We are committed to popularizing synthetic biology through lively and interactive methods, promoting both International Genetic Engineering Competition (iGEM) and the BUCT-China 2025 project. Based on the differences in the age and background of the audience, we subdivide educational activities into three categories: high school students and below, college students and the general public, and designing tailored science communication programs for each group. With our continuous efforts, we have achieved more than 2,000 face-to-face direct impacts, and countless indirect audiences.
High schools and below:
Beijing Smart Home Education Kindergarten：
Activity Purpose：
This kindergarten publicity activity aimed to enlighten preschool children with basic biology concepts through fun science experiments and interactive paintings, and stimulate their curiosity and desire to explore natural phenomena. At the same time, the core concept of the team "synthetic biology helped environmental protection" was conveyed to the younger group in the intuitive form of "magical change", and the social influence of the project was enhanced with the help of parent-child families and educational institutions, reflecting the responsibility of the scientific research team to give back to the community.
Activity Design：
The activity was designed around the cognitive characteristics of children, with "visual impact + hands-on participation" approach. We selected the vibrant and dramatic, yet safe, "elephant toothpaste", experiment as an initial attention-grabbing demonstration. Following the experiment, children were guided to freely express their understanding of "biological magic" with brushes, transforming abstract scientific concepts into concrete pictures. which not only consolidated their observational memory but also encouraged personality creation. The overall process was short and compact to maintain engagement within the children's attention span.
Process of Activity：
The event was highly interactive. Team members demonstrated the experiment while prompting active thinking with questions like "Guess what color will be next?" "Why do bubbles form?" and other questions to trigger children's active thinking. Some children were invited to assist by adding dye or stirring solution, allowing them to act as "little scientists". The painting session was the climax of personalized interaction; as the children created their artwork, team members listened to their descriptions and used them as a basis to introduce simple metaphor about microorganisms decomposing pollutants. This successfully shifted the dynamic from one-way demonstration to two-way dialogue.
Feedback and Takeaways:
Advantages: The visual shocking effect of the experiment successfully ignited the enthusiasm of the children, the children showed rich imagination of scientific phenomena in painting, and teachers reported that such activities effectively supplemented the kindergarten science enlightenment course. Disadvantages: The experimental principles remained too abstract for the younger age group. While many children only remembered the "color change" but failed to understand the basis of redox reaction.
Beijing Caoqiao Primary School:
Activity Purpose：
To introduce primary students to environmental science through the theme "Magic Garbage Metamorphosis". The activity aimed to teach the value of sorting kitchen waste, using engaging elements like luminous materials and heat shrink sheets to spark scientific curiosity.. The ultimate goal was to turn environmental awareness into daily habit.
Activity Design：
The activity was designed with a multi-module, progressive structure tailored to young students. It moved from a physical display and Q&A to a video, then to a hands-on sorting game, and culminated in a creative session where students painted heat-shrink sheets. Methods like group competitions and challenge questions were used to boost engagement, ensuring the activity was educational, fun, and practical.
Process of Activity：
The activity process prioritized interactive learning over one-way instruction. It began with a guided Q&A using questions such as "Where did your food scraps go?"; The subsequent sorting game was completely student-centered, with participants physically handling cards and competing in groups.. During creative workshop, where children drew on garbage-themed heat-shrink sheets, their spontaneous questions about environmental behavior and waste transformation led to impromptu discussions, creating a genuine exchange of ideas between students and educators.
Feedback and Takeaways:
The activity was a success. Students quickly learned how to sort waste and were excited by the idea of "turning trash into treasure." One area for improvement was noted: some questions were too tricky for younger students (e.g., "Is a corn cob food waste?"), suggesting a need for age-specific explanations in the future.
Huanglao Men Middle School：
Activity Purpose：
To address educational inequality by bringing scientific resources to a remote school in Jiangxi. The goal was to show students how biology is applied in everyday life, spark their interest in the subject, and broaden their scientific horizons.
Activity Design：
The activity, themed "Synthetic Biology in Life", was designed to make complex science accessible. It began with an engaging popular science videos to introduce the topic. To make abstract principles concrete, the team used relatable, local examples like using gene editing to protect crops and microbial fermentation to make fermented bean curd. An interactive Q&A session concluded the design, allowing for immediate, targeted explanations of student questions to reinforce understanding.
Process of Activity：
At the beginning of the lecture, the wonderful biological phenomena in the popular science video quickly caught the attention of the students, and the classroom atmosphere was active. In the explanation session, the members used popular language to match vivid cases, such as using "gene scissors" as a metaphor for gene editing technology, and the students listened with relish, raising their hands from time to time and asking: "Can gene scissors cut off bad genes?" "What else can microbial fermentation do?" The team members patiently answered, guided students to think, and the classroom interaction was frequent. In the interactive Q&A session, students actively participated, and team members gave small prizes according to their answers, which boosted students' enthusiasm and fully mobilized their enthusiasm for learning.
Feedback and Takeaways:
The students gave enthusiastic feedback and expressed their strong interest in biology, realizing its close connection with life, and looking forward to more popular science activities. The teacher also praised the innovative format and its positive effect on students' learning. For the team, a key takeaway was the students' clear thirst for knowledge, which is sometimes hindered by limited resources and foundational gaps, highlighting a need for future activities to focus more on building core concepts. At the same time, it is also realized that the time control of the interactive link needs to be optimized, and some questions and answers can be more refined to improve efficiency. Overall, the lecture successfully delivered knowledge to the students and provided the team with valuable experience to optimize the future content, further supporting education in remote areas.
The Beijing 171 Middle School：
Activity Purpose：
This activity aimed to spark high school students' interest in synthetic biology and gather their perspectives on environmental issues. It sought to bridge the gap between high school and university-level knowledge, giving students a foundational understanding of synthetic biology and its role in environmental protection. A further goal was to foster a sense of social responsibility and identify potential future contributors to the field.
Activity Design：
The session was designed to be highly interactive. Team members introduced the project and the basics of synthetic biology using simple language, real-life examples, and clear diagrams. The design included two key interactive segments: A "Shiatsu Board Q&A" with pre-prepared questions, where correct answers earned students a chance to participate in a fun challenge on the pressure mat. A group discussion on the relationship between plastic bottle price increases and environmental protection, encouraging students to connect the topic to their own lives and knowledge.
Process of Activity：
Student enthusiasm was high despite the rainy weather. The lecture, supported by multimedia and physical models, successfully made complex topics engaging. Students actively asked questions about the differences between synthetic and traditional biology and the project's plastic decomposition process. The atmosphere peaked during the "Shiatsu Board Q&A," with students eagerly answering questions and winners performing fun actions on the mat. In the group discussion, students shared diverse viewpoints, from emphasizing personal environmental responsibility to analyzing consumer price sensitivity. Team members provided expert guidance, helping the groups develop well-rounded, constructive opinions.
Feedback and Takeaways:
The feedback was very positive. Students gained a new understanding of synthetic biology and a deeper appreciation for environmental issues, with many expressing interests in future project involvement. The team found that students, despite their age, quickly grasped the project's core concepts and offered valuable suggestions, such as combining the technology with other methods and highlighting its cost-effectiveness. Key areas for improvement were also identified. Some explanations remained too complex for the high school level, indicating a need for further simplification. Additionally, time management during interactive segments could be optimized to ensure more equitable student participation.
Beijing Ritan Middle School：
Activity Purpose：
This activity aimed to provide the students of Ritan Middle School with hands-on experience in a biology laboratory. The goal was to bridge the gap between textbook theory and practical work, deepen their understanding of biological concepts, and spark their interest in the subject. It also sought to cultivate scientific inquiry skills and a rigorous experimental mindset, offering a more dynamic and engaging learning experience.
Activity Design：
The session was structured to guide students step-by-step through a laboratory experience: Laboratory tour: Students were introduced to the lab's layout, equipment, and essential safety rules. Guided experiment: Team members demonstrated key steps for a plant tissue culture experiment, including medium preparation and sterile techniques. Students then performed the experiment in small groups, with members providing ongoing supervision and support. Interactive sharing: The activity concluded with a group discussion where students shared their experiences. Members summarized key experimental points and encouraged feedback for improvement.
Process of Activity：
The students entered the lab with great curiosity and excitement. During the tour, they listened attentively and actively asked questions about the equipment and safety procedures. In the practical session, students performed operations like surface disinfection and inoculation under careful guidance. While some initial nervousness led to minor mistakes, all students successfully completed the experiment with encouragement from the team. During the sharing session, students expressed that the hands-on approach deepened their understanding and offered constructive suggestions, such as wanting a more detailed explanation of the underlying principles beforehand.
Feedback and Takeaways:
The teachers also reported that the students showed great excitement and enthusiasm a week before they knew that they were going to do biological experiments, and this enthusiasm had a positive impact on the learning of biology. However, the activity also exposed some shortcomings, such as the in-depth explanation of the experimental principles before the experiment, resulting in some students not understanding the causes of experimental phenomena thoroughly during the operation process, which affected the experimental effect. In the future, we will prepare more detailed explanation materials for the experimental principles in advance, arrange the experimental time reasonably, and ensure that every student can receive sufficient guidance and practical opportunities to further improve the effect of the activity.
Beijing Xizang Middle School：
Activity Purpose：
This activity aimed to provide students at Beijing Xizang Middle School with access to cutting-edge scientific knowledge, ensuring equitable learning opportunities. By introducing synthetic biology and the team's project, we sought to spark students' interest in this field, offer insights for their future academic and career choices, and foster cultural exchange.
Activity Design：
The session was structured into three main parts: Concept introduction: Synthetic biology was explained using simple language and vivid examples. Project breakdown: The team's project was divided into four sections, dry lab, wet lab, website, and art, each presented by specialized members to demonstrate interdisciplinary collaboration. Interactive experiments: Students participated in simple, visually engaging experiments, such as measuring β-CD concentration and the "iodine bell" demonstration, to experience synthetic biology firsthand.
Process of Activity：
The event began with captivating videos and images that successfully grabbed students' attention. During the project presentation, students showed strong interest, frequently asking questions that team members patiently answered. To further engage them, students were invited to help proofread Tibetan-language materials, which they actively improved. The interactive experiment session was a highlight, with students enthusiastically participating, carefully observing phenomena, and sharing their successes.
Feedback and Takeaways:
Feedback collected via sticky notes showed that students gained a deeper understanding of synthetic biology and basic experimental skills, with many expressing interests in future activities. Teachers praised the event for providing valuable learning and cultural exchange opportunities. A significant lesson was learned regarding safety: a waste liquid leak occurred due to unaccounted hydrogen peroxide content. Although no one was harmed, it highlighted the critical need for stricter safety protocols and comprehensive risk assessments in all future experiments.
University Student:
Welcome Campaign：
Activity Purpose：
This orientation campaign aimed to introduce new students to the team's project, sharing its core innovations and past competition successes. Through engaging displays and interaction, the event sought to spark interest in synthetic biology and iGEM, encouraging new students to join the team. It also aimed to boost confidence in their academic journey and help them integrate into the university's research community.
Activity Design：
The team members used multimedia equipment, publicity posters and leaflets to display the detailed information of this year's project, starting from the original intention of the project and gradually going deep into the technical route, experimental design and other key links, vividly explaining and cooperating with rich cases, so that the freshmen had a preliminary and clear understanding of the project. To showcase the team's achievements, award ceremony videos and trophies were displayed. An interactive Q&A session addressed questions about project challenges, personal roles, and future directions, allowing for detailed explanations and encouraging participation.
Process of Activity：
New students were quickly drawn in by the display of project results and awards. Team members distributed brochures and highlighted key content. During the presentation, core members explained complex concepts in simple terms and shared inspiring stories behind the team's successes. The Q&A session was a highlight, with students asking thoughtful questions about technical details and practical applications. Some were even invited to participate in live experimental demonstrations, making the project's appeal more tangible. Throughout, team members maintained active communication, ensuring effective engagement.
Feedback and Takeaways:
New students responded positively, gaining a clearer understanding of the project and expressing strong interest in joining. The team also benefited, discovering new perspectives and potential innovations from the students' questions. However, some challenges were noted: certain technical terms required repeated explanations, and the limited time for interaction prevented full participation from all attendees. These insights will guide improvements in future outreach efforts.
Lab Open Day：
Activity Purpose：
This open day aimed to provide freshmen with direct exposure to scientific research, sparking their interest and enhancing practical skills through lab tours, equipment demonstrations, and microbial observations. It also served to recruit potential new members, bringing fresh energy to the team and supporting its sustainable development.
Activity Design：
The event was structured into four parts: Laboratory tour: Students were guided through the lab's layout, including functional areas like reagent storage and experimental workstations. Equipment demonstration: Experienced members demonstrated the use of fundamental tools like pipettes, covering procedures, precautions, and common mistakes. Microbial observation: Live bacterial samples were shown to illustrate the diversity and fascination of microorganisms. Interactive Session: A dedicated Q&A allowed freshmen to ask questions about experiments, team projects, and membership, fostering a sense of connection.
Process of Activity：
Guided by team members, freshmen toured the laboratory in an orderly manner, gaining a clear understanding of its different zones. During the equipment session, members demonstrated pipetting techniques step-by-step, from tip attachment to liquid handling, emphasizing key precautions. Students observed closely and asked active questions, which were patiently addressed. The microbial observation sparked strong curiosity, and the interactive Q&A saw enthusiastic participation. Freshmen inquired about technical skills, project details, and future directions, with members providing thorough answers and sharing personal growth experiences to encourage involvement.
Feedback and Takeaways:
The feedback from the freshmen was very positive, they reported gaining a more intuitive understanding of scientific research work, and had a preliminary understanding of the use of laboratory equipment, especially the microbial observation link, which made them have a strong interest in microbiology. The team members also gained new inspiration from the communication with the freshmen, learned about the freshmen's expectations and needs for scientific research work, and provided a reference for subsequent team building and project development.
Disc - Garbage Classification Game
Activity Purpose：
This activity innovatively combined frisbee with waste sorting to enhance environmental awareness among students in an engaging way. It aimed to explore a new model integrating sports with environmental education, moving beyond traditional methods to spark active participation. The event also collected student feedback to help optimize campus waste management systems.
Activity Design：
The activity blended sports and environmental education by printing waste categories on frisbees. Participants were required to correctly throw each frisbee into the corresponding sorting bin during exercise. This design reinforced waste-sorting knowledge through immediate application, while music and gameplay made the learning process enjoyable and natural.
Process of Activity：
During the activity, interactivity is reflected in multiple levels: students need to quickly judge the type of garbage when throwing frisbee, and discuss the classification criteria with teammates or staff, such as whether used tissues are recyclable, etc., to trigger instant debates; Staff acted as correctors and explainers in the game, helping students clarify classification errors and explain the reasons through real-time feedback, rather than instilling rules in one direction. In addition, the event also actively collected student experience through on-site interviews and code scanning feedback, forming a closed-loop interaction of "experience-learning-feedback".
Feedback and Takeaways:
Students responded positively, finding the frisbee game novel and effective for understanding complex sorting rules. The activity successfully combined education with entertainment in a relaxed atmosphere. However, some shortcomings were noted: unclear guidance for ambiguous categories like e-waste, and limited coverage of sorting scenarios due to time constraints.
Welcome Lecture：
Activity Purpose：
The orientation session aimed to introduce the core spirit of the iGEM competition and the team's project vision for the year. By sparking interest in synthetic biology, it sought to attract potential members, inject new energy into the team, and support the development of a strong talent pipeline.
Activity Design：
The event followed a progressive three-part structure: Macro-introduction: An overview of iGEM's international, interdisciplinary, and innovative nature. Project showcase: A visual presentation of this year's project—"Collaborative Transformation of Plastic and Kitchen Waste"—highlighting its technical approach and social value. Interactive Q&A: A free discussion session where returning team members engaged with freshmen one-on-one to deepen understanding.
Process of Activity：
e session emphasized two-way interaction. During the project introduction, the presenter posed open-ended questions like "How would you start designing an enzyme?" and "How would you explain this project to your parents?" to encourage real-time thinking and sharing. Returning members shared their personal journeys from being "lab beginners" to independently building gene circuits, making the experience more relatable. An online QR code form was also used to collect questions and interest areas in real time, allowing the team to adjust the discussion focus dynamically.
Feedback and Takeaways:
The event successfully attracted students from diverse academic backgrounds, with strong interest from freshmen in chemical engineering and biotechnology. Follow-up surveys indicated high approval of iGEM's "co-creating solutions" philosophy. However, some underclassmen found certain technical details challenging, and the limited interaction time prevented all questions from being fully addressed.
Science outreach activity in Uganda：
Activity Purpose：
This outreach initiative at St. Lawrence University in Uganda was designed to transcend geographical and resource limitations by introducing synthetic biology concepts to students. Rather than employing one-way knowledge transfer, our primary objective was to spark scientific curiosity through demonstrating synthetic biology's real-world applications - particularly our project addressing plastic pollution. We aimed to plant seeds of inspiration while encouraging students to contemplate how technology could address local challenges within their communities.
Activity Design：
Recognizing the mixed-grade classrooms and local teaching resources, we developed content prioritizing universal accessibility and high interactivity. The program replaced complex theoretical explanations with vivid, relatable examples from daily life. A key component was an open creative session that challenged students to imagine and document how synthetic biology could solve problems they observe in their own environments, ensuring multi-level participation and genuine idea exchange.
Process of Activity：
During the activity, we engaged in active interactive Q&A sessions with students, explaining the scientific principles and social significance of the project in simple language. The most important exchange took place in the "creative writing" session, where we listened carefully to the students' imaginative ideas, which directly reflected their real concerns, and also extended our project perspective from the laboratory to the local needs of Uganda.
Feedback and Takeaways:
The activity successfully broadened the students' scientific horizons and received strong endorsement from local teachers., However, due to differences in language and cultural backgrounds, we may not be accurate enough in conveying some concepts, which also enlightens us to further localize the teaching content and explore more effective tracking and communication mechanisms when conducting international science popularization in the future, so as to better nourish the seeds of science sown.
Debate competition：
Activity Purpose：
This debate aimed to raise public awareness of the historical and structural inequalities faced by ethnic groups in science, particularly the opportunity gaps resulting from unequal educational resources. Through the motion "Is the Quota System Necessary?", the event sought not to reach a definitive conclusion but to foster deep understanding of equal participation's complexities. It encouraged moving beyond binary arguments to recognize the complementary value of multiple support approaches—such as quota policies coupled with fundamental education reforms—and ultimately enhance rational public discourse on educational equity.
Activity Design：
The debate adopted a formal policy debate framework with clearly defined roles. The affirmative side argued from the perspective of "compensatory justice," emphasizing the historical rationale for quotas, while the negative side critiqued potential unintended consequences from a "meritocratic opportunity" standpoint.
Process of Activity：
The event introduced real data cases (such as the gap of STEM teachers in some ethnic autonomous areas, the ethnic proportion statistics of top universities), and arranged a neutral host and timing rules to ensure logical confrontation rather than emotional confrontation.
Feedback and Takeaways:
Pros: The debate successfully stimulated public attention to educational equity, with many viewers expressing their awareness of the systemic barriers faced by ethnic minority scientists for the first time, and the logical confrontation between the positive and negative sides avoided a sense of preaching; The flow data of the audience's position shows that the negative side initially had the upper hand, but the positive side used specific data (such as the lack rate of experimental equipment in middle schools in an ethnic minority area) to persuade some audiences to turn, reflecting that the activity promoted rational reflection. Disadvantages: Some audiences reported that the debate topic setting is easy to trigger antagonistic emotions, and individual arguments deviate from the topic to panpoliticization; In the future, ethnic minority scientists can add a personal storytelling session to soften the opposition with stories, and design a "policy improvement workshop" to guide the audience to create a balanced plan (such as the "quota + capacity support" combination policy) to enhance constructiveness.
The public:
"Synthetic Landscapes" Art Exhibition:
Activity Purpose：
The BUCT-China team participated in the "Synthetic Landscape" art exhibition, aiming to present the microscopic world of synthetic biology to the public in a macroscopic and tangible form through cross-disciplinary display and exchange, using unique 3D printed biological peripheral works as a medium, exploring the deep connection between technology, art and perception, expanding the popular science dimension of synthetic biology, stimulating the public's new cognition and thinking about synthetic biology and its applications, and promoting exchanges and cooperation between different university teams. Jointly promote the innovation and development of life sciences.
Activity Design：
Centered on the theme "Synthetic Biology and Perception," the event featured three components: exhibition displays, an opening salon, and interactive sessions. For the exhibition, BUCT-China selected microscopic structures like enzyme molecules and fermenters, enlarging them into concrete models using precise 3D printing technology. These included shoes printed with flexible TPU material and rigid models made of biodegradable PLA, metaphorically representing biotechnology's diverse applications. During the opening salon, team members shared creative concepts and processes with other exhibitors, creating a multidimensional dialogue. An interactive area allowed visitors to touch exhibits and ask questions, enhancing engagement through personal experience.
Process of Activity：
On the first day of the salon, the BUCT-China team shared their creative ideas and achievements with other exhibiting teams. In the exhibition area, the audience showed strong interest in the 3D printed biological model, and the team members explained in detail the scientific principles and technical applications behind the model, such as the role of enzyme molecules in biocatalysis and the importance of fermenters in microbial culture, so that the audience could have an in-depth understanding of synthetic biology knowledge while appreciating the works. The interactive experience area was even more popular, with the audience touching the model with their own hands, feeling the elasticity of flexible TPU material and the hardness of PLA polylactic acid, and intuitively experiencing the transformation of biotechnology from micro to macro. In the exchange and discussion area, the team members had a lively discussion with the audience, and the audience put forward many creative ideas and suggestions, such as applying 3D printing technology to the production of biosensors and developing more personalized biological peripheral products, etc., and the team members also gained new inspiration from the audience's feedback. In addition, team members actively participated in the sharing activities of other university teams, learning from each other, inspiring each other, and jointly exploring the deep integration of synthetic biology, art, and perception.
Feedback and Takeaways:
The audience responded positively, expressing that the exhibition provided a new understanding of synthetic biology, with the 3D-printed works making its charm tangible. The interactive sessions enhanced their comprehension and interest in scientific knowledge. Team members also benefited greatly, identifying areas for improvement based on audience feedback, such as unclear detail in some models and insufficient guidance during interactions. Exchanges with other exhibiting teams broadened their horizons, revealing innovative practices and explorations in synthetic biology that provided new ideas and methods for the team's future research and creation.
Science Articles：
Activity Purpose：
To expand the project's impact and promote knowledge sharing, we created and distributed popular science articles in multiple languages (including Chinese, Mongolian, Tibetan, Hindi, Uyghur, Spanish, Arabic, and English). This initiative aimed to introduce the project to people from different cultural backgrounds, break down language barriers, enhance public understanding and interest in synthetic biology and the project, and gather feedback to optimize communication strategies.
Activity Design：
Team members wrote popular Chinese science articles based on the core content of the project, and then translated them into other languages while ensuring semantic accuracy and natural expression. At the same time, native speakers were organized to proofread each version, correcting grammatical errors and cultural inconsistencies. The multilingual articles were published through social media, academic forums, community events, and other channels, with comment areas and feedback mailboxes to encourage readers interaction.
Process of Activity：
During the writing phase, team members collaborated closely with translators to iterate on the translation of key terms, ensuring that it is both accurate and understandable in different languages. During the proofreading stage, linguists provided valuable suggestions, such as adjusting sentence structures to suit language-specific expression habits and adding cultural background notes. During the promotion stage, popular science articles in various languages were published on different platforms, which sparked widespread discussion. Readers actively asked questions in the comment area, such as "how the project affects the local environment" and "whether the technology can be applied to other fields", and the team members replied in a timely manner to carry out in-depth exchanges with readers.
Feedback and Takeaways:
The event received positive feedback, with many readers reporting they learned about synthetic biology and its application prospects for the first time through popular science articles, and developed a strong interest in the project. The team also recognized the importance of multilingual science popularization, which can effectively transcend cultural barriers and disseminate knowledge. However, the event also exposed some problems, such as the fact that some translated versions were not clear enough in the interpretation of professional terminology, making it difficult for readers to understand; The coverage of promotion channels in different language regions is not balanced, and the communication effect of some languages is not good. Future improvements will focus on strengthening terminology interpretation and expanding targeted promotion channels.
Illustrated "Synthetic Biology Chassis Organism White Paper"
Activity Purpose：
This activity aimed to systematically sort out the core characteristics, application cases and safety specifications of more ten typical chassis bacteria such as Saccharomyces cerevisiae and Escherichia coli, providing professional yet easy-to-understand reference material for synthetic biology research, education and science popularization. By detailing each organism's features, applications, and safety considerations, we sought to establish clear safety guidelines for researchers, reduce experimental risks, improve research efficiency, and promote the healthy development of synthetic biology.
Activity Design：
The project was divided into writing and promotion phases. During writing, BUCT-China team members conducted in-depth research on Escherichia coli strains (BL21 and DH5α), combined with their experimental experience to create a content outline, and transformed technical information into engaging comic format. During promotion, the illustrated white paper was released through online platforms.
Process of Activity：
During the writing process, team members repeatedly polished the content to ensure that the comic images were vivid and easy to understand. During the promotion stage, after being released online, the comic version of the white paper received widespread attention, and many synthetic biology enthusiasts shared and discussed it on social media.
Feedback and Takeaways:
The comic white paper was widely praised, with viewers saying that "the comic form is vivid and interesting, easy to understand, and gives us a deeper understanding of chassis fungi" and "the white paper is rich and practical, which has provided great help for our research and learning." The team also gained a lot of valuable experience, such as in the writing process, the team members had a deeper understanding of professional knowledge, and the cooperation with cartoonists also improved the interest and dissemination effect of popular science content.
Project Cartoon：
Activity Purpose：
To communicate our project's concept of converting plastic into luminescent materials through sci-fi fairy tales and comics, aiming to inspire public engagement in environmental action.
Activity Design：
Titled "Father's Adventure under the Sea" the cartoon uses visual metaphors (plastic bottles turn into luminous flowers) to transform complex scientific concepts into easy-to-understand stories and realize the soft dissemination of knowledge.
Process of Activity：
Through role substitution and open endings, readers were guided to reflect on the story's themes. This approach, combined with a call to action at the end of the comic, formed an interactive "read-reflect-act" cycle that encouraged both engagement and real-world application.
Feedback and Takeaways:
The comics successfully conveyed strong emotional appeal, with readers responding positively to the creative narrative. The imaginative fantasy setting effectively lowered the scientific threshold, enabling and primary and secondary school students to grasp abstract concept of "enzymatic hydrolysis plastic". However, it is recommended to enhance the visual presentation of the scientific details of the project to balance the artistic and educational aspects.
Enzymatic Cycle: A Synthetic Biology Roadmap and Action Initiative towards a Plastic Closed Loop Economy
Activity Purpose：
Our team has released the "Enzymatic Cycle" white paper to translate our project's core technical concept into a socially actionable initiative. Its primary goal was to promote the awareness and acceptance of enzymatic cycling technology from all walks of life by promoting the cross-field integration of synthetic biology and plastic governance policies and industrial needs. In this process, we strengthen the social impact of our projects while demonstrating how innovation of science could responsibly address real-world challenges.
Activity Design：
Our white paper was designed with interactivity at its core, making it a multi-stakeholder, dynamically optimized process
Process of Activity：
The development process was fundamentally interactive and collaborative. It began with preliminary research through questionnaires and workshops to identify public needs. During the drafting stage, we invited experts and industry representatives to review and co-create content, incorporating their crucial feedback on economic feasibility. Following the release, we collected input through campus lectures and other channels. Finally, we integrated real-world cases to enhance resonance within the iGEM community. This comprehensive approach ensured the close integration of professional content with societal concerns, successfully transforming the initiative from a "one-way output" into a "two-way co-creation" process.
Feedback and Takeaways:
"The white paper activity has received positive feedback from many parties, its systematic technical route has been praised as forward-looking, and the specific action initiatives based on extensive interaction have also avoided empty appeals, highlighting the significant educational value; At the same time, we are also soberly aware of the shortcomings in terms of technical maturity, depth of risk discussion, and language expertise, and these valuable criticisms are guiding us to plan subsequent versions, which are optimized by introducing pilot cases, ethical expert participation, and producing a youth version.
Publicity Material:
Project theme song:
Activity Purpose：
The project theme song aimed to communicate our core concept, converting waste into valuable phosphorescent materials through synthetic biology, in an accessible and engaging way through music. By promoting this song, we sought to draw public attention to synthetic biology's potential in environmental protection and resource recycling, while also creating a unique cultural identity for the project and raising its public recognition.
Activity Design：
Centered around the theme "Scientific Innovation Lights Up Hope," the song embodied the project's mission of transforming waste plastics into valuable resources, expressing both care for the environment and hope for the future. The lyrics integrated project-specific features and environmental values in poetic language, while the music adopted a pop style with a memorable melody and modern electronic elements to reflect a contemporary, technological feel.
Process of Activity：
The team members discussed together, proposed the theme song creation ideas, combined the project theme and environmental protection concept for arranging and lyric creation, and used the online interactive platform to encourage public interaction and increase the dissemination and influence of the theme song.
Feedback and Takeaways:
The theme song and related activities attracted a large number of public participations, especially young people, increasing the popularity and influence of the project. Through the form of music, the public more intuitively understands the environmental protection concept of the project and strengthens their support and recognition of the project. However, there are certain shortcomings, such as the fact that although an interactive platform has been set up, there is still room for improvement in the depth and breadth of public participation, and it is necessary to further stimulate the public's enthusiasm and motivation to participate.
Postcards, Flyers, Frisbees, Stamps:
Activity Purpose：
Throughout our series of activities, we designed a range of promotional materials to engage participants and enrich the interactive experience.
Activity Design：
Our textual materials emphasized internationalization and inclusivity, featuring multilingual content in Chinese, English, Mongolian, Tibetan, Uyghur, Hindi, Arabic, and Spanish. This approach enabled us to reach global audiences while resonating with local communities such as Inner Mongolia. Through these languages, we conveyed the core message of "Ecological Rebirth: Turning Waste into Treasure." The physical materials were designed to enhance accessibility and engagement, reflecting the team's creativity and attention to detail in science communication.
Process of Activity：
During community science workshops, the team first introduced the project background to participants. We then guided them to interact with the materials—such as filling out postcards or sharing flyers—to facilitate Q&A sessions, discussions, and the exchange of ideas.
Feedback and Takeaways:
The materials garnered strong curiosity and recognition from the public, particularly among students and environmental enthusiasts, who found the concept of "transforming waste into luminescent materials" both intriguing and practical. The multilingual design was praised for promoting cultural inclusivity. However, some participants expressed a desire for more concrete demonstrations, such as experimental displays or physical samples. This feedback highlights a valuable direction for future improvements, suggesting the need for more immersive and tangible elements in our science outreach activities.