SECTION 7: Science Olympiad event descriptors and ... 7 Events Descriptions.pdf · 2015-16 Sonoma...

2015-16 Sonoma County Science Olympiad Handbook

(Revised November 17, 2015) 1

SECTION 7: Science Olympiad event descriptors and materials list

Table of Contents

Barge Building ................................................................................................... 2 Calculator Contest ............................................................................................. 3

Calculator Contest General Instructions ..................................................... 4 Calculator Contest Sample Question ......................................................... 5 Calculator Sample Scoring Rubric ............................................................. 6

Catapult ............................................................................................................... 7 Categories .......................................................................................................... 8

Categories Scoring ...................................................................................... 9 Describe It, Make It .......................................................................................... 10 Hit the Spot ....................................................................................................... 11 Investigations .................................................................................................... 12 Jeopardy ........................................................................................................... 13

Jeopardy Sample Clues ............................................................................. 14 Jeopardy Sample Answers ........................................................................ 15

Metric Measurement ........................................................................................ 16 Naked Egg Drop ............................................................................................... 17 Picture This ...................................................................................................... 18

Picture This Scoring ................................................................................. 19 Taking Flight .................................................................................................... 20 Tower of Strength ............................................................................................. 21 Who Am I ......................................................................................................... 22 Materials List ............................................................................................... 23-24



Barge Building Description: Barge Building is related to load limit. The purpose of this event is to construct a barge using heavy-duty aluminum foil that can support a cargo of the largest number of pennies without sinking. Pennies made prior to 1980 are heavier than those made after 1980 (all pennies used for the competition will be post-1980).

Number of participants: Two

Maximum time: 25 minutes (up to 5 minutes for instructions; up to 20 minutes for the event, including cleanup)

The competition: 1. Each team of two will be given a piece of heavy-duty aluminum foil (approximately 6 in. x 6 in.) and ~20

minutes to construct the barge.

2. The barge captain may load the barge or the 2 team members may take turns loading the barge with pennies one at a time while it is floating in a pan of water. The team will choose how they will load the barge before they begin loading the barge with pennies. Once the decision is made, it must be continued throughout the loading process.

3. Loading must stop as soon as water enters the barge.

4. No other materials may be used to make the barge.

Scoring: The winner is the barge that contains the largest number of pennies prior to sinking/taking on water.

This image shows only one of many possible designs.



Calculator Contest Description: This is a team event for students to demonstrate their knowledge of problem-solving using a hand-held, non-programmable calculator.


Maximum time: 25 minutes, including introductory instructions and working on the problem(s)

The competition: This event consists of an open-ended question to be “solved” by the team. There may be more than one way to solve the problem. Students are strongly encouraged to show calculations, drawings, written explanations, or diagrams to support their solutions. 1. Teams will be given the problem and a hand held calculator. All teams must use the calculator provided by

the Olympiad.

2. If the calculator malfunctions, it is the team’s responsibility to immediately notify the supervisor to get a different calculator.

3. Your team score will be based on your ability to solve the problem(s) and to communicate your thinking about your solution.

4. The team may submit only one answer.

5. Formulae will be provided for any problems that require them.

6. Students should be familiar with the General Instructions provided on the next page. The General Instructions will also be provided at the event.

Scoring: A team’s response to the problem may include: calculations, drawings, written explanations, or diagrams to support their solution. A rubric will be used for scoring. There are three parts to the question. Each part is worth 4 points, with a maximum of 12 points possible.



Calculator Contest General Instructions These general instructions will be placed at each station. • You may work together to solve the problems, or solve them separately and then combine your answers. • Each team will be given two copies of each problem. Each team will turn in only one copy for scoring, but are

required to turn in both copies to the judge. If you write on the second copy put an “X” on it and turn it in. If you don’t write on the second copy, turn it in without an “X.”

• When you do the Calculator Contest problems, keep in mind that you need to do the math AND explain how

you worked the problem(s). If you show both the math and your explanation the judges and scorers may be able to give you some credit, even if you make a mistake in the math.

• Use the space on the left side of the paper to explain how you solved the problem. • Use the box on the right side of the paper to show your actual work – how you worked the problem in the

calculator. • For example, if the problem question asked “What is the average mass of the three samples?” your written

explanation and actual work in the box might look like this:

WRITTEN EXPLANATION How we solved it: We added the grams together and then divided by three to get the average mass. We then rounded off. Answer: 2.4 grams

Question 1 work:

5.2 grams 1.4 grams + 0.5 grams 7.1 grams 7.1÷ 3 = 2.36 grams Average mass was rounded to 2.4 grams



Calculator Contest Sample Question: Candy Buying things in large quantities not only helps the environment by reducing the amount of packaging needed, it also saves you money. If you buy a single package of candy, it costs $1.25. 1. If you buy it in bulk, you get 20 packages in a box for $15.00. How much are you saving per package? 2. If you needed exactly 30 packs, would it be less expensive to buy 2 boxes or to buy 1 box and 10 individual

packages? 1. How we solved it: We took the $15 for the bulk price and divided by the 20

packages to get how much one package costs buying it in bulk. Then we took the $1.25 that it costs for an individual package and subtracted the bulk price of $0.75 to find the savings per package. Answer: Saving $0.50 per package

2. How we solved it: I multiplied the 2 boxes by the cost of each box and got $30. Then I multiplied the cost of 10 packages by the cost of each package and got $12.50. I added the $12.50 and the cost of the $15 cost of the box and got $27.50. It would be less expensive to buy 1 box and 10 individual packages because that only costs $27.50, but 2 boxes would cost $30. Answer: Less expensive to buy 1 box and 10 packages

Question 1 work: $15 ÷ 20 = $0.75 per package $1.25 - $0.75 = $0.50 savings per package

Question 2 work: 2 boxes x $15 = $30 (1 box x $15) + (10 x $1.25) = $15 + $12.50 = $27.50



Calculator Contest SCORING RUBRIC

(Judges/Scorers will use the rubric below for scoring the calculator contest problems)

4 points FULLY ACCOMPLISHES THE PURPOSE OF THIS TASK

• Shows full grasp and use of the central mathematical concept.

• Recorded work and explanation: communicates thinking clearly using some

combination of written explanation, drawings, diagrams or some other visual means.

3 points SUBSTANTIALLY ACCOMPLISHES THE PURPOSE OF THE TASK

• Shows full grasp and use of the central mathematical concept.

• Recorded work and explanation, in large part, communicates the thinking.

2 points PARTIALLY ACCOMPLISHES THE PURPOSE OF THE TASK

• Shows partial but limited grasp and use of the central mathematical concept.

• Recorded work and explanation may be incomplete, misdirected or not clearly

presented.

1 point LITTLE OR NO PROGRESS TOWARD ACCOMPLISHING THE PURPOSE OF

THE TASK

• Shows little or no grasp and use of the central mathematical concept.

• Recorded work is barely/if at all comprehensible.



Catapult Description: A team of two students construct a catapult and launch a clay projectile for the greatest distance. This event is related to engineering, design and physics.

Materials: • five rubber bands (3.5" x 1/8") • four 1" paper fastener brads • two straws (7" x 1/4" approx.) • one nail (#16 -d coated sinker) • 20 inches masking tape (3/4" width) • scissors (for cutting) • five jumbo craft sticks (6" x 3/4") • lever arm (12" x 1/4" x 1/8" • five jumbo paper clips • one 5/8" cube of red clay for practice launches


Maximum time: 25 minutes

The competition: 1. Students will be given cups, tape, a wooden beam for the lever arm and a bag containing all other materials.

Students may use any or all of the materials.

2. Only adults may drill, notch, or cut. Have ruler available if students wish to measure and note where to drill the hole.

3. Students may mark holes in desired location on the wood and on the cup for adult supervisor to drill.

4. Operators place the catapult behind the launch line. The cup must rest on either its top or its bottom. 5. After the catapult is completed, students may test it in the testing area before bringing it to the launch line.

6. When the catapult is operated, the hand of the operator may move down or backward, but may not use a

forward motion, nor move in the direction of the flow of the clay projectile (in other words, you may not throw or assist the projectile). • The operator may steady the clay in the catapult before “firing” the catapult. • The clay must be launched by the catapult, not by the students. The rubber bands must provide the force. • The clay must be launched by a catapult, not by a “sling shot.” • The student may hold the catapult in place, but may not tilt it. • If the clay hits the wall or ceiling, the shot counts and will be measured at the point where it hit the floor.

Scoring: As each projectile is shot, the judges will measure from the front of the launch line to the landing spot of the projectile (where the projectile first touches the floor). Each team will be allowed to shoot twice and the best score will be recorded. The team with the longest single shot will be the winner.

This picture shows only one of several possible designs.



Categories

Description: The game consists of three rounds of science-based categories. Each team begins the round with three blank category sheets. This event is related to critical thinking and basic knowledge of science topics

Number of participants: Two to four

Maximum time: 25 minutes, including introduction/instructions.

The competition: 1. Each category sheet contains a grid of different categories and letters. Categories will be chosen that reflect

subject matter in the Next Generation Science Standards. NO cell phone use during the competition. 2. Making Entries: After the time is set, each team attempts to enter a word or phrase in each of the 20 blanks

on their category sheets. Each entry must agree with or fit the category at the top of that column and its “Key Word” must begin with the letter at the left of the row in which it is written. A specific entry may be written only once on the play card even though it may be valid in another blank.

3. Key Words: Generally, the “Key Word” in an entry is the first word. However, if the first word or title prefix

of an entry is part of the category, the next main word is to be regarded as the Key Word (e.g., River Seine would be under the S, Sir Walton would be under W and giant Panda would be under P). A person’s last or surname must always be regarded as the Key Word. Stage or title names are permissible if validated. The articles “a”, “an” and “the” are never Key Words. Common surnames will be disallowed as guesses unless accompanied by appropriate first names.

4. Key Words in a row with a wild initial letter (*) may begin with any letter of the alphabet, but need not begin

with the same letter in each column. When the team is finished, the category sheets will be given to the Judge. The Judge will score at a later time.

5. An example chart is shown below. The actual categories may include some of the categories from this

sample. Categor ies Mammals Insects

Uni ts o f Measure

Sc ient is ts

Init

ial

Lett

ers A Apes Ants ampere Anderson

M Man Mosquitoes meter Mendel F Fox Fleas Fermi * Cat liter Einstein D Dog decigram

Categories Scoring:



• In the sample, 16 answers are given. One point is earned for each correct answer.

• A 5 point bonus is earned for each complete column and/or each complete row.

• There were two complete rows and one complete column on this sample. • So this sample sheet would earn 16 points for acceptable answers, plus 15 bonus points (one complete

column and 2 complete rows) for a total of 31 points. • The judge/scorer will have discretion with regards to spelling errors. In general, if the answer is very close or

phonetically correct, it will be accepted.



Describe It, Make It Description: This event tests competitor’s ability to orally communicate observations about design and dimension and reconstruct a model based on auditory input.

Number of participants: Two (one describer and one builder)

Maximum time: Up to 5 minutes of introduction, ~ 20 minutes to describe and make the structure.

The competition: Participants work behind a screen, blocking the view of each other and of the model to be reconstructed. The describer is given a model that is already built from a variety of sizes and color Legos and glued together. The builder listens to the description and attempts to recreate (build) the original object with an identical set of disassembled Legos. The builder and describer may engage in dialogue. No diagrams are allowed—words only may be used, partners may not see each other or the object to be reconstructed. NOTE: The model will be made from 13 “regular” (rectangular solids) Legos. There are no special or unusual shaped Legos. It is the responsibility of the builder to count the Legos at the start to be sure that they have the correct number of Legos (13).

Scoring: The team building the object nearest to the original is declared the winner. One (1) point will be given for each piece placed in the proper location. As there are 13 pieces, there is a maximum score of 13. No penalty will be assessed for parts that were not assembled. The decision of the judges is final.



Hit the Spot Description: This event is related to aerodynamics, lift, gravity, and wind resistance. Each two-member team will build one or two paper airplanes to be flown at a predetermined target for accuracy. Airplanes must be of a folded aerodynamic design. Crumpled wads of paper do not qualify.

Number of participants: Two (required)

Approximate time: Teams have no time limit for this event.

NOTE: This event closes at 11:30, so keep track of time.

The competition: 1. Two sheets of plain 8.5" x 11" white paper, two small paper clips, approximately two inches of

3/4" masking tape, and a pair of scissors will be provided. The team may build one or two planes with the materials.

2. Planes flown in competition must be made on site, during the allotted time, using only the materials provided.

3. Planes will be hand launched from a launch site marked on the floor, at a target on the floor approximately 26 feet away. Be careful not to step over the launch line! A throw will be disqualified if you step over the line.

4. Each team member will be allowed two tosses and the best (closest to the target) toss will be the final score. 5. Team members will not be given new materials if they damage their plane(s) during construction.

Scoring: The distance will be measured from the center of the target to the point at which the airplane first hits the ground. Each team member is allowed two tosses and the best (closest to the target) toss will be the final team score. The lowest team score (signifying the closest to the target) will be the winner. Ties are OK!




Investigations Description: This event will consist of one performance task/experiment (related to the Next Generation Science Standards) to complete and use the scientific method of observation, data collection, conclusions, and analysis. Teams are encouraged to use charts, data tables, drawings, and symbols in their written response.

Number of participants: Two-four

Maximum time: 25 minutes - Up to 5 minutes of introduction and 20 minutes to do the investigation, including write up and cleanup.

NOTE: This is an assigned timed event. Teams should try and show up a little early.

The competition: 1. Each team will be given one open-ended hands-on performance task to be completed.

2. Working as a group, each team will respond to the task.

3. The responses will be scored based on an understanding of science concepts, experimental procedures

(analyzing and interpreting data) and clarity of the written explanations/answers.

4. The team will submit a single written answer to be scored. Use the back of the paper if you need more space. 5. Students should be familiar with the Investigations General Instructions.

General Instructions: These instructions will be placed at each station. As you do the task, read the background information and instructions/procedure carefully. Data tables, graphs, drawings, etc. may be helpful. If you are instructed to create a graph or data table, do so. If background information is given, be sure to read it carefully before doing the task. Be sure to read and

follow all instructions. If you need more space, use the back of the paper. Don’t forget to put your school (and team number or name, if any) on your paper. When you are finished, clean up the work station so that it is ready for the next group.

Jeopardy



Description: This event is similar to the television game Jeopardy using science-based knowledge, but teams of students play the game one at a time rather than competing against other teams.

Number of participants: Four or five, maximum of two 6th graders.

Maximum time: 25 minutes - Up to 5 minutes of introduction/preparation and 20 minutes of actual “playing” of the game.


The competition: 1. The game board is projected by an overhead projector (or Elmo).

2. The categories are Life Science, Earth Science, Physical Science, Health & Environment and

Science Potpourri. 3. Questions have values of $100, $200, $300, $400, and $500. Lower value questions are based on standards

from grades 3-4 and higher value questions are based on standards from grades 5-6. 4. The team must confer to select a category and question value.

5. Answers must be stated as a question for full credit. Otherwise correct answers not stated as a question

receive half credit. 6. Only one person may answer a given question. The team decides who will answer each question. The

answerer may be the same person each time, or may change with each question.

7. The team must confer before answering a question ... no blurting out. IMPORTANT NOTE: If an answer is blurted out without conferring, it will receive no credit even if it is correct.

8. The judge’s decision is final. A student may politely question or explain the answer, but arguing will result in

disqualification. No time will be added to the “playing time” for questioning the answer. The 20-minute playing time includes any questioning.



Jeopardy Sample Clues

Physica l Sc ience

L i fe Sc ience Ear th Sc ience Heal th & Env i ronment

Sc ience Potpourr i

$100 Energy comes to Earth from the

sun in this form.

If this term describes me, no more of my

kind live.

I am used to magnify distant

objects such as planets.

If a disease can be passed from one person to another

it is said to be.

This is the term for the amount of space that

something takes up.

$200 The north ends of two magnets

will do this.

Animals that mostly eat plants

are called ...

I am a type of rock produced from

molten material.

The addition of harmful substances to the environment

is called this.

This scientist is famous for writing about the theory of natural selection.

$300 This type

of circuit is used in houses.

Insects and bats fertilize plants through this

process.

This process results in water vapor in the air.

This drug is produced by the

fermentation of sugars.

100 of these equals a meter.

$400 All matter is made of these.

Plants use water, sunlight and carbon dioxide to produce

Uneven heating of Earth causes air movements

called ...

Meats, dairy products, and nuts are a good source

of this type of nutrient.

This group of organs and

tissues breaks food down into nutrients

that we need.

$500 This layer is the

outer layer of the Earth.

This would show what organisms eat what other

organisms in an ecosystem.

Another name for oil is ...

This chemical, produced by burning fuels, is believed to be causing global climate change.

A scientist who studies the Earth

is called a ...



Jeopardy Sample Answers/Questions If not stated as a question, they lose half credit. Only one person can answer each question.

Physica l Sc ience L i fe Sc ience Ear th Sc ience Heal th &

Env i ronment Sc ience

Potpourr i

$100

What is light, or what is

electromagnetic spectrum?

What is extinct?

What is a telescope?

What is communicable,

or what is transmittable?

What is volume?

$200 What is repel? What is herbivore?

What is igneous?

What is pollution?

Who is (Charles) Darwin?

$300 What is parallel? What is pollination?

What is evaporation,

or what is transpiration?

What is alcohol?

What is a centimeter?

$400 What are atoms?

What is photosynthesis?

What is convection, or

convection currents? What are proteins?

What is the digestive system?

$500 What is the crust,

or what is the lithosphere?

What is a food web? (food chain is half

credit: $250) What is

petroleum? What is carbon

dioxide? What is a geologist?



Metric Measurement Description -‐ this event has two parts: Part I: The team is shown a variety of objects and asked to select an object with a given measurement.

Part II: The team is provided with appropriate tools with which to measure a variety of objects. Tools will

include a ruler, a meter stick or metric measuring tape and a graduated cylinder.


Maximum time: 25 minutes, including introductions/instructions

The competition: Part I: The first part is related to estimation. A number of objects will be displayed on a table or counter.

Students will be asked to select objects of the size indicated. The object may be picked up to estimate mass. Their answers will be written on a form (provided).

For example:

Which of these objects is 30 centimeters long? Which of these objects has a volume of 700 mL? Which of these objects has a mass of 500 g?

Part II: The second part is related to measurement and conversion. Several objects will be displayed on a table

or counter. Students will be provided with a ruler, a meter stick and a graduated cylinder, and will be asked to measure the objects and write their answers on the given form.

For example:

How many millimeters long is this stick? How many centimeters? How many meters long is this cord? How many cubic centimeters is this block? To the nearest mL, what is the volume of this liquid? How many liters will this jar hold?

Scoring: Part I: 5 points for each correctly identified object. Part II: Scores will be rated according to the precision and accuracy of the measurement. Measurements within

5% will receive 5 points; within 10% receive 3 points; within 15% receive 1 point. If the measurement is off by more than 15%, zero points will be awarded.

3 421 5 986 7



Naked Egg Drop Description: This event is related to design, gravity and engineering. Raw, Grade A, medium eggs will be dropped from ever increasing heights into a landing pad/egg catching device which will be built by the team on site the day of the competition. The eggs and materials for building the device will be provided at the competition site. Nothing may be attached to the egg.


Time: 25 minutes to construct the egg catcher. Teams will be called to the gym 30 minutes before the event begins to make their catcher. The actual event time will vary depending on the number of drops.

The competition: 1. Each team of two will be provided with ten sheets of (8.5" x 11") copy paper, ~ 3 feet of 3/4" wide masking

tape, and a pair of scissors with which to construct their catcher. Students may only use the paper and tape that was issued to them; they may NOT “borrow” from other teams.

2. The eggs, paper, tape, and scissors will be provided by Olympiad officials.

3. The egg catcher may be taped to the foam board base.

4. Eggs will be dropped by students. Eggs will be inspected before and after each drop and must not have any

cracks in them when inspected after the fall. If your egg breaks when you are handling it, your team is out.

5. Dropping height is defined as the distance from the point of egg release to the ground.

6. The top of the egg should touch the bottom of the string. 7. The plumb bob may be used when the string is at eye level and above. The student who is the egg dropper

will hold and position the plumb bob. The student who is on the ground with the egg catcher should line up the plumb bob with the catcher. Once it is lined up, hand the plumb bob to one of the adult spotters. Adults may assist, but do not do any of the plumb bob alignment.

8. One of the students will remove the egg from the catcher and present to the judge to be checked for cracks. If

he/she drops the egg the team is eliminated.

9. When the egg breaks: One student will clean up and dispose of the egg catcher and egg and the other student will present the score card to the scoring table staff - which student does which task should be decided upon ahead of time.

Scoring: Successful egg dropping heights are recorded for each team. The team with the highest successful height will win.

Picture This Description:



The object of this event is to have a team member draw a representation of a particular scientific term or concept for team members who must guess the term while watching it being drawn.

Number of participants: Four

Time: Up to 5 minutes of instructions, plus 20 minutes to sketch and identify terms.


The competition: 1. There will be a maximum of 20 words in a round. All teams will use the same words in the same order. 2. At the start of the competition, one team member (the Sketcher) will be selected to draw the science term.

No other team member may see the term. The other team members will be trying to identify the term being drawn.

3. The Sketcher will begin drawing pictures and visual clues on the whiteboard when instructed by the

moderator to begin. 4. The Sketcher may not speak except to notify the judge that the team wishes to pass on a term. When a pass

occurs, the judge will give the next Sketcher a new term. The team may not go back to any passed terms. 5. Letters of any alphabet, numbers, or codes of any kind are not allowed. (This is to prevent teams from

inventing alphabets, codes, etc.) The Sketcher may not indicate the number of letters in the term. 6. Sketchers may use hand motions to indicate such things as “sounds like,” “you’re getting close,” etc., but

they may not turn around to face the team. The Sketcher must face the drawing board and away from team members at all times. This is to prevent the sketcher from “mouthing” the answer. Team members may call out guesses until they identify the term or agree to pass.

7. The Judge will not clarify or define the term. Part of the event relates to knowing science vocabulary. 8. If a team violates any of the rules regarding the use of alphabets, numbers, verbal communication, etc., the

team will receive no points for that particular word. 9. The event Judge will indicate when a correct response is given and the team will then be given a new term.

10. Each team must rotate being the Sketcher when a new term is put into play. Students should sit in an order of rotation so that they take their turn to draw in an order that does not change.

11. Play continues in this manner for 15-20 minutes or until the team has gone through their set of terms.

12. Do not discuss the words after the event as doing so may give another team an advantage.



Picture This Scoring:

One point will be awarded for each term correctly identified in the allotted time. The team correctly identifying the most terms will be declared the winner.

Examples of Science Terms (notes that terms may cross disciplines)

LIFE EARTH PHYSICAL kingdom earthquake liquid muscle Galileo electron

mandible fault shadow skeleton equator atom

genes minerals circuits



Taking Flight Description: This event is related to aerodynamics, lift, gravity, and wind resistance. Each two-member team will build one or two paper airplanes to be flown for distance. Airplanes must be of a folded aerodynamic design. Crumpled wads of paper do not qualify.

Number of participants: Two (required)

Approximate time: Teams have no time limit for this event.

NOTE: This event closes at 11:30, so keep track of time.

The competition: 1. Two sheets of plain (8.5" x 11") copy paper and two small paper clips, approximately two inches of 3/4"

masking tape, and a pair of scissors will be provided. The team may build one or two planes. Each plane can be built using one or two sheets of paper. Both team members must come to the event at the same time.

2. Planes flown in competition must be made on site, during the allotted time, using only the provided materials.

3. Planes will be hand launched from a launch point on the floor. 4. Be careful not to step over the launch line! A throw will be disqualified if you step over the line. 5. Each team member will be allowed two tosses and the best (farthest from the launch point) toss will be the

final score. 6. Team members will not be given new materials if they damage their plane(s) during construction.

Scoring: The length of the flight will be measured from the launch point to the spot at which the plane first hits the ground. Each team member must toss at least once. The best (farthest) toss will count for the final score. If the plane hits the ceiling or a wall, the toss will count and the measurement will be to the point where the plane hits the floor. If the plane hits the far wall of the gym, the distance from the floor to the contact point on the far wall will be added to the distance from the launch point to the base of the far wall. If the plane goes backwards, the toss will be disregarded one time and may be repeated one time only. If the plane gets hung up on the bleachers or elsewhere, the plane may be re-tossed if the plane can be retrieved. If the plane cannot be retrieved the team may make a new plane and re-toss one time only.




Tower of Strength Description: This event is related to design, engineering, and physics. The student team will be provided with a bag of materials with which they are to build a free-standing tower capable of supporting a tennis ball. The objective is to build the highest free-standing tower capable of supporting a tennis ball for 10 seconds.

Number of participants: Two to three

Maximum time: 25 minutes, including up to 5 minutes of introduction and instructions.

The competition: 1. Each team will be given a bag of building materials containing:

• ten straight pins • five sheets of (8.5" x 11") copy paper (16# or 20#) • fifteen plastic drinking straws • 4 inches of 3/4" masking tape • five jumbo paper clips • rubber band holding together the straws • five 8 oz. waxed paper cups • one pair scissors and one tennis ball

2. The team challenge is to construct a tower that is able to support a tennis ball for at least 10 seconds. The top of the tennis ball must be higher than any other part of the structure.

3. The tennis ball may not be cut, it must remain undamaged for the next team.

4. The 25-minute time period includes instructions and measurement, so there will be about 20 minutes to actually build the tower.

5. Only the materials in the bag may be used. The bag itself and the section of straw that holds the pins may NOT be used.

6. The tower must be free-standing. It may not be attached to the tabletop, floor, wall, ceiling, or anything else.

7. The students are to inform the judge when they finish their tower. They will then place the tennis ball on top of the tower. The judge will then measure the tower to the top of the tennis ball.

Scoring: The tallest tower, measured to the top of the tennis ball will be the winner.



Who Am I? Description: This event is related to ecology and environmental sciences. Students will be asked to identify and provide information from different organisms or evidence of organisms. They will be asked to identify the organism and interpret evidence, or to tell something about the organism represented.


Maximum time: 25 minutes


The competition: 1. Each team will be given an answer sheet. Each station and object will be numbered. The questions to be

answered will be on the table at each station. Examples of possible stations are: • Animal footprint ............................... What kind of animal? Was the animal walking or running? • Animal scat ....................................... What animal? What did it eat? • Leaf with holes ................................. How were the holes made? • Nest ................................................... What made it? • Tick ................................................... What am I? What do I use for food? • Honeybee .......................................... What am I? Tell two ways that I am helpful to people. • Grape leaf ......................................... What am I? My fruit can be eaten raw, or made into _____. • Redwood branch and cone ................ I came from a _____ tree.

2. Teams will begin at a station and proceed to the next station at a signal from the officials. Teams must move on the signal and not before.

3. Forty-five seconds will be given for each station. The team will record the identity of the object on the sheet and the answers to any questions.

4. Answer sheets will be collected at the end of the time period and scored by the judges in the room.

5. More than one team maybe in the room at a time, so teams should keep their voices down.

6. Most objects will be from Sonoma County organisms, but some may be from organisms whose natural habitat is outside Sonoma County.

Scoring: Two points are possible for each answer. Use Answer Key. Partial credit may be given.



Materials List

Barge Building One piece heavy duty aluminum foil 6 x 6 inches; pennies (made after 1980); pan with water

Calculator Contest Two calculators; sheets with questions; pencil and paper

Catapult • five rubber bands (size 33) 3.5"x 1/8" • five craft sticks (6" x 3/4") • four paper fasteners/brads (1") • two straws (approx. 7" x ¼) • one nail (#16-D coated sinker) • five jumbo paper clips • 20 inches masking tape (3/4”) • two 16 oz. plastic cups • one cube red clay (approx. 5/8" on a side) • one pair of scissors • one lever arm (approx. 12" x 3/4" x 1/8", pine)

Categories Three Category answer sheets; pencils

Describe It, Make It One “model” made of 13 Lego blocks of various rectangular shapes and colors (glued together); a set of separate Lego blocks that corresponds to those used in the glued model

Hit the Spot Two sheets (8.5" x 11") copy paper; two small paper clips; two inches masking tape (3/4"); one pair scissors

Investigations Question/Performance task sheet; paper and pencil(s); materials appropriate for performing the task.

Jeopardy Questions will be projected by an overhead projector or Elmo; answer sheets.

Metric Measurement Various objects for estimating measurement; 12" ruler (with metric scale); various objects to measure using tools; meter stick and/or metric tape; paper and pencil(s); graduated cylinder

Naked Egg Drop



Ten sheets (8.5" x 11") copy paper; one pair of scissors; 40 inches masking tape (3/4" wide)

Picture This Dry-erase marker or pens; cards with science terms to be drawn

Taking Flight Two sheets (8.5" x 11") copy paper; two small paper clips; two inches masking tape (3/4"); one pair of scissors

Tower of Strength • ten straight pins • 15 plastic drinking straws • five jumbo paper clips

• five 8 oz. waxed paper cups • five sheets (8.5" x 11") copy paper • one pair of scissors

• four inches approx. masking tape • (3/4") tennis ball

Who Am I? Various specimens to be identified; answer sheet; pencil; and clip board.

SECTION 7: Science Olympiad event descriptors and ... 7 Events Descriptions.pdf · 2015-16 Sonoma...

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