Introduction
Although synthetic biology is rapidly advancing, public acceptance of this emerging technology remains limited, with a significant gap in understanding its methods and value. This cognitive gap not only hinders constructive interaction between science and society but also impedes the practical application of synthetic biology in real-world scenarios such as biomanufacturing.
Education is key to bridging this public cognitive gap. Inspired by the ancient Chinese educator Confucius' philosophy of "因材施教", which means "teaching students according to their aptitude,"we believe that, just as the growth of ginseng must follow sequential stages of germination, growth, and maturation, knowledge transmission must align with the rhythms of development—"teaching according to aptitude and timing(因材施教，因时施教)".
Our educational activities are structured into three stages, not only adopting differentiated approaches for people of different ages and backgrounds, but also focusing on providing learning experiences that align with the natural rhythm of growth. We use the growth process of ginseng as a metaphor:
Moreover, our education efforts extend beyond society to feedback into our iGEM team itself. We specifically designed the "Fertile Ground Initiative," encouraging team members to maintain "iGEMer's Growth Log" to promote continuous reflection, self-correction, and growth throughout the project. Only by deeply cultivating fertile soil can the seeds of education truly take root, sprout, and ultimately nourish society.
To ensure the effective implementation and sustainable growth of this educational philosophy, we developed the ROOT model to analyze our activities. Comprising four stages—Raise, Organize, Operate, and Test—it mirrors the natural process from germination to growth and value verification, while providing a clear cyclical pathway for our educational initiatives.
the ROOT model
We believe that when education takes root like Ginseng deep in the earth, it can nurture scientific hope for the future. The ROOT model not only lends systematicity and continuity to our educational activities but also ensures that each attempt accumulates experience through reflection and fosters new possibilities through improvement.
Germination & Seedling Stage → Early Education Phase
Future Scientist Workshop
Decoding the Ginseng Code
Raise
This program targets students in grades 3-4 of primary school and draws upon the resources of the Jilin University Ginseng Research Institute. At this developmental stage, children's cognition is largely image-based, making abstract concepts difficult to grasp. To bridge this gap, we employ personified explanations and real-object demonstrations. Through vivid storytelling and direct observation, we lower the threshold for understanding. Using ginseng as a concrete and relatable example, we guide students to perceive life sciences, explore bioactive compounds in plants, and spark early curiosity about synthetic biology and biomanufacturing.
Organize
The class is conducted in a small-group format combined with multimedia tools. The small size fosters interaction, enabling children to speak confidently in a relaxed environment. Multimedia support—images, animations, and videos—aligns with their limited attention spans and preference for novelty. Core materials include wild ginseng specimens from the Changbai Mountains. Activities focus on observable traits such as ginseng's morphology, structure, and color, while connecting to everyday uses. A structured blend of explanations and interactive quizzes ensures that students both handle real objects and reinforce knowledge through communication.
Operate
In class, children examine real ginseng samples, listen to guided explanations, and take part in interactive Q&A. For many, this marks their very first encounter with ginseng. Through discussion, they learn to distinguish among different types of ginseng and appreciate its multifaceted roles in both tradition and modern science.
We further introduce how our team applies synthetic biology techniques to explore the biomanufacturing of ginsenosides, helping students understand that scientists not only study traditional herbs but also apply frontier technologies to produce their active ingredients.
Test
By the end of the activity, students can accurately identify different types of ginseng and their applications. They demonstrate improved observational skills and greater confidence in expression. Many also show heightened interest in the broader question: “How can science make plant-derived compounds better serve human health?” For our team, the activity validated the principle of “teaching in accordance with developmental stages.” Younger learners require gradual scaffolding and vivid, tangible examples to sustain their enthusiasm. At the same time, we observed that this model effectively communicates the value of combining synthetic biology with traditional culture, thereby enhancing public acceptance of our project goals and technological applications.
Experiencing the Craft of a Pharmacist
Raise
To align with younger students' curiosity and their preference for role-play and hands-on experiences, we designed the activity as a“Junior Herbal Pharmacist” workshop. It begins with the question: How can natural medicines be precisely prepared?”By showcasing real medicinal materials such as Mume fruit, hawthorn, and dried tangerine peel, we spark interest in the origins and efficacy of natural products. This helps students establish the foundational idea that specific compounds correspond to specific functions, laying an intuitive basis for later understanding of how synthetic biology designs and achieves targeted functions.
Organize
The activity unfolds progressively, moving “from recognition to preparation.”
Stage 1: Observation and explanation of real medicinal materials, building direct impressions of their morphology and therapeutic effects.
Stage 2: Using a poster of the sour plum soup formula, students are introduced to the principles of traditional Chinese medicine formulation and proportionality.
Stage 3: In small groups, students practice precise weighing, simulating the process of a pharmacist's preparation. This stage reinforces carefulness, accuracy, and a scientific attitude.
Final Stage: A tasting session connects classroom learning with real-life experience, creating an immediate link between knowledge and daily life.
Operate
The session is introduced as a “Pharmacist Crash Course.” Students work step by step to complete herbal identification, formula learning, and weighing practice. During the “Weighing Challenge”, groups collaborate to measure ingredients according to the formula, guided by instructors who emphasize both precision and teamwork.
Afterward, students are prompted to reflect: “How can we ensure that every batch of sour plum soup tastes consistently the same?” This naturally transitions into a discussion of how synthetic biology offers solutions in achieving controllable composition and standardized production.
Test
Students are able to accurately identify several herbs and describe their medicinal functions. Their weighing skills improve with practice, and group collaboration strengthens both hands-on ability and teamwork. Feedback shows that role-play and practical operation greatly enhance understanding of pharmaceutical logic, while also boosting interest in precision and standardization.This activity successfully connects traditional wisdom with modern biomanufacturing, providing the public with an accessible entry point to understand the applications and value of synthetic biology.
BACKBuilding Genetic LEGO
Raise
Considering that younger students have limited abstract thinking ability but prefer hands-on activities, we introduce the concept with the vivid analogy: “Genes are the code of life.” Using Lego blocks, clay, and other tangible materials, we stimulate curiosity about DNA structure. By showing pictures of diverse traits (such as eye color or flower shape), we guide students to think: “Why do living things look different?” This naturally leads into the role of DNA and the basic concepts of synthetic biology, laying a cognitive foundation for subsequent practice.
Organize
The activity follows the logic of “from coding to expression”, progressing in three stages:
Basic Recognition-Using Lego modules to explain nucleotide pairing rules and the double-helix structure.
Simulated Editing-Students use different Lego colors and shapes to assemble specific sequences, mimicking gene coding and the division of promoter and coding regions.
Applied Expansion-Groups modify Lego modules by substitution or rearrangement, observing how these changes affect traits, thereby understanding how gene editing influences protein synthesis and biomanufacturing.
Collaboration and competition mechanisms are integrated throughout, enhancing engagement and depth of understanding.
Operate
The activity unfolds as an engaging “Gene Exploration Journey.”
Introductory Stage:Through interactive Q&A and fun animations, students are introduced to DNA's double-helix structure and its role as the “code of life.”
Basic Simulation:Instructors demonstrate how Lego bricks of two colors can represent base pairs, assembling them according to pairing rules (AT/CG) to build short DNA fragments. Abstract concepts thus become tangible.
Gene Recombination:After mastering base pairing, students enter a gene editing scenario. Working in groups, they use more varied Lego shapes and colors to simulate “cutting” and “replacing” sequences, observing how sequence changes alter the resulting model.
Design and Competition:The climax is the “Gene Designer Challenge.” Each group receives a “trait target card” (e.g., construct a gene that produces red pigment). Teams must design and assemble gene sequences using “Lego bases,” then present and explain their logic, comparing how different sequences yield different traits.
Throughout, assistants circulate to provide guidance, ensuring students connect hands-on operations with theoretical principles. The session concludes by comparing each group's “gene products” and traits, reinforcing the core principle that gene coding determines biological function—a powerful introduction to the creativity of synthetic biology.
Test
Evaluation combines classroom observation, group presentations, and short Q&A. Most students successfully assemble AT/CG pairing models and can explain in their own words that “editing genes changes traits.”
Feedback shows that visualized, gamified teaching significantly lowers the barrier to understanding, while effectively conveying the design logic and applied value of synthetic biology. In the future, we plan to further develop modular teaching kits and scenario-based tasks to strengthen public recognition and acceptance of biotechnology.
BACKMature Plant Stage → Higher Education Phase
The First Lesson in Synthetic Biology
Raise
For high school students, synthetic biology—an emerging interdisciplinary field integrating biology, engineering, and computer science—has not yet been systematically incorporated into regular curricula, and remains at an early stage of public understanding. Many students have not developed a structured grasp of its fundamental framework and academic paradigm. Therefore, this activity aims to build a transitional bridge from “cognition” to “practice”, guiding students to gradually form a holistic understanding of synthetic biology. It is designed to spark their interest and confidence in engaging with subsequent practical sessions, while laying the essential knowledge foundation and cognitive framework for future participation in related projects.
Organize
After careful consideration, we decided to deliver knowledge about synthetic biology through a lecture format, utilizing simple, vivid, and visual content to facilitate comprehension and retention.
Operate
During the activity, we began by explaining the concept of synthetic biology, introducing three core components: chassis, parts, and modules. We then presented simple applications of synthetic biology to help participants recognize its practical and even commercial value.
Finally, we introduced the JLU-NBBMS team's project. As most participants were high school students, we used accessible theories to allow them to deeply engage with our project.
Test
After the lecture, the students demonstrated a clear understanding of the fundamental concepts of synthetic biology and were able to share their own perspectives on core ideas such as “chassis,” “parts,” and “modules.” Even more encouraging, some students went further and raised feasible questions regarding our team JLU-NBBMS's project design, reflecting an emerging sense of engineering thinking and critical awareness. During the planning stage, we had been concerned that the traditional lecture format might struggle to sustain high school students' attention. However, in practice, their proactive curiosity and lively interaction kept the entire session intellectually engaging and full of learning energy.
Beyond Textbooks: Frontier Practice Workshop
DNA In Vitro Amplification Experiment
Raise
Based on the fact that high school students already have a certain theoretical foundation in biology, but most of their learning is theoretical and lack practical experience, they are eager to be exposed to cutting-edge technologies. We take the key role of PCR technology in gene diagnosis and synthetic biology as the entry point. By demonstrating its real-world applications in COVID-19 testing and gene expression analysis, we stimulate students' curiosity about DNA amplification principles. We particularly emphasize that PCR technology is an indispensable foundation in synthetic biology research, guiding students to reflect on how this technique supports gene editing and metabolic engineering. Through hands-on experiments, students can bridge the gap between theory and practice and gain a deeper understanding of the core concept of biomanufacturing: "precise design and controllable expression."
Organize
The activity follows the theme "from principle to practice," centered on the three major steps of PCR experiments—denaturation, annealing, and extension. We design staged teaching: first explaining the PCR principle and parameter setting; then demonstrating the standard operational process; afterward, students work in groups of three to complete the entire process from template preparation to reaction system construction; finally, they verify results using agarose gel electrophoresis, reinforcing the complete scientific thinking of "design-operate-verify."
Operate
The experiment is carried out in a professional laboratory environment. Each group member independently uses a PCR machine, micropipettes, and centrifuges.
Team members guide students step by step to complete key operations such as primer preparation, template addition, and reaction system setup, with a focus on training precise micro-volume pipetting and cross-contamination prevention awareness. During the PCR program, we explain the relationship between temperature cycles and DNA amplification.
Students then personally conduct agarose gel preparation, loading, and electrophoresis. In the UV imaging step, they are guided to analyze the bands, reflect on experimental success or failure, and understand the role of reproducibility and details in experiments.
Test
Students are able to complete the entire PCR workflow independently and conduct preliminary analysis based on electrophoresis results, demonstrating solid experimental literacy and reflective ability. The activity significantly improved their molecular operation skills and scientific thinking ability, while also boosting our team's confidence in teaching experimental practices at the high school level. In the future, we will continue optimizing instructional details, combining encouragement of trial with standardization, thereby enhancing public recognition and acceptance of the reliability of synthetic biology technologies.
Biobased Material Purification Challenge
Raise
Industrial wastewater, as a potential raw material for biomanufacturing, requires efficient treatment and resource utilization, which is an important direction of synthetic biology in the environmental field. Based on the JLU-NBBMS project's focus on industrial oil-containing wastewater, we designed this experiment to guide participants in understanding the principles of separation and purification in complex systems, and to recognize the technological advantages of synthetic biology in achieving green biocatalysis and resource recycling. By combining wastewater treatment with biomanufacturing, we aim to stimulate participants' interest in sustainable technology development.
Organize
The activity follows the theme "from emulsion stabilization to demulsification and separation," constructing a complete learning path from theoretical understanding to hands-on verification. We designed three stages: first, explaining the classification of oils in industrial wastewater and the challenges of their treatment; then guiding participants to use water, edible oil, and dishwashing liquid to independently build an emulsion oil model, providing an intuitive understanding of emulsification mechanisms; finally, by adding a demulsifier and observing the separation process, they verify the effects of interfacial behavior and chemical demulsification, helping them establish a scientific correlation between component properties and separation outcomes.
Operate
At the start of the activity, we guide participants to gradually construct the emulsion oil model: adding dye to the water phase in a layered water-oil system, then introducing dishwashing liquid to simulate the role of surfactants, and stirring to form a stable emulsion.
Next, under guidance, each group adds demulsifier in proportion, triggers phase separation by rapid stirring, and observes in real time the complete process of oil phase aggregation and settling.
During the experiment, we emphasize standard operation and observation recording, and guide participants to compare separation efficiency under different conditions, further discussing the key factors affecting demulsification efficiency. Finally, combined with potential wastewater treatment scenarios in our project, we extend the discussion to the technical prospects of bio-demulsifiers or enzyme-based treatment.
Test
Participants can accurately distinguish the characteristics of floating oil and emulsified oil and reasonably explain the mechanism of action of demulsifiers. Hands-on modeling and real-time observation significantly enhanced their understanding of the separation processes of complex systems, while also improving their recognition of biotechnology's potential in environmental governance. In the future, we plan to introduce quantitative detection steps to strengthen the exploratory and data-driven aspects of the experiment, enhancing public recognition of the reliability of synthetic biology solutions.
Gene Vector Design and Assembly
Raise
Considering that high school students already possess some basic knowledge of genetic engineering, we take the concepts of standardized elements and modular assembly in synthetic biology as the entry point, combined with high school textbook content related to gene expression. Participants are guided to think about how vector design can achieve efficient expression of foreign genes. By introducing application cases of plasmid construction in biomanufacturing, we stimulate students' interest in gene manipulation techniques and help them understand its core role in pathway construction and product synthesis.
Organize
The activity follows the theme "from design to assembly," simulating the complete plasmid construction process. Around key steps such as arget gene acquisition, restriction site selection, and vector element assembly, we designed teaching phases: first systematically explaining the basic logic and key considerations of genetic engineering operations; then using specially designed magnetic “gene element” models to guide students in completing primer design and plasmid structure assembly through task-driven learning, reinforcing the transition from theoretical understanding to practical simulation.
Operate
The activity begins with participants working in groups. Each group is provided with a set of magnetic element models containing promoters, terminators, resistance genes, and multiple cloning sites.
First, team members guide students to analyze and select appropriate restriction sites and regulatory elements based on the expression goals of a specific protein, completing an initial plan for vector design. Then, each group assembles the magnetic components on a magnetic board, simulating the molecular operations of restriction digestion and ligation, dynamically adjusting the order and orientation of elements to construct a complete plasmid structure.
During assembly, team members provide on-site guidance, answering students; questions about strategy selection and encouraging comparisons of different design strategies in relation to gene expression efficiency. Finally, each group presents and explains their plasmid design plan, followed by teacher commentary and summary, strengthening students; understanding of the entire process of vector construction.
Test
Students are able to independently complete plasmid structure designs with a certain degree of complexity and reasonably explain the functions of each element and their roles in gene expression. Through hands-on assembly and strategic discussion, participants not only deepened their understanding of textbook knowledge but also initially mastered systematic thinking in molecular experimental design. We also realized during the activity that complex operations require more stepwise guidance. In the future, we will further optimize the gradient of task difficulty, strengthen the connections between stages, and enhance the overall effectiveness and depth of participation in teaching.
Exploring the Three-Dimensional World of Molecules
Raise
We use the core principle of synthetic biology—“structure determines function”—as the entry point. By showing how the three-dimensional structure of proteins directly affects their catalytic activity and specificity, we guide students to reflect on the application value of molecular design in biomanufacturing. Through real-world cases, we illustrate how enzyme structure optimization can improve product synthesis efficiency, stimulating students to understand the scientific foundation of precision biomanufacturing from a structural perspective.
Organize
The activity follows the theme "from sequence to structure, from structure to function," building a complete learning process from theoretical understanding to hands-on simulation. We designed two key phases: first, demonstrating the protein structure prediction process with online tools such as SwissModel, showing how amino acid sequences fold into three-dimensional structures; then guiding students to carry out site-directed mutation practice, independently choosing mutation sites and observing how structural changes affect the active site, thereby deepening their understanding of the “structure-function” relationship.
Operate
The activity is conducted in a computer lab, with each student using a terminal equipped with SwissModel. We first demonstrate how to input a protein sequence and generate a 3D structure. Students explore α-helices, β-sheets, and functional regions such as catalytic pockets and substrate channels by dragging and zooming.
Next, they carry out site-directed mutation design: selecting an amino acid for replacement, with the system updating the structure to show before-after changes. Team members guide students to analyze effects on stability, active site geometry, and charge distribution, illustrating why a single-point mutation may alter or abolish enzyme function. Finally, each group presents its mutant model, followed by teacher feedback from a synthetic biology perspective.
Test
Students are able to independently complete basic structure modeling operations and reasonably explain the relationship between specific structural features and protein function. Through hands-on practice and real-time visualization, they strengthened their comprehension of the concept that “structure determines function.” Their enthusiasm increased, and they no longer confined themselves to textbook knowledge but actively explored the significance of biomacromolecules themselves, enhancing their interest in protein design within synthetic biology.
Harvest Stage → University & Public Engagement
Stakeholder Role-Playing Game
Raise
The general public—especially student researchers who have long been engaged in experimental studies but have little understanding of techno-ethics—does not have a sufficient awareness of the potential safety risks and interest conflicts in synthetic biology. Therefore, we aimed to create a simple yet immersive format to help the public grasp these critical issues
Organize
As introduced in the Human Practices section, we designed a scripted murder mystery game involving multiple stakeholders in the ginseng industry. Several educational elements were thoughtfully integrated into the game to facilitate immersive participation, encouraging players to shoulder responsibility for their choices in the game and, in turn, reflecting on our project's broader responsibilities to the world.
Operate
First, as scriptwriters, we designed the culprit to be "Professor Ye," a synthetic biologist. Eager to secure new research funding, she bypassed ethical reviews and clinical trials for a drug containing synthetically produced ginsenosides. She even administered the newly developed—yet unapproved—drug to "Director Wu" without conducting virtual efficacy tests, ultimately causing Wu's death from poisoning.
Second, the story's second act featured an auction game. Each player was allocated different starting funds and assigned unique skills based on their stakeholder roles. Through collaboration and competition, they sought to and eventually bid for the "Ginseng King." During the auction, we simulated real-world economic situations such as market fluctuations, bank loans, theft, and fraud, aiming to accurately reflect the complex web of interests involved in synthetic biology.
In the end, after the game concluded, the players had already uncovered the entire storyline, we went a step further. We invited students from the law school for consultation and, by referring to real legal provisions and administrative regulations, presented in Act IV the legal punishments that the characters' unlawful actions would face in real society. In this way, we aimed to deliver a cautionary message to the players. Professor Ye, the synthetic biologist in the story, was dismissed from her post and imprisoned for indirectly causing a person's death through willful misconduct in violation of techno-ethics.
Test
We introduced a "Story Rewriter" session, distributing "rewrite cards" for players to note how they could have prevented the tragedy—e.g., "If I had done X in Y situation, the tragedy would not have happened." This allowed players to recognize that the outcome was not inevitable and that everyone must take responsibility for their choices in real life. Participants shared diverse perspectives, leaving valuable reflections.
EMOJI Word Guessing Game
Raise
We have noticed that synthetic biology often appears abstract and unfamiliar to the public due to its strong technical nature. To lower the threshold for understanding and enhance the effectiveness of science communication, we specially designed the "EMOJI Word Guessing" activity, which is both educational and entertaining. By combining widely used emojis from daily life with core concepts of synthetic biology, we guide participants to connect and understand the application of synthetic biology in bio-manufacturing and its technological value related to traditional Chinese medicine. With the help of symbolic and visual expressions, we not only effectively reduce the difficulty of learning professional knowledge but also spark the public's interest in synthetic biology. This helps them establish an initial understanding of key technical concepts in a relaxed environment, thereby increasing their awareness and acceptance of synthetic biology technology and the value of our team project.
Organize
We selected basic vocabulary related to synthetic biology and the core content of the project, such as "gene editing," "genetically modified mice," and "engineered bacteria."Each term is expressed with 2-3 emojis, as shown below:
We also set a difficulty gradient, starting with simple, easy-to-understand basic concepts and gradually leading participants to a deeper understanding related to our project—traditional Chinese medicine.
Through interesting combinations of symbols, we deliver complex synthetic biology knowledge in an intuitive way, helping the public establish cognitive links from everyday scenarios to technical applications. This guides the audience to discover the connection between "traditional and modern technology" and helps participants realize that synthetic biology and traditional Chinese medicine are not "two worlds" but can be closely integrated.
Operate
At the event, we displayed the emoji puzzles to the audience and invited them to guess and answer. The host then revealed the answers and provided a brief science communication explanation related to the project. To increase participation and interactivity, we used a "buzz-in" or group competition format and offered creative products related to the project as rewards to encourage engagement.
Through relaxed interaction, the public not only learns key terms but also associates them with our project's value and the social application of synthetic biology.
Test
After the event, we evaluate the following:
Timely Feedback: We count the participants' correct answer rate and observe their grasp of the concepts.
Interactive Observation: By observing the level of participation and the atmosphere, we judge whether our activity has sparked interest.
Through feedback and observation, we evaluate the effectiveness of the event in "enhancing public understanding of synthetic biology" and "improving the acceptance of the project," providing insights for future activity improvements.
Traditional Chinese Medicine Bazaar
“Molecular Compatibility Lab” Card Game
Raise
As the core component of Traditional Chinese Medicine (TCM), herbal medicine has continuously played a vital role throughout Chinese history. The ginsenosides studied by JLU-NBBMS are derived from ginseng, a prominent herbal medicine. Although many people in China are familiar with the names and basic functions of certain herbs, their understanding remains superficial. We hope to bridge this gap by creating an engaging format that helps the public deeply understand the applications and usage methods of herbal medicines.
Organize
This activity targets university students, aiming to explore the complexity of ingredient interactions —the core of modern TCM research—through innovative interactive games. We expect participants to integrate traditional TCM theories with modern pharmacological knowledge,comprehending the scientific essence of "formulas(The form of combined use of multiple drugs in one category)" as multi-component, multi-target synergistic therapeutic systems. This approach fosters a scientific perspective on TCM and inspires interdisciplinary research thinking.
For non-specialty students: The goal is to enhance scientific literacy, break traditional stereotypes about TCM, and reveal the modern natural product chemistry and systems biology logic behind it.
For specialty students : The activity provides an academic perspective, treating the game as a sandbox simulation for "formula development," allowing intuitive experience of synergistic and antagonistic effects.
Operate
The activity guided students to understand the precision and complexity of herbal compatibility through gameplay. The host explained that herbal efficacy stems from complex phytochemicals—e.g., ginsenosides in ginseng with neuroprotective or immune-regulating effects, and chlorogenic acid and luteolin in honeysuckle as its anti-inflammatory and antiviral basis. Each herb card thus represents a “natural compound library,” with combinations reflecting molecular synergy or antagonism.
For synergistic pairs (e.g., honeysuckle + wild chrysanthemum), the shared compounds amplify detoxifying effects, while antagonistic pairs may reduce efficacy or cause side effects.
In the “medicinal cuisine” session, the “Eight-treasure Decoction” illustrated formula science: ginsenosides boost energy metabolism (“Qi”), ferulic acid in angelica improves hemoglobin and circulation (“Blood”), while other herbs regulate absorption, achieving a 1+1>2 effect—showcasing TCM's move from single compounds to holistic formulas.
Since many students struggled with herb classification, we introduced a fun “medicinal parts” memory method, which proved highly effective.
Card Interaction Section
Heat-Clearing Herbs
Clear Heat with "Flowers": Flowers are the lightest, upward-growing parts of a plant, characterized by their ascending and dispersing properties. In TCM theory, this corresponds to the therapeutic principle of "clearing heat and detoxifying" by guiding "pathogenic heat" upward and outward from the body. From a modern scientific perspective, the flavonoids and volatile oils abundant in flowers are the source of their anti-inflammatory and antibacterial
Qi-Regulating Herbs
Regulate Qi with "Peels": Tangerine peel and lychee peel are both Qi-regulating herbs. The peel, which envelops the fruit, is aromatic. This fragrant quality is adept at promoting "movement," facilitating the smooth circulation of "Qi" throughout the body and resolving stagnation. This is why soaking tangerine peel in water can alleviate bloating and indigestion. The underlying mechanism involves the peel's volatile oils, which stimulate digestive fluid secretion and regulate gastrointestinal function.
Qi-Tonifying Herbs
Tonify Qi with "Roots" and "Flesh": Ginseng and Chinese yam are rhizomes, while jujube is a fleshy fruit. These parts serve as the plant's "warehouses" for storing energy and nutrients. Therefore, using these parts as medicine is like directly supplying the body with a concentrated "energy pack," offering the most direct way to replenish vital energy (Yuan Qi).
Blood-Tonifying Herbs
Tonify Blood with "Roots": Angelica sinensis, White Peony Root, and Fo-ti (He Shou Wu) are all derived from plant roots. Deeply embedded in the soil, roots absorb the earth's essence and have a dense texture. TCM believes these root-based herbs can penetrate deep into the body to nourish and generate blood. Their deep colors and rich flavors also correspond to the properties of "blood." Modern research has confirmed that the active components in these herbs, such as Angelica polysaccharides, positively affect and promote hematopoietic (blood-forming) function.
Test
Post-activity, we received extensive feedback from students:
"The game turned abstract concepts like 'synergy' and 'antagonism' into intuitive interactions, greatly enhancing my understanding of drug interactions."
"It sparked my strong interest in natural product chemistry. I never realized such complex systems biology logic underpins simple TCM formulas."
We found that gamified academic exploration effectively ignited students' interest in the modernization of traditional science. Binding abstract pharmacological concepts to concrete game actions significantly facilitated knowledge internalization and comprehension. Some students raised deeper questions about specific molecular mechanisms, which demanded substantial knowledge reserve and improvisational skills from the host.
For future activities, we could prepare QR codes linking to review papers on active ingredients or formula studies for interested students to explore further. Additionally, inviting professional faculty as guest commentators could enhance academic depth, lead expert Q&A sessions, and provide insightful commentary.
BACKThe Science in Herbal Sachets
Raise
This activity targets university students. By guiding participants to make herbal sachets themselves, the event allows them not only to create a fragrant product with their own hands but also to understand the material foundation of Traditional Chinese Medicine(TCM). Participants will learn about the medicinal value of star herbs such as ginseng and be introduced to the “extraction bottleneck” these substances face in the process of modernization. We aim to enrich the experience with deeper knowledge by combining traditional wisdom of herbal compatibility with modern molecular theories, inspiring students to pay attention to and reflect on the interdisciplinary field of biosynthesis.
Organize
The event follows a model of “classic formula+ modern scientific interpretation,” closely integrating hands-on practice with science popularization.
At the beginning, participants will explore aromatic herbs such as mugwort,mint,clove, and dried tangerine peel, while the host explains their chemical components and therapeutic functions. In the sachet/incense-making session, the host will highlight ginsenosides, showing samples of ginseng slices, powder, and extracts to illustrate the transformation from macroscopic raw materials to microscopic active ingredients.
Additionally, during the explanation of herbal compatibility, we incorporated examples from film and television dramas to reinforce awareness of safe medication practices.
Operate
In the hands-on session, participants will freely choose and combine herbs according to a manual of effects, creating their own personalized sachets or incense.
As participants mix and match, the host will provide real-time explanations. Through vivid commentary, they will gain intuitive understanding of the synergistic actions and effects of different natural product molecules.
Towards the end, the core challenge of TCM modernization will be introduced-namely, the extraction bottleneck of active ingredients such as ginsenosides underscoring the importance of technological innovation.
Test
The “hands-on practice+real-time interpretation” model significantly enhanced the effectiveness of science communication. Participants' understanding and retention of the two core concepts-“natural fragrance molecules” and “extraction bottleneck"-far exceeded expectations. Particularly, using popular film and TV cases as a reverse science outreach method effectively captured young audiences'attention.
However, due to the wide variety of herbs, some participants felt lost when making free combinations, and the explanation of the “extraction bottleneck” was challenging for students from non-science backgrounds. Future improvements will include providing simplified formula options and visualized materials to lower barriers and enhance the overall experience.
BACKDialogue with Ancient Medical Wisdom
—
Empresses in the Palace
Q&A
Raise
This activity targets university students. Leveraging the wide influence of the popular TV drama Empresses in the Palace (Zhen Huan Zhuan), we use its classic medical and pharmaceutical scenes as entry points to compare ancient and modern medical/pharmaceutical technologies.Through engaging Q&A sessions, students are guided to examine the limitations of traditional diagnostic and therapeutic methods from a modern scientific perspective, highlighting how technological innovation (especially synthetic biology) advances healthcare. We aim for participants to engage in a cross-temporal scientific reflection in a relaxed atmosphere, experiencing the sparks of creativity born from the encounter between traditional wisdom and cutting-edge technology.
Organize
The core of the activity is transforming dramatic "suspense" into scientific "triggers," reinforcing awareness of technological innovation through "ancient-modern comparisons"
Select classic scenes from the drama (e.g., "blood test for kinship" and "musk causing infertility") as introductions.
Pose fun science questions: "If Imperial Physician Wen had modern DNA sequencing technology, would the 'blood test for kinship' still occur?"; "If the musk in Huan Yi Xiang were produced with modern synthetic biology, how would its efficacy and safety differ?"
By comparing ancient experience with modern science, guide participants to focus on the scientific theme of "technological differences between past and present."
Operate
Scene introduction: Play classic clips from Empresses in the Palace to create an immersive experience.
Scientific interpretation: For the "blood test for kinship": explain hemolysis, and introduce the principles of DNA sequencing and STR profiling,underscoring the leap in technology.
"Musk case study": Compare traditional musk with biosynthetically produced "artificial muscone", highlighting its ecological value and advantages in drug standardization.
Interactive discussion: Guide participants to consider how modern science addresses ancient medical dilemmas (e.g., gene editing for genetic diseases, microbial fermentation for scarce medicinal resources).
ntellectual expansion: Emphasize interdisciplinary thinking and innovation,helping students realize the potential of their own fields in driving medical progress.
Test
Feedback:
A law student: "Comparing DNA testing with the 'blood test for kinship' instantly made me understand the meaning of technological progress."
A biomedical sciences student: "'Artificial musk' opened my eyes to the application prospects of synthetic biology."
By using cultural IP as a vehicle, the activity helps break down disciplinary barriers and attract students from non-science backgrounds. The comparison of ancient and modern technologies deepens students' understanding of the value of technological innovation.
However, discussions among participants sometimes drifted toward gossip about the drama. This requires hosts with strong facilitation skills. In the future, we could design more in-depth interactions, such as having participants role-play as "modern medical consultants" providing diagnoses and treatments for characters in the drama, and inviting interdisciplinary faculty (e.g., medicine, biology, history) to offer more diverse perspectives.
BACKVolunteering at Nursing Homes
Raise
Elderly individuals are primary consumers of medicines and health products, yet they often face challenges in distinguishing and using them correctly, with limited exposure to and understanding of cutting-edge technologies like synthetic biology. Based on this observation, we aimed to help them develop a rational approach to medication use while introducing the applications of synthetic biology.
Organize
We planned to explain methods for safely distinguishing between medicines and health products, introducing concepts such as "scientific evidence" and "active ingredients." By integrating the ginseng culture, which is regionally distinctive to Jilin, we further popularized how synthetic biology uses microorganisms to produce active components of ginseng. This helped elderly participants understand the value of this technology in ensuring safety, controllability, and sustainable production, deepening their awareness of the integration of traditional medicine and modern technology, while increasing their acceptance of our project.
Operate
We first explained methods for safely distinguishing between medicines and health products, including how to identify approval numbers, locate production dates and expiration dates, and evaluate efficacy through ingredient lists while being vigilant about false advertisement.
Next, leveraging Jilin's regional characteristics, we introduced basic knowledge about ginseng and its common varieties, displaying physical samples such as Changbai Mountain ginseng and Korean ginseng, and explaining their efficacy and traditional Chinese medicine compatibility culture.
During this process, we introduced the application of synthetic biology, illustrating how scientists modify microorganisms to efficiently produce active ingredients of ginseng. This helped elderly participants understand that this technology not only ensures product safety and stability but also provides a sustainable production pathway for traditional medicines.
Finally, we addressed their questions through interactive Q&A sessions, reminding them to purchase medicines through formal channels and sharing prospects of how synthetic biology is closely related to daily health.
Test
The elderly participants generally expressed that they had learned practical methods to distinguish between medicines and health products and showed interest in the concept of "using scientific technology to produce active ingredients of ginseng." Our team also realized that leveraging traditional medicine culture and health-related topics effectively lowered the barrier to understanding synthetic biology, providing valuable experience forsubsequent educational activities.
Exchange Workshop at Oxford University
Raise
This event aims to spread basic knowledge of synthetic biology and engage in ethical discussions by directly interacting with students, researchers, and professors from different cultural backgrounds at the University of Oxford. Additionally, the event seeks to promote Traditional Chinese Medicine (TCM) and its potential applications in modernization. The activity not only helps international audiences understand the value of synthetic biology in the development of active ingredients in traditional Chinese herbal medicines and bio-manufacturing but also enhances international influence, fosters cross-cultural knowledge sharing and understanding, while helping us absorb new ideas and improving the acceptance of the project.
Organize
This event is systematically designed around the theme "Empowering Traditional Chinese Medicine Modernization through Synthetic Biology." We engaged international faculty and students from diverse backgrounds such as artificial intelligence and biomedical engineering through project video demonstrations, an introduction to the history of Chinese medicine, and an analysis of the challenges in the application of ginsenoside Ro. This leads to the core issue of combining traditional herbal medicine with modern biotechnology. The event adopts a three-phase structure of "concept explanation - case analysis - interactive discussion" : first, we establish basic knowledge frameworks such as metabolic pathway modification and chassis optimization; then, we showcase specific applications of genetic engineering in saponin synthesis through team project examples; finally, we organize a thematic international discussion to promote the deep integration of theoretical understanding and practical application.
Operate
The event progresses in layers through face-to-face communication.
During the sharing session, we demonstrate with cases how synthetic biology, through metabolic engineering, overcomes the limitations of traditional ginseng cultivation and effectively enhances the yield of ginsenoside Ro.
In the discussion session, participants are divided into groups to explore possible optimization directions, including enzyme engineering modifications, rational design of synthetic pathways, dry screening methods, and fermentation process optimization, and engage in deep exchanges of views with international students.
In the learning session, we systematically record the suggestions and questions raised by various parties, reflecting and improving based on the team's actual projects.
Through an open and multi-level communication mechanism, the project concept was effectively communicated, and mutual learning and feedback were achieved, significantly increasing international participants' awareness and acceptance of the application of synthetic biology in the field of Chinese herbal medicine.
Test
By summarizing the discussion results, we record whether new ideas provide insights for project improvement and maintain academic communication with Oxford students and scholars, tracking their continued interest in the "ginsenoside Ro synthesis" research.
We ensure that this exchange is not a one-way communication but a two-way learning and exchange process , genuinely enhancing public understanding and the international influence of the project.
Illustrated White Paper on Chassis Organisms
Raise
Public understanding of synthetic biology remains limited, especially regarding the concept and safety of chassis microorganisms. As the fundamental “workhorses” of synthetic biology, chassis organisms not only support scientific innovation and applications but also raise questions about biosafety, ethics, and real-world implications. By creating a white paper, we aim to systematically and intuitively present these issues, enabling the general public to build a rational and informed understanding of synthetic biology.
Organize
We collaborated with the BUCT-China, NJTech-China, ZJUT-China, XJTLU-AI-China, and Tsinghua teams, and our activity centered on compiling and releasing an illustrated white paper on chassis microorganisms called Synterra(Synthetic + Terra,”land of synthesis”), symbolizing chassis microorganisms as the fertile soil of synthetic biology. Unlike traditional academic reports, this white paper was designed with an emphasis on accessibility and visualization, explaining in simple language and illustrations:
The concept and common types of chassis microorganisms;
Their applications in medicine, food, and environmental management;
Concerns related to safety and regulation.
Based on this foundation, we leveraged social media as a low-threshold, wide-reaching, and interactive platform, transforming the white paper from an internal deliverable into a publicly accessible educational resource that promotes understanding and dialogue.
Operate
We adapted the core chapters of the white paper into a series of illustrated posts distributed across different platforms:
WeChat Official Accounts: Comprehensive and systematic articles emphasizing scientific accuracy and professionalism;
Rednote : Visually engaging illustrations and simplified language targeting younger demographics;
Instagram: English-language illustrated posts to facilitate understanding and sharing among international readers.
Use the buttons above or the ←/→ keys on your keyboard to turn pages.
To move beyond one-way communication, we designed an interactive component: the comment sections were opened for discussion. Team members responded to questions such as “Are chassis microorganisms harmful to humans?” and “Why use synthetic biology to produce medicines?”. This not only addressed public concerns but also turned the white paper into a platform for dialogue.
Test
The activity received positive feedback. Readers found the illustrations made complex knowledge easier to understand and share; teachers and researchers valued the white paper for education and outreach; international audiences showed interest in environmental applications. For our team, the white paper became not only a science communication product but also a tool for engagement, helping us identify key public concerns and guiding future improvements.
Social Media
Podcast Series
Raise
With the rapid development of synthetic biology technology, its application potential in fields such as biofabrication has become increasingly prominent. However, the public's understanding of this technology mostly remains at the level of abstract concepts, with little knowledge of its practical value and application scenarios. To break down cognitive barriers, enhance the public's understanding of synthetic biology, accurately popularize the innovative applications of the technology in biofabrication, help the public comprehend the core value of our project, and thereby improve the acceptance of biosynthetic technology, we planned and carried out this online popular science podcast activity.
Organize
The activity took online podcasts as the core carrier, targeting the general public of all age groups. In response to the audience's demand for popular science content that is "interesting, concrete, and life-oriented", we constructed a "dual-module + multi-dimensional" content system:
Content Structure: Two modules were set up, namely "Cosmic Gene Editorial Office" and "Wonderful Traditional Chinese Medicine Research Institute". The former focuses on the interdisciplinary applications of synthetic biology (environmental governance, life reconstruction, bio-art), while the latter takes traditional Chinese medicine as the entry point to demonstrate the integration of technology and traditional wisdom, reducing the public's sense of alienation from cutting-edge technology.
Presentation Method: Adopting the mode of "case analysis + popular interpretation", we used life-related cases such as "plastic degradation" and "ginseng cyberpunk health preservation" as the starting point, and matched them with scene sound effects and AI group voices to enhance the sense of involvement, transforming complex principles such as gene editing and "biotransformation" into expressions that the public can easily understand.
Interaction Design: Open-ended questions were set at the end of the podcast to guide listeners to share their thoughts in the comment section, forming an interactive closed loop of "popular science output - opinion exchange" and deepening the understanding of the project's value.
Operate
We systematically recorded the podcast content around the core theme of biofabrication: In the "Cosmic Gene Editorial Office" module, we focused on explaining biofabrication cases such as microbial modification for plastic degradation and waste gas conversion.
In the "Wonderful Traditional Chinese Medicine Research Institute" module, we combined cases such as deep processing of Ganoderma lucidum and biosynthesis of ginsenosides to highlight the practical value of the technology.
After the podcast was completed, it was simultaneously released on multiple online audio platforms. The team regularly monitored the dynamics of the comment section, provided professional answers to high-frequency questions such as "the safety of microbial modification" and "the practicality of biosynthetic products", and extended and supplemented the technical details related to the project to enhance the pertinence of popular science.
Test
The activity achieved good popular science results. Most listeners reported that the podcast content was both interesting and professional, which effectively enhanced their understanding of synthetic biology. Their cognition of how "biofabrication" improves the environment and empowers life became clearer, and their acceptance of our project was significantly improved. At the same time, we also identified shortcomings: the interpretation of some technical principles was not in sufficient depth, and the timeliness of interactive responses needed to be strengthened. In the future, we plan to set up fixed online Q&A time slots to optimize the interactive experience; supplement the latest developments in technology application in conjunction with project progress, and continuously improve the accuracy and effectiveness of popular science.
Science Popularization Frame-by-Frame Animation
Raise
Currently, there exists an age-stratified barrier in the public's understanding of synthetic biology: adolescents struggle to grasp abstract core concepts, while adult audiences lack sufficient awareness of the technology's application value and the rigor of related projects. To enhance the understanding of synthetic biology among the public of all age groups, popularize its applications in the field of biofabrication, help the public comprehend the project's value of "programming life to serve the future", and improve the acceptance of biosynthetic technology projects, we designed the Douyin frame-by-frame popular science animation activity, aiming to break down cognitive barriers through anthropomorphic and visual expressions.
Organize
The activity, based on Douyin (TikTok) frame-by-frame animation, was designed in two episodes to accurately meet the needs of different audiences:
For Adolescents:
The first episode Smart Cells opens with "paper figures sneaking into the
human body",
visualizing cells as "micro-robots" equipped with "eyes" (sensors) and "brains"
(circuits).
It disassembles technical principles through animations of "genetic circuit boards" and "logic gates".
The second episode DNA Synthesis and Editing uses "life puzzle" as a metaphor, and simplifies professional terminology with visual symbols like "DNA printer" and "CRISPR gene scissors" to lower the threshold of understanding.
For Adult Audiences:
A "biofabrication application scenarios" section was added to both episodes,
showcasing
content such as smart cells "precisely targeting tumors" and "cell
factories" producing insulin and plastic-degrading enzymes.
Meanwhile, an ethics section was incorporated, using visuals like "balance comparison" and "rigorous experiments by researchers" to convey the project's rigor and strengthen the cognition of its value.
Interaction Design:The Douyin comment section was utilized to collect questions from different audiences, providing directions for subsequent content optimization and the improvement of popular science depth.
Operate
We produced the two episodes of animation following the logic of concept popularization layer - application demonstration layer - value communication layer", ensuring that adolescents could master core concepts and adult audiences could clearly recognize the application value of biofabrication. After the animation was released, the team monitored the comment section in real time, classified and sorted out adolescents' doubts about concepts and adults' concerns about technical applications and ethics. They provided targeted responses to high-frequency questions, and extended the introduction of the project's social value with relevant cases to help the public deepen their understanding.
Test
Feedback from the activity shows that adolescents believe the anthropomorphic animation has significantly reduced the difficulty of understanding concepts, and adult audiences recognize that the application scenarios and ethics sections effectively convey the project's value. However, shortcomings were also identified, such as the limited scenarios covered in the two episodes and insufficient targeting of interactions for different audiences. In the future, we plan to increase the number of animation episodes to expand more application scenarios of biofabrication. Additionally, we will set up a "concept Q&A" section for adolescents and an "ethics discussion" zone for adults, aiming to further enhance the popular science effect and public acceptance.
Learn English with iGEMers
Raise
As synthetic biology becomes increasingly applied in fields such as biomanufacturing, the public's demand for understanding related knowledge continues to grow. However, technical jargon often poses a barrier to deeper comprehension. To enhance public understanding of synthetic biology and lower barriers to science communication, we designed the“Learning English with iGEMers" activity. Through short, easy-to-follow videos, the program popularizes applications of synthetic biology in biomanufacturing, helping the public grasp the project's value and improving acceptance of synthetic biology technologies.
Organize
This activity uses online short videos as its main format and is open to the general public.Each episode focuses on one core English term in synthetic biology(e.g., “Plasmid-质粒”),adopting a three-step teaching approach to ensure effective learning:
Contextual demonstration: Using animations and diagrams to create immersive explanations that make abstract concepts tangible;
Simplified definition with dual examples: Explaining the term in plain language and providing two practical example sentences for easier understanding and memory;
Quick repetition for reinforcement: Including a“follow-along practice” segment with rhythmic repetition to strengthen recall.
In addition, the comment section of the short video platform serves as the interaction, where the team promptly addresses public questions on pronunciation, usage, and underlying technical principles, forming a positive cycle of “explain-learn-ask.”
Operate
We produced a series of short videos focusing on biomanufacturing-related vocabulary,highlighting their practical applications in production and research to help the public understand the project's value. After publication, the team actively maintained the comment section, answering frequently asked questions and extending explanations with real-world cases of synthetic biology achievements in fields such as environmental protection, medicine, and energy,thereby reinforcing the science communication effect.
Test
The activity received positive feedback. Most participants felt that the video format significantly reduced the difficulty of learning technical vocabulary and enhanced their interest in synthetic biology. We also identified areas for improvement, such as the limited information in each video and the dispersion of interactive content. Based on these insights, we plan to:
Develop a systematic knowledge map through serialized content;
Set fixed online Q&A sessionsto professionalize interaction;
Add practical application exercises for vocabularyto improve usefulness and knowledge transfer.
These steps aim to continuously optimize the effectiveness of the activity.
Event Reports
Raise
During the event, we valued not only face-to-face communication but also planned media coverage as an essential component.The core goals of coverage were:
Extending the value of offline activities: to convey educational formats, interactive highlights, and knowledge backgrounds from offline events to a broader public;
Stimulating public interest and awareness: to lower the barriers to understanding synthetic biology through multi-platform dissemination and inspire diverse groups to build initial awareness of the field;
Shaping the project image: to highlight the team's philosophy and project value through continuous reporting, laying the foundation for further communication and improved acceptance.
Organize
We developed a layered communication strategy tailored to different platforms: WeChat Official Accounts for in-depth features, Rednote for casual engagement, Bilibili for creative science series, and Instagram for global outreach with English visuals.
Operate
In the implementation stage, we focused on effectively transforming the value of offline education into online communication, achieving wider reach and influence through differentiated operations:
WeChat Official Account: centered on feature articles that thoroughly reviewed offline events. For example, the article“JLU-NBBMS TCM Fair Concludes Successfully” not only presented the fair's four signature activities but also explained TCM knowledge and cross-disciplinary innovation. Using text-and-image formats, both fun and professionalism were systematically showcased. The article received over 600 reads and nearly 100 likes/shares,further strengthening public understanding of the project's logic.
Rednote: used lifestyle-based storytelling and lightweight content to attract young audiences. We published the note “Study with iGEMer”, which embedded the engineering cycle(Learn-Design-Build-Test) into the story of designing team uniforms. With hashtags such as 《JilinUniversity#iGEM#SyntheticBiology》 the note gained higher topic visibility.It received more than 80 positive interactions, with comments like “I never thought the engineering cycle could be applied like this", reflecting how abstract knowledge was made approachable in daily life.
Bilibili: fbuilt a systematic science communication matrix through a video series.The “Cell LEGO”, video lowered barriers with vivid analogies, while content like “PCR Primer Design”and “Science Vogs” covered different levels of knowledge,from professional to fun science.Through comments and bullet chats, we interacted directly with viewers.Although total views were modest, the likes, shares, and coin donations demonstrated recognition of our accessible interpretation of science.
Instagram: targeted international audiences with concise English captions and high-quality images, consistently showcasing team activities and project highlights.For instance,by presenting offline fairs, lab routines, and team members' stories from multiple perspectives,overseas audiences gained a direct understanding of local science outreach in synthetic biology.Regular updates boosted account activity and gradually attracted attention and interaction from the global iGEM community, making Instagram an important window for our international image.
Test
Through data and audience feedback, we assessed the effectiveness of event coverage:reading volumes, engagement rates, and comments reflected significantly increased interest in synthetic biology. Enthusiastic discussions among young users on Xiaohongshu, likes and shares on Bilibili, and positive responses from overseas communities on Instagram all demonstrated that our differentiated coverage strategy effectively achieved the goal of “popularizing knowledge and conveying project value."
From this, we derived several key insights:
Coverage should be planned in advance: as social media is not just documentation but a way to extend value and must be integrated into event design.
Platform operations should be differentiated: WeChat for in-depth reviews, Xiaohongshu for lifestyle, Bilibili for fun and visuals, and Instagram for international communication—one-size-fits-all does not work.
Data feedback matters more than raw numbers: the discussions in comment section reflected audience interest and acceptance more effectively than raw view counts. Such interactive information is more valuable for improving future events.
Therefore, we recognize that educational activity reporting should run through the entire chain of pre-planning - content design - execution - feedback. Only by truly treating “coverage” as part of education itself can the impact of activities be continuously amplified.
TCM Science Popularization MV
Raise
Currently, public understanding of the scientific principles behind traditional Chinese medicine remains limited. To address this, we adopted music videos (MVs)—a format combining artistic expression and mass communication—as a medium for science outreach. This approach aims to draw audience attention to the potential of synthetic biology in producing and applying active ingredients in Chinese herbal medicine, thereby laying a broad and solid foundation for the systematic dissemination of core scientific knowledge.
Organize
We systematically integrated cross-disciplinary resources by thoroughly reviewing relevant literature and consulting experts in the field. This ensured that the video content maintains scientific rigor while presenting complex concepts—such as the efficacy of Chinese medicine and synthetic biotechnology—in an accessible and visually engaging manner, guaranteeing high-quality output.
Operate
Throughout the MV, we employed a narrative logic that transitions from traditional wisdom to modern technology. By combining live-action filming with dynamic visualizations, we transformed intricate knowledge of Chinese medicine into intuitive imagery. Using text, physical objects, and expressive gestures, the video conveys information in a vivid and straightforward way. Multi-channel distribution and interactive engagement further amplified its outreach impact.
Test
Following the video's release, we received widespread positive feedback. Many viewers expressed in interactive sections that they had acquired simple yet valuable insights into Chinese medicine. Moreover, the vibrant melody and engaging presentation transformed traditionally monotonous content into a lively and memorable learning experience.
Fertile Ground Initiative → iGEMer's Growth Log
Raise
This initiative uses “fertile soil” as a metaphor: iGEM team members are likened to the soil, while the public represents plants at different stages of growth. We believe that professional development and continuous reflection by team members during the iGEM 2025 project will not only improve the quality of public education—providing better “nutrients” for the “plants”—but also, through the accumulation of experience and knowledge, contribute reusable educational methods and collaborative models to the iGEM community.
By writing growth logs, members systematically document their reflections and breakthroughs in synthetic biology knowledge-building, technical practice, and science communication. This process deepens their understanding of biomanufacturing (e.g., the biosynthesis of ginsenoside Ro), while strengthening both research collaboration and the ability to translate science into education. Ultimately, it fosters a growth cycle where participants evolve from “learners” into “enablers” and “contributors.”
Organize
The growth log activity is integrated throughout the iGEM 2025 timeline, structured into three phases aligned with key project milestones and encompassing all five major subgroups: Wet Lab, Dry Lab, Wiki, Art/Design, and HP & Education. Logs are generated through a combination of scheduled interviews and personal introspection.
Early Stage (Topic Selection & Preparation): Focuses on foundational exploration and skill acquisition, helping members establish the project's rationale and requisite competencies.
Middle Stage (Project Advancement): Centers on the transition from theory to practice, capturing collaborative problem-solving and technical hurdles.
Final Stage (Results Integration): Emphasizes reflective summarization, enabling members to complete the practice--reflection--summary loop and clearly articulate their personal growth and contributions.
Operate
Logs are formally uploaded in PDF format, serving as the primary medium for structured reflection and knowledge sharing within the team.
1.Dry Lab
2.Wiki
3.Art & Design
4.Wet Lab
5. HP & Edu
Test
Member Feedback:
Collected data indicates the logs provide continuous support for reflection, allowing members to trace their progression from uncertainty to competence. Documenting specific problem-solving instances (e.g., plasmid cost control) created valuable personal references. Many members successfully distilled useful experiences, such as improved communication strategies, enhancing their problem-solving autonomy. The logs also served as a motivational tool during project bottlenecks, reinforcing resilience by making past successes visible.
Team-Level Gains:
The logs enabled the visualization of individual growth trajectories, providing
clear developmental paths that are invaluable for onboarding new members. By
comparing entries, the team identified effective collaboration
patterns and common solution pathways, transforming individual insights into shared team
assets.
urthermore, analyzing logs that highlighted collaboration challenges—like terminology gaps between
subgroups—allowed the
team to adjust mechanisms proactively, implementing practical solutions such as
shared glossaries, which subsequently optimized cross-team
workflow efficiency.
Afterword -> Returning & Setting Forth
Education is not a one-way sowing of seeds, but a mutual act of growth. Taking the “growth of ginseng” as our metaphor, we treat education as an organic process that follows the rhythms of life. Guided by Process Philosophy (by A. N. Whitehead), our ROOT model understands education as a cycle of continual emergence, return, and transcendence. It is not merely the transmission of knowledge; it is a reciprocal awakening and nourishing between lives.
Like the Möbius strip—sign of infinite circulation and integral unity—educators and learners become a single community in ceaseless rotation. The old binary of “teaching” versus “learning” is undone: participants in education and iGEM team members stand on two sides of the same ribbon, yet are joined into one surface. From any given point, a full turn brings us back not to where we began, but to ourselves refracted through the other's perspective and response—The educator shifts into a learner, just as the learner evolves into an educator. As Whitehead reminds us, “reality is a process of becoming,” and education is the most generative practice within that becoming.
We believe that when education extends like a Möbius ring without beginning or end, when the ROOT model iterates through reflective practice, and when the “Fertile-Soil Initiative” quietly takes root within the team, what we sow is no longer only the seeds of synthetic biology, but an educational ecology resonant with life and attuned to its times. On this endless band, each person grows through participation, is reshaped through feedback, and, within the cycle, moves toward a broader scientific future.