts of China. Our team was distributed into Introduction to Synthetic Biology as well as Environmental Protection. In Introduction to Synthetic Biology, we focused on the definition and potential applications of synthetic biology, including medicine, agriculture, and material, industries. As for Environmental Protection, we introduced several topics including our inspiration, lab design (choosing an appropriate anchor protein and constructing yeast cell double-enzyme display in proportion system for plastic degradation) and future implementation.
Purpose
Our main purpose of participating in the collaboration lecture is to introduce the topic of synthetic biology and our project to a broader audience. We aimed to promote the concept of biological degradation by introducing how enzymatic activity can be used to protect the environment. We also hoped to communicate with other teams and find inspiration from their projects. The whole lecture was recorded and live streamed on our channel, so the public would have the opportunity to understand the significance of pollution treatment by rewatching certain sections. In addition, the feedback we received from teams were implemented to improve our design.
Method of Engagement
Since the lecture was held in the form of an online meeting, a host was in charge of smoothly connecting each team’s speech. The audience could send comments in the chat box of the channel for feedback and questions. Furthermore, there was a section for everyone to ask questions about other teams’ projects, including the difficulties during lab design and promotion methods to gain a more in-depth understanding of the projects.
Final Gain
As usual, we shared questionnaires at the end to collect audience’s feedback to the lecture so we can reflect on and make improvement. Through collaboration with other teams, we got access to a broader audience and thus got more feedback.
Also, another valuable gain is that we built connections with 6 other great iGEM teams. We would communicate about problems we met and gain in the process. We even established another education collaborative program, the Biological Laboratory and Instrument Manual with two of the teams.
Biological Laboratory and Instrumental Manual
Content
IvyMaker-China collaborated with Worldshaper-HZ and Worldshaper-Nanjing on the Biological Laboratory and Instrumental Manual, which contains 12 lab instruments the teams used most frequently, each responsible for 4.
PDF file of the Biological Laboratory and Instrumental ManualPurpose
The three teams decided to make the manual in a style like a comic book, so it might be more appealing to K12 students and could trigger their interest to synthetic biology.
Method of Engagement
We printed out hard copies and brought them to schools for promotion. e-copies were also shown on campus and in some educational workshops we held. We also developed a virtual manual tour in roblox to introduce the content in a different manner.
1. Onsite Campus/Education Program Promotion
We printed out hard copies of the comic book and shared the materials to students in several schools including Shanghai American School (in Shanghai), Pinghe International School (in Shanghai), Jinling High School (in Nanjing, Jiangsu), Beijing 101 International School (in Beijing), Ningbo Hanvos School (in Ningbo, Zhejiang), Hangzhou Dipont School of Arts and Science (in Hangzhou, Zhejiang), Huamei Bilingual School (in Dalian, Liaoning).
E-version and hard copy of the manual have also been shown to students at some educational programs and events.
We received several comments from students about a manual series if we wanted to continue designing and publications. This feedback greatly excited our teams because it showed how engaging and interesting our book was to students outside of our teams.
2. Virtual Education Exhibition in Roblox
Besides distribution of traditional hard and e-copies of the manual, IvyMaker-China tried to implant the manual in Roblox. Roblox is an online game platform and game creation system developed by Roblox Corporation that allows users to program games and play games created by other users.
We built an exhibition hall split into rooms so users could see one page of the manual in one room, and then walk around and make exploration. The page would lit up frame by frame in order, so the user could follow more easily.
We hoped the immersive experience could attract a broader range of student population and make synthetic bio education more fun and interactive. This is a prototype, and we would like to further develop it and introduce more programs in the future.
Social Media
Content
Social media promotion was an integral part of our education/communication plan. Throughout a period of 6 months, 14 members produced a cumulative word count of 20,000+ for scripts and articles and a cumulative number of 6000+ page views till the end of September.
Our target audience was adolescents in China. According to our readers/viewers, the articles and videos are all exceedingly interesting, with a variety of topics ranging from basic facts about environmental protection, to intermediate level of microbes, to more advanced synthetic biology explaining our project.
Purpose
The overall goal of the social media team is to prepare "content to be more informative and style to be more appealing". In establishing a two way dialogue with the audience, we were determined to produce content that effectively communicated our main messages. We anticipated that through this process, we encouraged more teenagers and young adults to understand synthetic biology, to observe environmental hazards, and eventually recognize their own power in making a difference in the word.
Method of Engagement
We used both Wechat Official Accounts and Bilibili.
1. Wechat Official Accounts
Wechat is the widely used social media platform in China. Official Accounts allowed us to continuously release our episodes in the form of articles. On the other hand, a large portion of our team has great interest in researching and writing engaging articles. Articles are also an effective and simple way to deliver information to a large amount of readers. Thus, we chose publishing wechat articles as the main form of communication with our audience.
Specialization
Informative and comprehensible content
To appeal to adolescents who aren't experts at biology, we chose the most fundamental information related to the project and synthetic biology, while not giving up on any interesting extensions. Instead of investigating the advanced technology and scientific theories behind a phenomenon and characteristics, we chose to illustrate the full picture with creative insights and associations. What's more, the way we structured our content demonstrates a logical flow to follow, encouraging audiences to continue reading.
Style to be appealing
Another prominent goal we are aimed for was styling our information in insightful, creative, unique ways through humorous tones, interactive questions and innovative thoughts.
We employed a humorous tone and lexicon to engage the general Chinese population who might not appreciate a serious scientific tone. We also adopted memes that correspond to our topic to present interesting associations. We also illustrated incomprehensible concepts using allusions and metaphors that the audiences are potentially familiar with to fabricate a perspicuous explanation.
Two-way communication
Not only did we exert outputs on the audiences, we've also welcomed them to interact with us, presenting their own concerns and perspectives. A compelling example would be the first article in extension section "To make them last with love". This episode includes thoughts and ideas from 3 of our loving followers, demonstrating their insightful viewpoints on plastic art. We encourage them to give any feedbacks and comments regarding their own observations.
2. Bilibili
Bilibili, the "youtube" in China, is the perfect platform for our target audience. According to data by Bilibili official in 2021, the average age of its users were 21, and 86% are from gen Z. Our wechat article posts would be reposted on Bilibili, so that the two platform promote each other and reach a wider range of audience in general.
Art Exhibition
Content and Purpose
To increase the diversity of our educational programs and reach out to more population, we planned an exhibition. Thanks to the Collaboration Request Board on iGEM website, we reached out to iBowu-China to collaborate on a bio-art exhibition called “Into the Dimensionless-2022 Life On Earth”.
This exhibition seeks to debate about the now-popular human-centric point of view, which holds that mankind is the single most important element of existence in this world. Through the perspective of art, we explored the mysteries of the earth and embraced beautiful life. We encourage participants to take on the responsibility of scientists and active members of society, candidly reflecting upon the role us humans shall take in the 21st century.
iBowu-China together with Cyanostudio are responsible for the entire curation and execution stage of the physical exhibition, while IvyMaker-China is in charge of design and construction of the digital version of the exhibition (lifeonearth2022.com).
Method of Engagement
Our main target audience is young people aged 15-24 with certain educational backgrounds and academic goals. We will invite them to participate in the exhibition by submitting their works, visiting the exhibition, buying the peripheral products surrounding areas and so on.
References
- Barshay, Jill. “PROOF POINTS: Why Reading Comprehension Is Deteriorating.” The Hechinger Report, 17 May 2021, hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/
- 大火火和小云云. “Bilibili用户年龄占比.” Www.bilibili.com, www.bilibili.com/read/cv10417743/