GOALS
At the heart of our iGEM journey is a deep-seated commitment to education that extends beyond the lab. We believe the true power of synthetic biology is unleashed when a meaningful connection is forged between the technology and the people it serves. Our mission was to create an inclusive dialogue, tailoring our approach to address the unique curiosities and concerns of different generations.
For Younger Audience:
Our goal was to ignite a passion for science. We aimed to demystify synthetic biology for teenagers, inspiring excitement and curiosity to explore the principles of biology further. We hope to have sparked an interest that may one day lead them to become the next generation of biological scientists.
For Seniors and Older Adults:
We focused on building trust and fostering an informed perspective. We sought to address common apprehensions, clarifying that biotechnology is developed with human well-being in mind. Our goal was to encourage an objective and nuanced view of the ethical questions surrounding genetic engineering, replacing fear with facts and open conversation.
A Quantitative Framework: The Impact-Reach Score
To effectively pursue these goals, we developed a robust, data-driven strategy to guide and evaluate our diverse range of activities. Building upon the concept of an Impact-Reach Matrix, we created a quantitative scoring system to provide a more precise measure of our success. This framework allowed us to balance our initiatives across two key dimensions:
Reach Score (Horizontal Axis):
To quantify the breadth of our message, we started with the raw number of people reached by each activity. To effectively manage and visualize the vast differences in audience size—from an intimate debate of 30 to a social media campaign reaching 9,000—we applied a log2 transformation. This scaling allowed for a more balanced comparison of our activities' scope.
Impact Factor (Vertical Axis):
To measure the depth of our connection, we introduced an Impact Factor on a 1-to-5 scale. This metric assesses the quality of audience engagement:5: Actively participates and contributes to decision-making, profoundly influencing the activity.4: Actively listens and absorbs information but does not actively contribute to decisions.3: Passively receives information, engaging with about half of the content.2: Perfunctory engagement (e.g., a brief glance or scrolling past).1: Rejects or ignores the information.
The final Overall Impact Score was calculated by multiplying the Impact Factor by the scaled Reach Score. This composite score was then normalized to a 100-point scale, allowing us to holistically evaluate and rank the effectiveness of all our initiatives.
The Emotional Barometer: A Journey Through Audience Emotions
Our analysis, presented in descending order of the Overall Impact Score, reveals how different activities resonated with our community, with each one designed to evoke a specific target emotion.
While our quantitative framework provided invaluable guidance, we believe the true success of science communication lies in the human experience. We therefore used an "Emotional Barometer" to track the rich tapestry of feelings our activities evoked, which we grouped into four key categories.
Cognitive Engagement (Red):
We sought to stimulate deep, cognitive thinking rather than passive acceptance. This was exemplified by our Debate, which encouraged a critical mindset; our survey, which makes people to think seriously; our Ethical Interviews, which prompted thoughtful reflection; and our broad Social Media campaigns, designed to make thousands of people curious.
Inspiration (Yellow):
We aimed to spark wonder and profound understanding through initiatives like our Voluntary Teaching, which left students feeling enlightened; our Forum, which aimed to be deeply inspiring; and our Lab Opening Day, which made visitors feel fascinated by the possibilities of science.
Joy & Comfort (Green):
These events were designed to be welcoming, fun, and uplifting, making science accessible to all. This included our Art Creation project, which cultivated a relaxed atmosphere for learning; our educational Game, which made the experience cheerful and memorable; and our public Roadshow, which created a joyful and engaged environment on the streets.
Positive Participation (Blue):
These activities were designed to foster active involvement and community spirit. For instance, our Knowledge Contest made participants feel highly engaged, our hands-on Workshop cultivated genuine interest, and our Student Club created a sustained sense of enthusiasm. Our Students' Creative Design workshop, which left participants feeling empowered;
Across this emotional spectrum, we witnessed a profound transformation in our audience. We designed a journey that could take someone from the internal, serious state of cognitive processing (Red) to the joyful, relaxed engagement of our community events (Green), and ultimately inspire them (Yellow) to become active doers (Blue). This evolution from passive acceptance to active participation was the most meaningful measure of our success.
For our team, witnessing a shift from confused to enthusiastic or from nervous to fascinated was the most meaningful measure of success. This qualitative feedback allowed us to dynamically adapt our activities, ensuring we were not only educating but also uplifting and empowering our community every step of the way.
Clue and train of thought
To gain a deeper, more strategic insight into our outreach efforts, we have segmented our activities into four distinct zones based on their performance in the Impact-Reach Matrix. This framework begins with Zone 1: Major Campaigns (click), our flagship initiatives like Voluntary Teaching, the Knowledge Contest, and the Forum, which were designed to deeply affect a large audience through high impact and broad reach. These are followed by Zone 2: Deep Dives (click), which include intensive experiences such as the Students' Creative Design, Ethical Interviews, and Workshops, all aimed at fostering profound understanding and skills within smaller, focused groups. In contrast, Zone 3: Broad Awareness (click), encompasses large-scale activities like our Social Media campaigns and Art Creation for Education, designed to spark initial interest across a wide audience and direct traffic toward our more in-depth content. Finally, Zone 4: Niche Engagements (click), represented by our educational Game, includes fun, targeted activities designed to provide memorable and lighthearted introductions to synthetic biology. Our analysis is structured in a two-tiered ranking system: first, the zones are presented in descending order based on their average Overall Impact Score, placing our most effective categories of activities at the forefront. Second, inside each zone, the individual activities are also listed from the highest to the lowest Overall Impact Score, providing a clear view of the top performers within each strategic category.
Please select from the parts presented below. Alternatively, you may peruse the complete module contents beneath this panel.
Part 1: Major Campaigns (High Impact, Broad Reach):
voluntary teaching
--enlightened (score: 100)
During our interviews and discussions, we realized how important it is to introduce synthetic biology and its ethics to students at a young age. At this stage, much of their knowledge comes from parents and teachers, yet for an emerging field like synthetic biology, adults may not always have the right background to guide them. This often leads to misconceptions, leaving students without a proper understanding of synthetic biology and genetic engineering. To bridge this gap, we felt a strong responsibility to bring accurate knowledge and exciting stories of synthetic biology directly to classrooms. We reached out to primary, middle, and high schools, designing age-appropriate lectures and interactive activities that combined science with fun. In Beijing—where schools are highly influential and serve as models nationwide—we carried out most of our teaching efforts. Our activities included science quizzes, creative art courses, and open discussions, allowing students to experience learning beyond textbooks. Their feedback was inspiring: many of them, who previously knew nothing about synthetic biology or iGEM, developed genuine curiosity about genetic engineering. Some even said they would love to participate in iGEM in the future. For us, these moments were deeply rewarding. Seeing students’ curiosity spark into passion reminded us why we chose to teach: to make synthetic biology accessible, inspiring, and full of possibilities for the next generation.
Children Why 6+ ?
Elementary school students already have some knowledge of biology and possess a pair of creative and curious eyes. However, due to the arrangement of primary school curricula, biology is not sufficiently covered in science classes. Learning biology is not only important for daily life but also essential in cultivating children’s creativity, observational skills, and scientific thinking. In addition, Traditional Chinese Medicine (TCM), as a treasure of Chinese culture, plays a vital role not only for our project but also for the transmission of national heritage. As the flowers of the nation, elementary students should learn about traditional culture and gain basic knowledge of TCM. Therefore, considering the knowledge level and learning capacity of primary school students, we designed the outreach activity “Exploring the Microbial World.” Our aim was to provide students with more understanding of microbiology and TCM through lectures, interviews, and surveys, helping them gain a more comprehensive view of biology and medicine, while enhancing their observation skills, creative thinking, study habits, and scientific literacy.
Popular science class
We gave a popular science lecture to around 50 elementary school students. During the class, we introduced the major types of microbes, their discovery process, and the interesting stories behind them. In addition, we presented examples of how humans use microbes and explained the underlying principles. Finally, we taught them about good hygiene habits in daily life. The children learned enthusiastically, engaged in discussions with our iGEM team members, and both students and teachers benefited greatly from the activity.
Interviews
After the class, we conducted random interviews with several students. The interviews were divided into two parts. The first part was feedback on the course. Students said they had learned a lot of new knowledge and would pay more attention to microbes in their daily lives. They also gave some suggestions for improvement. The second part was about their knowledge of biology and TCM. When our team members asked questions like “Have you heard of genes?” and “What do you know about TCM?”, we were surprised to find that many students already had a fairly deep understanding of molecular structures inside cells, such as genes, though they were not yet familiar with technologies like gene editing. This showed that school-level science education has achieved some success, and that synthetic biology and genetic engineering could be introduced at the elementary level. However, students’ knowledge of TCM was generally lacking, which saddened our iGEM members. TCM is a major branch of medicine with profound connotations and a long-standing cultural background, and should be promoted more widely. Fortunately, during our class, our team members also explained some TCM concepts, which deepened the children’s understanding of traditional medicine.
Questionnaire survey
We also conducted a questionnaire survey to determine the students’ grasp of microbiology and TCM knowledge, so we could design more targeted courses. The survey results showed that although the students were still in elementary school, over 90% already knew about microbes, while only about 60% knew about TCM. This was consistent with the interview findings, further proving that at the elementary school level, while expanding microbiology knowledge is important, it is equally necessary to promote TCM more broadly.
Middle School Why 12+ ?
At the junior high school stage, biology and chemistry are separated from the general "science" subject and taught as independent disciplines. Students at this level begin to learn more advanced knowledge in both biology and chemistry, gaining a basic understanding of the world. However, they still lack sufficient exposure to genetic engineering and synthetic biology. At the same time, junior high school students already possess a certain level of creativity, project-oriented thinking, and curiosity about new directions in biology. Therefore, the Tsinghua-M iGEM team visited Beijing Dandelion Middle School to introduce students to the basic principles of yeast fermentation and related knowledge of genetic engineering. Since middle school students also have a sense of teamwork and competition, the iGEM members organized group-based knowledge competitions tailored to their personalities. Our goal was to use this outreach activity to help more students broaden their understanding of biology, gain a deeper knowledge of yeast fermentation and genetic engineering, and develop awareness of iGEM projects, thereby enhancing creativity and scientific literacy. In addition, we carried out an aesthetic education course, encouraging students to "create a biological world with their own hands," improving both their aesthetic literacy and practical skills. It is worth noting that Beijing Dandelion Middle School is a private school for the children of migrant workers, supported by public welfare donations. By delivering this science outreach activity at Dandelion Middle School, the Tsinghua-M iGEM team brought fresh vitality and new perspectives to the school. This meaningful event was truly "a rose given, a fragrance remaining in hand".
Popular science lectures
Yu Haiyue and Liu Hao, members of the Tsinghua-M iGEM team, each gave a popular science lecture. Their topics were “From a Drop of Alcohol: The Basic Principles of Yeast Fermentation” and “Genes and Genetic Engineering.” Both speakers explained the concepts clearly and accessibly, complemented by appropriately designed educational videos. These sessions enabled the students to understand how yeast ferments alcohol through respiration, as well as the fundamentals of genes and the technologies related to genetic engineering.
Aesthetic education course
Led by Wu Moyan and Zhou Yunzhe from the Tsinghua-M iGEM team, students used paper and pens to draw their imagined microbial world and yeast cells. They also modeled their ideal yeast cells and a “traditional Chinese doctor” figure who overcomes harsh environments, using clay. This aesthetic course stimulated both creativity and hands-on skills, making biology more engaging and enjoyable. The students’ works were colorful, lively, and cute, yet also reflected essential biological concepts such as “survival of the fittest.”
Students’ masterpieces
Interview
After our outreach activities, we interviewed Mrs. Duan Mengyu, the head teacher at Dandelion Middle School. We asked her for suggestions on science communication and for insights into the students’ experiences. Mrs. Duan highly praised our program, noting that the activities were both rich and educational. At the same time, she reminded us to pay more attention to classroom management and time control—when students get too absorbed in one activity, it is important to guide the pace in order to maximize efficiency. Mrs. Duan also affirmed the importance of introducing synthetic biology into middle schools. In her view, synthetic biology has many exciting and meaningful applications—such as cell factories—which are “fancy” and inspiring for students. By engaging with these topics early, students can broaden their horizons, gain a head start in understanding emerging disciplines, and even be influenced in their future academic and career choices.
Feedback
Following our lectures, we carried out continuous follow-up by collecting students’ feedback to improve our outreach and make science communication more effective. Many students wrote reflections on their own initiative, giving very positive evaluations of the event. They were especially impressed by Tsinghua-M iGEM’s explanation of yeast fermentation principles, which not only taught them new knowledge but also practical facts from everyday life. In addition, the art-based activity about designing ways to help yeast overcome stress left a lasting memory. Students shared their drawings and creative works with our team, showing us their ideas and imagination. Many also expressed that the lively and competitive quiz session in the afternoon sparked their interest in biology even further, with some saying they now hope to pursue related research in the future.
High School Why 15+ ?
High school students already possess a broad and comprehensive understanding of biology, and they are well acquainted with fermentation principles and genetic engineering. So why do we still need to educate them? On the one hand, although students encounter examples of biology and genetic engineering in textbooks and exams, they often do not understand the real-world contexts or practical applications of these technologies. Our outreach helps them gain a deeper understanding of these emerging biological tools. On the other hand, high school is a critical period when values and worldviews take shape. During this stage, students begin to form preliminary ideas about their life paths and future academic or research directions. Our outreach enables them to understand “what synthetic biology is really doing” and “what genetic engineering is used for in practice.” This knowledge plays an essential role in shaping their career choices. In addition, we also take this opportunity to introduce the iGEM competition, encouraging students to participate in project planning, design, and implementation during high school and university. Through this, they can build better molecular machines, contribute to the development of synthetic biology, and promote scientific and technological progress. Therefore, during the summer vacation, we organized a series of special lectures on synthetic biology for students at Tsinghua University High School.
Science lectures
Lecture 1: Entering the Microbial World — Excellent Laboratory Strains
Liu Hao, a member of the Tsinghua-M iGEM team, introduced the fundamentals of microbiology. He explained the eight categories of microorganisms, their roles in nature, their presence in daily life, and their use in laboratories. Using E. coli and yeast as representative examples, he provided detailed explanations. Finally, he summarized the five key criteria for selecting laboratory strains: stable characteristics, easy cultivation, rapid reproduction, strong stress resistance, and a solid research foundation, inspiring students to further explore the microbial world.
Lecture 2: Genes and Genetic Engineering — The Laboratory Arsenal
Next, Xu Yizhang, another member of the Tsinghua-M iGEM team, explained the principles and methods of synthetic biology. He described how genes guide protein synthesis and influence life activities, as well as the three core tools of genetic engineering: molecular scissors (restriction endonucleases), molecular glue (DNA ligase), and gene courier (plasmid vectors). Xu used examples such as transgenic cows, pest-resistant crops, and insulin production to illustrate the applications and workflows of genetic engineering. He concluded with an introduction to the CRISPR-Cas9 technology, further inspiring students to imagine the future of synthetic biology. Through these two lectures, students gained a deeper understanding of the principles of yeast fermentation and the advanced applications of synthetic biology, thereby expanding their scientific knowledge。
Since Tsinghua High School had previously participated in iGEM but had not yet developed a systematic team culture or inheritance mechanism, students from Tsinghua University provided their juniors with a more in-depth project introduction. Siyu Xiong gave an overview of iGEM and highlighted the performance of the Tsinghua-M team in the competition. He shared the team’s workflow in preparing for iGEM, including project selection, experimental design, problem solving, and result presentation. He specifically emphasized how the team responded to challenges during the competition, underscoring the importance of continuous learning and adaptability in scientific research. Through concrete cases and real achievements, the team’s research projects and experimental outcomes were showcased, giving students a genuine sense of scientific practice and inspiration to pursue research.
Project Introduction
Communications
To better inspire students, broaden their horizons, and enrich their knowledge, we also arranged a post-lecture discussion session. During this time, students actively raised their questions and points of interest, engaging in lively conversations with our team members. The exchange proved to be highly beneficial for both sides.
Q&As
Hi, just now you introduced the
CRISPR-Cas9 defense mechanism in
bacteria. Could you explain the similarities
and differences between this defense
strategy and the human immune system?
Both systems are essentially adaptive defense mechanisms that specifically
recognize and eliminate foreign elements. However, the CRISPR system operates
at the molecular level, while the human immune system functions at the cellular
level. Their mechanisms also differ: CRISPR directly cleaves viral nucleic acid
sequences and integrates them into the bacterial genome as a form of physical
memory. In contrast, human immunity relies on genetic recombination in immune
cells, generating billions of distinct antibodies, and upon pathogen invasion,
inducing the clonal expansion of specific B cells. By analogy, CRISPR can be
thought of as giving bacteria a form of "vaccination."
Earlier you demonstrated the construction of
a three-node genetic oscillator, describing it
as a closed negative feedback loop. What is
the connection and difference between such
genetic oscillators, or gene-level negative
feedback regulation, and negative feedback
in the nervous system?
That's an excellent question. Although these feedback mechanisms occur
at different biological levels, they both follow the core principle of
cybernetics: detecting deviations in output signals to inhibit activity and
maintain system homeostasis. You can think of a gene pathway as
analogous to an excitatory neuron, and repressors or inhibitory proteins as
inhibitory interneurons. Together, they act like logical gates turning "on"
and "off" to regulate life processes. From cells to whole organisms,
negative feedback serves as a fundamental strategy life uses to resist
entropy.
I noticed that this kind of "on-off
switching" is also a principle in
computer control systems. Were
computers inspired by biology in this
sense?
More precisely, the design of artificial neural networks (ANNs) was
inspired by the structure of biological neurons. In the brain, neurons receive
inputs, fire outputs when a threshold is reached, and learn through forming
and strengthening synaptic connections. In ANNs, nodes sum weighted
inputs, apply a nonlinear activation function, and adjust weights during
training to "learn." However, interactions between biological neurons are
far more complex than simple "all-or-none" signals. ANNs represent only a
simplified abstraction of real neural networks.
International communications Why teaching abroad?
Tsinghua-M team members also embrace a global perspective, engaging with students and teachers from various countries. Science knows no borders, and iGEM has no national boundaries—synthetic biology is a field that should gather the wisdom of the entire world. Our team has shared projects internationally and participated in outreach activities, introducing students from different countries to the fascinating discipline of synthetic biology. In this way, we help spread biological knowledge on a global scale and contribute to the worldwide advancement of science.
Building dreams in Tanzania
Science lecture
As a developing African country, Tanzania has great potential for improving its educational resources and standards. Tsinghua-M iGEM team members visited Tanzania to deliver science lectures for middle and high school students. The lectures introduced the basics of DNA and RNA, covering their structures and functions, along with a brief overview of genetic engineering techniques. Through these sessions, local students gained a deeper understanding of nucleic acids, strengthened their biology literacy, and sharpened their scientific thinking skills.
Hands-on Experiments
Under the guidance of our team members, students also participated in a DNA extraction experiment. By extracting DNA from everyday fruit—tomatoes—they discovered that biology and genes are not distant concepts but are closely connected to daily life and can serve humanity. Each mini-experiment enhanced students’ practical skills while combining education with fun.
Feedback
During our activities in Tanzania, the students gave us very genuine feedback. Many of them told us after class: “DNA is no longer just a word in the textbook, it’s something we can actually see and touch with our own hands!” During the experiment, some students excitedly held up their test tubes, pointing to the stringy DNA inside and exclaiming: “Look! This is life itself!” Some students also shared that they used to believe science was only for “scientists in labs,” but through this lecture and experiment, they realized that they too could be explorers. One middle school girl said: “I want to study biology in the future, because I also want to research DNA.” This deeply moved us and showed us the power of science education. Many students reflected that what they enjoyed most was the “experiment + explanation” format, because it allowed them to immediately apply what they learned instead of just memorizing it. They expressed hopes for more courses like this in the future, and even invited us to “come back next time to teach them more advanced experiments.”
Communications in Egypt
Tsinghua-M iGEM team members also visited Egypt, where they engaged in academic exchange with students from Ain Shams University. Our team introduced iGEM and presented our SMART Yeast project to students with a biochemistry background. Through this interaction, Egyptian students became familiar with iGEM as a global stage for synthetic biology and gained a deeper understanding of how yeast cells use gene-based negative feedback mechanisms to adapt to stress.
In Egypt, during our exchange with students at Ain Shams University, we also received many inspiring comments. After learning about iGEM, several students said: “We never imagined undergraduates could carry out such impactful projects.” They felt that iGEM opened up a new possibility—that research is not something distant and unattainable, but a dream that can be practiced on campus. When discussing the SMART yeast project, one biochemistry student shared: “Your design reminds me of the signaling pathways we studied in class, but you’ve applied it to industrial strains. This shows me the real power of connecting theory with application.” Another student remarked: “This is the first time I truly understood how negative feedback works in a living system.” After the event, many students expressed their hope to stay in touch, and some even suggested that they found a team to join iGEM in the future to advance synthetic biology alongside young people worldwide. Overall, they reflected that the exchange not only deepened their understanding of synthetic biology but also gave them a strong sense of belonging to an open and vibrant international scientific community.
Summary
Tsinghua-M has actively engaged in science communication and exchange with audiences ranging from elementary students to university peers, both in China and abroad. At the elementary and secondary levels, we designed interactive lectures and hands-on experiments to spark curiosity in DNA, genetics, and synthetic biology. For high school students, we introduced iGEM project workflows, sharing experiences in project selection, experimental design, and problem solving to inspire research thinking. At the university level, we organized forums on ethics in synthetic biology and initiated student clubs to build lasting communities of discussion and practice. Beyond China, our team also carried out global outreach. In Tanzania, we introduced nucleic acid concepts and guided DNA extraction experiments with local students, while in Egypt we shared our SMART Yeast project with peers at Ain Shams University, fostering cross-cultural dialogue on synthetic biology. Through these activities, we not only broadened students’ knowledge and perspectives but also promoted the spirit of “Science without Borders,” contributing to the global spread of synthetic biology.
Knowledge Contest --engaged(Score: 92.6)
During the science outreach lecture at Peking Dandelion School, the Tsinghua-M team designed an engaging knowledge competition covering topics such as biology, microorganisms, and gene editing. The activity aimed to help students gain a deeper understanding of synthetic biology in a fun and interactive way, while also sparking their curiosity and interest in these fields.
Xiong Siyu, a member of the Tsinghua-M iGEM team, organized a comprehensive and engaging knowledge competition for the students. The contest included compulsory and optional questions, covering multiple areas of biology such as botany, zoology, and microbiology. The content extended from basic curriculum knowledge to extracurricular topics. Students participated actively in groups, gaining not only knowledge but also improving their teamwork and collaboration skills.
Forum--inspired(Score: 85.3)
Background
Synthetic biology, as an emerging interdisciplinary field integrating biology and engineering, enables the design and construction of biological systems not found in nature. It holds transformative potential across medicine, energy, agriculture, and environmental protection, marking what many consider the "third revolution in biotechnology." However, its rapid advancement also raises profound ethical and societal concerns, such as biosecurity, intellectual property monopolies, and public engagement. International competitions like iGEM have incorporated dedicated tracks on "Responsibility and Ethics" to encourage students to address these issues. Against this backdrop, the Tsinghua-M iGEM team—drawing from its interdisciplinary expertise and curiosity—proposes this forum to foster dialogue between scientific innovation and ethical governance.
The forum aims to establish an interdisciplinary platform for scholars, industry representatives and students to discuss the advances and ethical implications of synthetic biology. It seeks to: 1. Evaluate the socio-ethical impacts of synthetic biology in fields such as medicine, energy, and the environment; 2. Enhance public understanding and engagement through science communication; 3. Facilitate collaboration among academia, industry, and policymakers to support responsible innovation and governance. By integrating academic presentations, roundtable discussions, and open dialogue, the forum intends to cultivate scientific literacy, promote cross-sector cooperation, and contribute to the development of ethical guidelines and policy recommendations in synthetic biology.
Proceedings
BEIJING, September 28, 2025 - The forum "From Molecules to Ethics: A Dialogue on the Future of Synthetic Biology" was successfully held at the South Activity Center of Tsinghua University this afternoon. This three-hour event brought together leading academics, industry experts, and student teams to delve into the innovative applications of synthetic biology in medicine, environment, and energy, alongside the profound ethical and social questions it raises.
The forum featured distinguished professors including Professor Li Chun and Professor Zhang Chong from Tsinghua University, Associate Professor Yu Yang from Beijing Institute of Technology, Researcher Zhang Yanping from the Institute of Microbiology, Chinese Academy of Sciences, and Director Wang Xiaoyan from COFCO Nutrition and Health Research Institute. It attracted nearly 200 participants from various Tsinghua academies and other universities like Beijing Normal University and Beijing Forestry University.
The event kicked off with an introduction to the forum and the iGEM competition by Xu Qingchuan from the Tsinghua-M iGEM team. This was followed by insightful keynote speeches from the professors, who shared cutting-edge advancements and ethical contemplations, greatly inspiring the audience. The presentation session gave way to a dynamic poster exchange, where five iGEM teams from Tsinghua, BIT, and BNU showcased their projects. The Tsinghua-M iGEM team further engaged the crowd with a hands-on workshop and a self-designed card game, drawing significant interest.
The highlight of the forum was the panel discussions. The Scholars' Panel, moderated by Yang Ziyi, saw experts engage in a spirited debate on frontier ethical issues, addressing questions curated from iGEMers and offering valuable advice. When asked about the major challenges facing synthetic biology, Researcher Zhang Yanping pointed to the overly cautious mindset that she believes limits the field's potential, while Director Wang Xiaoyan emphasized the difficulty of translating lab results into real-world applications. The question of how to enhance public understanding and trust in synthetic biology drew diverse responses: Professor Li Chun shared his experience of giving lectures, stressing that scientific literacy must be cultivated from primary and secondary school. He noted that many children are influenced by preconceptions instilled by their parents, which need to be corrected before their values are fully formed. Director Wang Xiaoyan, speaking from an industry perspective, highlighted the need for better communication downstream. She explained that terms like "synthetic biology" and "gene editing" often trigger public skepticism due to misunderstandings, and called for reframing the narrative to convey the truth. Associate Professor Yu Yang added that universities should also take responsibility by organizing popular science activities—such as lectures, summer camps, and educational games—in schools to make synthetic biology more accessible. In closing, the panelists shared brief advice for young people. Professor Zhang Chong offered a thought-provoking reflection: “We come to understand life through creating it.” Associate Professor Yu Yang expressed optimism, noting, “Technology continues to advance; we must embrace it with caution and confidence that it will ultimately benefit society.” Director Wang Xiaoyan concluded with a heartfelt hope: “May advanced technology be guided by those who wield it for good, and may it grow in a healthy direction.”
Subsequently, the Youth Panel, composed of student representatives and moderated by Yu Yongjia, shifted the focus to the next generation's perspective, discussing their aspirations and sense of responsibility, as well as their excitement for the upcoming Giant Jamboree in Paris. When asked about the ethical considerations in their project design, the BIT-LLM team shared that they had interviewed researchers from Zhongguancun Academy and learned that current large language models do not yet pose a risk of generating novel organisms. To further mitigate potential ethical concerns, the team implemented multiple measures including training data filtering, comprehensive AI activity logging, and mandatory ethics training for all members. As the conversation turned to their hopes for the final month leading up to the competition, the BIT team expressed their aspiration that our project would transcend beyond a mere entry and create tangible, real-world impact. "What inspires us most is how this forum has turned competitors into collaborators," one member reflected. "We're now learning together, working together, cheering for each other's success — all while giving it our absolute best."
In just over three hours, the forum sparked countless intellectual exchanges. It served as a crucial platform, reinforcing the imperative to steer the powerful technology of synthetic biology with a strong ethical compass. As the event concluded, a resounding message remained: for technology to truly serve humanity, its path must be illuminated by responsibility, sustainability, and inclusive wisdom. The journey for every iGEMer and synthetic biology enthusiast continues, carrying forward the conversations started here into future actions.
Lab Open Day --enriched(Score: 82.4)
Purpose of the Event
Our Lab Open Day was meticulously designed to serve as a vital bridge connecting the foundational curiosity of junior high school students with the advanced, innovative world of university-level scientific research. We recognize that this is a formative age where passions are ignited and future aspirations begin to take shape. Therefore, our primary objective was to demystify the realm of higher education and cutting-edge science, transforming abstract concepts from textbooks into tangible, exciting experiences. By opening our doors, we aimed to provide an immersive and inspiring environment where these young minds could witness firsthand the academic rigor and vibrant intellectual atmosphere that define Tsinghua University. Central to this event was the exploration of synthetic biology, introduced through the dynamic lens of the International Genetically Engineered Machine (iGEM) competition. Our goal was to present this field not as a complex, inaccessible science, but as a creative and powerful discipline where life itself can be engineered to solve pressing global challenges. The iGEM project served as a perfect case study, illustrating the complete scientific journey from a novel idea to experimental validation and real-world application. We wanted the students from Dandelion Middle School to understand the collaborative spirit, critical thinking, and perseverance required in modern research, inspiring them to see science as a tool for positive change. Ultimately, the event was dedicated to nurturing a lasting passion for the life sciences. Beyond simply showcasing our work, we endeavored to cultivate a scientific mindset in our young visitors—one that values inquiry, evidence-based reasoning, and creative problem-solving. By providing hands-on engagement and direct interaction with university student researchers, we hoped to plant a seed of scientific curiosity that will flourish throughout their academic careers. Our ambition was that each student left not only with new knowledge but with a newfound confidence and a powerful sense of possibility for their own future in STEM.
Tsinghua iGEM Lab Open Day for Dandelion Middle School
On the morning of October 7, 2025, we had the distinct pleasure of hosting a special Lab Open Day for a bright and enthusiastic group of students and parents from Dandelion Middle School. The event was held across two key locations: the historic and vibrant Tsinghua University campus and our state-of-the-art laboratory, situated on the 4th floor of the English Building within the Department of Chemical Engineering. This initiative was designed to offer an exclusive window into the world of advanced life sciences and inspire the next generation of scientific minds.
Main activities
Activity 1: An Immersive Laboratory Experience – A Day in the Life of a Scientist
The cornerstone of our open day was a guided, hands-on journey through a complete molecular biology workflow. This immersive session took place in our laboratory on the 4th floor of the English Building (Department of Chemical Engineering), where participants were provided with lab coats and safety briefings to immediately engage in the professional environment of a scientist. Led by experienced members of our iGEM team, students progressed sequentially through key experimental stations, from the DNA amplification power of PCR and the visual separation of DNA via gel electrophoresis to the precise extraction of a target gene. The experience continued with the core techniques of genetic engineering: cellular transformation. Students witnessed the process of introducing new genetic material into host organisms like E. coliand yeast, effectively "reprogramming" them to perform novel functions. This segment was designed to illustrate the foundational principles of synthetic biology in a practical, understandable manner. To conclude the lab tour, participants were introduced to the microplate reader, a sophisticated instrument used for high-throughput analysis. Here, they learned how scientists quantify experimental outcomes and interpret data to determine the success of their genetic modifications, completing the entire cycle from hypothesis to result.
Activity 2: A Cultural and Academic Tour of Tsinghua University
Complementing the intensive lab session, this activity broadened the students' perspective to encompass the rich history and vibrant culture of Tsinghua University. The guided campus tour took participants to iconic landmarks, including the historic Old Gate, the majestic Auditorium, and the symbolic Sundial, each with its own story that reflects the university's century-long pursuit of excellence. This walk through our beautiful campus was designed to be more than a sightseeing trip; it was an exploration of the spirit and heritage that have shaped generations of leaders and innovators. A particularly valuable component of the tour was the opportunity for direct and informal interaction with current Tsinghua students. During a dedicated Q&A session and throughout the campus walk, the visiting students and parents were encouraged to ask questions about all aspects of university life—from academic workloads and research opportunities to extracurricular clubs and campus traditions. This personal engagement aimed to make the university experience feel accessible and relatable. By hearing authentic stories, the visitors gained a holistic understanding of life at a world-class institution, helping them to envision a future within such a community.
Student impressions
A (Grade 8 Student, Dandelion Middle School): The Transformation from Abstract to Reality
"The iGEM team members were amazing—they explained everything so clearly and patiently. They weren't just teachers; they felt like role models. This visit has completely changed how I see science, and now I'm seriously thinking about pursuing a career in research."
B (Grade 8 Student, Dandelion Middle School): Discovering Purpose and Aspiration
"What struck me most was learning how the team is using synthetic biology to address environmental issues. It made me realize that science isn't just about discovery for its own sake; it's about making a real, positive impact on the world. This experience has given me a powerful sense of purpose. I now know what I need to work towards, and I've never felt more motivated to study hard."
C (Grade 8 Student, Dandelion Middle School): Redefining Biology as a Creative and Collaborative Field
"My impression of biology used to be that it was all about memorizing facts and names, which I found quite boring. Today completely shattered that stereotype. The iGEM lab felt more like a creative workshop or a tech startup than a classroom. I was fascinated by how the team works together, with everyone contributing different skills to solve a complex problem."
Significance of the Event
The Lab Open Day held on October 7, 2025, for the students and parents of Dandelion Middle School represented a significant investment in the future of science and education. For the junior high school students, it served as a critical early intervention that can shape their academic trajectories. By providing a direct, hands-on encounter with advanced scientific research, we bridged the gap between theoretical classroom learning and its practical, real-world application. This experience was designed to ignite a genuine, lasting interest in STEM fields, foster critical thinking skills, and empower students with the vision and confidence to pursue ambitious educational goals. For our iGEM team and Tsinghua University, this event was a fundamental expression of our commitment to social responsibility and science communication. It allowed us to step outside the laboratory and engage directly with the community we aim to serve, making complex topics like synthetic biology accessible and exciting to a public audience. In doing so, we not only promoted scientific literacy but also showcased the intellectual vitality and collaborative spirit that are core values of our institution. Our students acted as ambassadors, demonstrating the passion and ingenuity that drive scientific progress. On a broader scale, this initiative functioned as a vital link between secondary and tertiary education, fostering a more seamless and integrated learning ecosystem. By offering younger students a clear and inspiring glimpse into university life and research, we helped to demystify the transition to higher education and cultivate a pipeline of well-prepared, highly motivated talent. Such programs are essential for ensuring that the pursuit of science is not confined within academic walls but is a shared, continuous journey that begins with sparking curiosity in a young mind and ultimately contributes to the nation's long-term scientific and technological advancement.
Roadshow --joyful(Score: 74.1)
On 28 September 2025, in order to better inform the public about the iGEM projects of each team, to raise public awareness of curriculum biology, and to promote public thinking about the ethical issues of synthetic biology, we held a roadshow with other collaborating teams. On the occasion of the "From Molecules to Ethics: A Dialogue on the Future of Synthetic Biology" exchange forum, we held a roadshow with other collaborating teams.
Firstly, each team will introduce their project so that the public can have a basic understanding of the background, purpose and realisation of the project. The teams then interacted with the public and answered their questions about the project. In the event, we featured a selfdesigned workshop deck and a game deck. After introducing the basic rules and conducting a live demonstration, we invited some members of the public to try the game for themselves, which was well received by the public.
This roadshow is not only an audiovisual celebration, but also a collision and exchange of ideas. Through this roadshow, we achieved the purpose of promoting and popularising the knowledge of iGEM and synthetic biology, as well as getting more recognition for the 2025 TsinghuaM iGEM team.
Part 2: Deep Dives (High Impact, Focused Reach)
Students' Creative Design
--empowered
(Score: 78.7)
Middle School's Creations
Feedback:
At Dandelion Middle School, our science outreach activity took on a vibrant, hands-on form when we invited the eighth-grade students to participate in the artistic creation of the "Yeast Cell Stress-Resistant Factory." Using clay and paintbrushes, they transformed abstract scientific concepts into tangible and imaginative artworks, leaving a deep impression on our entire team. One student, proudly showing his clay model of a yeast cell swelling under osmotic stress, explained: "I never thought cells could 'feel' pressure like we do. Making this helped me see that stress isn't just a word in a textbook—it's something physical happening to the cell." Another student, who painted her yeast in bold reds and oranges, shared: "I used these colors to show it's fighting against the heat. It’s like the cell has its own personality and will to survive." Their fresh perspectives also provided unexpected artistic inspiration for our own design work. A member of our art team remarked: "The way the students used color and shape to represent biological stress was so free and intuitive. It reminded us that scientific communication doesn’t always have to be precise—it can be emotional and metaphorical, too." Overall, the session was far more than a one-way knowledge transfer. It became a dynamic exchange of ideas, deepening the students' connection to synthetic biology through creativity while renewing our own appreciation for the power of art to make science relatable, memorable, and deeply human.
Ethical Interview --thoughtful (Score: 74.2)
Background and Purpose:
Synthetic biology, as a cutting-edge interdisciplinary field, is providing unprecedented solutions to global challenges through its powerful capabilities for modification and creation. Against this backdrop, our Tsinghua-M team from Tsinghua University presents its iGEM project—"Pulse-Inspired Robust Design of Yeast Cell Factories." Although our project aims to optimize industrial production, its core technologies—genetic modification and regulation—inevitably place it within a public sphere filled with ethical concerns and social debates. In public discourse, the term "gene" is often associated with highly sensitive issues such as "genetically modified food safety" and "gene editing ethics." While our technology is applied within strictly controlled fermentation tanks, can the public clearly distinguish the differences in risks across various application scenarios? Additionally, while our use of the traditional Chinese medicine concept of "pulse" as an analogy facilitates science communication, could it also lead to cultural misunderstandings or excessive associations? These questions directly impact the societal acceptance and ultimate value realization of our project. Technological development never occurs in isolation from society. Therefore, proactively exploring and addressing these potential ethical and social concerns is an indispensable responsibility for every synthetic biology researcher. To this end, we conducted a series of in-depth street interviews in Beijing, China's hub of technology and culture, targeting two key groups: professionals and scholars, who represent expert perspectives and societal backbone, and middle and high school students, who represent the future and hope. Our interview questions focused on topics such as awareness of synthetic biology, genetic engineering, and particularly controversial issues like genetically modified technology.
Feedback:
The most significant aspect of this interview lies in its systematic revelation of the three underlying logics behind the public's cognition, attitudes, and thought patterns when facing emerging biotechnologies. First, we identified the "application-driven" model of public cognition: the public's understanding of scientific concepts does not stem from an interest in the disciplinary system but is driven by landmark applications closely related to their own interests, such as genetically modified foods. Second, we uncovered the "reference point effect" in public attitudes: people's assessment of the risks and benefits of a technology is highly dependent on the specific context in which it is situated (e.g., "disease treatment" vs. "daily consumption"), rather than on the technology itself. Finally, we observed a "bystander gap" in public engagement: the general public mostly remains at the level of passive observation and emotional reactions to technology, while experts and scholars naturally position themselves as proactive advisors. These three insights together form the foundation for understanding the social ecological niche of technology and point the way forward for future science communication efforts.
Significance:
This interview initiative is a core practice of the "responsible innovation" spirit advocated by the iGEM competition. The feedback and insights gathered will directly inform our project, guiding us in optimizing science communication materials, adjusting presentation strategies, and even inspiring more thorough considerations of the safety and ethical frameworks for future applications of our project. We are committed to establishing a closed-loop feedback mechanism that ensures our scientific exploration consistently resonates with the collective well-being of humanity. Below is the detailed ethical interview report.
Debate --critical (Score: 68.4)
As part of our Human Practices and Education efforts, our team organized a public debate to engage students and the broader community in thoughtful discussion about the social, philosophical, and ethical implications of synthetic biology. The debate was co-hosted by the Tsinghua University Tanwei College Debate Team and the Beijing Normal University School of Life Sciences Kunpeng Debate Team, with the central topic: “Has Genetic Engineering Destroyed the Essence of Humanity?” Through this debate, we aimed to explore the public’s perception of genetic engineering from multiple perspectives, including scientific progress, philosophical reflection, and ethical concerns. The affirmative side argued that genetic engineering, by altering fundamental biological processes, challenges long-held definitions of human nature and raises profound ethical questions. The opposing side contended that genetic engineering represents humanity’s continuous pursuit of understanding and improving itself, thus extending — rather than eroding — what it means to be human. This event served as a platform for interdisciplinary dialogue, allowing students from both the life sciences and the humanities to critically examine how technological advances intersect with human values. It helped demystify synthetic biology, encouraged participants to think beyond laboratory boundaries, and deepened mutual understanding between scientists and the public. Through activities like this, our team strives to make synthetic biology not only a field of scientific innovation but also a subject of open public conversation, bridging the gap between cutting-edge research and societal reflection.
Workshop--interested (Score: 71.5)
This workshop is designed to break through the traditional one-way teaching model of "expert lectures and passive listening," creating a brand-new, immersive learning experience. We firmly believe that for a cutting-edge and interdisciplinary field like "synthetic biology," true understanding comes from active exploration, construction, and connection, rather than passively accepting conclusions.
The workshop is centered around three core principles
1. Transitioning from "Knowledge Consumers" to "Knowledge Constructors"
We reject one-way knowledge transmission and instead embed core concepts into a set of "event" cards. Through group discussions, reasoning, and debate, participants actively piece together the logical narrative of the cards, constructing a complete story chain from "industry crisis" to "biological solution" and finally to "macro-value."
2. Cards as a Tangible Language for Systems Thinking
We designed a four-color card system (light purple, green, orange, blue), each representing a functional module within the system (e.g., problem, mechanism, solution, value). By combining cards of different colors, participants practically demonstrate the interconnections and system operations, experiencing the core synthetic biology concept of "designing biological parts to build new functional systems."
3. Connecting Microscopic Insight with Macroscopic Vision
The workshop guides participants from understanding nanoscale protein sensing mechanisms, to operating gene editing tools, and finally to macro-level reflections on global climate, economy, and sustainable development. This process cultivates the ability to delve into technical details while also discerning strategic significance, making it suitable for participants from both research and management backgrounds. Through card-based interaction, we deconstruct complex synthetic biology projects into card "components." In guiding participants to act like scientists—actively constructing a complete scientific story and systems thinking from fragmented information—we enhance their understanding of the project. The following are the cards employed in our workshop:
The card colors and content correspond one-to-one with the four parts shown in the image：
The card-based workshop attracted active participation from many attendees and achieved notable outcomes. By first studying the explanations on the cards, participants gained a deeper understanding of the research background, the specific stressors targeted, the strategies employed, and the expected outcomes. They then independently explored the logical relationships within and between the four categories of cards, arranging them according to their own understanding of the conceptual flow. Through hands-on manipulation of the four-color card system and collaborative group work, they demonstrated a rapid grasp of systems thinking in synthetic biology. Most participants found the workshop content highly engaging. During group activities where they pieced together logical chains, they frequently flipped between the front and back of the cards. The front side, with its vivid and humorous illustrations and captions, was considered direct and appealing, while the detailed explanations on the reverse side helped clarify abstract concepts. This design allowed them to maintain interest while deepening their technical understanding. The process of sorting, discussing, and connecting the cards not only helped them clarify the logical progression from stress perception to genetic circuit design but also vividly demonstrated the core principles of modularity and interconnectivity in systems thinking. The activity was described as "both challenging and exhilarating." If you would like to learn more about the four color-coded categories of the workshop and the detailed workshop agenda, please check out our full handbook.
--fascinated
(Score: 52.7)
During the educational activities, our team's art design group carried out a series of creative design projects and received an enthusiastic response.
First, we designed our team's creative logo. Based on the name of the iGEM competition, the letter "G" was illustrated as a yeast cell factory. The two gears inside symbolize that the interior of a yeast cell operates like intricate machinery, while the waveform reflects the concept of "cellular pulse imagery" in our project. The inscription "THU · TW" below denotes Tsinghua University (THU) and the TANWEI College (TW), indicating that our team originates from TANWEI College of Tsinghua University.
Based on the stresses that yeast may encounter in fermenters, we designed three cartoon yeast characters: one under high temperature stress, one under ROS stress, and one under hyperosmotic stress. Building on these designs, we also created a cartoon version of the project’s core element—the tripartite oscillator.
The yeasts
The tripartite oscillator
To facilitate deeper interaction with students outside our team and help those unfamiliar with synthetic biology quickly grasp the content of our project, we designed a card game aimed at achieving science education goals through gameplay.
We also turned these game cards into postcards and distributed them as prizes to the students who won the game.
Based on our self-designed framework, during the science outreach activity at Dandelion Middle School, we also encouraged students to participate in the artistic creation of the "Yeast Cell Stress-Resistant Factory." The eighth-grade students used clay and paintbrushes to visualize their understanding of stressed yeast cells, which in turn provided artistic inspiration for our team's design work.
The postcards
Middle schoolers' creations
To further introduce our project to younger elementary and middle school students in an accessible way, we specially produced an educational video with a light-hearted and cute style, using easy-to-understand language. The video briefly explains the applications of yeast in daily life and industry, and introduces the background of our project in a way that children can easily grasp. We hope this provides a brief introduction to every child who visits our project website!
(Score: 63.9)
Synthetic Biology is one of the most forward-looking and strategically significant interdisciplinary fields of the 21st century. It is not merely an extension of molecular biology and genetic engineering, but centers on the “engineering-based reprogramming of life,” treating biological systems as modular units that can be designed, assembled, and optimized. Through the construction of genetic circuits, artificial metabolic pathways, and organelle reconstitution, humanity gains the ability to program cells at a deep level, thereby extending and reshaping natural life forms.
At the international level, synthetic biology is widely regarded as a critical field—after information science and artificial intelligence—that may drive the next wave of scientific and industrial revolutions. In 2019, the U.S. National Academies released the Engineering Biology Roadmap, which emphasized the profound impact of synthetic biology across energy, environment, healthcare, agriculture, and national defense. Institutions such as the EU Horizon Program, Japan’s Science and Technology Agency (JST), and the UK Synthetic Biology Research Centre have all launched dedicated funding schemes to support fundamental research and translational applications in the field. Market data indicate that the global synthetic biology sector exceeded USD 10 billion in 2021, and is projected to surpass USD 100 billion by 2030, positioning it as a strategic frontier in global science and technology competition.
China has likewise placed strong emphasis on the development of synthetic biology. The 14th Five-Year National Key R&D Program identifies synthetic biology as a priority in frontier interdisciplinary research, highlighting its critical role in advancing carbon neutrality, public health, food security, and environmental governance. In recent years, Chinese researchers have achieved a series of pioneering breakthroughs: from the artificial synthesis of yeast chromosomes, to engineered microbial strains for efficient drug production, and environmentally friendly strategies for carbon capture and plastic degradation. These advances underscore the discipline’s vast potential in supporting the “dual carbon” goals and driving the bioeconomy.
Tsinghua University has long-standing strengths in life sciences, chemical engineering, and information science, and has undertaken numerous national research initiatives that produced significant contributions to synthetic biology. Meanwhile, the Tsinghua iGEM team has consistently achieved outstanding results in the International Genetically Engineered Machine Competition. Team members have not only gained rigorous scientific training, but also accumulated rich experience in interdisciplinary collaboration, public science communication, and international exchange.
Nevertheless, student engagement in synthetic biology at Tsinghua remains largely project-based, lacking a long-term, stable, and systematic interest group. The valuable experiences and research outcomes gained through iGEM and similar competitions often prove difficult to sustain after the contest season, resulting in limited knowledge accumulation and translation of research outputs. To address this gap, we propose the establishment of the Tsinghua University Student Synthetic Biology Interest Group.
This group will serve as a long-term platform to extend iGEM achievements and support Tsinghua students’ continuous exploration in synthetic biology. It will not only act as a practice base for undergraduate and graduate students engaged in interdisciplinary research, but also as a starting point for their future contributions to national strategies and global scientific development. Through this initiative, we aim to cultivate a new generation of young scholars equipped with scientific rigor, engineering mindset, and social responsibility, thereby contributing Tsinghua’s strength to the advancement of synthetic biology.
As an inherently interdisciplinary discipline, synthetic biology demands individuals with broad and diverse skill sets. We place special emphasis on a “mentorship” mechanism, whereby senior students guide new members step by step—from literature review and experimental techniques to project design.
Scientific research is not only about academic breakthroughs but also about its relevance to society. We plan to actively engage in public outreach on synthetic biology, including lectures, articles, and interactive experiments aimed at middle schools and broader communities.
Synthetic biology is a global discipline. We will actively seek partnerships with leading international institutions, such as MIT, Stanford, and Imperial College London, to create opportunities for members to learn from cutting-edge research and enhance cross-cultural communication.
(Score: 60.5)
On the afternoon of September 11, 2025, the Tsinghua-M 2025 iGEM team conducted a random street interview activity on Xueqing Road in Haidian District, Beijing. The activity targeted individuals of different ages, professions, and social backgrounds to gather broad public opinions and attitudes toward synthetic biology.
During the interview, we asked participants a series of questions related to synthetic biology, including:
The significance of this street interview extends beyond data collection. It serves as a bridge between science and society, helping us to break down barriers and better comprehend societal expectations. These insights will directly inform the design of our project, ensuring it is not only scientifically innovative but also aligned with social needs.
(Score: 41.0)
Based on the standard library of components in synthetic biology, this card game transforms complex biological concepts into intuitive and interesting card mechanisms, which has the following educational significance:
Parents would like to continue to promote our achievements and hope that in the future they can be accompanied by instructional videos or popular science picture books, etc., to further help their children understand complex knowledge and concepts.
Students raised a lot of questions during the game, such as "Why does the inhibitory protein inhibit the expression of promoters and resistance genes?" etc. This approach improves students' participation in the classroom, and also helps them to think independently and internalise their knowledge.
The rules of the game are simple and easy to understand, and they can start playing the game through basic teaching. Children learnt more from the game and gained the experience of "becoming a scientist", which greatly improved their knowledge of biology.
We are committed to passing on knowledge, documenting our path from initial inspiration to practical application. Our project roots in traditional Chinese medicine and microbial fermentation, but extends beyond the lab to consider societal impact, ethics, and humanistic contexts. We strive to translate scientific ideas into tangible social actions, from educational games to tailored courses, ensuring science serves humanity.
The creation of this handbook is the result of the collective wisdom and hard work of many individuals. Here, we extend our sincerest respect and gratitude to our advisors for their patient guidance, to our collaborators for their unwavering support, and to all the friends from various walks of life who participated in our interviews, events, and feedback. It is your trust and assistance that have made our journey possible.
This is a brief version of the total handbook.
This is a brief version of the total handbook.
This is a brief version of the total handbook.
Social Media
--curious
(Score: 73.3)
1. Our Vision for Science Communication
"探微iGEMer" (Tanwei iGEMer) is our digital home base, where all our stories, discoveries, and conversations come to life. Here are its core details:
Account Name:
探微iGEMer (iGEMer of Tanwei college)
Account ID:
gh_c8b6d3f5fe5a
Account Introduction:
Using genes as a paintbrush, "exploring" the infinite possibilities of life, and "fine-tuning" a new biological system, pay attention to us and witness the infinite possibilities of iGEM and the passing of the spirit of micro-exploration together! Welcome to the world of synthetic biology!
Slogan/Mission Statement:
Stress strikes? SMART yeasts thrive
Logo:
QR Code:
Logo Description:
Our logo is more than an emblem; it is the story of our project, "Cellular Pulse," told in a single image. At its heart is a stylized yeast cell, thoughtfully divided to represent the beautiful duality of our work. The design draws inspiration from the ancient concept of Yin and Yang, representing the harmonious integration of two distinct yet complementary forces. The Yang (upper realm) houses interlocking gears representing engineering and control. The Yin (lower realm) is alive with a vibrant pulse wave, borrowed from the profound diagnostic art of Traditional Chinese Medicine. The pulse wave itself is the line that unites the two halves, signifying the seamless integration we aim to achieve. Finally, the text "iGEM" is woven into the cell's form, while "THU·TW" anchors us to our home at Tanwei College, Tsinghua University.
2. Content is King: Crafting Our Narrative
Our WeChat Public Account, "探微iGEMer," is the central nervous system of our science communication efforts. As of September 2025, we have published over 28 original articles, which can be categorized into six distinct pillars, each with a specific purpose and impact.
The Spark of Creation: Preliminary Research (15+ Articles)
We published a large series of articles detailing the innovative project ideas from our initial brainstorming phases, covering environmental solutions, medical innovations, and industrial biotechnology, serving as a transparent record of our intellectual journey.
Industry Engagement & Market Validation (4 Articles)
Detailed chronicles of our visits to leading companies like WuXi Biologics and CABIO, and an exclusive interview with a Brazilian biotechnology expert, providing international perspectives on biosafety, public acceptance, and regulatory landscapes.
Academic Dialogue & Interdisciplinary Fusion (3 Articles)
We documented our profound conversation with a professor from the Beijing University of Chinese Medicine, exploring the mapping between our genetic oscillator and a TCM pulse. We also published dialogues with experts in industrial biotechnology and finance to refine our application strategies.
Fostering Community: Inter-Team Collaborations (3 Articles)
We shared our experience at the CCiC, detailed our collaborative meetup with the BIT-China iGEM team, and wrote about our joint industry visit with teams from Wuhan University and Huazhong Agricultural University.
Igniting Young Minds: Educational Outreach (1 Article)
We published a comprehensive review of our special lecture for students at the prestigious High School Affiliated to Tsinghua University, covering the lecture's content and featuring photos of the enthusiastic interactions with students.
The People Behind the Science: Team Spotlight (2 Articles)
Our official team introduction garnered over 1,300 views, presenting the profiles of our diverse members. We also released our official Promotion Video, "yeast SMART," providing a dynamic summary of our project's concept.
3. Overall Performance & Trend
Over the course of our project, we have built a substantial and active reader base. Our key performance indicators show a clear upward trajectory:
The Phenomenon: Our data reveals a powerful dynamic. The daily readership chart shows consistent activity punctuated by significant peaks of over 600 views, corresponding to major content releases. This is mirrored in our follower metrics, which show a steady, uninterrupted upward trajectory.
The Reason: This growth is the direct result of a successful content-to-community strategy. Each major article created a surge in readership, which consistently converted casual readers into loyal followers.
The Significance: These trends provide quantitative validation of our communication efforts, create a sustainable platform for dialogue beyond the competition, and amplify our project's influence to foster a broader public understanding of synthetic biology.
Feedback
Our efforts have generated enthusiastic feedback from our community. Every comment is a testament to our work and a guide for our future direction.
Our Reflection
For every member of our team, managing "探微iGEMer" was far more than a task—it was a journey of mutual growth with the public. Initially, we just wanted to faithfully document our progress. However, we soon discovered that the process of transforming complex data and abstract models into engaging visuals was an exercise in deep reflection.
What moved us the most were the reads, likes, and comments. When we saw that our articles could inspire a high school student's interest, we realized we had built a bridge between science and society. This feeling of being needed and understood gave us immense motivation. This experience has solidified our belief that a scientist's responsibility is not only to explore the unknown but also to walk alongside the public with sincerity and wisdom.