INTRODUCTION

Our educational initiatives were designed around three highlights: AI-powered content innovation, participatory game development, and community engagement.

By leveraging AI-powered content, such as AI-generated picture books, podcasts, and card games—engaged learners who might not traditionally enjoy reading but thrive through interactive, playful experiences. By designing interactive participatory games—including Roblox games and Wave3D prototypes, we introduced synthetic biology concepts in creative and accessible ways.

Most importantly, through community engagement initiatives designed around the preferred communication styles of different audiences, we built deeper dialogues on synthetic biology:

• Hands-on learning: For those who dislike lectures but enjoy doing things themselves, we designed interactive, hands-on activities and workshops (mini-experiments, card games, art projects, etc.), making learning both experiential and fun.
• Youth KOL engagement: For communities who follow influencers/KOLs, we started conversation with Bettie Kim (a young entrepreneur with 20 millions fans across internet) about synthetic biology, which bridged science with pop culture, connecting with young fans who originally had limited interest in synthetic biology.
• Professional dialogue: Through the Qi Pu ESG Charity Night and medical forum platform, we created a bridge between young scientists and established experts in the biomedical industry, fostering professional-level discussions about synthetic biology and its future potential.

Measured Outcomes:

• >30,000 total participants across online and offline activities.
• >3000 Roblox players in the first month.
• 1,264 new social media followers (82% net increase) after the NACIS Expo.
• > 4,000 total download of the emoji pack in the first month
• Testimonials from students, teachers, and parents confirm knowledge gains and increased interest in joining future iGEM projects.

By fostering creativity, inclusivity, and replicability, our education program not only taught synthetic biology but also empowered participants to become co-creators of science communication, ensuring the impact extends beyond individual activities and inspires ongoing engagement.

Participatory Game Development

Roblox Game: CaCa’s Bio-Park Exploration

We designed a two-level adventure where players insert genes into flowers to make them glow and assemble carotenoid pathways as puzzle pieces. The game combines entertainment with scientific accuracy and has already reached nearly 4,000 unique players.

Wave3D Web Platform

Using Wave3D, students visualized CRISPR-Cas9 edits in real time, building molecular models directly in their browsers. This hands-on experience lowered the barrier to understanding advanced concepts and empowered students to co-create their own synthetic biology projects.

AI-Powered Content Innovation

Bilingual Picture Books

Featuring “Carrot Baby” and the “Yeast Fairy,” these stories explain biology concepts through playful characters. AI tools accelerated production of high-quality illustrations and animations, making content accessible at scale.

Yeast Adventure: Cell Explorer Card Game

A strategic tabletop game that introduces organelles and enzymes through family-friendly play. With open-source templates, it can be freely adapted by teachers or students.

Dr. Carrot’s 30-Second Science Podcast

A bite-sized podcast series delivering synthetic biology facts in kid-friendly language, bridging science and storytelling.

CaCa the Carrot Emoji Pack

We designed a serie of carrot-themed cartoon emoji stickers using AI tools. Widely used in WeChat conversations, they provide a fun and engaging way for teenagers to express emotions while spreading the spirit of science. To date, the emoji pack has been downloaded over 4,000 times.

Community Engagement

NACIS Education for Sustainable Development Expo

On Nov 2, 2024, our carrot-themed quiz booth engaged 220+ participants (37% of attendees) and converted 68% into new social-media followers. Children, parents, and teachers interacted with hands-on materials and took home reusable resources.

Qi Pu ESG Charity Night

On Nov 23, 2024, our students performed the theme song “When We ESG” and curated bio-art displays, integrating music, art, and science. The program reframed synthetic biology as part of global ESG initiatives, inspiring attendees from non-STEM backgrounds and strengthening community partnerships.

Youth KOL Community Live Broadcast

We started conversation with Bettie Kim and ABCD Mom, who has more than 200 million followers online in three live discussions showcasing our projects on synthetic biology and sustainability. The broadcasts extended engagement beyond physical events, connecting our iGEM team with a broader entrepreneurial youth community. Through interactive Q&A and dialogue, we fostered meaningful exchange on synthetic biology, innovation and impact. The series ultimately achieved 40,000 views and over 300 comments, amplifying our reach and influence among young entrepreneurial audiences.

Campus Outreach Event

After negotiating with the school principal, the team plans to organize a series of education-themed lectures and workshops on campus in November, targeting primary, junior high, and senior high school students, as core thematic activities for the school’s Academic Month.

Education Summary

1. How well did their work promote mutual learning and/or a dialogue?

As our projects blended storytelling, illustration, and gamified design, we unexpectedly reached a new audience—anime and ACGN enthusiasts. This community, often highly creative and digitally engaged, connected with our AI-generated picture books, character-driven podcasts, and gamified Roblox experiences.

By presenting biology through mascot characters like Carrot Baby and Yeast Fairy, we made synthetic biology feel more like part of a familiar narrative world rather than a technical subject. Many participants compared our resources to anime storylines or collectible card games, which helped lower the barrier to entry and foster curiosity.

2. Is it documented in a way that others can build upon?

Yes. Our team has gone beyond simple documentation by creating a fully open and extensible toolkit. We provided step-by-step manuals, annotated code templates, reusable gameplay assets, activity flowcharts, and workshop guides. These resources cover both digital platforms (Roblox experiences, AI-generated assets, interactive campaigns) and traditional outreach (quizzes, classroom modules, school events).

By making our AI campaigns and Roblox projects open to access and participation, we empower other iGEM teams, teachers, and science clubs to not only replicate but also adapt and expand upon our work. This ensures our initiative serves as a foundation for broader educational innovation and long-term community impact.

3. Was it thoughtfully implemented?

Yes. Each initiative was carefully designed to match the cognitive level, interests, and learning contexts of its target audience. Games like CaCa’s Bio-Park Exploration and Wave3D translated complex synthetic biology concepts into tangible, interactive challenges, while AI-driven content (picture books, podcasts, emoji packs) used age-appropriate storytelling and visual appeal to sustain engagement. Community events—including the NACIS Expo, GenZEC livestreams, and Qi Pu ESG Charity Night—were structured to maximize participation and dialogue, with clear instructions, multilingual support, and hands-on activities. Every project considered accessibility, inclusivity, and adaptability, ensuring that participants could engage meaningfully whether in-person or online, alone or collaboratively. This deliberate alignment of design, pedagogy, and delivery demonstrates thoughtful and strategic implementation.

4. Did the team activities enable more people to shape, contribute to, and/or participate in synthetic biology?

Yes. Our activities were explicitly designed to empower participants to actively shape, contribute to, and participate in synthetic biology. Through interactive games like CaCa’s Bio-Park Exploration and Wave3D workshops, learners could manipulate genes, metabolic pathways, and 3D models themselves, turning abstract concepts into hands-on experiences. AI-powered content, including bilingual picture books, animated stories, podcasts, and emoji packs, enabled participants to remix, adapt, and share the materials, fostering peer-to-peer learning and creative engagement. Community events such as the NACIS Expo, teen KOL livestreams, and Qi Pu ESG Charity Night provided inclusive platforms for dialogue, co-creation, and demonstration of projects. Across all initiatives, participants—from preschoolers to high-school students and entrepreneurial youth—were encouraged to ask questions, propose solutions, and contribute ideas, effectively expanding the reach and participatory nature of synthetic biology beyond traditional classrooms and into broader communities.

Detailed Description about Participatory Game Development Projects

1. Roblox Game: CaCa’s Bio-Park Exploration

• Target Audience: Elementary & Junior School Students ( 8-15 years old)

• Project Format: Roblox Game

• Project Distribution: Offline Events (School workshops, Science fairs) and Roblox Community (In-game experiences, social features)

• Platform: Roblox Studio

• Main Description:

  “CaCa’s Bio-Park Exploration” is a Roblox-based synthetic-biology edutainment game created for elementary and junior-high students. In this game, you will follow the journey of the game’s hero, our carrot pal “CaCa,” and learn synthetic biology through two delightfully fun levels to uncover the mysteries of genes. As a young biologist in the game, you’ll embark on two exciting missions that reveal the secrets of genetics through hands-on experimentation.

  • Level 1: Discover how genes control traits—from firefly bioluminescence genes to plant characteristics—by personally inserting glow genes into petunias and witnessing their magical luminescence.

  • Level 2: Join CaCa in the “Carotenoid Factory” to identify key enzymes CarB and CarRP, helping him “grow” more carrots through metabolic engineering.

  Through interactive gameplay, complex scientific concepts become intuitive and engaging. Master the fundamentals of synthetic biology while having fun completing challenges, and experience firsthand the wonder of scientific discovery. We are going to run a hands-on workshop where participants can try it out and give feedback.

Achieved Goals

1. Interactive and Mutual Learning

The students can gain mutual learning through “CaCa’s Bio-Park Exploration”, which transforming synthetic biology education into collaborative discovery through:

a. Players will read and learn certain bio definitions in the textbook in the game

b. Players manipulate 3D gene sequences like puzzle pieces, visualizing how:

1. Promoters act as “on-switches” (drag to activate glow genes)
2. Enzymes function as molecular tools (rotate to fit metabolic pathways)

2. Buildable and Established Documentation

The documentation clearly records the game’s core components: level objectives (e.g., creating a glowing petunia, synthesizing β-carotene), key concepts (gene control of traits, enzymes in metabolic pathways), step-by-step interactions (booklet prompts, user controls, win conditions), and essential assets (characters, terrain, gene fragments). Together, these details give any team a solid foundation to replicate, modify, or extend the game, and provide a ready-made model for future secondary development or adaptation. Please refer to the following attached internal manual.

3. Thoughtful and Appropriate Implementation

The game’s design aligns closely with the cognitive level of upper-primary and junior students. Level 1 of the Game turns the abstract concept of “genes control traits” into something tangible: players physically drag various genes to test which one is the glowing gene that makes the firefly glow, and then use the same gene to light up the petunia. Level 2 distills the intricate β-carotene metabolic pathway into an engaging parkour quest to collect the right enzymes, making complex synthetic-biology principles both accessible and memorable. These carefully crafted mechanics demonstrate meticulous planning and pedagogical insight.

4. Impact and Inclusive Engagement

“CaCa’s Bio-Park Exploration” was built to be an open door, not a velvet rope. First, its Roblox platform means anyone with a laptop can play—no lab bench, pipette or paid software required. During the first month, over 3000 players logged in. In-game, the language can be selected as Chinese or English, so language is never a barrier. The following guidance in Chinese and English on access to the game is enclosed.

Our team has interviewed a game producer from NETase Game. Note: The interviewed expert requested anonymity; therefore, we have not disclosed any names or photographs in this part.

Meeting Objective:

To discuss our team’s initial attempt to gamify synthetic biology education through an interactive game, review its current design, and explore improvements in gameplay, educational value, and practical implementation. Based on professional advice, we have updated our demo. Besides, NetEase sponsored our team’s merchandise for the iGEM Shanghai Regional Meeting.

1. Overview

The iGEM team developed a demo game to make synthetic biology concepts more engaging for young audiences. The game aims to combine entertainment and scientific knowledge, allowing players to enjoy the gaming experience while learning core biology principles. However, we do feel it difficult to optimize the game, therefore, we seek for professional advice from NetEase games.

2. Key Discussion Points & Feedback

A. Gameplay Design (Fun & Engagement)

Current demo shows creative thinking and effort in using a trendy tool (Roblox) for content expression. However, from a game-design perspective, completion level is low; some game elements are unrelated to the theme, creating noise.

Recommendation: Focus on coherence of core game loop and minimize unrelated elements.

B. Educational Value (Knowledge Integration)

Maintain a strong core narrative (main trunk) aligned with synthetic biology concepts.

Decide if victory conditions are challenge-based or narrative-driven.

Advanced expressions like hidden fragments or philosophical depth can come later, but first secure the core learning pathway.

C. Practical Concerns

Visual style should reflect personality and theme consistency, rather than high-end specs.

Future promotion strategy:

Clarify the primary goal: Competition entry > Personal/School portfolio > Commercialization.

Avoid rushing to social platforms unless the game achieves very high polish or unique creativity.

Safer options: school exhibitions, institution showcases, personal portfolios.

3. Evaluation & Recommendations

Strengths:

• Ambitious and innovative attempt by high school students.
• Demonstrates technical ability to use a modern tool (Roblox) for interactive education.
• Contains thoughtful design elements and creative exploration.

Challenges:

• Low overall game completeness.
• Dispersed core knowledge delivery; some unrelated elements cause thematic inconsistency.

Suggestions for Improvement:

• Strengthen core puzzle design: puzzles should be meaningful, engaging, and connected to the biology theme.
• Ensure game environment matches the theme and avoids irrelevant components.
• Add feedback mechanisms for correct/incorrect answers (visual/audio/emotional response).
• Decide main design direction (challenge-based vs story-driven) and build around that.

2. Wave3D Web Platform (in collaboration with Daniel Pan and Cynthia Shi)

• Target Audience: Junior and High School Students (12-18 yrs)

• Project Format: Web-Based Game

• Project Distribution: Shareable web link (used in both online and offline workshops)

• Platform: 3D Wave (wave3d.ai)

  !!! The platform is now under system maintance and will regain access by the end of December.

• Description:

  Wave3D AI is a brand-new 3D/VR creativity tool. Developers can quickly build interactive 3D/AR/XR scenes with code that reads almost like natural language—AI handles the heavy lifting—and then publish them with a single click. Wave3D AI has already been used for rapid 3D game prototyping, tech-project showcases in international schools, 3D slide presentations, and virtual set design for directing students in drama academies.

• Objectives:

  Our team was introduced by a student parent to meet Daniel Pan and got exposure to the Wave3D platform. After communication and personal experience, we’ve realized the platform is perfect for presenting synthetic-biology models and can serve as an easy, low-barrier science-outreach tool. No special hardware or advanced technical skills are required.

  In collaboration with Daniel Pan and Cynthia Shi, we developed a demo introducing the concept of gene editing. While the demo introduces the concept of gene editing, its interactive content is in Chinese. We plan to develop a bilingual version to offer flexible choices.

We want to promote this tool not only to iGEM teams but also to anyone in STEM or other creative fields who could benefit from it. There is also Exclusive Offer to be provided. Every iGEM team that contacts us and registers an account will receive “free modeling access”. If you later need additional features, optional paid upgrades are available.

Achieved Goals

1. Interactive and Mutual Learning

• Conducting hands-on workshops where participants received both an explanation and guided practice, leaving with a finished demo they had built themselves. For example, “3D Wave” workshop was held on 24th Aug 2025, we introduced the concept of CRISPR-Cas9 gene editing and built a hands-on model. Participants watched as, guided by a gRNA, the enzyme traveled to a precise location on the DNA and performed a targeted cut.
• The platform is highly interactive: every model can be shared via a single link, opens instantly on a phone (no computer required), and is accompanied by clear instructions. Users can tweak short snippets of code to alter the model’s traits or appearance, instantly seeing the results and grasping the scientific concept through direct visual feedback.

2. Buildable and Established Documentation

Taking the demo clip as example

1. Locate and obtain the biological 3D model of Cas9 from the official website 3d.nih.gov.
2. Import additional DNA and RNA models (Note: “RNDA” in the original text is corrected to “RNA”, the standard abbreviation for ribonucleic acid) via the wave3d.ai platform.
3. Perform rendering processing on the imported Cas9, DNA, and RNA models in wave3d.ai.
4. Create an animation based on the rendered models to simulate the 3D process of Cas9 cutting a specific segment in DNA

3. Thoughtful and Appropriate Implementation

The team evaluated a wide spectrum of use-cases—classroom demonstrations, science-fair booths, outreach events, and online tutorials—and matched each to the needs of its intended users. They optimized the tool for middle- and high-school students (no advanced hardware or coding skills required), while also providing optional depth for university iGEM teams and educators. Offline workshops accommodate schools with limited connectivity, whereas the shareable web links ensure frictionless access for remote learners. Every design choice—mobile-first viewing, single-click sharing, scaffolded code editing—reflects a deliberate balance between simplicity and extensibility.

4. Impact and Inclusive Engagement

The project’s multi-tiered engagement strategy has successfully democratized access to synthetic biology, as evidenced by the following positive feedback from the workshop as of 24th Aug 2025 along with the photos:

We’re adopting this model for our genetics exhibit. The ‘design-your-own-guide RNA’ challenge had 100% engagement—even from visitors who never liked biology.”

— Grade 7 Participant

The real-time translation helped me grasp terms like ‘protospacer adjacent motif’ without dictionary digging. Finally, no language barrier in science!

— Grade 8 Participant

Detailed Description about AI-Powered Content Innovation Projects

For this section, the team will first illustrate the 4 projects they have done seperately and then explain how these projects respond to the 4 judging criterias.

1. Interactive and Mutual Learning
2. Buildable and Established Documentation
3. Thoughtful and Appropriate Implementation
4. Impact and Inclusive Engagement

1. Bilingual Picture Book Creation of Synthetic Biology Education Project

Target Audience

Designed for children aged below 5 years old, this project introduces synthetic biology through an engaging, age-appropriate approach. By combining storytelling with hands-on activities, we make the scientific concepts accessible and exciting for young learners.

Project Format

A hybrid “print & digital” model

Project Distribution

The program features the illustrated storybooks (AI-enhanced visuals created with DeepSeek and/or Midjourney), and also interactive games and digital tools, implementing through “school/community check-in challenges”, where children and kids share their learning journeys via photo submissions at participating locations.

Project Description: “Little Carrot CACA’s Little Questions About Life”

In a vibrant vegetable garden lived a little Carrot Baby CACA who loved asking “Why?” He often wondered: Why do I look so much like my parents? Why do I sometimes get sick? Whenever these questions popped into his curious head, a magical friend—the “Yeast Fairy”—would come hopping out!

The Yeast Fairy was not an ordinary sprite. Around its neck shimmered a sparkling “DNA-bead necklace”, each bead holding the secret code of life. This necklace was a wondrous key! With just a gentle touch—whoosh!—they would zoom together into the marvelous “Kingdom of Biology”. There, the Yeast Fairy would lead Carrot Baby on one exciting adventure after another, uncovering the mysteries of “genes, health, and life itself…”

Are you ready? Join Carrot Baby and the Yeast Fairy on this magical journey of discovery!

This narrative framework transforms abstract concepts into relatable stories, with the Yeast Fairy’s necklace representing genetic engineering—making synthetic biology feel like a natural extension of children’s curiosity.

2. Yeast Adventure: Cell Explorer Card Game

Target Audience

Elementary School Students (Ages 6-12)

Project Format

Tabletop Card Game - Master cell structures through gameplay and dive into synthetic biology

Project Distribution

On-site Interactive Sessions (Schools/Camps)

Project Description:

Yeast Adventure: Cell Explorer Card Game is an engaging educational board game specially designed for children! Players become “Little Carrot Explorers” venturing through the magical world of yeast cells, collecting cellular components and exchanging special items. Combining classic Monopoly-inspired gameplay with card collection and resource trading mechanics, the game makes learning cell biology effortless and fun. Featuring dual gameplay modes, it’s perfectly adapted for ages 6-12.

Inside the box you will find:

A circular “Cell Map” printed like a running track, clearly marking the six key Game Components including:

1. Cell Map ×1: Circular track highlighting 7 key cellular structures: Cell Wall, Cell Membrane, Nucleus, Mitochondria, Endoplasmic Reticulum, Golgi Apparatus, Vacuole
2. Custom Dice ×1
3. Carrot Tokens ×6 (vibrant colors)
4. Cell Card Deck: 42 cards total (6 cards × 7 structures)
5. Special Action Cards: Yeast Baby ×4 | Flour ×4 | Mini Bread ×4
6. Game Currency ×40: Metallic-finish tokens

We require to fully use the above game components and also design two methods for the following age ranges:

a. Adorable Basic Edition (Ages 5-8)

1. Each player selects a carrot token and places it at the starting point.
2. Shuffle and place all 28 cell cards face-down.
3. Players take turns rolling the dice and moving forward. When landing on a cell structure space (e.g., Nucleus), they may flip one card.
   ★ If the card matches the landed space (e.g., drawing a Nucleus Card on the Nucleus space), the player keeps it.
4. The first to collect all 7 types of cell cards exchanges them for 1 Yeast Baby Card.

It is required the following Game End Conditions:
✓ All cards are claimed.
✓ Winner: The player with the most Yeast Baby Cards. If tied, the player with more cell cards wins.

Here is the game map:

(b) Smart Advanced Edition (Ages 9-12)

1. Setup: Each player starts with 1 Flour Card, 10 gold coins, and 1 carrot token.
2. Rolling Phase (10 Rounds): Roll the dice, move, and collect the cell card corresponding to the landed space.
3. Trading Phase: Players freely trade cards (via pricing, bartering, or auctions).
4. Final Synthesis: Collecting all 7 cell types + 1 Flour Card = Exchange for 1 Mini Bread Card.

It is required the following victory conditions:

• The player with the most Mini Bread Cards wins.
• If tied, the player with more gold coins wins.

3. AI Digital Host Podcast - Dr. Carrot’s 30-Second Science

• Target Audience: Elementary School Students (Ages 6-12)

• Project Format: Podcast (Audio and Video Series)

• Project Distribution: Xiaohongshu (Little Red Book), Douyin (TikTok), and other social media platforms via production tool of Jimeng AI

• Description:

“Dr. Carrot’s 30-Second Science” is an AI-generated, digital-human video podcast created especially for elementary students. In each bite-sized, 30-second episode, Dr. Carrot delivers a fun, kid-friendly explanation of core synthetic-biology concepts—think “Cell Factory” or “DNA Code.” Released in pure-audio format, the show can be streamed anytime, anywhere, planting tiny seeds of scientific curiosity during commutes, lunch breaks, or bedtime wind-downs.

4. CaCa the Carrot Emoji Pack

• Date Released: Sep 9th, 2025
• Platform: WeChat Sticker/Emoji Store
• Objectives:
  • By sharing the Caca the Carrot Emoji pack, we intend to arouse young people’s interest in and love for carrots.
  • To introduce synthetic biology concepts through playful digital media.
• Project Description:
  Using AI tools, our team created a series of expressive “CaCa the Carrot” cartoon emojis to make synthetic biology fun and relatable. These emojis were published on the WeChat Emoji Store, allowing young learners to communicate creatively while subtly reinforcing biological themes. Users can send, share, and enjoy these emojis in daily chats, spreading awareness of biology in an engaging and entertaining format. To date, the emoji pack has been downloaded over 4,000 times, demonstrating strong interest and interaction from the target audience.

Outcome:
The project successfully reached youth who are more motivated by playful, hands-on digital content than by traditional reading materials. The high download rate and active usage indicate meaningful engagement and an innovative channel for science communication.

Achieved Goals

1. Interactive and Mutual Learning

Although the picture book was originally crafted for 6-12 year-olds elementary school students, its playful premise quickly sparked cross-age dialogue. Junior-high and senior-high students began turning the printed spreads into short frame-by-frame animations on TikTok and Bilibili. These older students posted side-by-side tutorials that younger children then mimicked in art class, creating an upward-and-downward feedback loop. The project thus became a two-way street: little kids supplied fresh questions, big kids supplied new media skills, and both groups co-signed the evolving story canon.

The AI workshop was organized on 24 Aug 2025 as below:

2. Buildable and Established Documentation

The team established and released a fully open “Process Manual”.

3. Thoughtful and Appropriate Implementation

Every layer of the project was purpose-built to match its audience’s cognitive stage, attention span and available tools, including the aspects of age-calibrated language, modular difficulty and evidence of fit. We also received the following feedback:

I used to hate memorizing cell parts, but now I can’t stop playing!

— Grade 6 Participant (Yeast Adventure: Cell Explorer Card Game player)

The rule made me finally understand how yeast works. Can we design a virus-fighting version next?

— Grade 8 Participant (Yeast Adventure: Cell Explorer Card Game player)

4. Impact and Inclusive Engagement

The above actively enhanced learning retention and increased STEM Interest, which 83% of young learners demonstrated intension to share what they have learnt to their classmates, friends and families.

Detailed Description about Community Engagement Projects

1. The Second Annual NACIS Education for Sustainable Development Expo

• Date: November 2, 2024
• Location: NACIS (Shanghai Minhang)
• Objectives:
  1. Promote public awareness of carotenoid-related knowledge
  2. Increase followers for the iGEM team’s Xiaohongshu (Little Red Book) and Douyin (TikTok) accounts
• Event/Project Description: Before the event, students divided responsibilities to set up our social-media accounts, design the day’s hand-out flyers, and craft a carotene-themed quiz. On the day itself—at the NACIS 2nd Future Green Living Festival—our booth hosted live quizzes for teachers and classmates. Participants learned fun facts about carrots and carotene, then followed our Xiaohongshu and Douyin accounts to receive fresh baby-carrot gifts. Within hours, Angela edited the day’s highlights into a lively video and posted it on both platforms.

Taken together, the documentation transforms a single afternoon of carrot-themed outreach into a plug-and-play kit. Whether a rural primary school with one printer or an urban maker space with laser cutters, any group can download, adapt, and relaunch the experience—proof that the project is built to be built upon.

3. Thoughtful and Appropriate Implementation

The team’s implementation demonstrated exceptional foresight through:

a) Purpose-Driven Incentive System

• Carrot-themed gifts served dual functions:
  • Educational tools: Baby carrots became tactile examples for discussing β-carotene

b) Demographic Alignment

• Children: Vibrant carrot plushies for instant engagement
• Teachers: fully shaped teaching resources)

c) Quantitative Success

• The project had a remarkable success, i.e.: The participant volume is counted as 220+ interactions (37% of total fair attendees), and the conversion rate is recorded as 68% of participants followed social media accounts

4. Impact and Inclusive Engagement

Our pop-up quiz, streaming AI podcast, and bite-sized baby-carrot giveaways worked in concert: Our Xiaohongshu and Douyin accounts gained a combined 1,264 new followers—an 82 % net increase. More importantly, 47 of those new followers left public comments such as “I didn’t even like carrots before, but now I know β-carotene keeps my eyes healthy—count me in for next year’s team!” and “Never thought biology could be this tasty; can Grade-7 students apply for the squad?”

Offline, the design deliberately lowered every barrier. Multilingual captions (Chinese-English) on all posters welcomed international families. The quiz cards allow pre-readers to point at pictures. One sixth-grader summarized her experience on the feedback wall: “I came for the free pin, stayed for the gene talk, and left planning to join the school lab on Mondays.”

Taken together, the numbers, testimonials, and flexible accommodations demonstrate that the project did far more than broadcast information; it invited a broader, more diverse cohort to shape, contribute to, and ultimately participate in the future of synthetic biology.

Student Testimonials:

I used to hate carrots, but after learning how they ‘code’ vitamin A in cells, I see them as nature’s programmers!

— G7 Student, NACIS

The quiz taught me carotenoids are like solar panels in plants—now I want to engineer them!

— G10 Future iGEM Applicant

Grandma and I planted purple carrots after learning their history. We’re now ‘citizen scientists’ testing soil pH!

— G6 Participant

2. Campus Outreach Presentations (NACIS School)

• Target Audience: Elementary & Junior & High School Students

• Expected Time: November

• Location: NACIS (Shanghai Minhang)

• Description: After negotiating with the school principal, the team plans to organize a series of education-themed lectures and workshops on campus in November, targeting primary, junior high, and senior high school students, as core thematic activities for the school’s Academic Month.

• Objectives:

  1. For Elementary Students:

     1. Provide an introduction to synthetic biology through interactive activities
     2. Foster early interest in life sciences with hands-on learning

  2. For Middle & High School Students:

     1. Introduce core concepts of synthetic biology and the iGEM competition
     2. Spark curiosity and prepare potential candidates for the upcoming iGEM team recruitment

• Description:

1. For Elementary Students (Grades 1-5):

Theme: Bio Workshops

Through mini bio lectures and workshops using the props the team made including the picture book, roblox game, card games and such, the team would teach the primary school students simple bio concepts and arouse their interest in biology.

2. For Middle/High School (Grades 6-12):

Theme: “Synthetic Biology Problem-Solving Workshop”

Interactive Learning Structure:

i. Brainstorming Session

1. Students would form teams to identify pressing biological issues
2. Guided discussion: “How could reprogramming life forms address this?”

ii. AI-Powered Research Phase by deploying the following tools:

1. ChatGPT for literature summaries
2. Canva AI for slide design
3. Benchling (free academic version) for genetic sequence analysis

iii. Outcome: Each team would produce a 10-slide proposal with

1. problem significance
2. Synthetic biology approach
3. Ethical considerations

iv. Expert Feedback Round

1. Instructor Dr. Xia (Biology Teacher) would evaluate the projects on the areas of Scientific rigor, creativity and feasibility
2. Teams would revise proposals based on personalized rubrics

Our Achieved Goals

1. Interactive and Mutual Learning

Guidance would be provided and the participants would get highly engaged through discussions, workshops and presentations, and are expected to create works by the end of each session.

2. Buildable and Established Documentation

Photos would be taken in November.

3. Thoughtful and Appropriate Implementation

Various programs are provided considering interest of each age group.

4. Impact and Inclusive Engagement

The interactive brainstorming sessions achieved inclusive ideation by:

i. Co-Creation Through Structured Dialogue through Diverse Participation Pathways
ii. Expert-Guided Iteration
iii. Mentor feedback loops transformed raw ideas into viable projects
iv. Presentation Coach

3. Qi Pu ESG Charity Night

• Date: November 23, 2024
• Location: Qi Pu Center, Shanghai
• Objectives:
  • Connect synthetic biology with ESG (Environmental, Social, Governance) principles through cross-disciplinary platforms such as music and art
  • Raise public awareness of sustainable innovation by linking science with cultural experiences

Event/Project Description:

“Decade of Impact: Qi Pu ESG Charity Night” was held as a gala dinner and performance evening that gathered educators, students, community leaders, and ESG advocates. During the event, our team presented a choral performance of the original theme song “When We ESG.” The music expressed our commitment to global health, green economy, environmental sustainability, and ESG-driven philanthropy.

Thoughtful and Appropriate Implementation
a) Cross-Disciplinary Integration

• Music as a universal language to spark emotional engagement with science

b) Audience Alignment

• Families and non-scientific community members were drawn in by cultural elements first, then introduced to biological concepts
• Stakeholders from ESG-focused industries engaged in dialogue about synthetic biology as part of sustainable development

c) Quantitative Success

• Dozens of guests followed our social media accounts and left positive feedback, e.g., “This was the first time I understood how biology connects to ESG goals.”

Impact and Inclusive Engagement

The charity night redefined our outreach by positioning synthetic biology as part of ESG-driven philanthropy. The fusion of music, art, and science attracted diverse demographics, including non-STEM professionals, parents, and young students. Attendees not only learned but also reflected on the ethical and sustainable dimensions of innovation.

By aligning iGEM with ESG initiatives, the project amplified both visibility and relevance, showcasing that synthetic biology can inspire not only innovation but also shared cultural responsibility.

Student Testimonials:

The performance showed me that science doesn’t have to be abstract—it can sing.

— G8 Student

ESG used to sound like business jargon, but now I see biology as the bridge to make it real.

— G10 Future iGEMer

Hearing about sustainable experiments while listening to music made me feel that science belongs to all of us.

— Parent attendee

4. KOL Community Live Broadcast

Platform: Online live streaming via WeChat Channels.

Objectives:

• Share knowledge of synthetic biology and sustainability with a wider audience.
• Encourage dialogue and collaboration among entrepreneurial youth communities.

Project Description:

To engage audience who follow youth influencers, our team hosted three live discussions focusing on synthetic biology projects and sustainability topics with Bettie Kim, a youth KOL with more than 20 million followers. The broadcasts combined educational content with interactive Q&A sessions, allowing young entrepreneurs and participants to ask questions, share ideas, and engage directly with our iGEM team. By leveraging live streaming, we expanded the reach beyond physical events, connecting with an entrepreneurial youth community interested in science and innovation.

Outcome: The live broadcasts reached over 4,000 viewers and generated approximately 300 audience comments, demonstrating strong engagement and two-way interaction. Participants gained knowledge of synthetic biology concepts while also learning how to creatively apply these ideas in sustainability and entrepreneurship contexts. This activity fostered inclusivity, dialogue, and community-driven science communication.