The Malta Association of Biomedical Scientists (MABS)
What came out of the project?
The biomedical scientists went to public outreach events to test hundreds of people for coeliac disease and, while doing so, also spread awareness and information about this poorly understood condition.
For example, did you know that coeliac is an autoimmune disease? A lot of people who have it do not show any symptoms, even while gluten is harming their gut.
10% of the people who took the test, tested positive which means that they potentially have coeliac disease and now know what to do about it.
What did they do?
The biomedical scientists collected data on the public’s perception of coeliac disease through an online questionnaire.
The results of this survey reinforced the need for a project like Beat the Wheat because, for example, over half of the people answering did not know that coeliac disease can be asymptomatic.
The MABS team also created information videos to be spread online and shown at the hospital and at other outreach events.
While at public outreach events, such as Science in the City, the MABS team screened members of the public with point-of-care tests. These tests use a pinprick of blood (similar to when testing for blood sugar level) and tell you whether you potentially have coeliac disease.
People with a positive test were given information leaflets and advised to take a biomedical test at a laboratory that would confirm the diagnosis.
Challenges and triumphs
This project was a success thanks to biochemists volunteering their time outside of their normal working hours. It was very important to plan ahead to cater to the volunteers’ availabilities.
Creating partnerships to work on projects such as this one requires lots of communication and planning.
Well over half of the people surveyed said that they learned new things about Coeliac disease, they also said that what they learned affected them personally.
MABS planned to screen 500 people for Coeliac disease but ended up testing 550. Of those screened, 57 tested positive, meaning that there is a chance that they might have Coeliac disease. That’s up to 57 people who have been put on a path to better health thanks to this project.
What next?
One happy side effect of this project was the promotion of the profession of biomedical scientist. Following the success of Beat the Wheat, MABS would like to carry out similar outreach initiatives and keep informing the public about diseases that might be affecting their daily lives while encouraging and inspiring young people to pick biomedical science.
De La Salle students learned how to grow plants in their own hydroponics system.
Through setting up their own hydroponics system, they learned about alternative and sustainable methods of growing produce and about food insecurity under a changing climate.
Some of the students took the initiative to make their own hydroponic set-up at home
What did they do?
Firstly, the educators needed to educate themselves as they learned about different kinds of hydroponic set-ups. They decided that the Deep Water Culture technique was the most appropriate one for the project’s aims because the set-up is relatively simple.
The educators set up a Mid-Day Break Club which students could voluntarily participate in. At club meets, students started out by doing workshops and learning about the theory behind hydroponics.
The students started growing small plants in recycled plastic containers as a trial run to understand the process. They took careful readings and collected data as the plants grew.
The students built a Deep Water Culture hydroponics set-up with the help of their teachers. They calculated the nutrients that needed to be provided to the plants and monitored the pH of the water. After a few days, the plants started to grow!
The students visited an industrial hydroponics facility and saw how their project could be applied on a large scale.
Throughout the project the students shared what they were learning and their experiences by setting up stands at the parents’ day and at the local market in front of their school.
Challenges and triumphs
In the students’ own words:
Despite the inevitable loss of some plants due to uncontrollable factors, it was a valuable learning process. The most challenging part was waiting patiently for my plants to germinate, but eventually, I cherished the joy of seeing my own plants sprout. Samwel, Year 6
One of the main challenges I faced was maintaining the correct pH levels and nutrient balance in the water. Mathias, Year 6
I started to enjoy myself so much that I did not think about my playing time in the yard. Craig, Year 6
I learned how to grow and take care of plants using the Kratsky method and how good plants are for the environment. James, Year 5
I also learnt how hydroponics systems work and my mum also bought me the necessary material to make my own systems at home. Abiel, Year 5
What next?
The Hydroponics Break Club at De La Salle College will live on and there are plans for expanding it to include more students
To make the project even more environmentally friendly, students will work on developing solar panels that will provide the energy needed to operate the pumps
The enthusiasm shown by the students for the project infected the educators who are now more eager than ever to try alternative teaching methods
Deep Water Culture hydroponics set-up built by the students
D.I.C.E. – Design, Innovate & Connect Efficiently
Who was the awardee?
Gozo College in collaboration with Gozo Region
What came out of the project?
16 STEM workshops were carried out in Gozo for children and teenagers
Gozitan students of various age groups learned about the following topics from a real-life engineer in a fun, hands-on way
Heat efficiency
Renewable energy
Resources and waste
Affordable clean energy
Students got to work in groups so, apart from learning about the subjects, they learned to communicate and collaborate effectively
What did they do?
The educators surveyed students to understand what they understood about sustainability before designing the workshops.
The students were split into four cohorts: higher secondary, secondary, junior years primary and early years primary students. The latter two cohorts were accompanied to the workshops by their parents, grandparents or guardians.
In the workshops the students (and their guardians) built models of homes and operated robots. This was a fun, hands-on way to understand concepts such as home insulation which usually would not inspire students in the way it did during the workshops. Through the workshops the students started to understand the changes needed to comply with the sustainable development goals set out by the United Nations, of which Malta is an adoptee, and the possibilities and opportunities that these changes provide.
Challenges and triumphs
Bringing all the resources together on the variety of topics tackled was difficult but ultimately an important and rewarding part of the project.
There was high attendance for all the workshops, however, engaging the older students was more difficult than engaging the younger students.
Although the workshops were primarily aimed for the students, their guardians were equally engaged by the material because the global relevance of the workshops’ subject matter.
The word about the workshops spread and as a result the Gozo Central Public Library invited Gozo College to do some workshops there as well, meaning that these workshops reached beyond students and their guardians.
What next?
A session was organised for educators about the four workshop topics. This means that educators can take what they learned and teach it to other students who did not attend the workshops.
Any other educators are free to use the resources created for this project.
Following the encouraging response from young students, Gozo Challenge hope that they will be able to organise similar workshops in the future.
The ocean floor around Filfla was surveyed for skates and rays on the 35th anniversary of the legislation that made the area a nature reserve.
Over 90 citizen scientist divers participated in 10 survey dives where they systematically surveyed the ocean floor. The surveys were guided by qualified scientists and the citizen scientists learned about elasmobranch species and about scientific survey methods.
The results were compared to similar surveys made in Filfla Nature Reserve 35 years ago. Even though in the more recent surveys, a larger number of skates and rays was recorded, there were fewer different species spotted, indicating a decrease in species richness.
A mating attempt between two rays was filmed for the first time in Malta.
What did they do?
A team of volunteers coordinated this project with the aim of repeating similar surveys done around Filfla between 2013 and 2015.
Firstly, Sharklab got the permit from the Environment and Resources Authority (ERA) to carry out the dives, since as a protected site, this area is not open for recreational diving.
The diving surveys were planned according to scientific literature available and on experience from previous dives in the area.
Sharklab recruited divers that were willing to be citizen scientists for the project. Since the area that needed to be surveyed is quite extensive, many dives over several days with multiple dives per day were required. Recruitment, however, was not a problem because there was an overwhelming response from SCUBA divers willing to make these survey dives. The divers were trained on survey methods and species identification so that they were good to go.
The data collected was presented in a seminar where volunteers, ERA representatives and the general public learned about the rich fauna around Filfla.
The results were also distributed in a short booklet and a longer, more technical report will be available soon.
Challenges and triumphs
Getting the ERA permit was a longer process than expected
The logistics were difficult, the organisers had to contend with adverse weather, boat engine failure, and last-minute issues that prevented some divers from participating. Nevertheless, the divers covered all the area around Filfla and recorded the species, location, depth, size and sex (when possible) of 164 individual skates and rays.
The most rewarding part of this project was showing divers and the rest of the public how rich the marine fauna in Malta has the potential to be. The citizen scientist divers noted a significant difference between what they are used to seeing in other non-protected marine areas and the Filfla Nature Reserve. Some with a long diving history, also noted a difference between what they saw in Filfla in 2023 and what they had seen years ago:
Twenty years ago, the marine life here seemed sparse. This dive is a revelation – the underwater world is thriving! – A citizen scientist diver
What next?
Shaklab-Malta has plans to continue to monitor and observe the area while also extend the range studied by doing longer and deeper dives in the marine protected area around Filfla
Sharklab-Malta will publish a technical report with the detailed scientific results of the surveys
Department for Curriculum Entitlement within the Secretariat for Catholic Education
What came out of the project?
Students at St Paul’s Missionary College between Years 3 and 6 got to delve deeper into STEM subjects through: Virtual Reality experiences created for the purpose, interviews with STEM professionals, and hands-on activities and experiments.
About half of the students that participated said that they were motivated to pursue STEM careers after learning about what different scientists do.
Moreover, students got to work on the different activities collaboratively and in a team therefore strengthening important skills such as communication and creativity.
Educators also got to learn how to use the new technology and highly appreciated the enriched learning experience and its effect on the students.
What did they do?
The project applicants at the Secretariat spent a lot of time preparing: From making sure that the STEMmersion sessions fit into the students’ core syllabus, to identifying local people working in various STEM fields, to training themselves on how to use the robotics and digital tools and finally designing several sessions for different ages with multiple, hands-on, educational activities.
The sessions were carried out at St Paul’s Missionary College and they were an instant hit with the students. Nevertheless, the organisers evaluated feedback from the students and educators.
The success of the project was shared on social media, on the project website, and through a dissemination event with various educators.
Challenges and triumphs
To make the Virtual Reality experiences, the organisers needed to capture 360° images. This proved to be challenging because of the multiple locations all over Malta and Gozo, in many of which, permits needed to be acquired.
More challenges arose along the way due to delays outside of the organisers’ control and unforeseen expenditures. Despite these, STEMmersion still managed to turn out to be a multifaceted project that engaged students on multiple STEM subjects in many different ways.
The organisers are immensely satisfied with how the STEMmersion sessions were taken up by the school both by the students and educators. As was intended, the students were immersed in science and saw the possibilities ahead of them if they choose to study STEM subjects.
For anyone else who did not participate in STEMmersion, there is a wealth of resources online so that anyone can repeat the sessions in their educational institutions. This legacy is fully in the spirit of the National STEM Community Fund and therefore a huge triumph.
What next?
The equipment and technology bought for the project can still be used and the resources produced are all freely available. Thanks to STEMmersion, there is a set of motivated and freshly-educated students and teachers who are very keen to use these resources in their classrooms.
Seeing the success and demand for STEMmersion to go to different schools, the Secretariat for Catholic Education is working towards expanding the project.
Legacy and resources
STEMmersion website (contains virtual reality experiences and many other resources for educators)
