Sarah Holmes, a physics teacher describes her STEM study visit to Iceland with the Science Learning Centre East of England and Science Learning Centre Yorkshire and Humber. Her key objectives were to link physics to outdoor learning, enhance her teaching and encourage her pupils to take part in something unfamiliar. As part of the study visit she had to develop relevant science experiments. Watch the slide show to develop an understanding of the benefits of this Science Learning Centre led STEM Study visit to Iceland.

1. Expedition Iceland
Sarah Holmes
Teacher of Physics
Reepham High School and College
Whitwell Road
Norwich
Norfolk

2. Why Expedition Iceland?
 I run STEM Club at my school
 I wanted to meet with other STEM teachers for
project ideas and to trial these projects
 I am interested in outdoor learning and wanted to get
some experience with taking part in and running field
trips – especially with the current prevalence of
‘Nature Deficit Disorder’ (Richard Louv, 2010)
 I wanted to link Physics, my current specialism, into
outdoor learning, to enhance my teaching and to
prevent the subject being perceived as ‘dry’
 I was an NQT and wanted to get involved with D of E
and had no experience of camping
 Iceland looked amazing!

3. My intended outcomes: for me,
my pupils and my school
 To design and make resources based around my
trip, especially for our A-Level Physics classes
 To gain experience working and managing learning
outdoors
 To enhance my teaching and pupils’ learning
through my gained personal experience and
confidence in these settings
 To learn how to put up (and sleep in) a tent for a
decent period of time
 To experience a completely alien environment
 To share my experiences with my pupils to
encourage them to take part in something unfamiliar
– i.e. if I can manage it, so can they!

4. The Project: Is the height of the Strokkur geyser
plume affected by the time lag between eruptions?
 Method:
– Measure the distance between myself and the base of
Strokkur geyser (~ 21.30 m)
– Measure the distance between the floor and my eye level
(1.22 m)
– Time the lag between the geyser eruptions
– Measure the angle between my eye level and the top of the
geyser plume
– Work out the height of the geyser using trigonometry:
height = Tanθ x 21.30

5. The Project: Is the height of the Strokkur geyser
plume affected time between geyser eruption and the height of the eruptions?
The relationship between by the time lag between geysir plume for
Strokkur, Geysir, Iceland
25
Time taken Angle (˚) Height from Total height
Results: (s) eye level (m)
(m) [+ 1.22 m]
20
[Tanθ x
21.30]
Total height of plume (m)
7 3 1.12 2.34
15
18 33 13.83 15.05
19 42 19.19 20.41
10
177 35 14.91 16.13
200 20 7.75 8.97
5 322 1 1.59 2.81
396 3 1.12 2.34
419 43 19.86 21.08
0
0 50 100 427150 200 45 250 300 21.30 350 22.52
400 450 500
465 43 taken (s)
Time
19.86 21.08

6. Links to NC:
•AQA A: P1b – Renewable Resources
Ideas for how to • AQA A: AS Physics – Vectors,
Renewable Energy
use this project: •AQA A: A2 Physics – Specific Latent Heat
 A-level Physics:
– Vector calculations,
– Using trigonometry and Pythagoras.
– Experimental technique:
– Uncertainty
– Reliability
– Types of error
 Geothermal energy:
– How / why does the geyser erupt and gain this height?
 Analysing results and discussion:
– Why is there no pattern?
– Specific Heat Capacity
– Water surface tension
– Temperature of water
– Force of water expulsion…

7. OPAL Survey: River Flow Rate
 Method:
 Select three different stretches of
river
 Complete the table below for time
taken for a rubber duck to travel a
set distance (e.g. 5 m) over 10
repeats
 Work out the speed for each
repeat Angle ( ) Speed (m/s)
 Work out an average speed
 Take a numbered photo of each 2 0.26
section of the river 3 1.00
 Measure the inclination of the
river 4 1.13
5 0.82

9. The outcomes and impact of your
participation in the programme
 Gained personal experience of wild camping and
carrying out field projects for use in education
 Increased confidence with working with young people
in a field setting
 Assemblies given to year 7 and 8, and an article
published in the school magazine to encourage and
inspire them to travel and do similar things
 Increased number of participants in STEM Club
 Projects written for use with A-level in the spring term
 Organising field trips outdoors, e.g. taking the whole of
year 8 to Pensthorpe