IPhO 2017

Problem 1 (10 points) Short questions, quick answers Fit for the IPhO? For each of the following five questions, find the correct answer letter and justify your choice on physical grounds. a) A metal disk with a hole in its center is heated. What happens during heating?

A The hole gets larger. C The hole stays the same size.

B The hole gets smaller. D This question cannot be answered without further information. b) Two boxes slide frictionlessly down an inclined plane, each from the same height. The two inclined planes have different slopes, but both boxes cover the same total drop in height. One box is twice as heavy as the other. Which of the following statements is true?

A Both boxes initially have the same potential energy.

B The boxes need the same time to slide down the inclined planes.

C At the bottom of the inclined planes both boxes have the same kinetic energy.

D At the bottom of the inclined planes both boxes have the same speed. c) Two equally large charged metal spheres are at a very great distance from one another. The charge of one sphere is three times as large as that of the other. The force the spheres exert on each other is F. Now the spheres are brought into contact and then positioned at a distance twice as large as the original one. What is approximately the force between them now?

A 0.25 F C 0.50 F

B 0.33 F D The force stays the same. d) The same amount of heat energy is supplied to four samples of different substances. The temperature of 3 g of substance A rises by 8 K, the temperature of 4 g of substance B by 5 K, the temperature of 6 g of substance C by 9 K, and the temperature of 7 g of substance D by 4 K. Which substance has the highest specific heat capacity?

A B C D e) The following figures are each meant to show five orbital positions of two planets relative to their central star. The ratios of the orbital radii are to scale, but the planets are shown greatly enlarged. Which of the figures could correctly represent the positions of the two planets?

Topic: Thermodynamics, Conservation of Energy, Electrostatics Metodi: Conservation of Energy, Coulomb’s Law, Kepler’s Laws, Ideal Gas Law Competenze: Physical Reasoning, Estimation & Approximation, Mathematical Modeling Objects: Disk, Block, Inclined Plane, Conducting Sphere, Planet Fonte: Testo (PDF) — p.2

Problema 1 (10 punti) Brevi domande, risposte rapide

Per l’IPhO? Per ciascuna delle cinque domande seguenti, trova la lettera corretta di risposta e giustifica la tua scelta per motivi fisici. a) Un disco metallico con un buco al centro è riscaldato. Cosa succede durante il riscaldamento?

Un buco diventa più grande. C. Il buco rimane della stessa dimensione.

B il buco diventa più piccolo. D Questa domanda non può essere risolta senza ulteriori informazioni. b) Due scatole scorrono senza frattura verso il basso in un piano inclinato, ciascuna dalla stessa altezza. I due piani inclinati hanno pendenze diverse, ma entrambe le scatole coprono lo stesso calo totale di altezza. Una scatola è doppia più pesante dell’altra. Quale delle seguenti affermazioni è vera?

Entrambe le scatole inizialmente hanno la stessa energia potenziale.

B Le scatole hanno bisogno dello stesso tempo per slide down gli aerei inclinati.

C Al fondo dei piani inclinati entrambe le scatole hanno la stessa energia cinetica.

D Al fondo dei piani inclinati entrambe le scatole hanno la stessa velocità. c) Due sfere di metallo caricate di dimensioni uguali sono a una grande distanza l’una dall’altra. La carica di una sfera è tre volte più grande di quella dell’altra. La forza che le sfere esercitano l’una sull’altra è F. Ora le sfere vengono messe in contatto e poi posizionate a una distanza due volte più grande di quella originale. Cosa c’è di più o meno tra di loro adesso?

A 0.25 F C 0.50 F

B 0.33 F D La forza rimane la stessa. d) La stessa quantità di energia calda viene fornita a quattro campioni di sostanze diverse. La temperatura di 3 g di sostanza A aumenta di 8 K, la temperatura di 4 g di sostanza B di 5 K, la temperatura di 6 g di sostanza C di 9 K e la temperatura di 7 g di sostanza D di 4 K. Quale sostanza ha la più alta capacità di calore specifica?

A B C D e) Le seguenti figure sono state destinate a mostrare cinque posizioni orbitali di due pianeti relative alla loro stella centrale. I rapporti dei raggi orbitali sono a scala, ma i pianeti sono mostrati molto ingranditi. Quale delle cifre potrebbe rappresentare correttamente le posizioni dei due pianeti?

The following points are added: Short questions, quick answers Fit for the IPhO? For each of the following five questions, find the correct answer letter and justify your choice on physical grounds. (a) A metal disc with a hole in its center is heated. What happens during heating?

A hole gets bigger. C. The hole stays the same size.

B The hole gets smaller. D This question cannot be answered without further information. (b) Two boxes slide frictionlessly down an inclined plane, each from the same height. The two inclined planes have different slopes, but both boxes cover the same total drop in height. One box is twice as heavy as the other. Which of the following statements is true?

A and B boxes initially have the same potential energy.

B The boxes need the same time to slide down the inclined planes.

C At the bottom of the inclined planes both boxes have the same kinetic energy.

D At the bottom of the inclined planes both boxes have the same speed. (c) Two equally large charged metal spheres are at a very great distance from each other. The charge of one sphere is three times as large as that of the other. The force the spheres exert on each other is F. Now the spheres are brought into contact and then positioned at a distance twice as large as the original one. What’s approximately the force between them now?

A 0.25 F C 0.50 F

B 0.33 F D The force stays the same. (d) The same amount of heat energy is supplied to four samples of different substances. The temperature of 3 g of substance A rises by 8 K, the temperature of 4 g of substance B by 5 K, the temperature of 6 g of substance C by 9 K, and the temperature of 7 g of substance D by 4 K. Which substance has the highest specific heat capacity?

A B C D e) The following figures are each meant to show five orbital positions of two planets relative to their central star. The ratios of the orbital radii are to scale, but the planets are shown to be greatly enlarged. Which of the figures could correctly represent the positions of the two planets?

Problem 2 (10 points) Sliding or rolling? A small wooden object lies on a horizontal table. After the object is given a push, it falls off the edge of the table after 2.0 seconds, having initially been 1.0 meter away from it. Use this information to find out whether the object has wheels. Justify your answer with the help of suitable calculations. Sign up now at www.ipho.info for the competition! Problem 4 (10 pts.) Warm wire A long straight wire is connected to an ideal battery. At a room temperature held constant at $20^{\circ} C$ , the wire heats up and finally reaches a temperature of $24^{\circ} C$ . Then one third of the wire is cut off and the remaining part of the wire is connected to the battery again. Determine the temperature to which the wire now heats up. Junior problem (10 pts.) Shifted image A thin lens forms an image of an object, as shown in the figure. Determine the focal length of the lens. Use the ruler drawn in as a scale. In addition, draw the resulting image when a second, identical lens is placed directly behind the first.

Topic: Newtonian Mechanics, Circuits, Geometric Optics Metodi: Kinematic Equations, Free-Body Diagram, Thin Lens & Mirror Equation, Physical Modeling Competenze: Physical Reasoning, Mathematical Modeling, Diagrammatic Reasoning Objects: Block, Wire, Battery, Lens Fonte: Testo (PDF) — p.2

Problema 2 (10 punti) Sliding o rolling? Un piccolo oggetto in legno si trova su una tavola orizzontale. Dopo che l’oggetto viene spinto, cade dall’orlo del tavolo dopo 2,0 secondi, avendo inizialmente stato a 1,0 metri di distanza da esso. Usate queste informazioni per scoprire se l’oggetto ha ruote. Giustificare la tua risposta con l’aiuto di calcoli appropriati. Iscriviti ora a www.ipho.info per il La concorrenza! Il problema 4 (10 punti) Caldo Un filo lungo e diretto è collegato ad una batteria ideale. A temperatura ambiente mantenuta costante a $20^{\circ} C$ , il filo si riscalda e raggiunge finalmente una temperatura di $24^{\circ} C$ . Quindi un terzo del filo viene tagliato e la parte rimanente del filo viene collegata alla batteria di nuovo. Determina la temperatura a cui il filo si riscalda ora. Problema minore (10 punti) Immagine spostata Una lente sottile forma un’immagine di un oggetto, come mostrato nella figura. Determina la lunghezza focale della lente. Usare il ruler tracciato come scala. Inoltre, disegni l’immagine risultante quando una seconda, identica lente è posta direttamente dietro la prima.

Problem 2 (10 points) Sliding or rolling? A small wooden object lies on a horizontal table. After the object is given a push, it falls off the edge of the table after 2.0 seconds, having initially been 1.0 meters away from it. Use this information to find out if the object has wheels. Justify your answer with the help of appropriate calculations. Sign up now at The Commission has also adopted a proposal for a regulation on the protection of the environment. for the Competition! The following is the list of the problems: Hot wire A long straight wire is connected to an ideal battery. At a room temperature held constant at $20^{\circ} C$ , the wire heats up and finally reaches a temperature of $24^{\circ} C$ . Then one third of the wire is cut off and the remaining part of the wire is connected to the battery again. Determine the temperature to which the wire now heats up. The following is the list of the problems: Shifted image A thin lens forms an image of an object, as shown in the figure. Determine the focal length of the lens. Use the ruler drawn in as a scale. In addition, draw the resulting image when a second, identical lens is placed directly behind the first.

Problem 3 (10 points) Sea level Climate research assumes that global warming, accompanied by the melting of ice masses and a rise in sea level, will lead to a radical change in the living conditions on Earth. Even though complex models are needed for a precise study of sea-level rise, you can carry out some rough estimates with simple considerations. a) Estimate by how much the sea level rises per year due to the thermal expansion of seawater alone, if the mean temperature of the sea increases by 1.5 mK per year. The thermal expansion of seawater currently has, alongside the melting of glaciers, the greatest influence on the overall rise in sea level. A melting of the polar ice masses, however, would have far more dramatic effects. b) Justify that a melting of the sea ice in the Arctic does not lead to a significant rise in sea level. Give one reason why this melting nevertheless contributes to a faster rise in sea temperature. c) Estimate by how much the sea level rises per year if the ice masses in Antarctica and in Greenland melt uniformly and completely over the next 10,000 years. State whether the rise actually resulting from the melting is rather higher or rather lower than your estimate, and justify your statement. For the considerations you may use the following numerical values: Density of fresh water $ρ_{Wasser} = 1, 00 \cdot 1 0^{3} kg m^{- 3}$ Density of ice $ρ_{Eis} = 0, 92 \cdot 1 0^{3} kg m^{- 3}$ Mean density of seawater $ρ_{Meer} = 1, 03 \cdot 1 0^{3} kg m^{- 3}$ Mean volume expansion coefficient of seawater $γ_{Wasser} = 2 \cdot 1 0^{- 4} K^{- 1}$ Surface area of all the world’s oceans $A_{Meer} = 362 \cdot 1 0^{6} km^{2}$ Mean ocean depth $d_{Meer} = 3, 8 km$ Area of the Antarctic ice sheet $A_{Antarktis} = 14 \cdot 1 0^{6} km^{2}$ Mean thickness of the Antarctic ice sheet $d_{Antarktis} = 2, 1 km$ Area of the Greenland ice sheet $A_{Gr \overset{o}{¨} nland} = 1, 7 \cdot 1 0^{6} km^{2}$ Mean thickness of the Greenland ice sheet $d_{Gr \overset{o}{¨} nland} = 1, 7 km$ Composite satellite image of Antarctica. Addresses of the regional coordinators The regional coordinators coordinate the running of the first two rounds in the individual federal states. They are your points of contact up to the third round. Baden-Württemberg OStR Fabian Bühler Störck-Gymnasium Liebfrauenstraße 1 88348 Bad Saulgau baden-wuerttemberg@ipho.info Bayern OStR Thomas Hellerl Luisenburg-Gymnasium Wunsiedel Burggraf-Friedrich-Str. 9 95632 Wunsiedel bayern@ipho.info Berlin StR Dr. Rainer Sonntag Lise-Meitner-Schule Rudower Str. 184 12351 Berlin berlin@ipho.info Brandenburg StR Reiner Bohn Carl-Friedrich-Gauß-Gymnasium Friedrich-Ebert-Str. 52 15234 Frankfurt(Oder) brandenburg@ipho.info Bremen StR Dr. Manfred Frischholz Lloyd Gymnasium Bremerhaven Grazer Str. 61 27568 Bremerhaven bremen@ipho.info Offerings connected with the Physics Olympiad Besides the selection rounds, there is a series of exciting offerings in the environment of the Physics Olympiad, in which you can deepen your knowledge and which you can use for the competition. Regional Olympiads, middle-school competitions, Jugend Forscht For the second round of the Physics Olympiad you can also qualify via the regional physics Olympiads offered in some federal states, the nationwide MNU Physics competition, or a success in the Physics category at Jugend Forscht at the regional level. The regional coordinators or the competition management will help you with questions about this. Orpheus association A good point of contact for questions about the competition is also the Orpheus association, founded by former participants. If you feel like deepening your physics knowledge and preparing, together with like-minded people, for the selection competition for the International Physics Olympiad, then the Orpheus seminar is surely something for you. From 6-9 October 2016, former participants of the Physics Olympiad in Jena organize this year’s Orpheus seminar. Further details can be found at www.orpheus-verein.de. Hamburg OStR Carsten Reich Margaretha-Rothe-Gymnasium Langenfort 5 22307 Hamburg hamburg@ipho.info Hessen StR Jörg Steiper Albert-Schweitzer-Schule Schülerforschungszentrum Nordhessen Kölnische Str. 89 34119 Kassel hessen@ipho.info Mecklenburg-Vorpommern PD Dr. Heidi Reinholz Universität Rostock Institut für Physik 18051 Rostock mecklenburg-vorpommern@ipho.info Niedersachsen OStR Dirk Brockmann-Behnsen Krausenstraße 39 30171 Hannover und Prof. Dr. Gunnar Friege IDMP Universität Hannover Welfengarten 1 30167 Hannover niedersachsen@ipho.info NRW Arnsberg LRSD Thomas Daub Bezirksregierung Arnsberg Laurentiusstraße 1 59821 Arnsberg nrw-arnsberg@ipho.info NRW Detmold LRSD Michael Hypius Bezirksregierung Detmold Leopoldstraße 13-15 32756 Detmold nrw-detmold@ipho.info NRW Düsseldorf LRSD Norbert Stirba Bezirksregierung Düsseldorf Am Bonneshof 35 40474 Düsseldorf nrw-duesseldorf@ipho.info NRW Köln StD Dieter Stauder Zentrum für schulpraktische Lehrerausbildung Bonn Godesberger Allee 136 53175 Bonn nrw-koeln@ipho.info NRW Münster LRSD’ Ursula Klee und Reinhard Beer Bezirksregierung Münster Albrecht-Thaer-Str. 9 48147 Münster nrw-muenster@ipho.info Rheinland-Pfalz StD Christoph Holtwiesche IGS Mainz-Hechtsheim Ringstr. 41 B 55129 Mainz rheinland-pfalz@ipho.info Saarland StD’ Dr. Doris Simon Staatliches Studienseminar für die Sekundarstufen I und II an Gymnasien und Gemeinschaftsschulen Beethovenstr. 26 66125 Saarbrücken saarland@ipho.info Sachsen Joachim Brucherseifer Wilhelm-Ostwald-Gymnasium Willi-Bredel-Str. 15 04279 Leipzig sachsen@ipho.info Sachsen-Anhalt Lutz Bothendorf Werner-von-Siemens Gymnasium Stendaler Str. 10 39106 Magdeburg sachsen-anhalt@ipho.info Schleswig-Holstein OStR Stefan Burzin Werner-Heisenberg-Gymnasium Rosenstraße 41 25746 Heide schleswig-holstein@ipho.info Thüringen Bernd Schade Carl-Zeiss-Gymnasium Spezialschule mit math.-naturw.-techn. Richtung Erich-Kuithan-Str. 7 07743 Jena thueringen@ipho.info Dear students, dear parents, dear teachers, The findings of the natural sciences shape our everyday life to a great extent; they are omnipresent. Whoever knows more about biology, chemistry, physics, and the environment can also better take part in discussions about how we want to shape our future. It is therefore important to awaken in many young people, early on, the curiosity and fascination that emanate from science and research. The Federal Ministry of Education and Research has been committed for many years to awakening young people’s interest in the natural sciences. To this end, we support various youth competitions on topics from mathematics, the natural sciences, and technology. We want to encourage students to demonstrate their abilities beyond regular subject lessons and to discover their own talents.

The science competitions organized by the Leibniz Institute for Science and Mathematics Education (IPN), the ScienceOlympiaden and the Federal Environmental Competition, offer many opportunities for this. Each year, about 10,000 students from the 5th grade upward register nationwide. Exciting and challenging problems from biology, chemistry, and physics stimulate reflection and motivate students to deepen their own knowledge. Within the framework of projects on environmental or sustainability topics, participants are also given the chance to be creative and to develop ideas. Beyond that, many opportunities arise to meet like-minded people and to form new friendships.

It is worth taking part in the competitions. I therefore warmly invite all students to discover the ScienceOlympiaden and the Federal Environmental Competition for themselves and to follow the competitions’ motto: “Show your talent!” Prof. Dr. Johann

Topic: Thermodynamics, Fluid Mechanics, Order-of-Magnitude Estimation Metodi: Order-of-Magnitude Estimation, Hydrostatic Equilibrium, Approximation & Series Expansion Competenze: Estimation & Approximation, Physical Reasoning, Mathematical Modeling Objects: — Fonte: Testo (PDF) — p.3

Problema 3 (10 punti) Livello marino La ricerca sul clima suppone che il riscaldamento globale, accompagnato dal fusione dei ghiacci e dall’aumento del livello del mare, porterà a un cambiamento radicale delle condizioni di vita sulla Terra. Anche se sono necessari modelli complessi per uno studio preciso dell’aumento del livello del mare, puoi effettuare alcune stime approssimative con semplici considerazioni. a) Estimare quanto il livello del mare aumenta all’anno a causa dell’espansione termica dell’acqua marina sola, se la temperatura media del mare aumenta di 1,5 mK all’anno. L’espansione termica dell’acqua marina ha attualmente, insieme al melting dei ghiacciai, la più grande influenza sull’aumento generale del livello del mare. Un fusione delle masse di ghiaccio polari, tuttavia, avrebbe effetti molto più drammatici. b) giustificare che il melting del ghiaccio marino nell’Artico non porti a un aumento significativo del livello del mare. Give one reason why this melting nonostante contribuisce a un aumento più rapido della temperatura del mare. c) Estimare quanto il livello del mare aumenterà all’anno se le masse di ghiaccio in Antartide e in Groenlandia si sciolgono uniformemente e completamente nei prossimi 10.000 anni. Indicare se l’aumento effettivamente risultante dal melting è piuttosto superiore o piuttosto inferiore alla tua stima, e giustificare la tua dichiarazione. Per le considerazioni, è possibile utilizzare i seguenti valori numerici: Densità di acqua fresca $ρ_{Wasser} = 1, 00 \cdot 1 0^{3} kg m^{- 3}$ Densità di ghiaccio $ρ_{Eis} = 0, 92 \cdot 1 0^{3} kg m^{- 3}$ Mean density of seawater $ρ_{Meer} = 1, 03 \cdot 1 0^{3} kg m^{- 3}$ Coefficiente di espansione del volume medio di acqua di mare $γ_{Wasser} = 2 \cdot 1 0^{- 4} K^{- 1}$ Area di superficie di tutti gli oceani del mondo $A_{Meer} = 362 \cdot 1 0^{6} km^{2}$ Mean ocean depth $d_{Meer} = 3, 8 km$ Area della calotta glaciale antartica $A_{Antarktis} = 14 \cdot 1 0^{6} km^{2}$ Spessore medio della calotta di ghiaccio antartico $d_{Antarktis} = 2, 1 km$ Area della calotta glaciale del Groenlandia $A_{Gr \overset{o}{¨} nland} = 1, 7 \cdot 1 0^{6} km^{2}$ Mean thickness of the Greenland ice sheet $d_{Gr \overset{o}{¨} nland} = 1, 7 km$ Immagine satellitare composta dell’Antartide. Addresses of the regional coordinators I coordinatori regionali coordinano il corso dei primi due round nei singoli stati federali. Sono i vostri punti di contatto fino al terzo round. Baden-Württemberg OStR Fabian Bühler La scuola di Störck Strada della donna d’amore 1 88348 Bad Saulgau baden-wuerttemberg@ipho.info Baviera OStR Thomas Hellerl Luisenburg-Gymnasium Wunsiedel Str. Burggraf-Friedrich. 9 95632 Residenze bayern@ipho.info Berlino

Il signor Dott. Domenica di Rainer Scuola di scuola superiore Rudower Str. 184 12351 Berlino berlin@ipho.info Brandenburg Str. di fiocchi Carl-Friedrich-Gauß-Gymnasium Str. Friedrich-Ebert 52 15234 Francoforte (Oder) Brandenburg@ipho.info Bremeno
Il signor Dott. Manfred Legno fresco Lloyd Gymnasium Bremerhaven Strada Grazer . 61 27568 Bremerhaven Bremen@ipho.info Offerte connesse con l’Olimpiade di Fisica Oltre ai round di selezione, ci sono una serie di offerte eccitanti nell’ambiente della Olimpiada di Fisica, in cui puoi approfondire le tue conoscenze e che puoi utilizzare per la competizione. Olimpiadi regionali, competizioni per la scuola media, ricerca giovanile Per il secondo round della Physics Olympiad puoi anche qualificarti attraverso le olimpiadi regionali di fisica offerte in alcuni stati federali, il concorso nazionale di fisica MNU, o un successo nella categoria fisica alla ricerca giovanile a livello regionale. I coordinatori regionali o la gestione della concorrenza ti aiuteranno con le domande in merito. Associazione Orpheus Un buon punto di contatto per le domande sulla competizione è anche l’Orpheus Association, fondata da ex partecipanti. Se volete approfondire le vostre conoscenze di fisica e preparare, insieme a persone affatto simili, per il concorso di selezione per l’Olimpiade Internazionale di fisica, allora il seminario Orpheus è sicuramente qualcosa per voi. Dal 6 al 9 ottobre 2016, ex partecipanti alla Physics Olympiad di Jena organizzano il seminario Orpheus di quest’anno. Ulteriori dettagli sono disponibili su www.orpheus-verein.de. L’Agenzia europea OStR Carsten Reich La scuola di Margaretha-Rothe Lungo-velocità 5 22307 Importo hamburg@ipho.info Hesse StR Jörg Steiper Scuola Albert-Schweitzer Centro di ricerca per studenti di Nordhessen Str. Cologne 89 34119 Casella hessen@ipho.info Mecklenburg-Vorpommern PD Dr. Heidi legno di legno Università di Rostock Istituzione di fisica 18051 Rostock Mecklenburg-vorpommern@ipho.info La Germania OStR Dirk Brockmann-Behnsen Cammino di croce 30171 Hannover e il Prof. Dr. Gunnari Friege IDMP Università di Hannover Giardini balenici 1 30167 Hannover niedersachsen@ipho.info R.N.R. Arnsberg LRSD Thomas Daub Regione di Arnsberg Laurentiusstraße 1 59821 Arnsberg nrw-arnsberg@ipho.info NRW Detmold LRSD Michael Hypius Regione Detmold Via Leopold 13-15 32756 Detmold nrw-detmold@ipho.info NRW Düsseldorf LRSD Norbert Stirba Regione di Düsseldorf Al Bonneshof 35 40474 Düsseldorf nrw-duesseldorf@ipho.info Cologne, Repubblica federale di Germania StD Dieter Stauder Centro di formazione degli insegnanti scolastici Bonn Godesberger Allee 136 53175 Bonn nrw-koeln@ipho.info Mosta di ferro LRSD Ursula Klee e Reinhard Beer Municipalità di Munster Albrecht-Thaer Str. 9 48147 campioni nrw-muenster@ipho.info Rinasco-Pfalz StD Christoph Holtwiesche IGS Mainz-Hechtsheim Ringstr. 41 B 55129 Maggiore Rheinland-pfalz@ipho.info Saarland Il Dott. Doris Simon Seminario di studio di Stato per i livelli secondari I e II a scuola superiore e Scuole di formazione Beethovenstr. 26 66125 ponti di mare saarland@ipho.info Sassonia Gioias, il capo della polizia La scuola superiore di Wilhelm-Ostwald Strada Willi-Bredel. 15 04279 Leipzig Sachsen@ipho.info Sassonia-Annault Lutz Bothendorf La scuola superiore di Werner von Siemens Strada Stendal . 10 39106 Magdeburgo Sachsen-anhalt@ipho.info Schleswig-Holstein OStR Stefan Burzin La scuola superiore di Werner-Heisenberg Via Rosa 41 25746 Pagano Schleswig-holstein@ipho.info Turin Bernd Danno Carl Zeiss High School Scuola speciale con
La matematica e la tecnologia naturale. Direzione Strada Erich-Kuithan. 7 07743 Jena thueringen@ipho.info Cari studenti, cari genitori, Cari insegnanti, I risultati delle scienze naturali influenzano la nostra vita quotidiana in larga misura; sono onnipresenti. Chi conosce di più biologia, chimica, fisica e ambiente può anche partecipare meglio a discussioni su come vogliamo plasmare il nostro futuro. È quindi importante svegliare in molti giovani, all’inizio, la curiosità e il fascino che emanano dalla scienza e dalla ricerca. Il Ministero federale dell’istruzione e della ricerca è stato impegnato per molti anni a risvegliare l’interesse dei giovani per le scienze naturali. Per questo, sosteniamo varie competizioni giovanili su argomenti provenienti da matematica, scienze naturali e tecnologia. Vogliamo incoraggiare gli studenti a dimostrare le loro capacità al di là delle lezioni di materie regolari e a scoprire i loro talenti.

Le competizioni scientifiche organizzate dall’Istituto Leibniz per la Scienza e la Matematica (IPN), i ScienceOlympiaden e la Federal Environmental Competition, offrono molte opportunità per questo. Ogni anno, circa 10.000 studenti della quinta elementare registrano in tutto il paese. Problemi eccitanti e impegnativi di biologia, chimica e fisica stimolare la riflessione e motivare gli studenti a approfondire le proprie conoscenze. Nel quadro di progetti su temi ambientali o di sostenibilità, i partecipanti hanno anche la possibilità di essere creativi e di sviluppare idee. Oltre a questo, si presentano molte opportunità per incontrare persone di mentalità simile e formare nuove amicizie.

Vale la pena partecipare alle competizioni. Invito quindi tutti gli studenti a scoprire i campionati scientifici e il concorso federale per l’ambiente e a seguire il motto dei concorsi: “Mostra il tuo talento!” Prof. Dr. Giovanni

Problem 3 (10 points) Sea level Climate research assumes that global warming, accompanied by the melting of ice masses and an increase in sea level, will lead to a radical change in the living conditions on Earth. Even though complex models are needed for a precise study of sea level rise, you can carry out some rough estimates with simple considerations. (a) Estimate by how much the sea level rises per year due to the thermal expansion of seawater alone, if the mean temperature of the sea increases by 1.5 mK per year. The thermal expansion of seawater currently has, alongside the melting of glaciers, the greatest influence on the overall rise in sea level. A melting of the polar ice masses, however, would have far more dramatic effects. (b) Justify that melting of the sea ice in the Arctic does not lead to a significant rise in sea level. Give one reason why this melting nevertheless contributes to a faster rise in sea temperature. (c) Estimate by how much the sea level rises per year if the ice masses in Antarctica and in Greenland melt uniformly and completely over the next 10,000 years. State whether the rise actually resulting from the melting is rather higher or rather lower than your estimate, and justify your statement. For the considerations you may use the following numerical values: Density of fresh water $ρ_{Wasser} = 1, 00 \cdot 1 0^{3} kg m^{- 3}$ Density of ice $ρ_{Eis} = 0, 92 \cdot 1 0^{3} kg m^{- 3}$ Mean density of seawater $ρ_{Meer} = 1, 03 \cdot 1 0^{3} kg m^{- 3}$ Mean volume expansion coefficient of seawater $γ_{Wasser} = 2 \cdot 1 0^{- 4} K^{- 1}$ Surface area of all the world’s oceans $A_{Meer} = 362 \cdot 1 0^{6} km^{2}$ Mean ocean depth $d_{Meer} = 3, 8 km$ Area of the Antarctic ice sheet $A_{Antarktis} = 14 \cdot 1 0^{6} km^{2}$ Mean thickness of the Antarctic ice sheet $d_{Antarktis} = 2, 1 km$ Area of the Greenland ice sheet $A_{Gr \overset{o}{¨} nland} = 1, 7 \cdot 1 0^{6} km^{2}$ Mean thickness of the Greenland ice sheet $d_{Gr \overset{o}{¨} nland} = 1, 7 km$ Composite satellite image of Antarctica. Addresses of the regional coordinators The regional coordinators coordinate the running of the first two rounds in the individual federal states. They’re your contact points up to the third round. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. Störck secondary school Liebfrauenstraße 1 is a street in the city of Liebfrauenstraße 88348 Bad Saulgau The Commission has also adopted a proposal for a regulation on the protection of the environment. Bavaria The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The school is located in Luisenburg. The Commission has not yet taken any further action. 9 95632 Residential areas The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The European Union The Commission is not prepared to accept the request. Rainer Sunday Secondary school The following is the list of the buildings and their contents: 184 12351 Berlin The Commission has decided to extend the period of validity of the application. The Commission shall adopt implementing acts. StR pure beans Carl Friedrich-Gauß High School The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. 52 15234 Frankfurt am Main (Oder) The Commission has also adopted a proposal for a regulation on the protection of the environment. The Commission shall adopt implementing acts. The Commission is not prepared to accept the request. Manfred freshwood Lloyd High School Bremerhaven Grazer Street . 61 27568 Bremerhaven The Commission has decided to extend the period of validity of the proposal. Offerings connected with the Physics Olympiad Besides the selection rounds, there is a series of exciting offers in the environment of the Physics Olympiad, in which you can deepen your knowledge and which you can use for the competition. Regional Olympiads, middle school competitions, youth research For the second round of the Physics Olympiad you can also qualify via the regional physics Olympiads offered in some federal states, the nationwide MNU Physics competition, or a success in the Physics category at Youth Research at the regional level. The regional coordinators or the competition management will help you with questions about this. The Orpheus association A good point of contact for questions about the competition is also the Orpheus Association, founded by former participants. If you feel like deepening your physics knowledge and preparing, together with like-minded people, for the selection competition for the International Physics Olympiad, then the Orpheus seminar is definitely something for you. From 6-9 October 2016, former participants of the Physics Olympiad in Jena organize this year’s Orpheus seminar. Further details can be found at www.orpheus-verein.de. The Commission The Commission has also adopted a proposal for a directive on the protection of workers’ rights. Margaretha-Rothe High School Long distance 5 22307 Hamburg The Commission has decided to extend the period of validity of the aid. Hesse The Commission shall adopt the following measures: The school is located in the centre of the town of Schweitzer. The student research centre in North Hesse The Cologne Street 89 34119 Kassel The Commission has decided to extend the period of validity of the application. Mecklenburg and the former Pomerania PD Dr. Heidi, wood The University of Rostock Institute of physics 18051 Rostock The Commission has also adopted a proposal for a regulation on the protection of the environment. The Netherlands The Commission has also adopted a proposal for a directive on the protection of workers’ rights. Crossroads 39 30171 Hanover and Prof. Dr. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The following is a list of the institutions of the European Union: Whaling gardens 1 30167 Hanover The Commission has decided to extend the period of validity of the aid. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission shall adopt the following measures: The district government of Arnsberg The following is the list of the main routes: 59821 Arnsberg The Commission shall adopt delegated acts in accordance with Article 21 of Regulation (EC) No 1295/2001. NRW Detmold The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. Local government Detmold Leopold Street 13 to 15 32756 Detmold The Commission has also adopted a number of measures to ensure that the Commission is able to take appropriate measures to address the situation in the Union. The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. Municipality of Düsseldorf At the Bonneshof 35 40474 Dusseldorf The Commission has also adopted a proposal for a regulation on the protection of the environment. Cologne, N.R. The Commission shall adopt the following measures: The Centre for Teacher Training in Schools Bonn The first is the “Godeesberger Allee” 53175 Bonn The Commission has also adopted a proposal for a regulation on the protection of the environment. The following is the list of the countries of the European Union: LRSD Ursula Klee and Reinhard Beer Municipality of Munster The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. 9 48147 samples The Commission has also adopted a proposal for a regulation on the protection of the environment. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission has also adopted a number of proposals for the The main building of the IGS Mainz-Hechtsheim Ring road. 41 B 55129 Mainz The Commission has also adopted a number of proposals for the establishment of a European Parliament and Council meeting on the subject. Saarland The Commission shall adopt the following measures: I ‘m not sure . State study seminar for secondary levels I and II In the case of secondary schools and Community schools I’m going to the Beethoven. 26 66125 Saarbrücken and the other The Commission has also adopted a proposal for a regulation on the protection of the environment. The Commission The Commission shall adopt implementing acts in accordance with Article 21 of the Financial Regulation. The following is a list of the main schools in the Netherlands: The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. 15 The Commission shall adopt implementing acts in accordance with Article 21 of Regulation (EC) No 1224/2009. The Commission has also adopted a proposal for a regulation on the protection of the environment. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. Werner von Siemens High School Stendal Street . 10 39106 Magdeburg The Commission has also adopted a proposal for a regulation on the protection of the environment. The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission has also adopted a proposal for a Regulation (EC) No 1299/2006. Werner Heisenberg High School The road to Rosetta 41 25746 Heathen The Commission has also adopted a proposal for a regulation on the protection of the environment. The following is the list of the Member States: The Commission shall adopt the following measures: Carl Zeiss High School Special school with The first is the study of the nature of the matter. Direction The Commission shall adopt delegated acts in accordance with Article 21 of this Regulation. 7 The Commission shall adopt implementing acts in accordance with Article 21 of this Regulation. The Commission has decided to extend the period of validity of the information provided. Dear students, dear parents, Dear teachers, The findings of the natural sciences shape our everyday lives to a great extent; they are omnipresent. Whoever knows more about biology, chemistry, physics, and the environment can also better participate in discussions about how we want to shape our future. It is therefore important to awaken in many young people, early on, the curiosity and fascination that emanate from science and research. The Federal Ministry of Education and Research has been committed for many years to awakening young people’s interest in the natural sciences. To this end, we support various youth competitions on topics from mathematics, the natural sciences, and technology. We want to encourage students to demonstrate their abilities beyond regular subject lessons and to discover their own talents.

The science competitions organised by the Leibniz Institute for Science and Mathematics Education (IPN), the ScienceOlympiads and the Federal Environmental Competition, offer many opportunities for this. Every year, about 10,000 students from the 5th grade upward register nationwide. Exciting and challenging problems from biology, chemistry, and physics stimulate reflection and motivate students to deepen their own knowledge. Within the framework of projects on environmental or sustainability topics, participants are also given the chance to be creative and to develop ideas. Beyond that, many opportunities arise to meet like-minded people and to form new friendships.

It’s worth taking part in the competitions. I therefore warmly invite all students to discover the ScienceOlympics and the Federal Environmental Competition for themselves and to follow the competition’s motto: “Show your talent!” The Commission is not responsible for the implementation of this Regulation. Dr. John

Raccolta Gare di Fisica

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IPhO 2017

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