Consideramos que este curso puede ser de mucho interés y un excelente complemento para los profesores de Física.
En este enlace podéis encontrar más información.
Overview
The 2012 Nobel Prize in Physics has been awarded to Serge Haroche of Collège de France and Ecole Normale Supérieure in Paris,
France, and David J. Wineland of the National Institute of Standards and Technology (NIST) and University of Colorado Boulder, Colo., USA «for groundbreaking experimental methods that enable measuring and manipulation of individual quantum systems.»
In the quantum world, the general understanding is that to measure a single quantum particle will destroy that particle Haroche’s method required trapping photons—individual particles of light—and measuring their quantum properties by sending atoms through the trap.
Wineland approached the problem from the other direction,
trapping electrically charged atoms and measuring their properties with light particles. The results of their work have led to highly precise atomic clocks and provides a foundation that may one day make quantum computing a reality.. These two researchers took different approaches to solve this unique quantum problem, and their efforts have resulted in direct observation of single quantum particles without destroying them.
Llegamos a Bilbao el viernes por la tarde. El hotel “de concentración” era una vorágine de olímpicos procedentes de todas partes de España. Las caras nuevas se sucedían con tanta velocidad que era casi imposible asociarlas a sus nombres y lugares de origen sin equivocarse. Después de cenar, nos fuimos a descansar, pues debíamos estar frescos para la maratón que nos esperaba al día siguiente.
El sábado por la mañana partimos en tres autobuses hacia la Facultad de Ciencias de la Universidad del País Vasco, anfitriona de la Olimpiada. Después de una breve bienvenida, acompañada de las pautas básicas de funcionamiento, dio comienzo la prueba experimental, que consistía en calcular la constante de Planck (h) a partir de la tensión umbral de una colección de LEDs de diferentes colores; fueron cuatro horas de ardua batalla, durante las que varios fusibles resultaron heridos de gravedad. Tras una breve pausa para reponer fuerzas en la cafetería, pasamos a la prueba teórica, consistente en tres problemas referidos, respectivamente, a la cinemática de un saltador de esquí, un electrómetro para medir la radiación terrestre y un giróscopo interferencial de fibra óptica (Pronto todas las pruebas con sus correspondientes soluciones estarán colgadas en la Web de la real sociedad de física: www.rsef.org/oef).
Esa noche, nos dimos una merecida tregua y, aunque se notaba el cansancio acumulado, salimos a conocer la noche bilbaína con nuestros compañeros.
La mañana del domingo la dedicamos a recorrer Bilbao; fuimos en metro hasta la desembocadura de la Ría, paseamos por el barrio de Getxo hasta el Puerto Viejo y admiramos el puente colgante de Portugalete, inaugurado en 1893 y reconocido como Patrimonio de la Humanidad por la Unesco.
Por la tarde, visitamos el museo Guggenheim que, aunque en su interior alberga importantes colecciones de arte contemporáneo, nos impresionó por su imponente estructura de titanio, diseñada por el fís… ¡arquitecto! Frank Gehry.
Aunque esa noche los nervios nos complicaron conciliar el sueño, el lunes nos levantamos deseosos de conocer por fin los resultados de la prueba. Al final del acto de entrega de premios, presidido por diversas autoridades, entre las que se encontraban los responsables de la Facultad de Ciencias y de la Universidad del País Vasco, los organizadores de la Olimpiada y la presidenta de la Real Sociedad de Física, se fueron desvelando, poco a poco y en orden ascendente, los ganadores, hasta llegar al momento culminante en que sabríamos quiénes nos representarían en las Olimpiadas Internacional e Iberoamericana. ¡Y cuál fue nuestra sorpresa y alegría al saber que David se contaba entre los primeros (http://www.lne.es/gijon/2012/04/24/alumno-jovellanos-logra-medalla-oro-olimpiada-nacional-fisica/1232059.html) y que Alejandro también había obtenido una mención de honor! Como tantas emociones seguidas nos habían abierto el apetito, nos sirvieron un vino español, con abundantes pinchos y pasteles. Después, nos despedimos de nuestros compañeros y nos dispusimos a emprender el viaje de vuelta a casa.
Han sido tres días llenos de esfuerzo, emoción y nuevas experiencias, así que muchas gracias a todos por compartirlos con nosotros, enhorabuena a los tres, porque haber representado a Asturias en esta Olimpiada era ya un gran éxito, ¡Y mucha suerte en Tallín, David! ;)
Estamos preparando ya el acto de entrega de premios de la Fase Local de la Olimpiada de Física 2012 y nos gustaría haceros algunas preguntas para poder organizar todo de la mejor forma posible, y que paséis un gran día con nosotros.
La entrega de premios será el miércoles día 28 de marzo por la tarde, en la Facultad de Ciencias de la Universidad de Oviedo, siendo el programa provisional de actos es el siguiente:
17:00 – Recepción de los estudiantes, profesores y acompañantes.
17:15 – Visita guiada a la Facultad. Veréis un laboratorio de investigación, la biblioteca y un laboratorio docente.
18:00 – Charla sobre los grados de Física y Matemáticas a cargo del Dr. Norberto Corral, Decano de la Facultad de Ciencias.
18:30 – Charla divulgativa a nuestro cargo, la RSEFAS.19:00 – Entrega de premios y diplomas.
19:30 – Pinchos y refrescos.
Este programa todavía es provisional, aunque es muy probable que sufra pocos o ningún cambio. Ahora que ya tienes toda esta información te agradeceríamos que contestaras a esta breve encuesta:
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Muchas gracias por tu participación. ¡Nos vemos por la Facultad!
RSEFAS would like to acknowledge Science in School (scienceinschool.org) for this nice article.
 Chikugo river fireworks festival in Kurume, Fukuoka, Japan, 5 August 2011 Image courtesy of Kurume-Shimin; image source: Wikimedia Commons |
Did you realise that fireworks cause measurable air pollution? Tim Harrison and Dudley Shallcross from Bristol University, UK, explain how to investigate atmospheric pollutants in class.
Whether at New Year, on Guy Fawkes Night or at Diwali, most of us have witnessed a firework display – and remembered the explosions and showers of coloured light. What about the sulphurous smoke though? As atmospheric scientists have demonstrated, fireworks leave their mark on air quality for some time after the bangs and glows have passed. |
After the annual Guy Fawkes Night in the UK, highly elevated levels of particles (smoke or soot) produced by the fireworks’ combustion, as well as high levels of metal ions such as magnesium that originate from the fireworks themselves, have been found. Firework displays have also been linked to elevated levels of other molecules such as nitrogen dioxide (NO2) and sulphur dioxide (SO2). Such observations were made during and after a Diwali festival in Hisar City, India, in November 1999; in Mainz, Germany, during New Year celebrations in 2004/2005; during the Lantern Festival in Beijing, China, in 2006; and in Milan, Italy, the night after Italy won the football World Cup in 2006 (Drewnick et al., 2006;Ravindra et al. 2003; Vecchi et al., 2008; Wang et al., 2007).
Investigating air quality at school
Together with your students, you too can analyse the effect of fireworks on air quality. We worked with UK secondary-school students to investigate the impact of Guy Fawkes Night on air quality (see acknowledgements). The project was an introduction to using air-quality databases – which contain measurements of a wide range of pollutants, a treasure trove of data for use in schools – but also a chance to carry out some real research at school.
| Air quality can be linked to many school subjects. The chemistry and physics of fireworks involve a number of interesting topics, such as combustion, sound, light and the pollutants they can release. It can also form the basis of a deeper discussion of the nature of air pollution; what causes it, and effects such as acid rain and climate change. The latter are topics covered in biology, health and geography lessons. The analysis of data has huge potential for enlivening mathematics and IT lessons.
Information about the main pollutants caused by fireworks, as well as details of the chemistry of fireworks, can be downloaded from the Science in School websitew1. Further details on more general causes of air pollution can be downloaded from the UK-AIR websitew2. |
 A beautiful sunset over Mumbai, India, caused by particulate matter in the air Image courtesy of Bm1996; image source: Wikimedia Commons |
Databases
 Fireworks at the Nagaoka festival, Japan Image courtesy of Kropsoq; image source: Wikimedia Commons |
You will need to use a publicly available air-quality database that provides at least daily measurements for the location you are interested in studying. The UK air-quality archivew2 contains hourly data for a range of chemical species; primary pollutants (emitted directly), including NO, NO2, CO and SO2; hydrocarbons and particulate matter; and secondary pollutants (formed from primary pollutants), such as ozone. The data are collected from 186 sites around the UK ranging from monitors at the roadside to those in remote regions for measuring background levels. Some sites have been working since the mid-1970s, providing an incredible record of data. The authors are keen to work with any groups of students who wish to interpret aspects of the UK’s air-quality data. |
For Malta, there is the database of the Malta Environment and Planning Authorityw3 that contains data on CO, NO, NO2 and O3.
If you want to analyse data from another European country, you will find AirBasew4, the air-quality database maintained by the European Environment Agency, a useful resource as it contains measurements for most European countries. Note, however, that the files are large so can take some time to download, and are also less simple to understand than the UK and Maltese data sets.
Our results
| We analysed particulate matter (PM) levels at all sites where they are measured in the UK around Guy Fawkes Night 2009. PM consists of particles of solid or liquid suspended in a gas. They are categorised according to size as PM10 (diameter 10 µm or less), PM2.5 (2.5 µm or less), PM1 (1 µm or less) and ultrafine (0.1 µm or less). Firework combustion produces a range of particle sizes but mainly smaller particles (e.g. PM2.5) of soot, whereas bonfires can form larger particles. PM is also produced by the construction industry, and there are natural sources such as pollen, sea salt and wind-blown soil. Increased levels of particles in the air are linked to cardiovascular and respiratory diseases; smaller particles are particularly unhealthy because they can penetrate deeper into the respiratory system. PM also has a significant effect on the climate: soot particles warm the climate, whereas reflecting articles tend to cool it. |  New Year fireworks, 2010/2011, in Prague, Czech Republic Image courtesy of Karelj; image source: Wikimedia Commons |
As an example (Figure 1), we show PM2.5 and PM10 levels from the centre of Reading, a university town in the south of the UK. Although Guy Fawkes Night is actually on 5 November, it is frequently celebrated on the nearest weekend. These data from 5-9 November 2009 show that particle levels peaked on the evening of 7 November (a Saturday). Comparing those data to the all-year average for 2009, we found that the levels on that Saturday were elevated by a factor of up to seven (see Figure 1).
Figure 1: PM10 and PM2.5 levels from Reading town centre, UK: levels on 7 November 2009, and the average levels for 2009.
Blue: PM2.5 on 7 November 2009; red: PM10 on 7 November 2009; green: PM2.5 average for 2009, purple: PM10 average for 2009.
Click on image to enlarge
Image courtesy of Tim Harrison and Dudley Shallcross
Because PM2.5 measures all particles with a diameter of 2.5 μm or less and the PM10 and PM2.5 levels are virtually the same, most particles produced were small – and particularly bad for the respiratory system. It is very difficult to set safe levels for particle exposure, but at present the limit for PM10 in Europe is an annual concentration of 40 μg/m3, and a daily concentration of 50 μg/m3, which must not be exceeded more than 35 times per calendar year (therefore called the exceedance). The average from the night of 7 November was 34.7 μg/m3, which is less than the exceedance, but much higher than the 2009 average (mean). At other sites in the UK, we found the PM10 level to be exceeded on that day.
Investigations
These databases offer a wealth of possible questions to be considered at school, with examples by no means restricted to firework-derived pollution. For example:
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 A photomontage of eight images of fireworks from a Guy Fawkes Night display at Roundwood Park in Harlesden, London, UK Image courtesy of Billy Hicks; image source: Wikimedia Commons |
The authors would like to acknowledge the help of the following teachers and students who participated in their UK air-quality study: Dr Oznur Kemal (teacher), Sophie Danby, Marta Tondera, Kelly Lam Ho, Candice Chan Ting Yan, Boni Chau Bo, Jenny Chow Kar Yee, Christine Fong Chi, Sophie Hawkins, Charlotte Hooper, Annabelle Fricker, Siobhan Stewart and Emma Tremewan, from Leweston School Dorset; Naomi Shallcross, Beth Shallcross and Esther Shallcross from Gordano School, Portishead; John Jones (teacher), Beth Jones and Cat Wood from Cheltenham College, Cheltenham.
Drewnick F et al. (2006) Measurement of fine particulate and gas-phase species during the New Year’s fireworks 2005 in Mainz, Germany. Atmospheric Environment 40: 4316-4327. doi: 10.1016/j.atmosenv.2006.03.040
Ravindra K, Mor S, Kaushik CP (2003) Short-term variation in air quality associated with firework events: a case study. Journal of Environmental Monitoring 5: 260-264. doi: 10.1039/B211943A
Vecchi R, et al. (2008) The impact of fireworks on airborne particles.Atmospheric Environment 42: 1121-1132. doi: 10.1016/j.atmosenv.2007.10.047
Wang Y, et al. (2007). The air pollution caused by the burning of fireworks during the lantern festival in Beijing. Atmospheric Environment 41: 417-431. doi:10.1016/j.atmosenv.2006.07.043
Web references
w1 – Supporting information on the chemistry of fireworks can be downloaded here in Word or PDF format.
w2 – The UK-AIR website hosts an extensive data archive, as well as plenty of information about air pollution. See: http://uk-air.defra.gov.uk
w3 – For air-quality data in Malta, see: www.mepa.org.mt/airquality
w4 – To download air-quality data from the European Environment Agency’s AirBase, see: www.eea.europa.eu/data-and-maps/data/airbase-the-european-air-quality-database-3
Resources
Russell MS (2000) The Chemistry of Fireworks. Cambridge, UK: The Royal Society of Chemistry. ISBN 0-85404-598-8
If you enjoyed this article, why not browse the full list of articles on chemistry topics published in Science in School? See: www.scienceinschool.org/chemistry
Dudley Shallcross (d.e.shallcross@bristol.ac.uk) is the professor of atmospheric chemistry at Bristol University, UK. Tim Harrison (t.g.harrison@bristol.ac.uk) is the outreach director for Bristol ChemLabS at Bristol University. They are frequent authors for Science in School.
Review
All that glitters is certainly not gold. The popular practice of letting off spectacular fireworks, following a football victory or as a full-blown festival spread over several nights, may in fact be contributing to air pollution. This article provides references and ideas for teachers to approach the topic of air pollution by using specific occasions when high levels of gaseous and particulate pollutants are expelled into the air during firework displays. Science students have the opportunity for real-life scientific investigations; rather than confining their experiments to the school laboratory, they are immersed in the scientific community, working to make our environment a better place to live in.
The article could be used in several science subjects: for example, in chemistry (properties and reactions of metallic compounds; burning; stability of compounds; oxidising agents), physics (propulsion; light and sound), or biology or health lessons (the effects of pollution on respiratory diseases, especially asthma). It could also be used interdisciplinarily to consider global warming.
If the school can borrow the necessary equipment – for example, from a university – the school students could even take their own measurements of air quality, which would expose them to the technical analysis of the air, data logging and handling, data comparison and error analysis. They could then perhaps present their findings to the local authority, experiencing for themselves how reliable results of scientific investigations can be used to put pressure on policy makers and potentially bring about improvements.
Angela Charles, Malta
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Referee’s recommendations: Chemistry, Physics, Biology, Health, Data-handling techniques, Global warming Ages 14+ |
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14—18 Noviembre 2011
La Semana de la Ciencia es un evento de ámbito europeo promovido en nuestro territorio por el Ministerio de Ciencia e Innovación y desarrollado por las Comunidades Autónomas.
La Universidad de Oviedo se une a esta iniciativa por undécimo año consecutivo, tratando de acercar la ciencia y la tecnología al público en general de manera divulgativa y abierta. Intentamos con nuestras acciones llamar la atención sobre los aspectos más interesantes de la ciencia y la tecnología: mostrar más que contar, poner de relieve su lado divertido y llamativo, devolverles el factor sorpresa…
Para ello se han organizado siete grupos de actividades que, en esta edición, hemos enlazado de una forma u otra con el Año Internacional de la Química y el Año Internacional de los Bosques
Todos los talleres, «Una Puerta Abierta a la Ciencia» y «Una pregunta para un Científico» cuentan con aforos limitados y se precisa una inscripción previa. Las admisiones se harán por riguroso orden de solicitud de inscripción y posterior aceptación desde la OTRI.
Programa de la semana de la Ciencia
Fuente origina: Universidad de Oviedo — Otri
Asciende el interés por la física en estudiantes de bachillerato y primeros cursos universitarios gracias a la popularidad alcanzada por la serie de televisión Big Bang Theory.
Leer la noticia completa en : http://www.guardian.co.uk/education/2011/nov/06/big-bang-theory-physics-boom
Agradecimientos a Lucas Fernández Seivane por este magnífico post.
The Big Bang Theory attracted more than 500,000 viewers on its return to Channel 4. Photograph: Channel 4
A cult US sitcom has emerged as the latest factor behind a remarkable resurgence of physics among A-level and university students.
The Big Bang Theory, a California-based comedy that follows two young physicists, is being credited with consolidating the growing appetite among teenagers for the once unfashionable subject of physics. Documentaries by Brian Cox have previously been mentioned as galvanising interest in the subject.
One pupil, Tom Whitmore, 15, from Brighton, acknowledged that Big Bang Theory had contributed to his decision, with a number of classmates, to consider physics at A-level, and in causing the subject to be regarded as «cool». «The Big Bang Theory is a great show and it’s definitely made physics more popular. And disputes between classmates now have a new way of being settled: with a game of rock, paper, scissors, lizard, Spock,» he said.
Experts at the Institute of Physics (IoP) also believe the series is playing a role in increasing the number of physics students. Its spokesman, Joe Winters, said: «The rise in popularity of physics appears to be due to a range of factors, including Brian’s public success, the might of the Large Hadron Collider and, we’re sure, the popularity of shows like The Big Bang Theory.»
Alex Cheung, editor of physics.org, said: «There’s no doubt that TV has also played a role. The Big Bang Theory seems to have had a positive effect and the viewing figures for Brian Cox’s series suggest that millions of people in the UK are happy to welcome a physics professor, with a tutorial plan in hand, into their sitting room on a Sunday evening.»
According to the Higher Education Funding Council for England (HEFCE), there was a 10% increase in the number of students accepted to read physics by the university admissons services between 2008-09, when The Big Bang Theory was first broadcast in the UK, and 2010-11. Numbers currently stand at 3,672. Applications for physics courses at university are also up more than 17% on last year. Philip Walker, an HEFCE spokesman, said the recent spate of popular televisions services had been influential but was hard to quantify.
The number studying A-level physics has been on the rise for five years, up 20% in that time to around 32,860. Physics is among the top 10 most popular A-level topics for the first time since 2002 – and the government’s target of 35,000 students entering physics A-level by 2014 seems likely to be hit ahead of schedule. It is a far cry from 2005 when physics was officially classified as a «vulnerable» subject.
The number of those entered for AS level has also increased, by 27.8% compared with 2009, up from 41,955 to 58,190. The number of girls studying physics AS-level has risen a quarter to 13,540 and of boys by 28.6% to 44,650.
A Twitter debate on whether Big Bang Theory had played a role in encouraging more potential physicists provoked mixed reactions. PhD student Tim Green wrote: «I’d say it’s more to do with economics and good science docs than sitcoms with only the vaguest relation to physics.» Markela Zeneli said: «I think the show is hilarious, and it may make physicists seem nerdy and geeky, but what’s so bad about that? »
Winters identified another more prosaic reason for the rising popularity of physics. He said: «TV shows and news coverage of exciting research both have the power to inspire their audiences but we firmly believe, and all the evidence suggests, that only good physics teaching has the power to convert student’s latent interest into action.»
