PAPER

Phys. Educ. 59 (2024) 015030 (11pp) iopscience.org/ped

Can physics influence

world trade?
Xiaojing Wen1,2 and Igor Korsun1,∗
1
Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
2
Hanshan Normal University, Chaozhou, People’s Republic of China

E-mail: kipriot_@ukr.net

Abstract
The aim of our study is to demonstrate the possibilities of forming students’
interdisciplinary thinking using the analysis of real events. In March 2021,
maritime traffic in the Suez Canal was blocked for six days by a container
ship. It led to delays in the delivery of goods of approximately 400 million
dollars per hour. To analyze this event we used knowledge from seven areas
of science: physics, geography, chemistry, engineering, geology, astronomy,
economics. The use of an integrated approach made it possible to formulate
the consequences of the accident, determine the possible causes of the
accident, and substantiate the expediency of the methods of rescue
operations. We analyzed only the given facts in news from a scientific point
of view. Our analysis does not draw any final conclusions. Project-based
learning is proposed as a teaching method in our case. It involves
independent work with various sources of information, analysis and
systematization of facts from various branches of science, compilation of a
list of key words for each branch of science, formulation of conclusions.
These skills are useful for the formation of interdisciplinary thinking.

Keywords: STEM education, natural sciences, engineering, economics, thinking,

interdisciplinary thinking, project-based learning

1. Introduction on STEM education is an interdisciplinary, integ-

Many branches of science are related closely.
Today, for successful professional implementa-
tion, a theoretical knowledge only of physics,
chemistry, biology or geography is inadequate.
The skills and abilities of their practical applica-
tion in other scientific areas are necessary. In this
context, we agree that ‘the goal of implementing
STEM in schools is to prepare students for the
demands of the 21st century’ [1] because focus
∗
Author to whom any correspondence should be addressed.
rated, and connected to the real-world approaches
that can ‘provide insight into innovation for new
life practices for everyone’ [2].
Complex system reasoning is one of five
STEM reasoning modalities which are 21st cen-
tury abilities and it is connected with ‘ability to
analyze problems by recognizing complexity, pat-
terns, and interrelationships within a system fea-
turing a large number of interacting components’
[1].
In 2021, the Nobel Prize in Physics was
awarded ‘for groundbreaking contributions to our

1361-6552/24/015030+11$33.00 1 © 2023 IOP Publishing Ltd

X Wen and I Korsun
understanding of complex physical systems’, ‘for
the physical modeling of Earth’s climate, quan-
tifying variability and reliably predicting global
warming’ and ‘for the discovery of the interplay of
disorder and fluctuations in physical systems from
atomic to planetary scales’ [3]. These global prob-
lems of humanity are related to complex system
reasoning and require the development of think-
ing, in particular interdisciplinary thinking.
Boix Mansilla et al [4] define interdis-
ciplinary thinking as ‘the capacity to integrate
knowledge and modes of thinking in two or
more disciplines or established areas of expert-
ise to produce a cognitive advancement—such as
explaining a phenomenon, solving a problem, or
creating a product—in ways that would have been
impossible or unlikely through single disciplinary
means’.
There is no single learning theory model for
the formation of students’ interdisciplinary think-
ing. The Repko’s model [5] is one of the most
commonly used models. Repko claimed that ‘stu-
dents should start from their own discipline, and
from there explore what perspectives other dis-
ciplines offer’ [6]. In this sense, we agree that
‘interdisciplinary thinking has always been about
making connections’ and ‘interdisciplinary work
encourages an intellectual adaptability’ [7].
The aim of our study is to demonstrate the
possibilities of forming students’ interdisciplinary
thinking using the analysis of real events.
2. Method
2.1. Blockage of the Suez Canal
The Suez Canal connects the Mediterranean and
Red Seas, providing the shortest route between
Europe and Asia. Approximately 12% of world
trade passes through the Suez Canal [8]. On
Tuesday, 23 March 2021, an event occurred in the
Suez Canal, causing a traffic jam on one of the
world’s busiest trade routes [9].
The container ship Ever Given was travel-
ing through the Suez Canal from Malaysia to
the Netherlands. The container ship ran aground,
blocking the Suez Canal (figure 1). As a result
of this accident, the movement of ships along the
Suez Canal was stopped. 369 ships were waiting
January 2024
in line to pass through the 193 km canal on both
sides as of Sunday, 28 March 2021 [10].
Suez Canal enables the transfer of an estim-
ated 7%–10% of the world’s oil and 8% of lique-
fied natural gas [11]. In this case, this event sent
oil prices climbing on international markets [9].
The Suez Canal represents 30% of all global
container traffic [11]. Therefore, ‘companies in
Asia will not only be impacted by the delay of
shipments from Europe, but also by a shortage of
empty containers returning to the region’, ‘which
is making container space sparser and increasing
rates’ [11].
The blockage of the Suez Canal disrupted
the global supply chain [12]. Suez Canal block-
age led to delays in the delivery of goods of
approximately 400 million dollars per hour [13].
Insurance companies predicted that blocking the
Suez Canal reduced annual trade growth by 0.2%–
0.4% points [14].
2.2. Possible causes of the accident
Adverse weather conditions were cited as one of
the probable causes of the accident. The Suez
Canal Authority announced that ‘the ship had lost
the ability to steer amid high winds and a dust
storm’ [16]. According to Reuters, the vessel ‘was
suspected of being hit by a sudden strong wind,
causing the hull to deviate from (the) waterway
and accidentally hit the bottom’ [17].
Sea transportation is closely related to the
weather. The wind creates the most adverse effect
on the movement of the vessel and its ability to
maneuver. It is known that the weather was stormy
on the day of the accident, 23 March 2021 [16].
A number of ports in the Red and Mediterranean
seas were closed.
To analyze the effect of wind on a container
ship, we will derive a formula for calculating the
instantaneous value of power of the wind flow P
that passes through the area A.
Instantaneous value of power P at a certain
point in time is given by formula
′
P = (KE)t , (1)
′
where (KE)t is the derivative of the kinetic energy
with respect to time t.
2 P hy s . E d u c . 5 9 ( 2 0 2 4 ) 0 1 5 0 3 0
 Can physics influence world trade?

Figure 1. Tugboats trying to free the jammed ship, as viewed from the International Space Station, 27 March 2021
(Public Domain) [15].

The change in kinetic energy ∆KE of the where A is the area affected by the wind, v is the
wind flow over time ∆t is determined by the wind speed, ∆t is the change in time.
formula: Using expressions (3) and (4) we get:

∆mv2 ∆m = ρAv∆t. (5)

∆KE = , (2)
2
Substituting expression (5) into the for-
where ∆m is the change in mass of air which mula (2), we get:
passes through the area A in time ∆t, v is the wind
ρAv3
speed. ∆KE = ∆t. (6)
The change in mass ∆m of air is calculated 2
using the formula: Using expression (6) and formula (1) we get
the final formula for calculation instantaneous
∆m = ρ∆V, (3) value of power P at a certain point in time:

where ρ is the density of air at these conditions,
∆V is the change in volume of air that passes
through the area A in time ∆t.
The change in volume ∆V of air is given by
formula:
∆V = Av∆t,
ρAv3
P= . (7)
2
Thus, the power of the wind flow P is directly
proportional to the air density ρ; the surface area
A on which the wind acts, as known as ‘sail area’;
the wind speed in the cube υ 3 .
(4) Let us analyze the formula (7).

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X Wen and I Korsun

Figure 2. Sandstorm in Al Asad (Iraq), just before nightfall on 27 April 2005 (Public Domain) [20].

2.2.1. Air density. It is known that Ever Given Table 1. The characteristics of Ever Given.
got into the area of a dust storm when passing Length 399.94 m
through the Suez Canal [16]. According to another Beam 58.80 m
sources [18, 19], a sandstorm was observed in the Draught 14.50 m (design)
region at that time. During a dust or sand storm 16.00 m (maximum)
the wind lifts particles of dust or sand from the Depth 32.90 m
ground. In the process of friction between these Capacity 20 124 TEU
particles, static electricity is generated. This leads Speed 42.20 km h−1
to the attraction of new particles. Grains of sand
are heavier, and therefore the wind does not carry
them far. Dust particles are lighter and fly farther that the density of suspension ρ in air at dust storm
than grains of sand. As a result, a mass of dust is significantly greater than the air density.
or sand rolls on the ground with a speed of up to
80 km h−1 , resembling a wall (figure 2).
The air flow during a dust storm contains a 2.2.2. Surface area on which the wind acts.
large amount of soil particles and dust. And there- Container ships are considered to be one of the
fore we can talk about a sharp increase in dust fastest and most maneuverable vessels. At the
mass concentration. The average mass concentra- same time, the dimensions of these ships are
tion equals to 9287 µg × m−3 at the height of gigantic. The length of Ever Given is 399.94 m,
100 m [21]. Mass concentration limit for particles the beam is 58.80 m, the depth is 32.90 m. The
that are 2.5 µms or less in diameter equals to capacity of Ever Given equals to 20 124 twenty-
250 µg × m−3 . In this case, we can say about feet equivalent unit (TEU). The characteristics of
heavy pollution of air. Therefore, we can conclude Ever Given are shown in table 1.

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Due to the stacking of containers in a ver-
tical position, the height of the container ship
reaches considerable dimensions. Therefore, the
rescuers planned to use a crane with a height of
more than 60 m to unload the containers from the
ship [22]. Considering all these facts, we can con-
clude that the presence of deck containers signific-
antly increases the surface area on which the wind
acts. In our case, the surface area reached 18 000–
20 000 m2 .
Windage is the property of an object to per-
ceive the kinetic energy of the air flow. It is clear
that Ever Given had large windage because it had
large surface area on which the wind acts.
2.2.3. The wind speed. The wind gusts peaked
at the time Ever Given sailed (23 March 2005:40
UTC) at 23.3 m s−1 [16]. According to the
Beaufort scale, it is a strong gale (9 points out of
12).
We note that the Beaufort scale considers the
wind speed at a height of 10 m above an open
flat surface. When the height above the earth’s
surface is doubled, the speed increases by 12%.
Therefore, it can be argued that the top of the con-
tainer ship could be affected by wind with higher
speed. A wind with a higher speed acts with a
greater force.
2.2.4. Conclusion. Thus, we assume that the
large power of the wind flow P could has caused
the vessel to deviate from the direct course of
movement. A deviation from the course by sev-
eral degrees during movement in the Suez Canal
can be critical for a ship of this size. According to
figure 1, we can assume that a strong crosswind
could turn the ship to the right. The ship buried
its nose into one bank. The ship’s stern moved by
inertia to the left. As a result, the container ship
Ever Given blocked the Suez Canal.
2.2.5. Taking into account the structural features
of the container ship. The ships with a relat-
ively large hull width have a bulb (figure 3), which
serves to reduce water resistance during move-
ment and increase the speed of the ship.
January 2024
Can physics influence world trade?
We can write drag equation for fluid as
1
F = ρu2 cd A, (8)
2
де ρ is the mass density of the fluid, u is the flow
velocity relative to the object, cd is the drag coef-
ficient, A is the area of midsection.
The bulbs are different in different types of
vessels. As a rule, the bulbs have a streamlined
shape. This is due to the fact that the drag coef-
ficient related to the object’s geometry. For a
streamlined body the drag coefficient cd is equal to
0.04, for a sphere the drag coefficient cd is equal
to 0.47, for a flat plate the drag coefficient cd is
approximately equal to 1.00.
The streamlines are shown in figure 4.
For a streamlined body, the turbulence is the
smallest, and therefore the energy consump-
tion is the smallest. The vortices are practic-
ally not formed; the flow practically retains its
laminarity.
2.2.6. Conclusion. We can assume that it was
the drop-like shape of the bulb of the container
ship Ever Given that enabled the vessel to sink
deeply into the shore of the Suez Canal. And that’s
why it was the tuber that suffered the most damage
during the accident.
2.3. Rescue work
2.3.1. Сleaning the bow of the vessel. If the
ship runs aground, additional forces begin to
act on it. The ship presses on the ground. This
leads to its subsidence in the soil. According
to Newton’s third law, the ground presses on
the ship. This is the reason for additional
resistance when removing the ship from the
shoal.
In addition, the phenomenon of soil adhesion
to the ship’s hull should be taken into account. Wet
soil adheres to the outer skin and prevents the pro-
truding parts of the hull from being released. The
suction effect is created. In this way, the force of
soil suction arises from the subsidence of the ship
in soil. The suction force is greater, the greater
the viscosity of the soil. The greatest suction is
5 P hy s . E d u c . 5 9 ( 2 0 2 4 ) 0 1 5 0 3 0
X Wen and I Korsun
Figure 3. The bulbous bow of the USS Lexington is visible on the left, while the vessel was under construction
in 1925 (Naval Historical Center, Public Domain) [23].
observed in viscous clay. For example, the coeffi-
cient of suction for large sand with pebbles equals
0.05–0.10, and for viscous clay equals 0.25.
Suez Canal runs through soils which vary
according to the region [24]. The types of soils are
shown in table 2. Ever Given blocked Suez Canal
about 6 km north of the canal’s Red Sea entrance
near the city of Suez [25]. Suez is the southern ter-
minus of the Suez Canal.
2.3.2. Use of tugboats. In general, in order to
remove the ship from the ground, it is necessary
to spend the traction force T, which must exceed
the action of three forces in total:
T > Ffriction + Fwind + Fwaves . (9)
The wind force F wind can increase or decrease
the traction force T depending on the direction.
January 2024
The force of the waves F waves leads to the destruc-
tion of the hull with prolonged action on the ship.
However, the force of the waves F waves can have
a positive effect, reducing the traction force T, as
this force can sway the hull. As a result, adhesion
will decrease.
By its action, the force of friction F friction pre-
vents any movement, in particular, the displace-
ment of the ship from the shoal. The effect of the
friction depends on the nature of the soil and the
length of time the ship is in it. In case of landing
of the vessel on soft soil, dredging works are car-
ried out to wash away the soil. Therefore, at first,
the rescue work to remove the container ship Ever
Given from the ground was reduced to cleaning
the bow of the vessel from silt, clay and sand. This
was done in order to make it easier for the tugs to
move the container ship and turn it. But the use of
a fleet of tugboats was not successful.
6 P hy s . E d u c . 5 9 ( 2 0 2 4 ) 0 1 5 0 3 0
 Can physics influence world trade?

Figure 4. From top to bottom: streamlined body, sphere, flat plate (left) and streamlines (right).
Table 2. The types of soils of Suez Canal.

Region Type of soils

At Port Said Soils consists of silt and clay

At Kantara, 40 km to the south
of Port Said
The central region of the Canal
between Kantara and Kabret
The southern region of the
Canal
Soils consists of silt and
sand
Soils consists of fine and
coarse sands
Soils contains dispersed
layers of rocks, varying in
texture from soft sand to
some calcium rocks

2.3.3. Use of tides. The Suez Canal connects Mediterranean Sea [26]. The height of tides in the
the Red and Mediterranean Seas. The level of the Red Sea is also higher than in the Mediterranean
Red Sea is about 1.2 m higher than the level of the Sea. In addition, there are no locks on the Suez

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X Wen and I Korsun
Figure 5. Phases of the Moon: new moon (1) and full moon (2).
Note: the scale is not respected (S—Sun, M—Moon, E—Earth).
Canal. Therefore, we can assume that during high
tides, part of the water moves from the Red Sea to
the Mediterranean Sea.
It is known that the natural satellite of our
planet revolves around the Earth in an elliptical
orbit. The distance varies from 357 000 km to
406 000 km. These are the distances between the
centers of the Earth and the Moon. During a super-
moon, the full Moon or new moon passes perigee
(the closest point of its orbit to Earth). To observ-
ers on Earth, the Moon appears 14% larger in
diameter.
At the point of perigee, the gravitational inter-
action between the Earth and the Moon is the
greatest, and therefore the tides of the Earth’s
oceanic masses are the highest. In this way, the
highest tides are observed during the new moon
or full moon. In these phases, the actions of the
Sun and the Moon are summed up. During the full
moon, the Earth is placed between the Sun and the
Moon (figure 5). A fully illuminated disc is visible
in the night sky at this time.
The tide phenomenon is used in the prac-
tice of rescue operations to remove a ship from
aground. In the process of removing the container
ship Ever Given from the shoal, rescuers used also
knowledge of the theory of tides.
The Moon was full on Sunday, 28 March
2021, and it appeared full for about three days
[27]. Therefore, beginning Sunday, 28 March
2021, water levels were set to raise a foot-and-
a-half higher than normal high tides [28]. The
strong tide that formed helped push the back of
the vessel. At that moment, the tugboats were
pulling the front of the ship. The total number
of tugboats equals to 14 [29]. They were pulling
maneuvers from three directions. As a result of
January 2024
these successful actions, it was possible to pull
the bow of the container ship from the bank of the
canal.
As of the evening of Monday, 29 March 2021,
traffic through the Suez Canal has resumed. The
ship’s owner apologized for the damage caused to
global shipping.
Note: we analyzed only the given facts
in news from a scientific point of view.
Our analysis does not draw any final con-
clusions (for example, the causes of the
accident, and the correctness of the rescue
operations).
3. Results
The integrated analysis of the event from a sci-
entific point of view made it possible to identify
interdisciplinary links between different branches
of science (figure 6).
The project was written by the authors of the
article as a sample for students. It is appropriate
to offer students the opportunity to independently
compose keywords for every branch of science
(table 3).
The proposed method was successfully
tested in Ternopil Volodymyr Hnatiuk National
Pedagogical University (Ukraine) by Bachelor
students, future physics teachers. Later phys-
ics teachers used the acquired knowledge and
skills during the organization of research work
with high school students. It is suggested that
this project be carried out during the study of
mechanics. In this way, our method has been
designed with the future in mind—for stu-
dents’ future work as teachers of physics in
school.
8 P hy s . E d u c . 5 9 ( 2 0 2 4 ) 0 1 5 0 3 0
 Can physics influence world trade?

Figure 6. Interdisciplinary links.

Table 3. The key words.

Physics Kinetic energy, kinetic energy of the

wind flow, power, power of the wind
flow, density, speed, area, sail area,
windage; inertia; drag equation, drag
coefficient, laminar flow, turbulent flow;
total force, traction force, friction
Geography Suez Canal, Mediterranean Sea, Red Sea,
landscape, the level of water in the sea;
weather, weather forecast; wind,
crosswind, the wind force, the wind
speed, Beaufort scale; sandstorm; dust
storm
Chemistry The air density, mass concentration;
adhesion
Engineering Container ship, the characteristics of
container ship: length, beam, draught,
depth, capacity; bulbous bow; navigation
Geology Types of soils, viscosity of soil
Astronomy Celestial bodies, Sun, Earth, Moon;
rotation of the Moon; the Moon’s orbit,
perigee and apogee, gravitational
interaction; the tide phenomenon, full
moon, new moon, supermoon, the force
of the waves
Economy Wold trade, sea transportation, delays in
the delivery of goods; oil prices climbing;
international markets

January 2024 9 P hy s . E d u c . 5 9 ( 2 0 2 4 ) 0 1 5 0 3 0
X Wen and I Korsun
4. Conclusions
In the conditions of the modern economy,
professions that are at the junction of sciences—
interdisciplinary—are competitive. Therefore, the
problem of formation of interdisciplinary think-
ing in the learning process becomes relevant. In
this context, we proposed to use comprehensive
analysis of real events in physics education.
An integrated approach made it possible to
conduct a detailed analysis of event Blockage of
the Suez Canal. To analyze this event we used
knowledge from seven areas of science: phys-
ics, geography, chemistry, engineering, geology,
astronomy, economics. The use of an integrated
approach made it possible to formulate the con-
sequences of the accident, determine the pos-
sible causes of the accident, and substantiate the
expediency of the methods of rescue operations.
In our case, the project-based learning as
teaching method has been proposed. It involves
independent work with various sources of inform-
ation, analysis and systematization of facts from
various branches of science, compilation of a list
of key words for each branch of science, formu-
lation of conclusions. These skills are useful for
formation of students’ interdisciplinary thinking.
Data availability statement
All data that support the findings of this study are
included within the article (and any supplement-
ary files).
Acknowledgments
Authors of the article are thankful to the anonym-
ous reviewer for important and helpful comments,
and assistance with editing.
Certain images in this publication have been
obtained by the author(s) from the Wikipedia web-
site, where they were stated to be in the public
domain. To the extent that the law allows, IOP
Publishing disclaim any liability that any person
may suffer as a result of accessing, using or for-
warding the image(s). Any reuse rights should be
checked and permission should be sought if neces-
sary from Wikipedia and/or the copyright owner
(as appropriate) before using or forwarding the
image(s).
January 2024
ORCID iDs
Xiaojing Wen  https://orcid.org/0000-0002-
8967-5500
Igor Korsun  https://orcid.org/0000-0002-
9893-2820
Received 14 July 2023, in final form 1 November 2023
Accepted for publication 20 November 2023
https://doi.org/10.1088/1361-6552/ad0e16
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Can physics influence world trade?
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[26] Madl P 1999 Marine biology I (available at:
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[27] NASA Science Editorial Team 2021 March
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[28] Jones R and El-Fekki A 2021 How a supermoon
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[29] Gubash C and Talmazan Y 2021 Suez Canal:
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Xiaojing Wen is a Ph.D. student
of the Department of Physics and
Methods of its Teaching at Ternopil
Volodymyr Hnatiuk National
Pedagogical University (Ukraine).
She is interested in physics education,
in particular innovative teaching
methods.
Igor Korsun is a Candidate of
Sciences in Pedagogy, Associate
Professor of the Department of
Physics and Methods of its Teaching
at Ternopil Volodymyr Hnatiuk
National Pedagogical University
(Ukraine). He is interested in physics
education, history of science and
applied physics.
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