(I) Online Education

1. Media Operations

The project team systematically repurposed text, images, and video content from offline activities—such as hospital science outreach, lab open houses, and creative contests—for secondary dissemination and in-depth promotion via social platforms like Xiaohongshu. This content encompasses the project's core concepts, scientific knowledge interpretations, highlights of events, and public participation outcomes. It aims to break down information barriers between scientific research and the public, reaching broader audiences—particularly younger generations—through more intuitive and vivid approaches.

Leveraging algorithmic recommendations and social attributes, new media platforms effectively transcend traditional science communication's audience boundaries. This enables specialized topics like “plastic degradation” and “synthetic biology” to enter everyday browsing contexts. Through visual, narrative, and interactive presentations, the promotional content significantly lowers comprehension barriers, enhancing the dissemination efficiency and acceptance of scientific knowledge.

Sustained platform operations not only convey knowledge but also shape the team's image as young, open-minded, and responsible. By showcasing project progress, team collaboration, and public feedback, it enhances credibility and approachability, laying a public opinion foundation for future research partnerships, societal support, and potential technology transfer.

Platform interactions—such as comments, submissions, and polls—provide entry points for public engagement in scientific discourse, while their feedback and creativity offer external perspectives that inspire the project. This “research output-public input” feedback loop embodies the core principle of “social collaboration” in responsible innovation.

Promotional activities on new media platforms represent a successful and essential practice in science communication. They extend the project's outreach beyond science popularization, serving as a vital pathway for modern research teams to fulfill social responsibilities and gain public understanding. This approach aligns with the digital and social trends in science communication, effectively enhancing the project's overall impact and public benefit value. It warrants recognition and sustained investment.

2. Science Popularization Picture Book

In collaboration with Jilin University, our team successfully developed the science popularization picture book E. coli Magic Factory for primary and secondary school students based on an original script. Through vivid storytelling and visual representations, this book transforms the working principles of E. coli as a “cellular factory” in synthetic biology into an accessible magical adventure journey. It aims to spark youth interest in biotechnology and promote green science concepts.

2.1 Content Features

(1) Story-Driven Narrative: Two IP characters—a koala and a young girl—guide readers into the “E. coli Factory.” By introducing two raw materials (PET plastic and tryptophan), the book comprehensively demonstrates the entire process of biodegradation and transformation, blending entertainment with education.

(2) Visualized Processes: Abstract bioprocessing steps like enzyme catalysis, metabolic conversion, and quality control/packaging are transformed into intuitive scenes such as the “Disassembly Workshop,” “Transformation Workshop,” and “Quality Control Workshop,” helping students grasp complex scientific concepts.

(3) Interdisciplinary Integration: Combines knowledge from chemistry, biology, engineering, and other disciplines to subtly cultivate scientific thinking and environmental awareness.

2.2 Educational Application Scenarios

This picture book will be utilized in iGEM project outreach activities, including: supplementary teaching materials for K-12 science classes; science exhibitions in libraries and museums; lab open houses; and promotion of youth science competitions and innovation projects.

3.3 Demonstration of Collaborative Value

The graphic designer from Jilin University's iGEM team provided professional support in illustration, scientific content review, and age-appropriate expression, ensuring a balance between scientific rigor and child-friendly presentation. This project also serves as a model case of cross-sector collaboration between university and secondary school teams to advance science outreach.

3. Science Game Video

Our team successfully hosted a “Research Vocabulary Challenge” word-guessing event for youth and science enthusiasts. Through a lighthearted and engaging format, the event integrated core terminology from specialized fields such as synthetic biology, eco-friendly materials, and biodegradation into interactive segments, achieving excellent science communication outcomes and positive social impact.

Aligned with the philosophy of “learning through play and gaining insights through learning,” the activity combined role-playing, word-guessing interactions, and real-time explanations. This approach transformed seemingly complex scientific terms like “PET degradation,” “engineered bacteria,” and “magnetically immobilized enzymes” into vivid, accessible language and scenarios. It effectively lowered the knowledge barrier and sparked participants' interest in biotechnology and environmental science.

During gameplay, contestants gradually uncovered term meanings through questioning and deduction. Both on-site audiences and online viewers deepened their understanding of specialized concepts via real-time science annotations. The event not only honed teenagers' logical thinking and communication skills but also subtly conveyed the practical significance of critical issues like green technology, circular economy, and plastic pollution management.

This initiative represents an innovative practice in science outreach for our iGEM project. Moving forward, we will continue exploring similar cross-disciplinary educational formats to bring scientific knowledge out of laboratories and into public awareness, truly achieving “science within reach, environmental protection tangible, innovation accessible.”

4. Mini-Game

4.1 For Players: “Polymer Rebirth: Plastic Alchemist” Game Manual

See Attachment 8

4.2 For iGEM Competition Judges: “Polymer Rebirth: Plastic Alchemist” Project Overview

See Attachment 9

4.3 Educational Value:

• Dispels the stereotype that “biotechnology = complex and incomprehensible” — Players intuitively grasp the entire “enzymatic digestion → conversion → product” process through “arranging enzymes and capturing molecules,” transforming complex synthetic biology experiments into “hands-on, tangible” experiences; Simultaneously, the game's “loss penalty” mechanism (losing PET when dropped on the ground) conveys the concept that “disorderly plastic disposal causes both economic and environmental losses.” Meanwhile, “earning profits from products” reinforces the profound understanding that “plastic is a resource, not waste.” This aligns with national initiatives like “dual carbon” and “waste-free cities,” allowing environmental awareness to take root through enjoyable gameplay.

4.4 Project Integration

The game serves as a vital link in the team's “research-development-science communication” chain. Players encounter real-world technologies like “enzymes, engineered bacteria, and PEAs” within the game. Subsequent gameplay can guide users to explore additional project content on the website, forming a science communication pathway of “experience → interest → deep understanding.”

(II) Offline Education

1. Science Education Workshop: Unlocking the Environmental Secrets of “Plastic's Metamorphosis” with Young Learners

As a key component of the iGEM team's human practice and educational initiatives, we conducted a science workshop titled “Plastic's Metamorphosis” for upper-grade elementary students from Cengong County participating in our summer research program. — From showcasing the iGEM gold medal and explaining synthetic biology competitions, to teaching children to identify plastic “IDs” and understand PET degradation principles, and finally designing creative “plastic rebirth” projects hands-on. We consistently aimed to “help children understand environmental protection and participate in project creativity,” making abstract PET biodegradation technology tangible and turning children's imaginative ideas into fresh inspiration for project optimization. This science workshop taught children to identify plastic symbols and grasp the fundamentals of PET degradation. More importantly, it gifted our project with pure creative inspiration—children's imaginative visions of “plastic transforming into medical products” provided a public perspective for refining our “high-value PET conversion” direction. As an iGEM team, we firmly believe education transcends one-way knowledge transfer—it involves engaging the public (even elementary students) in project innovation. This workshop expanded our project's scope beyond lab-based R&D to listening to grassroots community needs, advancing our mission to bridge science and society through education.

2. Science Outreach Session 2

Our iGEM team successfully conducted a synthetic biology and environmental science outreach event titled “The Metamorphosis of Plastic” at Pidu District People's Hospital. Targeting hospital staff children and young patients, the session used engaging presentations, interactive games, and hands-on activities to educate participants about plastic sorting, recycling, and green conversion. It effectively communicated eco-friendly technological concepts, achieving strong educational outcomes and positive social impact.

(1) Event Content and Highlights

The event opened with a “Plastic ID Card” science segment. Team members vividly introduced the characteristics and applications of seven common plastic types through personification, focusing particularly on medical plastics like IV bottles and syringes. This guided children in identifying plastic symbols and understanding recycling's importance. A project video followed, explaining the principles of PET enzymatic conversion technology and showcasing the green upgrade pathway from “microplastics → EG/TPA → high-value products,” highlighting our team's innovative explorations in biodegradation and resource recovery.

During the hands-on session, children crafted “Plastic Reborn Wind Chimes” from discarded PET bottles and illustrated “Microbial Chefs,” “Degradation Intermediate Products,” and “Dream Medical Devices” (e.g., antimicrobial dressings, targeted drug carriers). This activity honed their manual skills while sparking imagination and engagement with eco-friendly technology.

(2) Social Significance and Project Promotion

This initiative embodies the iGEM team's commitment to “scientific research benefiting society and science communication meeting public needs.” It not only deepened public awareness—particularly among youth—about white pollution and green technology but also showcased our university's innovation and application capabilities in synthetic biology. The team will continue organizing such interdisciplinary outreach activities to disseminate research findings, fulfill social responsibilities, and foster an ecosystem where scientific literacy and environmental awareness grow hand in hand.

3. Science Classroom 3: High School Campus Session

See Biosafety Section for details

4. Science Outreach at UESTC Experimental Middle School Affiliated Elementary School: Rooting Plastic Knowledge in Childhood Fun, Cultivating Environmental Awareness Through Interaction

On September 29, 2025, our iGEM team delivered a playful science activity titled “The Metamorphosis of Plastic” to fifth-grade students at the Affiliated Primary School of University of Electronic Science and Technology of China Experimental Middle School. This carefully designed interactive exploration aimed to translate iGEM's core educational philosophy—“breaking down barriers, sparking curiosity, and guiding action”—into tangible experiences for young learners.

Prior to the event, the fifth graders had virtually no understanding of “synthetic biology.” However, through the introduction that “our team uses enzymes and bacteria to transform plastic,” the students realized that “synthetic biology isn't ‘magic’ confined to laboratories, but a ‘useful technology’ that can solve plastic pollution.” They memorized the “ID card of plastics,” grasped that “science can solve pollution,” and expressed willingness to start with small actions like “choosing the right plastics” and “proper sorting.” iGEM's education never aims to “prove to judges that we did science outreach”; it strives to help more people—especially youth—understand the value of synthetic biology and believe technology can make the world better. The smiles on the students' faces as they received their “Plastic Detective” badges, the curiosity in their questions about “how bacteria eat plastic,” and the earnestness in their pledges to “protect the Earth”—these moments were far more valuable than any event metrics.

For us, this elementary school visit provided firsthand proof of how storytelling bridges the gap between cutting-edge research and the public, and how interactive engagement ignites the next generation's curiosity and trust in science. The sparkle in the children's eyes as they received their “Plastic Detective” badges, along with their simple yet incisive questions, provided invaluable public perspectives and sustained momentum for our project. Every seed we planted in young minds through the story of “Plastic's Identity and Transformation” carries the promise of a future where science serves humanity and environmentalism drives action.

5. Science Outreach Session 5: “Brain Intelligence Pearl” Science Outreach Session

The “Brain Intelligence Pearl” practice team from University of Electronic Science and Technology of China visited Jinchuan County People's Hospital to assist us in hosting a “Plastic ID Card” science outreach session for medical staff and patients.

6. Lab Open House

To disseminate synthetic biology knowledge and spark scientific interest among youth, our iGEM team hosted a Lab Open House on August 22 for middle school students transitioning to high school with an interest in biology. Combining project presentations, on-site tours, and in-depth discussions, the event allowed students to experience the appeal of synthetic biology firsthand and understand cutting-edge practices in plastic biodegradation and resource recovery. The activity achieved excellent science outreach results.

(1) Event Content and Format

Centered on the “Plastic Metamorphosis” iGEM project, team members first provided a systematic overview of the project's background, technical approach, and societal significance. Key focus areas included multi-enzyme immobilization, engineered microorganism construction, PET degradation, and high-value product utilization. Subsequently, guided by team members, students toured the laboratory, interacting with enzyme reaction apparatus, genetic manipulation platforms, and product detection instruments to gain a tangible understanding of the full R&D process “from gene to product.” Finally, through interview exchanges, the team listened to students' interpretations, concerns, and creative suggestions regarding the project.

(2) Interview Feedback and Cognitive Shifts

Most students reported that the event reshaped their traditional perceptions of synthetic biology: “I used to think it was just about modifying genes to adapt organisms to environments, but now I see it can solve societal problems like white pollution, making the impossible possible.” Regarding technical terms (e.g., “enzyme immobilization”), students showed keen interest after explanations, particularly finding novelty in non-destructive methods like magnetic immobilization. One participant remarked: “What fascinates me most about synthetic biology is transforming environmentally harmful substances through engineered microbes—truly putting technology to work for our planet.” We also encouraged participants to think beyond their disciplines. While lacking deep biochemical knowledge, their questions rooted in everyday experiences demonstrated the event's value in creating a virtuous cycle: science outreach → public understanding → reverse inspiration.

(3) Biosafety Discussion and Awareness Enhancement

The team engaged students in discussions about biosafety issues related to engineered bacteria. Most participants expressed greater confidence in the safe use of model organisms like E. coli after the explanations, recognizing that synthetic biology holds reliability and application potential under strict regulations.

(4) Event Outcomes and Future Prospects

This event not only planted seeds of synthetic biology in the minds of secondary school students but also prompted the iGEM team to reflect on project design and optimize science communication from a public perspective. Students described their experience as “turning the impossible into possible,” which aligns precisely with the core objectives of synthetic biology education and outreach. The team will continue advancing activities like open labs and science lectures to build bridges between research and society, fostering both scientific literacy and innovative thinking.

7. Cover Design

The iGEM team from the School of Life Sciences and Technology at University of Electronic Science and Technology of China launched a creative cover design contest for youth, inviting participants to create artwork around the theme “Plastic Biodegradation and Resource Recovery.” This initiative aimed to deepen young people's understanding and engagement with synthetic biology research through artistic expression. Below is a summary of the event:

(1) Activity Overview

The campaign received over ten submissions from youth across multiple regions. Participants primarily ranged from 8 to 15 years old, with works predominantly exploring themes like “plastic degradation,” “engineered bacteria,” and “environmental recycling.” Creative formats included hand-drawn and digital illustrations.

(2) Content Analysis

Submissions generally demonstrated high creative enthusiasm and fundamental thematic relevance. Some works accurately captured core project elements (e.g., enzymatic action, material transformation) through visual representations. While a few pieces contained minor scientific inaccuracies, overall they reflected participants' interest in environmental technology themes.

(3) Activity Effectiveness Evaluation

This initiative provided youth with hands-on exposure to synthetic biology projects, advancing science education objectives. Submission data indicates this format effectively engages young people in research projects, though participation scale holds room for growth. All entries have been archived, with select works balancing scientific rigor and artistic merit to be featured as supplementary promotional materials for iGEM competition presentations.

8. Interdisciplinary Campus Science Exchange: When Synthetic Biology Meets Medicine and Software Engineering

To break disciplinary barriers and broaden project perspectives, on September 19th, we proactively invited students from the School of Medicine and the School of Information and Software Engineering to host an interdisciplinary exchange focused on PET biodegradation and high-value conversion technologies. This event served not only as a knowledge-sharing session but also as a deep dialogue to re-examine the project direction and optimize system design from multiple disciplinary perspectives. One of the core tenets of iGEM is cross-disciplinary collaboration. We firmly believe that synthetic biology should never exist in isolation; the ultimate implementation of technology requires multidisciplinary support; and true innovation often emerges at the intersections of disciplines.

At the outset, the UESTC-iGEM team presented the project background and showcased research findings from field investigations at the Wuhou District Garbage Compaction Plant, Sangzhi Landfill, and Everbright Incineration Plant. They then posed the central question for this interdisciplinary exchange: “How can we make biotechnology safer, smarter, and more implementable?”

Students from the School of Medicine offered the following recommendations, grounded in both biosafety and medical application considerations:

• Focus on the biosafety of engineered bacteria and the biocompatibility of degradation products (e.g., protocatechuic acid, PEA);
• Introduce toxicological evaluations and conduct in vitro cell experiments to preemptively assess potential risks (cytotoxicity, etc.);
• Optimize the stability of engineered bacterial communities by incorporating insights from gut microbiome regulation research.

Students from the School of Information and Software Engineering, approaching the challenge from a data-driven and intelligent empowerment perspective, suggested developing a compact database. This database would integrate parameters such as enzyme mutant activity, degradation rates, and product yields. Visualization tools could display key metrics, while also recording fluctuations in variables like pH and temperature during reactions. They even proposed designing low-cost sensor arrays to upload data to the cloud in real-time, enabling remote monitoring...

During this brainstorming session, diverse perspectives from different academic backgrounds helped us identify potential ethical, safety, and efficiency issues that might be overlooked behind the technology. We also disseminated synthetic biology knowledge, learning from each other in a mutually educational exchange.

This cross-disciplinary dialogue revealed the multifaceted value of the iGEM project: creating robust, feasible, and responsible systems while building a stage for interdisciplinary dialogue. Here, the rigor of medicine, the intelligence of software, and the creativity of synthetic biology converge to forge new possibilities.

(III) Conclusion: Education is the bridge that carries science from the laboratory to the hearts of people

Throughout the months-long iGEM project, we remained steadfast in our belief: true scientific innovation occurs not only in laboratories but must also take root in society and flourish in the hearts of people.

From online initiatives like new media outreach, science picture books, and interactive games, to offline activities such as research workshops, lab open houses, and interdisciplinary dialogues, we consistently upheld the concept of a two-way cycle: “research output to public input.” Children sketched their envisioned medical products in “Plastic Metamorphosis,” teens manipulated “enzymes and engineered bacteria” firsthand in the “Polymer Rebirth” game, and university students proposed system optimization suggestions through interdisciplinary exchanges—these vibrant interactions transformed education into a symbiotic, co-creative process that sparks creativity, pools wisdom, and feeds back into the project. Education itself made synthetic biology tangible, perceptible, and createable.

We reject lofty jargon, choosing instead to translate complex concepts like “PET degradation” and “synthetic biology” into perceptible, actionable experiences through storytelling, games, visuals, and hands-on activities. Whether through the fairy-tale narrative of “E. coli Magic Factory” or gamified mechanism design, we tailor “cognitive interfaces” for audiences of all ages, making science warm and imaginative rather than cold and distant.

We understand that iGEM's educational mission extends far beyond mere comprehension—it seeks genuine resonance. By instilling principles like “plastic is a resource, not waste” and “environmental protection is everyone's responsibility,” we plant seeds of green technology in children's minds and cultivate awareness of the circular economy among the public. This shared value system forms the bedrock of the project's sustainable impact.

Deep exchanges with students from medical and software engineering schools expanded education beyond “science popularization” into deeper discussions on “system design” and “ethical safety.” This propelled the project from technical feasibility toward societal acceptance and systemic implementation.

Ultimately, we built a bridge through education—letting science step out of laboratories, pulse through finger-tip games, grow under children's brushes, and mature through interdisciplinary dialogue. This bridge connects today's laboratories to tomorrow's sustainable world, embodying our entire passion and commitment as an iGEM team toward science outreach, social responsibility, and an innovative future.

We sincerely thank all participants, partners, every child who listened, asked questions, and created, as well as the experts and public who offered advice—it is you who truly complete this educational endeavor.

Appendices

Attachment 8:

Game Slogan: Become the wealthiest alchemist! Digest PET plastic with biological magic and rake in the cash!

1. Game Objective: Players assume the role of “Plastic Alchemists,” manipulating biological tools (enzymes + engineered bacteria) to progressively transform falling PET plastic fragments into high-value products (PEAs/PCA), generating profits for the factory. Core Rule: Prevent PET fragments or small molecules from hitting the ground to avoid depleting funds. Maintain total funds ≥0 to advance through levels!

2. Interface Overview (5 Layers Top-to-Bottom)

3. Gameplay

Step 1: Use “Enzymes” to Capture PET Fragments

(1) You have 2 “Magnetic Immobilized Enzymes” (initially located at the bottom of the interface). Click and drag an enzyme to the desired position with your mouse, then release to fix it in place.

(2) When a PET fragment touches an enzyme, it will immediately “digest” the fragment (with animation). Digestion time depends on fragment size: small fragments take 1 second, medium fragments take 2 seconds, large fragments take 3 seconds.

PS Critical Note: Once an enzyme begins digesting a fragment, it cannot be moved until digestion is complete! Plan enzyme placement in advance.

Step 2: Use “Engineered Bacteria” to Grab Small Molecules (Keyboard Controls)

After digestion, blue TPA and yellow EG will drop directly below the enzyme—this step requires “color-specific grabbing”:

(1) Blue bacteria (grab TPA): Move with A (left), D (right);

(2) Yellow bacteria (grab EG): Move with ← (left), → (right);

(3) Bacteria move faster than molecules—operate confidently! But grabbing the wrong color is useless (e.g., blue bacteria touching yellow EG lets molecules drop).

Step 3: Earn Funds, Prevent Losses

(1) Earnings: 1 EG converts to 1 PEAs, 1 TPA converts to 1 PCA. Products dropped into factory trucks add +4 yuan each;

(2) Losses:

a. PET fragments not captured by enzymes and falling to the ground incur losses: Small fragments -3 yuan, Medium fragments -6 yuan, Large fragments -9 yuan (losses double the longer the game lasts);

b. TPA/EG not captured by bacteria and falling to the ground incur losses: Each -1 yuan;

(3) Starting funds: 50 yuan. Game ends when total funds < 0 yuan. Challenge failed!

Appendix 9:

1. Game Positioning: Through interactive gamification, this game transforms the abstract laboratory technology—“magnetically immobilized dual-enzyme degradation of PET + engineered bacteria conversion into high-value products”—into a tangible, hands-on experience for the public. This approach aligns with iGEM's evaluation criteria for “Human Practice and Education” while expanding the project's science outreach reach and societal impact.

2. Core Design Logic: Deep Integration of Game Mechanics and Project Technology

The game's core cycle—“Collect (Enzymes) → Transform (Microbes) → Produce (Factory)”—mirrors the project's actual technical pathway. This allows players to intuitively grasp the underlying principles through hands-on gameplay: