ScienceLog

· glass or metal cannot be used for the container

· there is no weight limit

· container must be labeled with name of participant and school that they represent

· student must supply their own raw egg

· student may work alone or with one partner

· containers will be dropped from a cherry picker by judge at their specified height

· The team is to construct, on the cardboard building platform, a standing tower at least 50 cm tall that is capable of holding as much weight as possible. There should
be a flat area on top of the tower no smaller than 10 cm square to hold a tag board loading platform and plastic bowl, in which weights (pebbles) will be loaded.

· The plastic straws may be cut or shaped in any way.

· When the tower is completed, the team will place a loading tag board and plastic bowl on the tower. The event’s organizer will load the bowl quickly and as carefully
as possible. When the tower can no longer hold the weight or the bowl falls off, the loading will stop and the weights will be weighed on an electronic scale.

· Spectators will be allowed to watch, but no outside help will be allowed during the event.

· Teams can pick up towers after the competitions, if they so choose.

The Earth’s Interior

Geologic & Fossil Timelines
Minerals and Their Identification

Formation of Igneous, Sedimentary, and Metamorphic Rocks

Folded & Block Mountains

Topographic Maps (graph a cross section of a topographic map)

Volcanoes

Cave Formation

Formation of a Stream Valley

Erosion & Weathering

· Students will create a cross-section of a topographic map.

· Time will be limited to 2 minutes per station and contestants will move from station to station in a predetermined pattern.

· After 20 minutes, students may revisit stations for 1 minute.

· Students turn in answer sheets when finished. The time it takes to complete the activities will be recorded.

· Participants may develop and bring to the competition a 1 page study sheet (9”x12” front and back) to aid them in answering questions.

· The study sheet must be hand drawn and written. Students may “cut and paste” their own material onto the key. No copies of text or photos will be
accepted.

· National Wildlife Federation, Ranger Rick’s Nature Scope: Geology, The Active Earth, McGraw-Hill, New York, 1997.
Silver, Donald M., Wynne, Patricia, The Amazing Earth Model Book, Scholastic, New York, 1997. Update: 2007

It takes a special map to really show the landscape. In this activity students learn more about “topo” maps by taking a look at one and creating a graph of a cross-section of the map. The lines on the map are called contour lines. On this map the contour lines show how high above sea level the land is. (There are also maps with contour lines depicting areas, such as the seafloor, that are below sea level.) Each contour line represents a change in elevation of 20 feet (6 m). The number associated with each contour line represents the elevation of the Earth’s surface where the line passes through. It is possible to show depressions on contour maps by putting hachure marks along them. The Contour Connection map is an example of a topographic or contour map. Notice where the ground is gently sloping and where it is steep. (Where the distance between the contour lines is great, such as on the right-hand side of the map. The land is not very steep. However, where the contour lines are close together, such as on either side of the stream near the top of the map, the ground rises very quickly and the slope is steep. A line AB will be drawn across a map. Students will need to transfer the elevations along the line to a piece of graph paper. They will then be asked to connect the elevations to show a cross-section of the land along line AB.

24 million years ago to present Neogene
65-24 million years ago Paleogene
144-65 million years ago Cretaceous
213-144 million years ago Jurassic
248-213 million years ago Triasssic
286-248 million years ago Permian
360-286 million years ago Carboniferous
408-360 million years ago Devonian
438-408 million years ago Silurian
505-438 million years ago Ordovician
590-505 million years ago Cambrian
650-590 million years ago Precambrian

• Clipboards, pencils, and red flashlights will be provided for the students inside the Star Lab.
• Students may not bring any charts, maps, or notes.
• Inside the Star lab students will be asked to identify different constellations and their brightest stars. (See list below.)
• The constellations will be projected onto the walls of the inflatable planetarium with lines drawn connecting the stars.
• The facilitator will point to a constellation with a laser light and then each team will record their answer on its answer sheet.
• There is no talking inside the Star Lab.

Part 2: Written Test

• Teams will rotate through a set of stations each containing one question.
• Each team will be given one answer sheet. No talking. Team members may consult with each other by writing.
• Stations will have models and pictures that ask students to identify what they are seeing. For example: A picture of the Milky Way Galaxy will be shown and students will be asked to identify it. Other questions will relate to the solar system, the sun, the moon and its phases, astronomers, and current events in space science.

Here are a few examples of tasks/questions:

• Draw all of the phases of the moon.
• Name the planets in order beginning at the one closest to the sun.
• What is the U.S. doing in space at the present time?
• What astronomer developed the first telescope?

Part 2: Three team members will be supplied, by the event captain, with one mirror each, on stands (mirrors perpendicular to the floor). With the light source turned off, students place their mirrors in order to bounce a light beam onto a predetermined target.

• The light must strike each of the three mirrors with the third mirror directing the path of the light to the target. There may be obstacles that the beam of light will have to be directed around. Target may be on the floor or on the ceiling.
• Each team will be called into the competition room, one team at a time.
• The light source and the target locations will be quickly pointed out and the source switched on. From that point, each team will have 30 seconds in the starting area to plan for action.
• At the 30-second mark, they will be given a ‘go’ to move into positions with their mirrors and attempt to illuminate the target as quickly as possible.
• Their time in seconds from ‘go’ to illuminated target will be their point score.
• Any team that does not illuminate the target using all three mirrors within 1 minute will be stopped and given a score of 60 for part one.

Part 2:

• Students may use any homemade tools (string, paper rulers, homemade protractors–not computer generated, etc.) brought by the students, to aid them in their mirror placement (no light sources, commercial rulers, protractors, or other non-homemade equipment will be allowed).
• The three team members place the mirrors while the beam is turned off. They must use all three mirrors to change the light’s path and hit the predetermined target. Target will be on the same plane as the light source.
• Each team will be given 30 seconds in the starting area to plan for action. They then will be given up to four minutes to place the mirrors before the light source is turned on and the score is determined.

• Each team will be timed. The objective will be to attain the lowest elapsed time in seconds. Every second counts as 1 point against the team.
• No team will be allowed to use more than one minute to accomplish the task. The poorest score will then be 60 points.

Part II:

• Each team will start with a score of 150 points. The objective will be to reduce this score as low as possible.
• Once the light source is turned on, the team’s score will be reduced by 50 points per mirror that is hit by the light. A perfect score of 0 will be awarded to any team that uses all three mirrors to bounce the beam of light and hit the target. If the beam hits all three mirrors but misses the target the team’s score will be 25 points.
• Scores from part I and part II will be totaled to determine each teams final score. The lowest total score wins the event.
• In case of a tie, the team with the shortest preparation time on part II will be declared the winner.

· approx) – These can be purchased in bulk at Costco.

· Rubber bands (several sizes will be provided)

· Scissors

· Masking tape

· One pair bamboo chopsticks (approx. 20 cm in length). These can be purchased in bulk at Ranch 99 Market on Clairemont Mesa Blvd in Kearny Mesa.

· The participants can build and design any boat, double or single paddles, with only the materials provided. The body of the boat (not including paddles) may not exceed the dimensions as follows: 20.5 cm length, 12 cm width and 5 cm height.

· The participants may modify their boat design between races. No new or additional materials will be provided.

· The rubber band can be twisted up to 20 revolutions (one twist is defined as a 360 rotation).

· A wading pool will be set up with a ring in the middle, forming a track for the boat to travel. The event captain will determine the direction of travel and the starting point on the day of the competition.

· The event captain will allow 5 seconds after the boast has come to a stop before measuring for distance. The longest distance traveled in the forward direction shall be recorded as the attained distance.

• Know the characteristic of Arthropods
• Distinguish, identify and name major Classes of Arthropods and Orders of Insects
• Label various body parts including leg segments, antennae, body segments, mouth types, etc.
• Describe characteristics and habitats of various Insects
• Describe the different types of Insect Life-Cycles

Students should know the major Classes of Arthropods and Orders of insects including:

• Classes: Arachnid, Chilopod, Crustacea, Diplopoda, Insecta
• Insect Orders: Lepidoptera, Orthoptera, Hymenoptera, Diptera, Hemiptera, Coleoptera, Isoptera, Neuroptera, Dermaptera, Mantodea, Phasmatodea, and Odonata.
• Participants will be asked questions about the insect’s body parts, specialization, and habits.

Sample Questions:

• What does the Order name mean?
• Name 2 types of camouflage.
• What is unique about this insect’s wing control?
• What characteristics do all Arthropods have in common?

Each two-member team may develop and bring to the competition a one-page key (back to back) to aid them in answering the questions. This must be original material and not merely “cut/pasted” from any reference like the Internet. It can be typed, but NO photocopied material will be accepted. All diagrams must be hand drawn.

• http://tolweb.org/tree?group=Arthropoda&contgroup=Bilateria
• http://www.earthlife.net/insects/six.html
• http://www.insects.org/

Books

Boy Scouts of America: Insect Study Guide
Dorling Kindersley Handbooks: INSECTS and Other Terrestrial Arthropods
Dorling Kindersley: SECRET WORLDS: Bugs

· The Elenco “Snap Circuits Jr.” kit, model SC-300 is the basis of all activities in this event. The SC-300 kit is available on-line from www.amazon.com for $34.99. Schools which have the older SC-100 kits can purchase an upgrade kit for $29.95 from www.ohtoy.com

· Station 1: Electronic Symbols (20 points). Students will be given twenty common circuit symbols and an alphabetical list of their names. They will be asked to match the symbols with their names. Only the circuit symbols for the components used in the “Snap Circuits Jr.” kit, Model SC-300 are part of this activity.

· Station 2: Basic Electronics (20 points). Students will be asked twenty general questions about electronics, electricity and the function of circuit components. A basic understanding of Ohm’s Law is also expected including simple series and parallel capacitors and resistors. All the questions are drawn from an understanding of the projects and explanations in the “Snap Circuits Jr.” kit, Model SC-300. The questions are in a multiple choice format. (Specifics related to the operation of integrated circuits are not within the scope of this station.)

· Station 3: Practical Application (20 points). Students will be given a single circuit schematic, a circuit board and the component parts necessary to complete the circuit. Working with a five minute time line, students must build the circuit and demonstrate that it operates. This event is timed and the time will be used as a tie breaker in the event that two or more teams have the same point total.

· A “regular” tennis ball will be used in this year’s event. Tennis balls will be provided.

· A data chart showing the launching characteristics of the catapult and tape measure can be used and is recommended. Tools and spare parts may be useful.

· The ball may be shot, slung, or lobbed at the target. The “launch force” must be provided by gravity or elastic solids, (such as springs, rubber bands, bungee, etc.). The last point on the device touching the tennis ball may not be more than 50 cm above the ground before, during and after shooting the tennis ball. Exception: for trebuchet-type designs, the flexible sling may swing higher than 50 cm during launch as long as the rigid arm attached to the sling does not exceed 50 cm.

· Each catapult should be designed and built by the students with minimal adult assistance. They should be made to operate safely at all times. Participants should be knowledgeable of the characteristics and safe operation of their catapult.

· The catapult will sit on the ground and be fired at the target, also at ground level. The target will be a clearly marked point in the center of a sand filled area approximately one meter in diameter.

· The distance from the shooting line to the center of the target will be between 2m -7 m. The actual distance will be announced the day of the event. Participants may place their catapult at any point behind the shooting line, up to 2 meters.

· Students will line up at the starting line. Team captain for event will be given the score sheet.

· Stop watch will start.

· Students will approach a station, hand in score sheet and answer a question.

· Once all four students have had their question, they will then do the skill at that station.

· They move to the next station as a group.

· Students need to stay in the same order.

· Questions should be answered as rapidly as possible to avoid loss of time.

· Your team may not advance to the next station until your four questions have been answered and all have attempted the physical skill.

· Upon completion of the circular course, the stop watch will stop and time recorded. Any wrong answers to science questions will add additional minutes to the team’s total course time.

· Total team times will be kept by timekeepers and recorded on score sheet.

Possible Events for the Triathlon (four will be selected):

· Jumping rope

· Dribbling a basketball between cones

· Shooting a basketball through a hoop

· Throwing a Frisbee between a hula hoop

· Walking a golf ball on a spoon to a line and back

· Walking with a ball between the legs and dropping it into a bucket

· Shuttle race

· Over / Under race with a sponge (under legs, over head)

• granulated
• sugar
• flour
• Plaster of Paris
• baking soda
• salt
• cornstarch

One mixture will have two mystery powders; the other mixtures will each contain three mystery
powders.

Teams will be supplied with the following materials to aid in the identification of the powders:

• vinegar
• clothes pin
• magnifying
• lens
• plastic spoon
• water
• black paper
• safety goggles
• plastic cups
• aluminum foil
• candle
• iodine
• paper plates

The candle test station will be manned by an adult at all times.

Participants will be asked to collect evidence and complete a chart describing the listed common white household powders’ reactions to the above material before attending the tournament. The chart, not to exceed 12″ x 18″ in size, should be brought to the tournament with the participants. Students will not be allowed to bring other materials for testing.

No tasting will be allowed. Any contestant seen tasting will be disqualified!

Part One:

1. Contestants will be allowed 15 minutes to identify 20 rocks and minerals from the above tables.
2. Contestants will be allowed to use charts during this part of the competition. The charts may contain the following information: luster, hardness, cleavage, color, streak, special properties, crystals, layers. All descriptions must be written or typed by the student. No illustrations of any kind may be used on the chart. Students must develop their own charts, i.e., they may NOT photocopy charts from any publications. One rock chart and one mineral chart per team, no larger than 14″ x 20″, will be allowed. Charts are subject to examination by the judges.
3. Contestants will be allowed to test the rocks and minerals for hardness, streak, magnetism, and reaction to vinegar. A test kit with a copy of Moh’s hardness scale will be provided for each team to use during the contest. Students may NOT bring their own materials for testing.
4. Students will turn in their charts and answers to Part One prior to beginning Part Two. If students exceed the 15 minutes allowed for Part One, they will have less time for Part Two. The total time for both Part One and Part Two is 25 minutes.

Part Two:

1. Students will categorize a list of 15 rocks and minerals as either an igneous rock, a metamorphic rock, a sedimentary rock, or a mineral. If metamorphic, students will also name the original igneous or sedimentary rock, e.g. slate: metamorphic (shale).
2. Charts may not be used during this part of the competition.
3. Students will turn in their charts and answers to Part One prior to beginning Part Two. If students exceed the 15 minutes allowed for Part One, they will have less time for Part Two. The total time for both Part One and Part Two is 25 minutes.

Please note: No visitors or photographers will be allowed in the room during the competition so that the specific rocks and minerals to be identified remain unknown to all teams prior to the competition.

· The students are to load the barge with centicubes one at a time while it is floating in a pan of water.

· Students must load one at a time at the direction of the event captain. Loading must stop as soon as water enters the barge.

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

Know these simple machines: wedge, inclined plane, pulley, screw, wheel and axle, and lever.

• Each team will work at a station identifying and answering questions related to the six simple machines and associated concepts.
• Each station will contain examples of household items and illustrations of simple machines.
• Students will use these to identify and list simple machines used.
• Each station will also include a written test on simple machines.

Concepts to Be Familiar With:

• Know the six simple machines and their characteristics
• Recognize practical applications of simple machines
• Recognize that simple machines may be used to

· change direction of a force

· multiply a force

· transfer a force from one place to another

· increase speed of a force

• Recognize how gears/belts may be used to transfer/multiply force
• Recognize that machines provide a mechanical advantage
• Identify and Calculate mechanical advantage
• Be familiar with a block and tackle as well as calculate mechanical advantage using it

Test Format

1. This station will consist of three parts: a written test, identification of simple machines in everyday life, identification of concepts using illustrated 3D models.

2. Elements that students should be familiar with to compete effectively:

a. The six simple machines
b. Vocabulary (friction, force, fusion, ….)
c. Lever identification of the three classes
d. Identification of different gears (spur, worm, bevel, flat, crown, etc.)
e. Ability to determine gear ratios and use the equation W=df to compute force, distance, or work

2. The Racers will run on a course 10 meters in length and 2 meters wide. The surface will be indoor on a carpeted floor.

3. Each team will have two (2) runs on the course. The Racer will be released behind the starting line by a team member without any assisting push, and must not be touched by anyone until it stops rolling or crosses the end line. Racers that get stuck against a lane barrier or jump the barrier will have their run length measured at that point. Each Racer will try to travel the furthest distance. If two or more Racers cross the end line, then the competition standings will be determined by length of time from start to finish. There will be a five (5) minute maximum time limit for any single run (believe it or not, it has happened over 13 minutes and it rolled just over 10 feet and was still going).

· The can body MUST be made of metal (any metal: tin, aluminum, etc.). No plastic, glass, or cardboard cans (like Pringles, oatmeal, or most nut cans these days). Please be aware that some coffee and other cans are made of cardboard and have a silver lining inside and metal rims–these will be disqualified as they run much faster and straighter than metal cans.

· The Racer ends and surface may be modified by adding material such as rubber bands, sandpaper, plastic can lids, or tape.

· CDs, LP 45s, or other circular components may be used as “wheels” if desired (wheels are not necessary, and not commonly used).

· Rubber bands are typically used to propel the Racers, but any material is acceptable (e.g. surgical tubing, bicycle tires).

· The running arms can be made of any material. You can have one or two running arms.

· Washers are often used to help with weight and to keep the running arm(s) from touching the side of the Racer.

· Nearly any additional individual components are allowed for the Racers, just no assemblies (e.g. no ball bearings assemblies like on a Lazy Susan).

Racers that are not built with proper materials as listed above will be allowed to participate but will not be eligible for awards.

· Get a tin can. Poke a hole in the center of each end that will be wide enough to get rubber bands and a wire through (hint: drain the contents if the can is full and rinse it out!)

· Cut a small piece of a dowel/stick (shorter than the diameter of the end of the can)

· Loop a rubber band around the piece of dowel

· Using a bent coat hanger or piece of wire, stick the wire through the entire can. Loop the rubber band around the “hook” in the wire, and pull through the can. The rubber band should now be holding the small piece of dowel against one end of the can

· Tape the piece of dowel so it doesn’t spin

· Put a couple washers over the hooked wire and thread over the rubber bands (these will keep the running arm from rubbing on the edge of the can). If you want to add washers to the “short dowel” end, you must do so before pulling the rubber band through the can, and make sure the rubber band passes through them before pulling it through the can.

· Put a long dowel (the running arm) inside the rubber band loop sticking out of the end of the can and remove the “hook” from the wire

· To race the can, rotate the running arm around the can (either direction you’ll find out that the can needs to be placed appropriately to go the direction you want it to). Winding too tightly will break the rubber bands. Winding very tight will often cause the can to curve and not go straight. Winding too loosely doesn’t make the can go quickly. Play around until you find a winning combination.

· Remember to bring extra rubber bands to the competition–they could break, and they could get stretched out from too many practice runs!!!

· You can bring the racer already assembled or put it together at the Field Day, your choice.

· Complaints from previous years include kinked carpeting, starting before the carpet section and having to jump the lip to get started, and being an outdoor event changed the conditions of the carpet as the day progressed. All attempts to mitigate these conditions will be made by requesting an indoor room with standard school carpeting.

· What is the science of nutrition?

· Sources and functions of: 1. Macronutrients: water, carbohydrates, fats, protein and 2. Micronutrients: vitamins and minerals

· Recommended Daily Allowance (RDA)- general understanding of what RDA is. Students will not be asked specific amounts recommended.

· Percent Daily Value (DV)- general understanding of how it is used.

· Food Guide Pyramid

· Dietary Guidelines for Americans

Sample questions for Section I:

1. _____________ is needed for growth and repair.
2. The amount of a nutrient needed daily to stay healthy is the________.
3. ___________ is the most abundant nutrient in your body.
4. Good nutrition includes eating a ____________ of foods.

Sample word bank for Section I:
Variety, water, RDA, protein

Section II. Food Pyramid (25 points)
Food models (plastic food) will be displayed.
Contestants will answer questions regarding the food pyramid as it relates to sample meals provided.

• Food and Nutrition for Every Kid. Janice Van Cleave. 1999. John Wiley & Sons: New York. Chapters 1-9
• USDA Consumer Information Center: “The Food Guide Pyramid” http://www.pueblo.gsa.gov/cic_text/food/food-pyramid/main.htm

Sources:

• A True Book About Vitamins and Minerals. Joan Kalbacken. 1998. Children’s Press.
• Diet and Nutrition. Brian Ward. 1987. Franklin Watts, London.
• Vitamins, What They Are, What They Do. Judith Seixas. 1986. Morrow & Co.