Education

Synthetic biology, hailed as the third biotechnological revolution following the discovery of the "DNA double helix structure" and "genome technology," has gained significant attention. But do ordinary people truly understand and recognize its significance? In middle school textbooks, the remarkable achievements of synthetic biology are merely glossed over, as if they have no relevance to middle school students. However, after our team delved into the principles of synthetic biology, we realized that its core is not overly complex. With the right approach to science education, middle school students can easily comprehend synthetic biology. Therefore, we decided to conduct a series of educational activities aimed at middle school students in Shenzhen, bringing more of them into the world of synthetic biology. On this foundation, we can further promote the knowledge of synthetic biology and glowing plants to the general public, ensuring that this knowledge expands and deepens through continuous exchange and dissemination. Our educational project, centered around glowing plants, aims to fill the public's knowledge gap in the field of synthetic biology. Through offline presentations and other activities, learners of different ages can personally experience the scientific principles behind glowing plants. These activities not only spark interest in biotechnology among participants but also raise their awareness of sustainable development issues. Through the power of education, we hope to inspire more people to engage in scientific exploration and together build a greener and more innovative future. We believe that with these efforts, we can not only ignite the curiosity of the next generation of scientists but also enhance the public's understanding and support of technological innovation, ultimately driving society toward a more sustainable and inclusive direction.

We believe that education is the re-output of knowledge after it has been absorbed. Therefore, the key to our preparation lies in enriching our own knowledge base as much as possible. All iGEM participants understand the importance of laboratory safety and bioethics, as this is not just a technical issue but the fundamental foundation of all scientific research and experimental activities.

We decided to learn from professionals and summarize the knowledge we acquired into segments that can be easily shared with others. To achieve this, we invited Ms. Wenni from the BGI Research Institute and Ms. Weili Zhou from BGI’s Bioethics Office to provide our team with lectures and training focused on bioethics and biosafety.

Afterward, we summarized the knowledge we gained into the "Biosafety" section of our presentation PPT, incorporating more engaging reflections on genetically modified plants. This became part of our efforts in sharing knowledge, with the goal of reaching a wider audience.

Our target audience includes plant lovers, individuals aged 18-30 experiencing stress or mild anxiety, and people interested in innovative products. To better understand the needs of these groups and provide effective educational outreach, we consulted with Dr. Zhong Yi, a psychiatrist from Hong Kong’s Castle Peak Hospital and a PhD in Public Health from the University of Hong Kong. This collaboration helped deepen our understanding of how innovative projects like glowing plants can inspire curiosity and provide a unique solution to stress relief.

Our goal is to raise awareness about the benefits of bioluminescent plants and engage these specific audiences. While our role may simply be to introduce this idea, even small steps can lead to greater societal impacts in the future. Taking action, no matter how small, contributes to a larger effort of bringing together science, innovation, and well-being.

We have now accumulated a wealth of knowledge, and our mission has always been to pass it on. The question is, where do we begin? In the end, we chose to conduct our presentation at Tiandong Middle School in Shenzhen. The students there have a strong interest in biology, so we decided to share all the knowledge we had about synthetic biology with these young minds, full of potential. We wanted to ask them how they perceive synthetic biology, what impressions they had after our presentation, and whether anyone aspired to participate in the iGEM competition in the future, dedicating themselves to synthetic biology for a lifetime.

Liu Chengcheng began by explaining the core of synthetic biology: "The essence of synthetic biology lies in surpassing the limitations of natural evolution in traditional biology, transforming cells into highly efficient tools that serve humanity. This field revolves around the 'artificial design and writing of genomes,' using engineering methods to construct biological components or modules to achieve specific functions and synthesize products."

To make this concept easier for middle school students to grasp, Chengcheng cleverly used the analogy of building with LEGO blocks: "Imagine synthetic biology as playing with LEGO. In the world of LEGO, you can choose different blocks to build the model you want. In synthetic biology, scientists are like LEGO builders, using carefully selected biological components as building blocks. Through innovative design and precise combination, they create new biological systems that can perform specific tasks."

Chengcheng also mentioned the students' upcoming lessons in circuit design during their physics class in the second year: "Soon, in your physics class, you will learn how to design circuits. In circuit design, we use various electronic components like resistors and capacitors, which are the 'parts' of a circuit. By combining them in different ways, we can make the circuit perform different tasks. Similarly, in synthetic biology, we select and combine biological components to build biological systems with specific functions." This analogy was meant to spark students' interest in synthetic biology and build their confidence in potentially joining scientific research in the future.

Next, to give students a better understanding of and involvement in the iGEM project, we introduced iGEM through videos and images. Judging by the students' attentive expressions, it was clear that they recognized and were inspired by the iGEM project.

Our target audience includes middle school students who are interested in biology but have little to no knowledge of synthetic biology. The main goals of our project were to raise awareness about the importance of mental health and well-being, and to educate students on how our product could contribute to a more inclusive society. Specifically, we wanted to address the social stigmas surrounding mental health, particularly within Eastern and Chinese cultures.

As a team, we carefully considered how our bioluminescent plant product could positively impact society. We identified people experiencing mental health challenges as a key group, aiming to create an environment where they could openly discuss and seek support for their mental health needs. However, we understand that cultural stigmas in Eastern societies might present barriers to inclusivity. Thus, we focused on educating students and raising awareness about mental health, hoping to dismantle stereotypes and encourage more open discussions about well-being.

To accomplish these objectives, we prepared detailed materials, including engaging slideshows that highlighted the importance of inclusivity. We discussed the struggles faced by individuals with mental health challenges, such as social stigma, lack of access to resources, and physical limitations, and explained how our glowing plant could address some of these issues. For example, our plant serves as an affordable, one-time purchase alternative to expensive medications or professional treatments, making it accessible to a broader audience.

We also outlined the steps our team took to promote inclusivity, such as consulting with health professionals and interacting with our target audience. By openly discussing mental health with the students, we aimed to raise awareness, foster inclusivity, and educate them about the product. Additionally, we emphasized the broader importance of creating a more inclusive environment, which could lead to a more open and collaborative community. Through these efforts, we hoped to not only teach students about synthetic biology and mental health but also inspire them to think about how science can contribute to building a more compassionate and inclusive society.

Through the excellent presentations by Liu Chengcheng and Xu Jinghan, the students' interest in synthetic biology and glowing plants was fully ignited. Following this, Long Yuxiang guided the students on a deep exploration of glowing plants, covering their history, technical principles, biosafety, project outcomes, and future prospects. Together, they journeyed through this vast sea of knowledge filled with limitless possibilities.

Long Yuxiang’s introduction not only deepened the students’ understanding of glowing plants but also fueled their excitement and anticipation for the future of synthetic biology, opening the door to future scientific exploration.

When discussing biosafety, Long Yuxiang interacted with the students regarding the biosafety issues of genetically modified plants. He compared biosafety to the importance of ensuring a stable foundation when building skyscrapers, emphasizing the necessity of ensuring the safe application of new technologies. The atmosphere was lively, with students actively participating in discussions, asking questions, and reflecting on how to advance science while ensuring safety.

After discussing biosafety, we showcased our project results through videos. When presenting the game “Genetically Modified Plants vs. Zombies,” the atmosphere reached a climax, as students expressed their excitement about learning synthetic biology through gaming. This fun and educational method greatly stimulated their interest, allowing them to absorb knowledge in a relaxed and enjoyable environment.

Finally, we and the students looked ahead at the future of glowing plants from various perspectives, including education, psychotherapy, and aesthetics. Together, we envisioned a world full of possibilities, where glowing plants not only beautify the environment but also serve as educational tools and even as a form of therapy to bring emotional comfort. This exchange not only enhanced the students' understanding of synthetic biology but also opened their minds to the exciting future of technology.

During the presentation, students gained a lot of knowledge, but they also had many questions. In the Q&A session that followed, they eagerly voiced their inquiries. Our team sent representatives to answer each question patiently and thoroughly, ensuring that every student left satisfied. This interaction not only deepened their understanding of synthetic biology but also ignited their enthusiasm for future scientific research.

Some of the key questions asked by students were as follows:

1. Do glowing plants produce harmful substances when they emit light?

The team answered: No. To address the concern about whether genetically modified fungi-based glowing plants produce harmful substances, several points were discussed:

• Light Emission Mechanism: Glowing plants emit light through a genetic modification that introduces the genes for luciferase and the pathway for synthesizing luciferin into the plant. During bioluminescence, luciferin is oxidized by luciferase, releasing light without producing toxic byproducts.
• Safety Evaluation: During the development of genetically modified plants, strict safety evaluations are conducted to assess potential risks to human health and the environment.
• Gene Source: If the glowing genes come from fungi, the bioluminescent mechanism is already proven to be safe in nature. We select genes that have been shown to be harmless in their natural settings.
• Long-term Monitoring: Even with this assurance, the long-term environmental behavior of genetically modified plants and their potential ecological impact must be continuously monitored. In conclusion, based on current research and evaluations, glowing plants using luciferase and luciferin pathways are unlikely to produce harmful substances. However, to ensure safety, scientists conduct rigorous tests in both labs and field trials.

2. Why does the government promote genetically modified (GM) technology, but restricts its commercialization?

The team explained: The promotion of GM technology by the government does not contradict the regulations around GM product commercialization. Although GM technology research is encouraged, commercialization still requires compliance with strict regulations and review processes. Several key points explain why the government promotes GM technology while regulating GM product sales:

• Safety Evaluation: GM products must undergo strict safety evaluations before entering the market, ensuring they don't pose irreversible harm to human health or the ecosystem.
• Public Acceptance: While GM technology is widely accepted in the scientific community, public opinion is divided. Governments may take a cautious approach to maintain public trust by ensuring thorough verification before market release.
• Market Regulation: Governments establish laws to regulate the production and sale of GM products, ensuring fair competition and market order. This often includes labeling systems so consumers can make informed choices.
• International Standards: Global standards and regulations for GM products vary. National policies must align with these standards to facilitate international trade and cooperation.
• Long-term Impact: The long-term effects of GM technology, especially on ecosystems and genetic diversity, are still under research. Governments may take a more prudent stance to prevent potential negative impacts. In summary, while the government supports the development of GM technology, strict regulations are needed for commercialization to ensure safety, protect the environment, and promote healthy market development.

3. Would consumers accept glowing plants if they were sold on the market?

The team answered: Consumer acceptance and preference for glowing plants will be influenced by several factors:

• Novelty and Uniqueness: Innovative products often attract consumers' attention. As a unique horticultural product, glowing plants are likely to spark curiosity and interest.
• Practicality: If glowing plants provide tangible benefits, such as complementing psychological therapy or beautifying the environment, consumers may be more willing to accept them.
• Safety: Consumers will be concerned about the safety of GM products, particularly regarding their impact on health and the environment.
• Price: Cost is a key factor in purchasing decisions. If the price is too high, it may limit market acceptance.
• Sustainability: With growing awareness of environmental protection, sustainability is an important consideration. If glowing plants help reduce energy consumption, they could become more popular.

These questions addressed the challenges we face in advancing our project and highlighted key areas of public concern, guiding our research direction. Jin Fan, Zi Ye, and Yi Han answered the students' questions from both theoretical (dry lab) and practical (wet lab) perspectives. They explained the bioluminescence mechanisms, the latest advances in GM technology, and the potential of glowing plants in mental therapy. The enthusiastic feedback from the audience further confirmed the novelty and appeal of our glowing plant concept, strengthening our confidence in its practical application.

The event was largely successful, as evidenced by the positive feedback from students. The presentations were well-received, achieving their goal of generating interest in synthetic biology and glowing plants. Students not only engaged with the material but also showed a clear level of understanding. Their active participation during the Q&A session, where they asked insightful questions and provided feedback, demonstrated that they had listened carefully and thought critically about the topics presented. This indicated a successful two-way exchange of knowledge.

However, there were some areas for improvement. Communication within the team was sometimes lacking, leading to insufficient preparation of materials like posters and souvenirs. Additionally, some team members did not have a deep enough understanding of the project, which affected their ability to provide thorough answers during the Q&A session. Improving spontaneous response skills during live interactions would enhance future events. Lastly, while the topic of glowing plants was well presented, there could have been a deeper exploration of their future applications to provide more comprehensive guidance to the students.

While our presentations have undoubtedly piqued the interest of middle school students in synthetic biology, we recognized that the future audience for PetalGlow extends beyond students experiencing anxiety. We were eager to understand how the general public might perceive and value our product once it officially enters the market. More importantly, we saw an opportunity to use this as a platform to introduce synthetic biology and glowing plants to a broader audience, thereby increasing public awareness and interest in cutting-edge technologies.

At this time, we learned about the "2024 X-Challenge Disruptive Innovation Youth Camp" hosted by Shenzhen Zero One Academy. We decided to participate in the Gallery Walk activity, where we could explore current research directions in synthetic biology and engage in discussions. This event provided our team with a perfect opportunity to showcase our project, exchange ideas, and gain valuable feedback from peers and experts alike.

We participated in the Gallery Walk at the youth camp, where we observed the project presentations from the other participants. During these exchanges, we gained insights into their research directions and were inspired by the imaginative ideas from the high school students. After visiting all the booths, we realized that there was a noticeable lack of representation in biology, especially in synthetic biology. To address this gap and further promote the advancements in synthetic biology among students, our mentors arranged for us to set up a booth in the biology section featuring genetically modified plants.

By setting up our display, we quickly immersed ourselves in the academic atmosphere of the Gallery Walk. We shared our posters and project concepts with high school students and passersby, explaining the concept of PetalGlow and the future potential of genetically modified plants. During the presentation, we received many questions about PetalGlow, such as how to enhance the plant’s brightness, how to design controls to compare light intensity, which plants could be made to glow, and whether PetalGlow could be commercialized. These questions were closely related to the challenges we were already addressing in our project, providing us with valuable insights into the public's interests and concerns, which helped to further refine our research direction.

The event reached its peak when our team leader guided everyone through a comprehensive presentation of our project’s concept, experimental progress, product prospects, and future directions. This allowed the audience to gain a deeper understanding of our project. The enthusiastic feedback from the audience confirmed the novelty and appeal of the PetalGlow concept, strengthening our belief in the practical value of our research. It also inspired the students of Zero One Academy in their own research fields. Members of the Track 5 team from the 2023 summer school, Chen Tanghao and Jin Borui, extended the conversation with us by sharing their work on glowing plants from the previous year, which helped us further expand our project’s direction.

We also gained inspiration for creating a game to promote and market our project. Incorporating PetalGlow into a game had been an idea we wanted to pursue, but we were unsure of how to proceed. Through the Track 6 "Biological Interaction Game" session, where students created a slime mold-themed game, we learned about the game development process and the expected outcomes. This provided us with valuable references for creating our own game. We also realized that using games could significantly capture the audience’s attention and boost the visibility of our product, helping to introduce the PetalGlow concept to a wider audience.

1. We gained insights into other biology-related research topics and progress, which helped us clarify the next steps in our research, particularly focusing on enhancing brightness and exploring different types of glowing plants.

2. We successfully promoted PetalGlow and gathered data on its acceptance among students, which helped us understand the public’s main expectations and concerns. We learned that PetalGlow has great market potential, though ensuring the safety of the product is paramount.

3. We explored the feasibility of using a game as a tool for promoting the project, which provided a valuable reference model for our game design.

During this event, we systematically introduced the concept of PetalGlow, our experimental progress, product prospects, and future directions. We were pleasantly surprised by the overwhelmingly positive feedback from the audience, which even sparked ideas for further research and integration with synthetic biology in their own fields. After our presentation, members of the Track 5 team from the 2023 summer school extended the conversation with us, sharing their previous work on glowing plants, which led to further discussions and collaboration. The strong audience interest confirmed the novelty and appeal of PetalGlow, reinforcing our confidence in the practical value of our research. This experience demonstrated that we had effectively introduced synthetic biology and glowing plants to a wider audience, successfully expanding public knowledge and awareness.