School: VIS Experimental High School
    Taipei, N/A, Taiwan

2 students, ages 17 years old worked together to complete this CyberFair project on March 13, 2025. They have participated in CyberFair in the following year(s): N/A

Classes and Teachers: PLAstic Cycle

E-Mail contact:

Our School's Web Site: http://

1. Description of Our Community

Our 'local community' primarily consists of Taipei, including our school and individuals concerned about plastic waste and pollution. Although Taipei has a well-developed recycling system, plastic pollution remains a serious issue, especially regarding the disposal of biodegradable plastics such as PLA plastics. While PLA is considered biodegradable, it requires certain conditions to decompose effectively, which are often unavailable in standard waste management systems. Our project aims to explore the decomposition process of PLA plastics, raise awareness of their actual environmental impact, and promote better disposal practices within our community.

2. Summary of Our Project

Our project, PLAstic Cycle, focuses on the decomposition of PLA plastics in Taipei. Although PLA is biodegradable, it requires specific conditions, such as high temperatures and microbial activity, to break down effectively. Through experimentation, we analyzed PLA's degradation process under varying conditions, including heat, moisture, and microorganisms. Our research connects to chemistry and geography, examining Taipei’s waste management system and the chemical breakdown of PLA plastics. This project also aligns with the United Nations Sustainable Development Goals (SDGs) 6 (Clean Water and Sanitation) and 14 (Life Below Water) by promoting awareness and advocating for improved disposal methods.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:2-3

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:2-3

E. Additional comments concerning your computer and/or Internet access (Optional):

Our classroom has reliable Internet access, which allows students to engage in research, collaborate on projects, and develop digital skills. We use online learning platforms, educational videos, and interactive tools to enhance lessons.

4. Problems We Had To Overcome

One of our major challenges was time limitations. Although PLA plastics are biodegradable, they require months to decompose fully under natural conditions. Since our project had a set timeframe, we had to adapt by simulating controlled conditions to accelerate the decomposition process while ensuring accurate results.

5. Our Project Sound Bite

Participating in CyberFair has allowed us to connect chemistry and geography with real-world environmental issues, helping our community gain a deeper understanding of biodegradable plastics. Through experiments and research, we hope to inspire responsible plastic use and better waste management practices.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

This project integrates chemistry and geography by exploring PLA plastic degradation, sustainability policies, and environmental impact. We developed research, collaboration, and problem-solving skills while applying scientific methods to a real-world problem. Additionally, our research contributes to the broader discussion on waste management and sustainability, making learning more meaningful and impactful.

1) What information tools & technologies did you used to complete your CyberFair project?

To complete our CyberFair project, we used a variety of tools and technologies. Computers and laptops were used most oftenly as we used them for conducting online research, writing, and editing our content. We also sought guidance from teachers, whose insights helped us verify information and refine our research. For collaboration and content creation, we used tools like Google Docs to draft and edit our work efficiently, and Canva to design engaging visuals to communicate our ideas effectively. Among these tools, computers and the internet were the most valuable as they enabled us to access vast amounts of information quickly. Teachers’ guidance was also crucial, as their expertise helped improve the accuracy and depth of our project.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

An 'ambassador' is a person who represents his or her country or, in this case, school or organization. In order to accomplish this project, your students probably contacted and talked to people in your community... in person, through letters and phone calls, and through email. During those contacts, students probably had to tell them about this project and some of the other things that you were doing at school.

3) What has been the impact of your project on your community?

Our project has encouraged our community to reconsider their plastic disposal habits. By sharing our findings with teachers and peers, we have raised awareness about PLA plastics and the misconceptions surrounding their biodegradability. We hope that our work will continue to inspire responsible waste management practices.

4) How did your project involve other members of your community as helpers and volunteers?

Our primary sources of guidance were school teachers, who provided feedback on our research methods and findings. While we did not seek external partnerships, their insights helped us refine our experiments and presentation materials. We are grateful for their support in making our project a success.