IPhO 2024

Problem 1 (10 points) Down into the depths and back up again Two equally large spheres are connected by a long, massless string, as sketched in the figure, and sink downwards in water at a constant speed v. When the string is cut, the upper sphere rises back up at the same constant speed v. The lower sphere is made of aluminium with a density of $ρ A l$ = 2700 kg $m - 3$ . For the density of water you may assume the value $ρ W a sser$ = 1000 kg $m - 3$ . Determine the density $ρ$ of the upper sphere.

Topic: Fluid Mechanics, Newtonian Mechanics Metodi: Free-Body Diagram, Hydrostatic Equilibrium, Physical Modeling Competenze: Physical Reasoning, Mathematical Modeling Objects: Sphere, String Fonte: Testo (PDF) — p.2

Problema 1 (10 punti) Sotto le profondità e di nuovo indietro Due sfere uguali sono collegate da una lunga stringa massless, come descritto nella figura, e affondano verso il basso in acqua a costante velocità v. Quando la corda è tagliata, la sfera superiore risce di nuovo alla stessa velocità costante v. La sfera inferiore è fatta di alluminio con una densità di $ρ A l$ = 2700 kg $m - 3$ . Per la densità dell’acqua si può assumere il valore $ρ W a sser$ = 1000 kg $m - 3$ . Determina la densità $ρ$ della sfera superiore.

The following points are added: Down into the depths and back up again Two equally large spheres are connected by a long, massless string, as sketched in the figure, and sink downwards in water at a constant speed v. When the string is cut, the upper sphere rises back up at the same constant speed v. The lower sphere is made of aluminium with a density of $ρ A l$ = 2700 kg $m - 3$ . For the density of water you may assume the value $ρ W a sser$ = 1000 kg $m - 3$ . Determine the density $ρ$ of the upper sphere.

Problem 2 (10 points) Hot little lamps In the circuit shown, two identical incandescent lamps are connected to a voltage source of voltage U = 6.0 V via an ohmic resistor of magnitude R = 8.2 $Ω$ . As electrical components, incandescent lamps do not behave like ohmic resistors. When current flows through a lamp, it heats up and changes its electrical resistance. For the lamps used, the table gives the current IL flowing through a lamp for various voltages UL dropped across the lamp. UL / V 0.17 0.67 1.18 1.66 2.33 3.05 3.85 4.73 5.37 6.00 IL / mA 83 132 175 208 251 290 329 368 395 420 2.a) Determine the current I flowing through the resistor when the switch is open. 2.b) Determine how large the voltage of the battery must be so that, even with the switch closed, a current of the same magnitude I flows through the resistor.

Topic: Circuits Metodi: Kirchhoff’s Laws, Experimental Data Analysis, Physical Modeling Competenze: Graph Linearization, Experimental Data Analysis, Physical Reasoning Objects: Resistor, Battery, Switch Fonte: Testo (PDF) — p.2

Problema 2 (10 punti) Lampadine piccole e calde

Nel circuito mostrato, due lampadine incandescenti identiche sono collegate a una sorgente di tensione con tensione U = 6,0 V tramite un resistore ohmico di valore R = 8,2 $Ω$ . Come componenti elettrici, le lampadine incandescenti non si comportano come resistori ohmici. Quando scorre corrente attraverso una lampadina, si riscalda e la sua resistenza elettrica cambia. Per le lampadine utilizzate, nella tabella è riportata la corrente IL che attraversa una lampadina per diverse tensioni UL applicate ai suoi capi.

UL / V 0,17 0,67 1,18 1,66 2,33 3,05 3,85 4,73 5,37 6,00

IL / mA 83 132 175 208 251 290 329 368 395 420

2.a) Determinare il valore della corrente I che attraversa il resistore quando l’interruttore è aperto. 2.b) Determinare quanto deve essere grande la tensione della batteria affinché, anche con l’interruttore chiuso, una corrente dello stesso valore I scorra attraverso il resistore.

Problem 2 (10 points) Hot little lamps In the circuit shown, two identical incandescent lamps are connected to a voltage source of voltage U = 6.0 V via an ohmic resistor of magnitude R = 8.2 $Ω$ . As electrical components, incandescent lamps do not behave like ohmic resistors. When current flows through A lamp, it heats up and changes its electrical resistance. For the lamps used, the table gives the current IL flowing through a lamp for various voltages UL dropped across the lamp. UL / V 0.17 0.67 1.18 1.66 2.33 3.05 3.85 4.73 5.37 6.00 IL / mA 83 132 175 208 251 290 329 368 395 420 2. (a) Determine the current I flowing through the resistor when the switch is open. 2.b) Determine how large the voltage of the battery must be so that, even with the switch closed, a Current of the same magnitude I flows through the resistor.

Problem 3 (10 points) Helicopter on Mars On 19 April 2021, a human-developed aircraft took off on Mars for the first time. The Ingenuity helicopter has since completed numerous flights in the Martian atmosphere. The two counter-rotating rotors of the aircraft have a diameter of 1.2 m and the total mass of the helicopter is about 1.8 kg. During the development of Ingenuity on Earth, the conditions in the Martian atmosphere had to be taken into account. On Earth, whose atmosphere near the ground has a density of 1.2 kg $m - 3$ , the helicopter took off at 500 rotor revolutions per minute. The density of the Martian atmosphere near the ground, by contrast, is only about 0.020 kg $m - 3$ . Mars has a diameter of about 6.8 $\cdot$ 103 km and a mass of approximately 6.4 $\cdot$ 1023 kg Using the given data, determine the gravitational acceleration on Mars. Estimate how many revolutions per minute the rotors of Ingenuity must turn on Mars at minimum for the helicopter to take off. Ingenuity in flight on Mars (photo: NASA). Best to hang the problems directly by the poster! Switch Lamp U $-$ + R Lamp Problems and further materials for download

Topic: Gravitation, Fluid Mechanics, Newtonian Mechanics Metodi: Newton’s Law of Gravitation, Physical Modeling, Order-of-Magnitude Estimation Competenze: Estimation & Approximation, Physical Reasoning, Mathematical Modeling Objects: Planet Fonte: Testo (PDF) — p.2

Problema 3 (10 punti) Elicottero su Marte Il 19 aprile 2021, un aereo sviluppato da esseri umani decollò su Marte per la prima volta. Il Ingenuity Helicopter ha completato numerosi voli nell’atmosfera marziana. Il due rotori di contro-rotante dell’aeromobile hanno un diametro di 1,2 m e il Il peso totale dell’elicottero è di circa 1,8 kg. Durante lo sviluppo di Ingenuity on Earth, le condizioni nell’atmosfera marziana dovevano essere prese in considerazione. Su Terra, la cui atmosfera vicino al suolo ha una densità di 1.2 kg $m - 3$ , the helicopter took off at 500 rotor revolutions per minute. La densità of the Martian atmosphere near the ground, by contrast, is only about 0.020 kg $m - 3$ . Marte ha un diametro di circa 6,8 $\cdot$ 103 km e una massa di circa 6,4 $\cdot$ 1023 kg Usando i dati forniti, si determina l’accelerazione gravitazionale su Marte. Estimati Quante rivoluzioni al minuto devono essere i rotori di Ingenuity su Marte al minimo per il decollo dell’elicottero. Ingenuità in volo su Marte (foto: NASA). Best to hang i problemi direttamente da Il poster! Scendi Lampada U $-$ + R Lampada Problemi e altri materiali per download

Problem 3 (10 points) Helicopter on Mars On April 19, 2021, a human-developed aircraft took off on Mars for the first time. The Ingenuity helicopter has since completed numerous flights in the Martian atmosphere. The Two counter-rotating rotors of the aircraft have a diameter of 1.2 m and the The total mass of the helicopter is about 1.8 kg. During the development of Ingenuity on Earth, the conditions in the Martian atmosphere had to be taken into account. On Earth, whose atmosphere near the ground has a density of 1.2 kg $m - 3$ , the helicopter took off at 500 rotor revolutions per minute. The density of the Martian atmosphere near the ground, by contrast, is only about 0.020 kg $m - 3$ . Mars has a diameter of about 6,8 $\cdot$ 103 km and a mass of approximately 6,4 $\cdot$ 1023 kg Using the given data, determine the gravitational acceleration on Mars. Estimates How many revolutions per minute do the rotors of Ingenuity have to turn on Mars at least for the helicopter to take off? Ingenuity in flight on Mars (photo: NASA) Best to hang The problems directly by The poster! Switch Lamp U $-$ + R Lamp Problems and further materials for download

Problem 4 (10 points) Helmholtz resonator If you blow across the neck of a glass bottle, you can, depending on your experimental skill, coax a relatively clear tone from the bottle. This arises from oscillations of the air in the bottle neck. The frequency f of this oscillation depends on the volume of air below the bottle neck in the wide part of the bottle, and for not-too-small volumes is given approximately by Here cS denotes the speed of sound, A the cross-sectional area of the bottle neck, and V the volume of air in the bottle excluding the neck. Furthermore, ̃L corresponds to the corrected length of the bottle neck, which accounts for the fact that the air pressure at the upper edge of the bottle neck does not immediately fall to the external air pressure. You may assume that ̃L $\approx L + π$ 4 d, where L denotes the length of the bottle neck and d its inner diameter. In this experiment you are to investigate the frequency of the resulting tone as a function of the air volume present in the bottle. For this you need a cylindrical glass bottle with a neck that is as straight as possible (e.g. from a soft drink or wine), a kitchen scale or a measuring jug that is as accurate as possible, water, and a ruler. To determine the frequency of the resulting tone you can, for example, use the “Audio Autocorrelation” function of the phyphox app, which displays the frequency of a tone directly. The given formula allows the speed of sound to be calculated for each value pair of frequency and volume. However, in order to detect systematic deviations better and to keep individual values with large errors from carrying too much weight, it is advisable to linearise the given relationship between the frequency f and the volume V and to evaluate it graphically. 4.a) Rearrange the given formulas so that a linear relationship arises between a function of the frequency f and a function of the volume V, which yields a straight line when plotted graphically. Explain how you can determine the speed of sound cS with the help of the straight line. 4.b) Take a series of measurements and produce a suitable graph from them. Use this to determine the speed of sound in air at room temperature. In doing so, describe how you proceeded, and estimate the uncertainty of your result. Finally, compare the speed of sound you determined with a literature value. Junior problem (10 points) A good idea The first and often most important step in solving problems is a good idea. The following two problems can be solved very quickly with the right idea in each case. 5.a) The circuit shown consists of identical voltage sources, each with a voltage of U = 1.5 V, and identical resistors with resistance value R = 100 $Ω$ .

Determine the current I flowing through the lower left resistor. 5.b) Two athletes ride their tandem in serpentine lines. The to-scale figure shows the track of the rear wheel of the tandem. The distance between the centres of the rear and front wheels is 2.0 m.

Construct in the figure the track of the front tyre of the tandem, given that the tyres roll without slipping. R U $-$ + I m 0 1 2 3 4 5 You can also find the figures for the problems on the IPhO website. Register now at www.ipho.info www.ipho.info for the competition! scienceolympiaden.de Show your talent! Students If you are a student, the IPhO and the PhysicsOlympiad in Germany offer you diverse opportunities to engage intensively with physics questions, to experience physics as an exciting scientific discipline, to test your own limits, and not least to meet interesting people. For the competition rounds there are learning materials and training problems that help you deepen your knowledge and problem-solving skills. At the seminars you meet many other young people enthusiastic about physics. Taking part is therefore worthwhile in any case, regardless of whether you make it to the higher rounds. What matters is to be there. Successfully completing the first round is already a special achievement and a real distinction. So, take heart! Teachers As a teacher, you can offer a challenge in physics to particularly capable or interested students with the problems of the PhysicsOlympiad and encourage them to engage more deeply with physics topics. The PhysicsOlympiad can thus serve as an instrument of individual support. The problems of the 1st round in particular are suitable not only for the best in a class.

With a wide range of offerings, the PhysicsOlympiad aims to reach interested young people broadly and to inspire them lastingly for the natural sciences. To this end there are support offerings such as the Orpheus seminars and the accompanying materials for the 1st round, with which we want to support you in introducing topics of the PhysicsOlympiad. So please encourage your students to take part; for only those who do not take part can lose. Schools By encouraging participation in competitions, schools can sharpen their profile and use them, in the sense of enrichment, as a complement to school offerings. Competitions provide diverse, differentiated learning environments for participating students. In the area of STEM subjects, the Olympiads, at least in the later rounds, represent a competition aimed at particularly motivated and high-performing young people. Nevertheless, participation is not only worthwhile even in the entry rounds, but can also contribute to a lasting enthusiasm for STEM topics. Offerings such as the Orpheus seminars allow the support of a large number of participants. In many federal states, participation can incidentally be recognised as a special academic achievement or subject/seminar paper of your students for the Abitur. Interested in more than physics? The IPhO is one of the six nationwide scientific student competitions organised by the IPN – the ScienceOlympiads. In addition to the selection competitions for the international Olympiads in Biology (IBO), Chemistry (IChO) and Physics (IPhO), they also include the International JuniorScience Olympiad (IJSO), the European Olympiad of Experimental Science (EOES), and the Federal Environmental Competition (BUW). Together they address students from the beginning of secondary school until after the end of school, and, through close networking, offer the possibility of lasting support of scientific abilities and interests. Further information at: www.scienceolympiaden.de Many good reasons to take part in the PhysicsOlympiad Dear students, dear parents and teachers, the world is changing. And there is so much to do. We must make progress on climate protection, use digitalisation wisely, achieve advances in medicine. I am sure: we will manage it. And why am I sure: because we have science and research. They create the foundations for new things, for innovations, for answers to the questions of our time, so that we can lead a good, self-determined and healthy life. What matters is that we activate all our creative and intellectual reserves for this, and above all also inspire young people early on for the natural sciences, for maths and computer science. That they ask themselves: How do I want to live one day? And: What is my talent? What can I contribute? For Germany is a country of science that has often proven how adaptable it is when it comes down to it. We h

Topic: Oscillations & Waves Metodi: Wave Equation, Simple Harmonic Motion Analysis, Experimental Data Analysis Competenze: Graph Linearization, Experimental Data Analysis, Estimation & Approximation Objects: Container Fonte: Testo (PDF) — p.3

Problema 4 (10 punti) Risonatore di Helmholtz

Se soffi attraverso il collo di una bottiglia di vetro, è possibile, a seconda delle tue abilità sperimentali, ottenere da essa un tono relativamente chiaro. Questo fenomeno è dovuto alle oscillazioni dell’aria nel collo della bottiglia. La frequenza f di queste oscillazioni dipende dal volume d’aria al di sotto del collo della bottiglia, nella parte ampia della bottiglia, e per volumi non troppo piccoli è approssimativamente data da

Qui cS indica la velocità del suono, A l’area della sezione trasversale del collo della bottiglia e V il volume d’aria nella bottiglia escluso il collo. Inoltre, ̃L corrisponde alla lunghezza corretta del collo della bottiglia, che tiene conto del fatto che la pressione dell’aria al bordo superiore del collo non scende immediatamente al valore della pressione esterna. Puoi assumere che ̃L $\approx L + π$ 4 d, dove L indica la lunghezza del collo della bottiglia e d il suo diametro interno.

In questo esperimento devi studiare la frequenza del tono prodotto in funzione del volume d’aria presente nella bottiglia.

Per questo hai bisogno di una bottiglia cilindrica in vetro con un collo il più dritto possibile (ad esempio di una bibita o del vino), una bilancia da cucina o un misurino il più preciso possibile, acqua e un metro rigido. Per determinare la frequenza del tono prodotto puoi, ad esempio, utilizzare la funzione “Audio Autocorrelation” dell’app phyphox, che visualizza direttamente la frequenza di un tono. La formula fornita permette di calcolare la velocità del suono per ciascuna coppia di valori di frequenza e volume. Tuttavia, per rilevare meglio le deviazioni sistematiche e impedire che i singoli valori con grandi errori abbiano un’influenza eccessiva, è consigliabile linearizzare il rapporto dato tra la frequenza f e il volume V e valutarlo graficamente.

4.a) Riorganizza le formule fornite in modo che si ottenga una relazione lineare tra una funzione della frequenza f e una funzione del volume V, che produca una retta quando rappresentata graficamente. Spiega come è possibile determinare la velocità del suono cS con l’aiuto della retta.

4.b) Effettua una serie di misurazioni e realizza un grafico opportuno. Utilizzalo per determinare la velocità del suono nell’aria alla temperatura ambiente. Descrivi il procedimento seguito e stimane l’incertezza del risultato. Infine, confronta il valore della velocità del suono determinato con un valore letterario.

Problema per giovani (10 punti) Un’ottima idea Il primo e spesso il passo più importante nella risoluzione dei problemi è un’ottima idea. I due seguenti problemi possono essere risolti molto rapidamente con l’idea giusta in ciascun caso.

5.a) Il circuito mostrato è composto da fonti di tensione identiche, ciascuna con una tensione U = 1,5 V, e da resistori identici con valore di resistenza R = 100 $Ω$ .

Determinare la corrente I che scorre attraverso il resistore in basso a sinistra. 5.b) Due atleti pedalano su un tandem muovendosi in curve serpentine. La figura in scala mostra il percorso della ruota posteriore del tandem. La distanza tra i centri delle ruote posteriore e anteriore è di 2,0 m.

Costruisci nella figura il tracciato della ruota anteriore del tandem, sapendo che le ruote rotolano senza scivolare. R U $-$ + I m 0 1 2 3 4 5 Puoi trovare le figure dei problemi sul sito della IPhO. Iscriviti ora su www.ipho.info www.ipho.info per la competizione! scienceolympiaden.de Mostra il tuo talento!

Studenti Se sei uno studente, la IPhO e la Olimpiade della Fisica in Germania ti offrono numerose opportunità per impegnarti intensamente con problemi di fisica, sperimentare la fisica come una disciplina scientifica affascinante, metterti alla prova e non ultimo incontrare persone interessanti. Per le varie fasi della competizione sono disponibili materiale didattico e problemi di allenamento che ti aiutano a approfondire le tue conoscenze e abilità risolutive. Nei seminari incontrerai molti altri giovani appassionati di fisica. Partecipare è quindi sempre utile, indipendentemente dal raggiungere le fasi successive. Conta esserci. Superare con successo la prima fase è già un risultato speciale e una vera distinzione. Allora, coraggio!

Insegnanti Come insegnante puoi proporre una sfida in fisica a studenti particolarmente dotati o interessati, utilizzando i problemi dell’Olimpiade della Fisica, e incoraggiarli a approfondire tematiche fisiche. L’Olimpiade della Fisica può quindi fungere da strumento di sostegno individuale. I problemi della prima fase sono particolarmente adatti non solo ai migliori di una classe.

Con un’ampia gamma di proposte, l’Olimpiade della Fisica… La PhysicsOlympiad ha lo scopo di raggiungere in modo ampio giovani interessati e di ispirarli duraturamente alle scienze naturali. A tale fine sono previste offerte di supporto come i seminari Orpheus e i materiali associati alla prima fase, con cui vogliamo sostenervi nell’introduzione dei temi della PhysicsOlympiad.

Pertanto, vi preghiamo di incoraggiare i vostri studenti a partecipare; solo chi non partecipa può perdere.

Scuole Incentivando la partecipazione alle competizioni, le scuole possono rafforzare il proprio profilo e utilizzarle, nel senso dell’arricchimento, come complemento alle offerte scolastiche. Le competizioni offrono ambienti di apprendimento diversificati e differenziati per gli studenti che vi partecipano.

Nel settore delle materie STEM, le Olimpiadi rappresentano, almeno nelle fasi successive, una competizione rivolta a giovani particolarmente motivati e di alto livello. Tuttavia, anche nella fase iniziale la partecipazione non è soltanto utile, ma può contribuire a un interesse duraturo per i temi STEM. Offerte come i seminari Orpheus consentono di sostenere un gran numero di partecipanti.

In molti stati federali, la partecipazione può essere riconosciuta incidentalmente come un’attività accademica speciale o come elaborato scritto per l’Abitur, in una materia o seminario.

Interessati anche oltre la fisica? L’IPhO è una delle sei competizioni nazionali per studenti scientifiche organizzate dall’IPN – le Olimpiadi della Scienza. Oltre alle selezioni per le olimpiadi internazionali di Biologia (IBO), Chimica (IChO) e Fisica (IPhO), includono anche l’Olimpiade Internazionale di Scienze per gli Studenti Giuniori (IJSO), l’Olimpiade Europea di Scienze Sperimentali (EOES) e la Competizione Federale per l’Ambiente (BUW). Insieme, si rivolgono agli studenti dall’inizio della scuola secondaria fino dopo la fine degli studi, offrendo, attraverso una stretta collaborazione, la possibilità di un sostegno duraturo delle capacità e degli interessi scientifici.

Ulteriori informazioni su: www.scienceolympiaden.de

Molte buone ragioni per partecipare all’Olimpiade di Fisica Cari studenti, cari genitori e insegnanti, il mondo sta cambiando. E c’è così tanto da fare. Dobbiamo progredire nella protezione del clima, utilizzare con saggezza la digitalizzazione e raggiungere progressi in medicina. Sono certo: ce la faremo. E perché sono certo? Perché disponiamo della scienza e della ricerca. Esse creano le basi per cose nuove, per innovazioni, per risposte alle domande del nostro tempo, in modo che possiamo condurre una vita buona, autonoma e sana.

Ciò che conta è mobilitare tutte le nostre riserve creative ed intellettuali per questo scopo, e soprattutto ispirare fin da subito i giovani alle scienze naturali, alla matematica e all’informatica. Che si chiedano: Come vorrò vivere un giorno? E: Qual è il mio talento? Cosa posso contribuire? Perché la Germania è un paese della scienza che ha spesso dimostrato quanto sia adattabile quando è necessario. Noi abbiamo…

Problem 4 (10 points) Helmholtz resonator

If you blow across the neck of a glass bottle, depending on your experimental skill, you can elicit a relatively clear tone from the bottle. This results from oscillations of the air in the neck of the bottle. The frequency f of this oscillation depends on the volume of air below the bottle neck in the wider part of the bottle, and for not-too-small volumes is approximately given by Here cS denotes the speed of sound, A the cross-sectional area of the bottle neck, and V the volume of air in the bottle excluding the neck. Furthermore, ̃L corresponds to the corrected length of the bottle neck, which accounts for the fact that the air pressure at the upper edge of the bottle neck does not immediately fall to the external air pressure. You may assume that ̃L $\approx L + π$ 4 d, where L denotes the length of the bottle neck and d its inner diameter.

In this experiment you are to investigate the frequency of the resulting tone as a function of the air volume present in the bottle.

For this you need a cylindrical glass bottle with a neck that is as straight as possible (e.g. from a soft drink or wine), a kitchen scale or a measuring jug that is as accurate as possible, water, and a ruler. To determine the frequency of the resulting tone you can, for example, use the “Audio Autocorrelation” function of the phyphox app, which displays the frequency of a tone directly. The given formula allows the speed of sound to be calculated for each pair of frequency and volume. However, in order to detect systematic deviations more effectively and prevent individual values with large errors from having excessive influence, it is advisable to linearise the given relationship between frequency f and volume V, and to evaluate it graphically.

4.a) Rearrange the given formulas so that a linear relationship arises between a function of frequency f and a function of volume V, which results in a straight line when plotted graphically. Explain how the speed of sound cS can be determined using this straight line.

4.b) Take a series of measurements and produce a suitable graph from them. Use this to determine the speed of sound in air at room temperature. Describe how you carried out the procedure, and estimate the uncertainty of your result. Finally, compare the speed of sound you determined with a literature value.

Junior problem (10 points) A good idea The first and often most important step in solving problems is a good idea. The following two problems can be solved very quickly with the right idea in each case.

5.a) The circuit shown consists of identical voltage sources, each with a voltage of U = 1.5 V, and identical resistors with resistance R = 100 $Ω$ .

In the figure, draw the path traced by the front tyre of the tandem, given that the tyres roll without slipping. R U $-$ + I m 0 1 2 3 4 5

You can also find the figures for the problems on the IPhO website. Register now at www.ipho.info www.ipho.info for the competition!

scienceolympiaden.de Show your talent!

Students If you are a student, the IPhO and the Physics Olympiad in Germany offer you diverse opportunities to engage intensively with physics problems, to experience physics as an exciting scientific discipline, to test your own limits, and not least to meet interesting people.

For the competition rounds there are learning materials and training problems that help you deepen your knowledge and problem-solving skills. At the seminars you meet many other young people enthusiastic about physics.

Taking part is therefore worthwhile in any case, regardless of whether you make it to the higher rounds. What matters is to be there. Successfully completing the first round is already a special achievement and a real distinction.

So, take heart!

Teachers As a teacher, you can offer a challenge in physics to particularly capable or interested students with the problems of the Physics Olympiad and encourage them to engage more deeply with physics topics. The Physics Olympiad can thus serve as an instrument of individual support.

The problems of the 1st round in particular are suitable not only for the best in a class.

With a wide range of offerings, the PhysicsOlympiad aims to broadly reach interested young people and inspire them permanently for the natural sciences. To this end, support programs such as the Orpheus seminars and accompanying materials for the first round are provided, designed to assist you in introducing PhysicsOlympiad topics.

Therefore, please encourage your students to participate; only those who do not take part can lose.

Schools By encouraging participation in competitions, schools can enhance their profile and use these events, in the sense of enrichment, as a complement to regular school offerings. Competitions provide diverse and differentiated learning environments for participating students.

In the field of STEM subjects, the Olympiads—especially in later rounds—represent a competition aimed at particularly motivated and high-achieving young people. Nevertheless, participation is worthwhile even in the initial rounds and can also foster lasting enthusiasm for STEM topics. Programs such as the Orpheus seminars allow support for a large number of participants.

In many federal states, participation may additionally be recognised as a special academic achievement or subject/seminar paper for your students’ Abitur.

Interested in more than physics? The IPhO is one of the six nationwide scientific student competitions organised by the IPN – the ScienceOlympiads. In addition to the selection competitions for the international Olympiads in Biology (IBO), Chemistry (IChO) and Physics (IPhO), they also include the International Junior Science Olympiad (IJSO), the European Olympiad of Experimental Science (EOES), and the Federal Environmental Competition (BUW). Together they address students from the beginning of secondary school until after the end of school, and, through close networking, offer the possibility of lasting support of scientific abilities and interests.

Further information at: www.scienceolympiaden.de

Many good reasons to take part in the Physics Olympiad

Dear students, dear parents and teachers, the world is changing. And there is so much to do. We must make progress on climate protection, use digitalisation wisely, achieve advances in medicine. I am sure: we will manage it. And why am I sure: because we have science and research. They create the foundations for new things, for innovations, for answers to the questions of our time, so that we can lead a good, self-determined and healthy life.

What matters is that we activate all our creative and intellectual reserves for this, and above all also inspire young people early on for the natural sciences, for maths and computer science. That they ask themselves: How do I want to live one day? And: What is my talent? What can I contribute? For Germany is a country of science that has often proven how adaptable it is when it comes down to it. We have

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