SCIENCE OLYMPIAD DIVISION C RULES MANUAL

Table of Contents

Anatomy & Physiology... 1 Mousetrap Vehicle 16

Astronomy ; :.... 2 Optics 18

Chemistry Lab 3 Ornithology 20

Diseas;~ Detectives........................................ 4 Remote Sensing 20 Dynamic Planet............................................. 5 Protein Modeling 21 Ecology 6 Sounds of Music 22 Experimental Design..................................... 7 Sumo Bots 24

Forensics 8 Technical Problem Solving 26

Fossils 10 Towers , 27

Helicopters................................................... 11 Wind Power 29

Microbe Mission 13 Write It Do It. 31 Mission Possible 14 General Rules/Tentative National Schedule ..32

Please read the General Rules on the back inside cover - they apply to all events. Note: all changes are in bold. Coaches: Please remember to register early for the Science Olympiad Summer Institute - sold out last year! Please visit the Science Olympiad web site: http://www.soinc.org for News, Clarifications, FAQs, Membership

Information, Team Size Requirements, New Store Items and other valuable information, tips and resources.

The sites for the upcoming Science Olympiad National Tournament are: University of Wisconsin, Madison, WI, May 20-21,2011

University of Central Florida, Orlando, FL, May 18-19, 2012 Wright State University, Dayton, OR, May 17-18,2013

Copyright 2011 Science Olympiad. Inc. Science Olympiad, Inc. owns the intellectual property rights to the contents of this resource. It may not be reproduced in any form for other individuals or teams. It is meant for the sole use of the school or team that purchased it. Teams that have paid Science Olympiad National dues and are registered with Science Olympiad, Inc. may use this resource for the purposes of preparing for and participating in events that are sanctioned by Science Olympiad, Inc. This resource may not be placed on any website and no one may edit, post, republish, sell, rent, or otherwise sub-license them. Use of these copyrighted materials by unregistered users is strictly forbidden.

ANATOMY & PHYSIOLOGY Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: This event encompasses the anatomy and physiology of the muscular, respiratory and endocrine system. A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 Minutes

2. EVENT PARAMETERS: Each participant must bring a writing implement and may bring a nonprogrammable, non-graphing calculator. Each team may bring one 8.5" x 11" two-sided page of notes that contain information in any form from any source.

3. THE COMPETITION: Students should know the basic anatomy and physiology of the muscular, endocrine, and respiratory systems and how aging and specific diseases affect them. Process skills expected may include data collection, making observations, inferences, predictions, calculations, analyses and conclusions. The test may include various formats (e. g., timed stations, written test, PowerPoint slides, anatomical specimens, etc.) for the following topics: a. MUSCULAR SYSTEM - See www.soinc.org for List of Skeletal Muscles. All levels should know:

i. The interaction of the skeletal and muscular systems to allow movement. ii. Muscle fibers - the cellular and gross anatomy of skeletal muscle, cardiac muscle & smooth muscle. iii. Physiology of the skeletal muscle contraction system and the neuromuscular junction. iv. How the skeletal muscles move bone, maintain posture, and produce heat. v. Skeletal muscle actions - origin, insertion, interactions of different muscles. vi. Location and identification of the major skeletal muscles of the body including origin, insertion, and

function. See www.soinc.org for a list of the Major Skeletal Muscles. vii. The effects of exercise on the cellular and gross anatomical structure of the muscular system. viii. Muscle and tendon injuries and their prevention (i.e., strains and sprains). ix. The diseases on each level from the cell to the whole person as listed: Poliomyelitis, Muscular

Dystrophies, Myasthenia gravis, tetanus, myositis. National Level Only: Kinds of muscle contraction, Classes of muscle fibers and their functions, Understand cardiac and smooth muscle roles in the body, Understand muscle sensory systems (e.g. spindles and Golgi tendon organs). Additional diseases: Carpal Tunnel Syndrome, Botulism, Fibromyalgia, and Chronic fatigue syndrome, Treatments and/or prevention for all conditions listed above (drugs, surgery, etc.), Role of the nervous system in muscle function.

b. ENDOCRINE SYSTEM - All levels should know: i. The three classes of hormones - steroids, peptides, and amines ii. Mechanisms ofhormone action - water soluble vs. fat soluble iii. Endocrine related problems - hypersecretion, hyposecretion iv. Hormone producing glands, their hormones and the function of each v. Understand disorders: diabetes mellitus, hypoglycemia, Graves disease, goiter National Level Only: Endocrine cycles and negative feedback, Autonomic nervous system control of endocrine function, Additional Disorders: Cushing's Syndrome, Addison's Disease, and Myxedema, Treatments and/or prevention for all conditions listed above (drugs, surgery, etc.).

c. RESPIRATORY SYSTEM All levels should know: i. Anatomy of the Respiratory System - Principal organs, their structure and function. ii. Functions of the Respiratory System iii. Mechanisms of Pulmonary Ventilation ft iv. PMattems ofBfprealthing V '1' , v. easures 0 u monary enti anon vi. Gas Exchange and Transport vii. How exercise and high altitude affect the respiratory system viii. Understand disorders: COPD, asthma, emphysema, pneumonia, sleep apnea National Level Only: ix. Additional diseases/disorders to know: tuberculosis, pulmonary edema, Pleurisy x. Treatments and/or prevention for all conditions listed above (drugs, surgery, etc.) xi. Blood chemistry and the respiratory rhythm xii. Regulation of the Respiratory System xiii. Ability to read a spirogram as related to pulmonary ventilation

4. SCORING: Points are awarded for correct answers. Selected questions/free-response quality will break ties. Recommended Resources: All reference and training resources including the BiolEarth CD are available on the Official Science Olympiad Store and Website at http://www.soinc.org

THIS EVENT IS SPONSORED BY THE SOCIETY FOR NEUROSCIENCE (www.sfn.org)

2011-Cl

ASTRONOMY Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Students will demonstrate an understanding of the basic concepts of mathematics and physics relating to galaxies. A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS: Each team member is permitted to bring either a laptop computer or one 3-ring binder (any size) containing information in any form from any source. The materials must be 3-hole punched and inserted into the rings (notebook sleeves are allowable). Each team member is permitted to bring a programmable calculator. No Internet access is allowed.

3. THE COMPETITION: Using information which may include H-R diagrams, spectra, light curves, motions, distance equations and relationships, stellar magnitudes and classification, multi-wavelength images, charts, graphs, and animations, participants will be asked to complete activities which include the following:

a. Use all available information to determine answers relating to quasars, AGNs, galaxy clusters and groups of galaxies, including star formation, massive and supermassive black holes, galactic structure, globular clusters, Type Ia & Type II supernovae, eclipsing binaries and X-ray binaries.

b. Use all available information, including Kepler's laws, to determine answers relating to the orbital motions of binaries; cosmological distance equations and the period-luminosity relationship (Cepheids and RR Lyrae) to answer questions related to characteristics and distances of galaxies, Hubble's Law or spectra to answer questions about Hubble's constant and the recessional velocities and distances of galaxies.

c. Students will be asked to identify, be knowledgeable about, and answer questions relating to the content areas outlined above for the following Deep Sky Objects (DSOs): *Epsilon Aurigae, NGC 6240, 3C321, Cen A, Stephan's Quintet, MACSJ0717.5+3745, Bullet Cluster (IE 0657-56), Perseus A (NGC 1275), SN 2006gy, SN 1996cr, NGC 4603, NGC 7771, NGC 2623, JKCS041, NGC 1068. H2356-309 *Epsilon Aurigae is part of a nationwide observing campaign for 2010 and 2011, and will be included in the Astronomy Event for 2011.

d. Competition may include one or more stations. Examples include sequencing images of galaxies by distance or activity; placing images of different types of objects in the correct locations within galaxies; matching images of light curves with the appropriate objects; using charts, data tables and/or graphs to determine distances and calculate Hubble's constant; using graphing calculators to plot observational data and calculate periodicity or distance.

4. SCORING: All questions will have been assigned a predetermined number of points. The highest score wins. Selected questions having differentiated weights will be used to break ties.

Recommended Resources: All reference and training resources including the Astronomy CD Rev. 2011 are available on the Official Science Olympiad Store or Website at http://www.soinc.org National Science Education Standards: Science as Inquiry, Content Standard A: Use Technology and Mathematics to Improve Investigations and Communications; Formulate and Revise Scientific Explanation and Models using Logic and Evidence; Earth and Space Science, Content Standard D: The Origin and Evolution of the Universe (Grades 9-12).

THIS EVENT IS SPONSORED BY: Chandra Education and Public Outreach Office for the Chandra X-Ray Observatory

2011-C2

CHEMISTRY LAB Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Teams will complete one or more tasks and answer a series of questions involving the science processes of chemistry focused in the areas of aqueous solutions and oxidation/reduction. A TEAM OF UP TO: 2 EYE PROTECTION: #4 APPROX. TIME: 50 min.

2. EVENT PARAMETERS: a. Students: must bring goggles and a writing implement and may bring a non

programmable, non-graphing calculator, but no reference materials are allowed. b. Supervisors: must provide whatever other reagents/glassware are appropriate for the tasks students are

asked to do (e.g., Periodic Table, table of standard reduction potentials, any constants needed, etc.) c. Safety Requirements: Students must wear the following or they will not be allowed to participate:

closed-toed shoes, ANSI Z87 indirect vent chemical splash goggles (see http://soinc.org), pants or skirts that cover the legs to the ankles, and a long sleeved shirt that reaches the wrists, and a chemical apron or a lab coat that reaches the knees. Chemical gloves are optional. Students who unsafely remove their safety clothing/goggles or are observed handling any of the material or equipment in a hazardous/unsafe manner (e.g., tasting or touching chemicals or flushing solids down a drain and not rinsing them into a designated waste container provided by the supervisor) will be disqualified from the event.

3. THE COMPETITION: The competition will consist of a series of tasks similar to those in first year high school courses. These tasks could include hands-on activities, questions about each topic, interpretation of experimental data (graphs, diagrams, etc.), and/or observation of an experiment set up & running. Supervisors are encouraged to use computer or calculators with sensors/probes. Students may be asked to collect data using probeware that has been set-up & demonstrated by the Supervisor. Or the supervisor may provide students with data sets collected by such sensors/probes following demonstration of the data collection. Data will be presented in a tabular and/or graphic format & students will be expected to interpret the data. Students should be aware that nomenclature, formula writing, & stoichiometry are essential tools of chemistry & may always be included in the event. Stoichiometry includes mole conversions & percentage yield. For purposes of nomenclature & formula writing, students are expected to know the symbols & charges for the following ions: nitrate, carbonate, phosphate, acetate, sulfate, ammonium, bicarbonate, & hydroxide. Students should know how to use the "ite" form of an ion (one less oxygen than the "ate" form). Students should be able to use the periodic table to obtain the charge for monatomic ions (e.g., Na+, S2').

4. SAMPLE QUESTIONS a. Aqueous Solutions: Students will demonstrate an understanding of the principals & properties of aqueous

solutions. They must be able to calculate solution concentrations given quantities of solute & solvent, & calculate quantities of material required to produce a solution of specified concentration. Molarity, molality, mass percentage, & parts per million may be required. At the state & national levels, conversions between concentration units may be required. Tasks will be chosen from the following: 1) Use density to experimentally determine the concentration of a solution. 2) Determine solution concentration using a series of standard absorbencies & Beer's Law. 3) Use freezing point depression to determine the molar mass of a solute. 4) Use titration to determine an unknown concentration. 5) Identify & explain factors that effect solution formation or construct.a solubility curve. 6) Determine whether a solution is saturated, unsaturated or supersaturated.

b. OxidationlReduction: Students must be able to write oxidation & reduction half reactions, assign oxidation numbers, balance redox reactions in neutral, acidic, & basic solutions, & calculate standard cell potentials using a table of standard reduction potentials. Tasks will be chosen from the following 1) Use a sequence of redox reactions to construct an activity series. 2) Construct a simple voltaic cell & measure its potential. 3) Stoichiometry.& electrochemical processes (such as electrochemical deposition). 4) Construct simple electrolytic cells. 5) At state & national levels, knowledge of fuel cells, knowledge & application of the Nemst equation & common storage batteries may be included.

5. SCORING: OxidationlReduction: 50% & Aqueous Solutions: 50%. Time may be limited at each task, but will not be used as a tiebreaker or for scoring. All ties will be broken by selected questions chosen by the supervisor that mayor may not be identified to the students.

Recommended Resources: All reference and training resources including the Chem/Phy Sci CD Rev. 2011 are available on the Official Science Olympiad Store or Website at http://www.soinc.org

2011-C3

DISEASE DETECTIVES ~ sq~~4ill Read the General Rules in the manuals and on www.soinc.org as they apply to every event. 1. DESCRIPTION: Students will use their investigative skills in the scientific study of disease, injury, health,

and disability in populations or groups of people with a focus on food borne illness. A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes.

2. EVENT PARAMETERS: Each participant must bring a writing implement and may bring a nonprogrammable, non-graphing calculator. Each team may bring oneRS" x II" two-sided page of notes that contain information in any form from any source.

3. THE COMPETITION: Sample Problems and Resources may be found at http://www.soinc.org a. This event combines a basic understanding of biological and physical agents that cause disease with an

ability to analyze, interpret, evaluate and draw conclusions from simple data and communicate results to peers. Students should be able to distinguish between infectious and non-infectious health burdens.

b. A broad definition of health will be used for this event. Potential topics include health as well as illness (mental, physical, infectious, chronic.environmental, societal, genetic, injuries and health behaviors).

c. This event will include questions based on: aJIIII-. i. Data collection ~ ii. Creating graphic displays of data II]iii. Interpreting trends and patterns of epidemiologic data iv. Communicating results

d. Students will be presented with one or more descriptions of public health problems such as an outbreak of food poisoning, a cluster of cases of West Nile encephalitis or state data on bicycle injuries.

e. Based on these descriptions, they will be expected to do the following: i. Generate hypotheses and recognize various fundamental study designs. ii. Evaluate the data by calculating and comparing simple rates and proportions. iii. Identify patterns, trends and possible modes of transmission, sources or risk factors. iv. Recognize factors such as study design/biases that influence results (morefor Div. C-less for Div. B). v. Propose interventions based on promoting positive health behaviors, eliminating or reducing risks of

environmental exposures, or disrupting clearly identifiable chains of transmission. vi. Translate results/findings into a public health/prevention message for identified populations at risk.

f. They will also be expected to: i. Define basic epidemiological and public health terms (e.g., outbreak, epidemic, pandemic,

surveillance, risk, vector, fomite, zoonosis, etc.). ii. Recognize various categories of disease causing agents & give examples of illnesses caused by each. iii. Recognize and understand differences between the major groups of infectious agents (e.g., viruses,

bacteria, protistans, fungi and animals). iv. Recognize examples of various epidemiologic and public health phenomena such as types of

outbreaks and modes of transmission. g. Calculations and mathematical manipulations should be part of the competition. Data may be contrived

or modified to make it more appropriate for this age group as long as it does not radically alter results or interpretation.

h. Process skills may include hypothesis, observations, inferences, predictions, variable analysis, data analysis, calculations, and conclusions.

1. The level of questioning for Division B and Division C competitions should reflect the ageappropriateness for the two groups.

J. The event format may be exam-based, station-based or a combination of both. 4. SCORING:

a. Points will be assigned to the various questions and problems. Both the nature of the questions and scoring rubric should emphasize an understanding that is broad and basic rather than detailed and advanced.

b. Depending on the problem, scoring may be based on a combination of answers, including graphs/charts, explanations, analysis, calculations, and closed-ended responses to specific questions.

c. Points should be awarded for both quality and accuracy of answers, the quality of supporting reasoning, and the use of proper scientific methods.

d. Highest number of points will determine the winner. Selected questions may be used as tiebreakers. Recommended Resources: All reference and training resources including the Disease Detective CD are available at http://www.soinc.org.

THIS EVENT IS SPONSORED BY THE U.S. CENTERS FOR DISEASE CONTROL AND PREVENTION

2011-C4

DYNAMIC PLANET Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Students will use process skills to complete tasks related to Earth's fresh waters.

A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS: Each team may bring four 8.5" x 11" double-sided page of notes containing information in any form from any source and bring up to two non-graphing calculators.

3. THE COMPETITION: Participants will be presented with one or more tasks, many requiring the use of process skills (i.e., observing, classifying, measuring, inferring, predicting, communicating, and using number relationships) from the following topics: a. Interpretation of fresh water features shown on USGS topographic maps b. Stream drainage systems: drainage patterns, main channel, tributaries, V-shaped valleys, watersheds c. Channel types: braided, meandering, straight d. Sediment: weathering, erosion, forms and sizes, transportation, deposition e. River valley forms and processes: geology, gradient, base level, floodplain features, dynamic equilibrium,

nick points, waterfalls, stream capture, deltas and fans f. Perennial and intermittent stream flow, stream gauging and monitoring, stream flow calculations,

discharge, load, floods, recurrence intervals, Chezy and Manning equations (Division Conly) g. Groundwater: zone of aeration, zone of saturation, water table, porosity, permeability, aquifers, confining

beds, hydraulic gradient, water table contour lines, flow lines, capillarity, recharge and discharge h. Karst features: sinkholes, solution valleys, springs, disappearing streams, caves 1. Lake formation and types: faulting, rifting, volcanic action, glaciation, damming of rivers, changes over

time J. Lake features: inflow and outflow, physical and chemical properties, stratification, shorelines, waves k. Wetlands: bogs and marshes, interactions between surface and groundwater 1. Destruction/Effects of land use changes, dams and levees:

sedimentation, down-cutting, diversion of water, flooding, ecological changes

m. Hydrologic cycle and water budgets: precipitation, runoff, evaporation

n. Pollution: types, sources, transport

4. REPRESENTATIVE TASKS: a. Analyze and interpret features and actions of a stream or river appearing on a topographic map including

watershed boundaries, elevation, gradient, direction of flow, drainage pattern, valley shapes, erosional landscapes, and depositional features ,

b. Construct a water table contour map and indicate the direction ofgroundwater movement c. Analyze data on the thermal structure of a lake and determine how the stratification changes seasonally

5. SCORING: Points will be awarded for the quality and accuracy of responses. Ties will be broken by the accuracy and/or quality of answers to pre-selected questions.

Recommended Resources: All reference and training resources including the Bio/Earth CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org.

2011-C5

ECOLOGY Read the General Rules in the manuals and on www.solnc.org as they apply to every event.

1. DESCRIPTION: Students will answer questions involving content knowledge and process skills in the area of ecology and adaptations in featured North American biomes.

A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 Minutes

2. EVENT PARAMETERS: Each participant must bring a writing implement and may bring a non-programmable, non-graphing calculator. Each team may bring one 8.5" x 11" two-sided page of notes that contain information in any form from any source.

3. THE COMPETITION: a. The event will emphasize these process skills as they apply to ecology: defining variables; analyzing

data from graphs and tables; presenting data in graphs and tables; forming hypotheses; making calculations and predictions.

b. Questions will deal with the following ecological principles: Energy flow through food webs and trophic pyramids including quantitative analysis of data; nutrient cycling, community interactions; population dynamics including density dependent/independent limiting factors, carrying capacity, doubling time, exponential/logistical growth and how to calculate population growth; extinction, selection and migration; human impact upon ecosystems (climate change, invasive species, acid rain, erosion, pollution). In addition, students should be familiar with the pros and cons of using alternative energy and its effect on the environment. If stations are used, students must spend the same amount of time at each station. Division C: State and Nationals only: life history strategies (e.g., age structure, survival curves, life tables, succession, Rand K strategies).

c. Approximately 50% of the questions should specifically address taiga ecology and tundra ecology. The remainder of the questions will cover general ecological principles. At the regional and state level, the general ecological principles should focus on local and regional ecology. In each subsequent year, one biome will remain and one replaced by the next biome on the list: freshwater lakes and streams, marine (including estuaries), forests, deserts, grasslands, taiga, tundra.

4. SAMPLE QUESTIONS: Division B: a. From the description of community interactions, create a food web. Then predict what would happen to

the food web if the primary producers were greatly reduced in number by a disease. b. Given a description of the interaction between two species, identify the type of community interaction. c. Provide three reasons how a tundra is different than a taiga. d. Compare a tundra with a taiga. What kinds of adaptations may be common in both environments? How

are the organisms in each environment adapted for the rates of nutrient recycling that you would expect to find?

Division C: e. Given a complex food web, create a trophic pyramid and determine the amount of energy in each level

when given a quantity of energy entering the producer level. f. Students are given a graph depicting the changes in two interacting populations of different species in a

habitat. Predict which population is the predator and which is the prey. Give reasons for your choices. g. Determine the population growth rate for an area given r (rate of increase) and N (number of

individuals). h. Students are given three age structures and asked to determine which population has the highest birth

rate, death rate, doubling time, and mean age.

5. SCORING: Questions will be assigned point values. Students will be ranked from highest to lowest score. Ties will be broken by pre-determined tiebreaker questions.

Recommended Resources: All reference and training resources including the BiolEarth CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org.

2011-C6

~ EXPERIMENTAL DESIGN S~~n.,I,~'_~/ Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: This event will determine a team's ability to design, conduct, and report the findings of an experiment actually conducted on site. A TEAM OF UP TO: 3 EYE PROTECTION: #4 APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS: Students must bring ANSI Z87 indirect vent chemical splash goggles and a writing instrument(s). Students may also bring a timepiece, a ruler, and a non-programmable calculator. Chemicals that require other safety clothing will not be used.

3. THE COMPETITION: a. Supervisors must provide teams with identical sets of materials at a distribution center or in a container.

The materials will be listed on the board or placed on a card for each team. If provided, both the card and the container will be considered part of the materials. The identity of the materials is to remain unknown until the start of this event and will be the same for each team. The students must use at least two of the provided materials to design and conduct an experiment.

b. The supervisor must assign a question/topic area that determines the nature of the experiment. The assigned question/topic area should be the same for all teams and allow students to conduct experiments involving relationships between independent and dependent variables (like height vs. distance).

c. The students will be given an outline (patterned after the scoring rubric) to follow when recording/reporting their experiment with additional paper to record data, graphs and procedures.

d. When the teams are finished, all materials must be returned to the event supervisor along with all written materials. The content of the report must be clearly stated and legible.

4. SCORING: Scoring of the event will be done using the scoring rubric at the bottom of this page. Zero points will be given for an inappropriate or no response. Points will be awarded dependent upon the completeness of the response. Ties will be broken by comparing the point totals in the scoring areas in the following order: Total points for I-Variables, 2-Procedure, 3-Analysis of Results, 4-Graph, 5-Data Table. Any team not following proper safety procedures will be asked to leave the room and will be disqualified from the event. Any student not addressing the assigned question or topic area will be ranked behind those who do, because not conducting an experiment is a violation of the spirit of the event.

EXPERIMENTAL DESIGN RUBRIC/REPORTING FORM a. Statement ofProblem: Experimental Question (2 Points) b. Hypothesis: Including prior knowledge that contributed to hypothesis (4 Points) c. Variables:

i. Constants: (Controlled Variables) Factors that are purposefully kept the same (4 Points) ii. Independent Variable: Factor being manipulated (3 Points)

iii. Dependent Variable: Factor being measured which responds (3 Points) d. Experimental Control: (Standard ofComparison) (2 Points) e. Materials (3 Points) f Procedure: Including Diagrams (6 Points) g. Qualitative Observations During Experiment & Summary ofResults: (4 Pts) h. Data Table: Including Use of Significant Figures for Division C (6 points) 1. Graph(s): (6 Points) J. Statistics: Div, B: Average (mean), median, mode, range, or drawn in line ofbest-fit (2 Points).

Div. C all ofB: + standard deviation and any other relevant statistics that teams choose (4 Points). k. Analysis ofResults: Interpretation (4 Points) 1. Possible Experimental Errors including identified human errors (3 Points) m. Conclusion: Include why your results did or did not support the hypothesis: (4 Points) n. Recommendations for Further Experimentation Based on Your Data & Practical Applications: (4 Points) Hints: a. Statement of problem should not have a yes or no answer. It should be specific to the experiment being conducted and is not the same as the assigned topic area. b. Experiments should consist of repeated trials. c. The variables should be operationally defined. d. Experiments should be simple and have only one independent and one dependent variable.

Recommended Resources: All reference and training resources including the Experimental Design Guide or CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

2011-C7

FORENSICS Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Given a scenario and some possible suspects, students will perform a series of tests. These tests, along with other evidence or test results will be used to solve a crime.

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A TEAM OF UP TO: 2 EYE PROTECTION: #4 APPROXIMATE TIME: 50 minutes 2. EVENT PARAMETERS:

a. Students may bring only these items: i. test tubes and test tube holders or any {C. hand lens

devices in which they can perform the tests Xl. writing instruments 11. droppers XlI. a pencil and ruler (for chromatograms) Ill. funnel(s) &/or filter paper X111. paper towels IV. pH or litmus paper XIV. metal tongs v. spatulas, plastic spoons, &/or stirring rods, xv. Each team may bring one 8.5" X 11" twoVI. 9 volt conductivity tester (no testers will be sided page of notes containing information

allowed that run on AC current) in any form from any source. VIl. thermometer xvi. a non-programmable calculator

~Ill. flame test equipment (nichrome wire, cobalt Note: Students not bringing these items will be at blue glass, etc.) a disadvantage. The event supervisor will not

IX. slides & cover slips provide them.

b. Supervisor will provide: 1. iodine reagent (I, dissolved in KI solution) The supervisor may provide: 11. 2M HCl x. other equipment (e.g., a microscope, probes, Ill. 2MNaOH etc.) or IV. Benedict's solution Xl. candle & matches if fibers given, or v. a hot water bath XlI. differential density solutions or other VI. a Bunsen burner or equivalent BTU heat source method of determining density of

to perform flame tests polymers if plastics given or VIl. a waste container X111. reagents to perform other tests. V111. chromatography materials - e.g., beakers, Petri

dishes, etc. IX. a wash bottle with distilled water

c. Safety Requirements: Students must wear the following or they will not be allowed to participate: closed-toed shoes, ANSI Z87 indirect vent chemical splash goggles (see http://soinc.org), pants or skirts that cover the legs to the ankles, and a long sleeved shirt that reaches the wrists, and a chemical apron or a lab coat that reaches the knees. Chemical gloves are optional. Students who unsafely remove their safety clothing/goggles or are observed handling any of the material or equipment in a hazardous/unsafe manner (e.g., tasting or touching chemicals or flushing solids down a drain and not rinsing them into a designated waste container provided by the supervisor) will be disqualified from the event.

3. THE COMPETITION:

Level Re iona1

State National

# Part a sam 3-8

6-10 8-12

les # Part b sam 5-9

6-12 10-18

Part d 1-2 to 1-3 to 3-5 to

a. Qualitative Analysis: Substances to identify: sodium acetate, sodium chloride, sodium hydrogen carbonate, sodium carbonate, lithium chloride, potassium chloride, calcium nitrate, calcium sulfate, calcium carbonate, cornstarch, glucose, sucrose, magnesium sulfate, boric acid, and ammonium chloride (there will be no mixtures). All teams will have the same set of solids to identify.

2011-C8

FORENSICS (CONT.) Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

b. Polymers: Students may be asked to identify: i. PETE, HDPE, non-expanded PS, LDPE, PP, PVC, PMMA, PC (Students may not perform any bum

tests on these polymers. Bum test results on these plastics may be provided by the event supervisor). 11. cotton, wool, silk, linen, nylon, spandex, polyester (Bum tests will be permitted on the fibers) 111. human, dog, cat, bat, and horse hair. (Students will need to know hair structure including medulla,

cortex, cuticle, and root.) c. Chromatography/Spectroscopy: Students will be expected to separate components using paper

chromatography, TLC, and/or analyze mass spectra. Students may be expected to measure RfS. d. Crime Scene Physical Evidence:

i. Fingerprint Analysis: Students may be expected to know the 8 NCIC classifications (arch, tented arch, radial loop, ulnar loop, plain whorl, central pocket whorl, accidental, and double loop). Students should also be familiar with the common fingerprint development techniques of dusting, iodine fuming, ninhydrin, and cyanoacrylate fuming. Students should understand terminology such as bifurcation, ridges, island, enclosure, loop, whorl, and arch. Students should be able to answer questions about skin layers and how fingerprints are formed. Students may be asked questions on the different methods of detecting fingerprints and the chemistry behind each of these methods.

11. DNA: Students may be asked to compare DNA chromatograms/electropherograms from materials found at the scene to those of the suspects. Students will be expected to know how DNA is copied. See http://nobelprize.org/educational_games/chemistry/pcr/index.html

111. Glass analysis: Students may be asked to use index of refraction to determine the type of a glass found broken at a crime scene. They may be asked to analyze which hole or fractures occurred before others based on a piece of glass available for examination or a picture of a piece of glass.

IV. Entomology: Students may be asked to identify how long an animal has been dead based on the type of insects found on the body at the scene.

v. Spatters: Students may be asked to analyze actual spatters or photographs of spatters to determine the angle and velocity with which the liquid approached the solid object bearing the spatter & the spatter origin direction.

VI. Seeds and Pollen: Students may be asked to compare pictures of seeds/pollen found at the scene with either seeds/pollen found on the suspects or seeds/pollen from different country regions.

Vll. Tracks and Soil: Students may be asked to match tire tracks or footprints found at the scene to tires or shoes of the suspects. Students may be given the composition of soil found at the scene or on the suspects and asked to determine if this implicates any of the suspects.

viii. Blood: Students may be asked to identify the ABO blood type using artificial blood (event supervisor required to provide instructions on how the typing system works) or students may be asked to identify if blood sample, either prepared microscope slide or pictures of microscope slide is human, avian, mammalian, or reptilian/amphibian.

ix. Bullet striations: Students may be asked to match the striations on bullets or casings found at the crime scene and fired from a given gun. ,

e. Analysis of the Crime: Students will be asked to write an analysis of the crime scene explaining not only which pieces of evidence implicate which suspect and why the suspect(s) was (were) chosen as the culprit(s), but also why the other suspects were not chosen. They will also answer any other crime scene analysis questions posed by the event supervisor.

f. The collected evidence and other data given could be used in a mock crime scene. 4. SCORING: Team with the highest score wins. Time will not be used for scoring. The score

will be composed of the following elements (percentages given are approximate): a. Part 3.a. 20%, Part 3.b. 20%, Part 3.c. 15%, Part 3.d. 15%, and 3.e. 30%. b. Tiebreaker: Ties will be broken by the highest score on the analysis of the crime scene, which includes the

reasons why certain suspects have been eliminated or others remain in the pool of possible criminals. c. A 10% penalty may be given if the area is not cleaned up as designated by the event supervisor.

Recommended Resources: All reference and training resources including the Forensics CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

THIS EVENT IS SPONSORED BY FOX BROADCASTING AND "FRINGE"

2011-C9

~ ~'J:" ~

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FOSSILSS6~rAn\~s~< ======================~ Read the General Rules in the manuals and on www.soinc.org as they apply to every event. 1. DESCRIPTION: Teams will demonstrate their knowledge of ancient life by completing selected tasks at a

series of stations. Emphasis will be on fossil identification and ability to answer questions about classification, habitat, ecologic relationships, behaviors and the use offossils to date and correlate rock units.

A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS: Each team may bring only one magnifying glass; one published field guide that they may tab and write in and one 3-ring binder (any size) containing information in any form from any source. The materials must be 3-hole punched and inserted into the rings (sheet protectors are allowed).

3. THE COMPETITION: Emphasis will be placed upon task-oriented activities. Participants will move from station to station, with the length of time at each station predetermined and announced by the event supervisor. Participants are not permitted to return to stations, but may change or add information to their original responses while at other stations. Identification will be limited to species on the list, but other species may be used to illustrate key concepts. The questions will be chosen from the following topics:

a. Conditions required for a plant or an animal to become fossilized. b. Common modes ofpreservation: permineralization, petrifaction/petrification/silicification, mineral

replacement, cast/mold, imprint, actual remains. Uncommon modes ofpreservation include encasement in amber/copal, mummification, freezing, entrapment in tar/asphalt.

c. Relative dating: law ofsuperposition, original horizontality, cross cutting relationships, unconformities (buried erosion surfaces).

d. Absolute dating: radiometric dating, half-life, carbon dating,volcanic ash layers. e. Geologic Time Scale f Index Fossils g. Fossil bearing sedimentary rocks: limestone, shale, sandstone,

mudstone, coquina, etc. h. Modes of life: filter feeder, predator, scavenger, deposit feeder,

benthic, pelagic, etc. i. Environments: marine, terrestrial, fresh water, etc. j. Mineral and organic components of skeletons, shells, etc: (calcite, aragonite, silica, chitin) k. Taxonomic hierarchy: kingdom, phylum, class, order, family, genus, species 1. Adaptations and morphologic features ofmajor fossils groups (i.e., Trilobites-eompound eye on

Phacops; lack of eyes on Cryptolithus; body parts-eephalon, thorax, pygidium) m. Important paleontological events and discoveries and their significance e.g., Ediacaran fossils,

Lagerstatten, Burgess Shale, Permian extinction, dinosaurs with feathers from China, Cretaceous extinction, Pleistocene Ice Age.

4. REPRESENTATIVE STATION TASKS: Possible questions, tasks, stations and/or examples: a. Identify each fossil and record its mode ofpreservation. b. Identify each dinosaur (model/image) by name. Record each specimen's order (Saurischia or

Ornithischia) and the period(s) in which it lived (Triassic, Jurassic, or Cretaceous). c. Identify each index fossil by its informal name and record the geologic period(s) during which it

thrived. d. Order each specimen according to age, oldest to most recent. Geologic Time Chart provided. e. Based on the fossil and rock associations, determine the environment in which the organism lived. f Construct a range chart and determine the age ofthe fossil assemblage.

5. SCORING: Points will be awarded for the quality and accuracy ofresponses. Ties will be broken by the accuracy and/or quality of responses to several pre-identified questions.

Recommended Resources: All reference and training resources including the Smithsonian Fossil Handbook and the Fossil CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

2011-ClO

HELICOPTERS Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Teams construct and test free flight rubber-powered helicopters prior to the tournament to achieve maximum flight times.

A TEAM OF UP TO: 2 IMPOUND: motors only at check-in TIME: 15 minutes

2. CONSTRUCTION PARAMETERS: a. DESIGN: Helicopters may be constructed from published planes), commercial kits, and/or a student's

design. b. MATERIALS: The functional components (rotors, rotor blades, vertical stabilizing surfaces, and motor

stick) of the helicopter must be constructed only from wood, paper, plastic film covering, and glue. The functional components must not be constructed from rigid plastic. The functional components may be attached to each other using tape, thread, music wire, malleable wire, paper, metal or plastic tubes, and/or rubber bands. The helicopter may be braced with string of any base material. Kits must not contain any pre-glued joints or pre-covered surfaces. Plastic or rubbero-rings may be used to attach the motor to the helicopter rotor(s).

c. MASS: Total mass of the helicopter throughout the flight, excluding the rubber motor, must be 4.0 grams or more.

d. ROTORS: Rotors are defined as surfaces that contribute lift by rotating on a common path around a vertical axis. The helicopter may use up to three fixed pitch rotors, not exceeding a maximum diameter of 40.0 em. There is no maximum limit on the number of blades or their chord. There must not be any other lifting surfaces.

e. ROTOR CONSTRUCTION: Competitors must construct the rotors themselves. Commercially available rotors or propellers must not be used in whole or part. Rotor thrust bearings may be commercially available items.

f. POWER: The helicopter must be powered by rubber motor(s) not exceeding a total mass of 2.0 g, including any attachments such as o-rings. Motor(s) must be removable from the helicopter for check-in. The motor(s) must be massed separately from the helicopter. Motors may be lubricated before and/or after check-in. Motors will be massed at check-in, and officials will impound qualified motors. Qualified motors will be made available to the team for official flights.

g. MARKING: Each helicopter must be labeled so the Event Supervisor can easily identify to which team it belongs.

3. THE COMPETITION: a. The event must be held indoors. Tournament officials must announce the room dimensions

(approximate length, width and ceiling height) in advance of the competition. Tournament officials and the Event Supervisor are urged to minimize the effects of environmental factors such as air currents (e.g., doors, fans). ,

b. Once competitors enter the cordoned off competition areato trim, practice, or compete, they must not receive outside assistance, materials, or communication. Teams violating this rule will be ranked below all other teams. There must be a separate area designated for spectators.

c. Each team must present a flight log of recorded data during inspection. Data must include at least 6 parameters for at least 10 test flights prior to the competition. The required parameters are: I) motor size before windup, 2) number of turns on the motor at launch, 3) flight time. The team must choose 3 additional data parameters beyond those required, (e.g. turns remaining after landing, estimated/recorded peak flight height, the torque at launch).

d. At the Event Supervisor's discretion, practice flights may occur throughout the event but must yield to any official flight. Multiple practice flights may occur at the same time. No trim (practice) flights will be permitted in the last half-hour of the event, except for teams that declare a trim flight during their 8minute flight period.

2011-Cll

HELICOPTERS (CONT.) Read the General Rules in the manuals and on www.solnc.org as they apply to every event.

e. A self-check inspection station may be made available to competitors for checking their helicopters prior to being checked by the Event Supervisor.

f. Competitors may use any type of winder, but electricity may not be available. g. Team members must present their event materials (helicopter(s), motor(s), and log) for inspection

immediately prior to a team's 2 official flights. Qualified motors must be held by the official timer and dispensed at the team's choosing during the team's offlcial flights. Event supervisors are strongly urged to return flight logs after inspection. Timers must follow and observe teams as they are winding their motors.

h. Teams may make up to a total of 2 official flights using 1 or 2 helicopters. 1. Teams will be given an 8-minute "Flight Period," starting when their first

flight after check-inutrlm or official) begins. Any flight beginning within the 8-minute period 'will be permitted to fly to completion. Competitors may make adjustments/repairs/trim flights and qualify additional motors during their official 8-minute period. Teams must declare before any launches during their flight period whether it is an official flight or trim

"flight. If teams do not indicate the flight type before launch, it must be considered official. Teams must not be given extra time to recover or repair their helicopter(s).

J. The team may select any previously approved motors held by the timer for each official flight.

k. The timing official will measure and record the "Time Aloft" in hundredths of a second for each flight. Time Aloft for each flight starts when the helicopter leaves the competitor's hand and stops when any part of the helicopter touches the floor or the rotors no longer support the weight of the helicopter (such as the helicopter landing on a girder or basketball hoop).

1. The Event Supervisor may permit other official flights during the flight of another team's helicopter. m. Competitors must not steer the helicopter during flight. In the unlikely event of a collision with another

helicopter, a team may elect a re-flight. The decision to re-fly may be made after the helicopter lands. The eight-minute period does not apply to such a flight.

4. SCORING: The base score is the team's longest single flight time. Ties will be broken by the longest nonscored flight time. a. Teams with incomplete flight logs must have 10% of their flight time deducted from each flight. b. Teams without flight logs must have 30% of their flight time deducted from each flight. c. Teams that violate a rule under "CONSTRUCTION" or "THE COMPETITION" that does not have a

specific penalty must be ranked after all teams that do not violate those rules.

Recommended Resources: All reference and training resources including the Helicopters DVD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

National Science Education Standard: Content Standard E: All students should develop abilities of technological design and understandings about science and technology.

THIS EVENT IS SPONSORED BY THE ACADEMY OF MODEL AERONAUTICS http://www.modelaircraft.org/

2011-C12

MICROBE MISSION Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Teams will answer questions, solve problems, and analyze data pertaining to microbes. A TEAM OF UP TO: 2 EYE PROTECTION: #4 APPROXIMATE TIME: 50 Minutes

2. EVENT PARAMETERS: Each participant must bring Z87 chemical splash goggles and a writing implement and may bring a non-programmable, non-graphing calculator. Each team may bring one 8.5" x 11" two-sided page of notes that contain information in any form from any source.

3. THE COMPETITION: The event may be run as timed stations. Students will be given questions pertaining to different types of microbes. Some questions/stations may involve the actual use of a microscope. If no microscopes are available, high quality photographs with appropriate scales may be used instead. Most questions should emphasize age/division appropriate process skills such as: data interpretation from graphs and tables, use of a dichotomous key, drawing conclusions, calculations, metric conversions, determining actual size of the organism, inferences, and making observations. Students may be asked to perform simple laboratory procedures as measurements or using probes (sufficient information will be provided at the station). Possible live specimens may include only baker's yeast, ciliates, amoebae, lichens, green algae, and diatoms. Pictures & prepared slides are appropriate for all microbial types. The content areas may include:

Regional and State Tournaments (B & C) a. Different kinds of microscopes and their uses. Name & function of the light microscope parts, principles

of microscopy and magnification determination. b. Recognition and function of nucleus, mitochondria and chloroplasts, and their possible microbial origin. c. Differences (e.g., size, environment, structure, prokaryotic vs. eukaryotic, etc.) among prions, viruses,

bacteria, Archaea, fungi, and algal and animal like protists. d. Roles of microbes in commercial production, spoilage, preservation & decomposition of various foods. e. Diseases caused by different kind of microbes and the treatment/prevention of these diseases. f. Estimation/calculation of size based on scales in pictures or microscopic

information and amount of the visual field occupied. g. Growth curves; graph interpretation. h. Beneficial microbes vs. Dangerous microbes.

Division C (only) National Tournament (B & C) i. Names for and recognition of 1. All state/regional level material

m. Resistance to various antimicrobial agents various bacterial shapes n. Role of microbes in the causes ofplant diseases J. Gram stain uses and difference o. Causes and effects of microbial population explosions

between gram+ & gram- p. Parasitic worms k. Important aspects of spores & cysts q. Microbial competition

4. SAMPLE QUESTIONS: Note: Disease questions must be restricted to the 2011 Microbial Diseases on www.soinc.org a. Provide two differences among bacteria, viruses, and fungi. b. Using the following key, determine (from pictures) which cell, A, B, or C is considered an alga. c. Based on the following graph, determine which organism is best suited for growth in acid environment. d. A cell is observed through a light microscope at 4x magnification. The cell takes up abut half of the visual

field. What is the approximate length of this organism? . e. Students observe a picture of a plate with different colonies on it. Based on the color of the colony, how

many different kinds of organisms do you detect? Which type of organism appears to be the most prevalent?

f. From this picture identify the organelle, its function, and state which type of microbe it is unique to. g. What type of microbe is involved in the production of most breads? h. What type of microbe is responsible for polio? i. Based on the following graph, what will be the microbial population/ml after 3.5 hours of growth? j. Match the disease with the type of organism that causes it.

5. SCORING: Highest score will determine the winner. Selected questions may be used as tiebreakers. Recommended Resources: All reference and training resources including the Microbe Mission CD are available on the Official Science Olympiad Store and Website at http://www.soinc.org.

2011-C13

MISSION POSSIBLE o- S~q~~~ Read the General Rules in the manuals and on www.soinc.org as they apply to every event. 1. DESCRIPTION: Prior to the competition, the teams design, build, test, and document a "Rube Goldberg

like Device" that completes a required task. A TEAM OF UP TO: 3 IMPOUND: Yes EYE PROTECTION: #2 TIME: Set-up-30 min/Run: 3 min

2. EVENT AND CONSTRUCTION PARAMETERS: a. All competitors must properly wear safety spectacles with side shields. b. All parts of the device must fit within an imaginary box (50 em x 50 em x 80 em). c. Each device must pass a safety inspection before operation. Devices with potential hazards or unsafe

procedures must not run unless safety concerns are resolved to the satisfaction of the event supervisor. Unsafe devices receive only participation points.

d. The device must be designed and constructed to execute a sequence of tasks from the list in section 4. i. The Starting Task must be Task 4.a. and the Final Task must be Task 4.n. ii. Teams may choose up to 8 additional tasks from 4.b. - 4.m. These may occur in any order. iii. After the Starting Task, the device must operate autonomously. iv. Each task in the device must contribute to the completion of the Final Task. v. Parallel tasks are not allowed. Other non-listed tasks may be built into the device but must contribute

to the completion of the Final Task and they will not earn any points. e. Electric components must be limited to batteries, wires, resistors, motors, capacitors, solenoids,

mechanical switches, electro-mechanical relays, LEDs, and light bulbs. Computers or integrated circuits must not be used in the device.

f. The only liquids allowed are water and vinegar. Substances may be added to these during operation. g. Uncontrolled projectiles, hazardous spills, flames, and hazardous materials (e.g. matches, rat traps,

candles, model rocket engines, lighters, fireworks, gunpowder, flammable substances) are not permitted. h. No more than 10.0 volts will be permitted to power any single electrical circuit. All batteries must be

factory-sealed and voltage labeled by the manufacturer. No lead-acid batteries will be allowed. 1. Energy devices such as flashlights, batteries, and mousetraps may be set/activated prior to starting the

device, but not the motors (see Penalties, 8.d.). j. Devices must not be remotely timed or controlled. k. Tasks receive points only if successful, listed, and contribute toward Final Task completion.

3. THE TASKS: No partes) of a mousetrap will count as a simple machine. a. Starting Task- Drop a U.S. quarter from above the entire device. The quarter must physically touch and

snap the mousetrap, which begins the chain of events. (l00 points) b. (20 points) Use a force to push a wedge between two objects to separate and cause the next action. c. (20 points) Use an IMA 3 pulley system to lift a mass at least 15cm. The mass must cause the next action. d. (20 points) Tum a screw so its tip stays in contact with an object, forcing the object to move at least 2 em

and cause the next action. e. (20 points) Use a third-class lever to cause the next action. f (30 points) Inflate a balloon with a gas such that the inflated balloon causes the next action. g. (30 points) Use a closed hydraulic system to cause the next action. h. (30 points) Move a volume of air (not pneumatic) such that the moving air causes the next action. 1. (40 points) Initiate an enclosed chemical reaction that creates gas and use that gas to cause the next action. J. (40 points) Convert circular motion to linear motion, without the use of gears or screws, and use the linear

motion to cause the next action. k. (50 points) Decrease an object's temperature such that the change in temperature causes the next action. 1. (50 points) Stack 5 wooden blocks, no smaller than 5 em x 5 em x 2 em, such that the stack of 5 blocks

causes the next action. The blocks cannot touch each other in their un-stacked state and must stay completely within the boundary of the device. Once stacked, each block must completely support the blocks stacked on top of it.

m. (Variable points) Use sand that acts as a timer by allowing a stream of sand to fall from one container to another. The sand timer must operate for at least 15 seconds and the mass of the accumulating sand must cause the next action. Electricity must not be used for further actions after the sand timer has started.

2011-C14

MISSION POSSIBLE (CONT.) Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

n. Final Task- Raise a sign completely above the top of the device using a single pre-filled (prior to device operation) helium balloon. The sign must start in contact with the lowest point in the device, hang from the bottom of the balloon, and display the team school name. The balloon must be released from the device, remain tethered to the device by a string, and rise only due to its buoyancy. The sign must be easily detached and given to the judges to be massed after the task is completed. The sign and attachments, except the balloon tether, are included in the sign mass.

4. TASK SEQUENCE LIST (TSL): (An example list is on the National website.) a. The TSL details the scorable sequence of tasks to occur during device operation. Tasks in section 4,

intended to earn points, must be numbered and identified by letter in the TSL and device. b. Additional actions or tasks need not be identified in the TSL. c. The TSL must be submitted at impound or as announced by the tournament director.

5. OPERATION OF DEVICE: a. The timing of the device begins when a team member releases a quarter into the device (4.a). b. Timing stops when the final task has been completed or when 180 sec have elapsed (whichever comes

first); the points earned up to then determine the score. The ideal operation time is 60 sec at Regionals, between 60-90 sec at States, and between 90-120 sec at Nationals (time announced after impound).

c. If the device stops, jams or fails, the team may adjust it to continue operation with penalty points deducted. Any obvious stalling to gain a time advantage results in disqualification.

d. If an action inadvertently starts a task out of sequence on the TSL then all tasks skipped in the listed sequence will not earn points even if they are completed.

e. If the team completes a task themselves or makes an adjustment that leads directly to completion of the task in the very next action, that task will not receive points (even if it is the final task).

6. SCORING POINTS: a. 25 points, if the TSL is submitted on time. b. 25 points, if the TSL uses the format specified. c. 25 points, if the TSL is 100% accurate in documentation of expected device operation. d. 25 points, if the tasks are labeled properly in the device. e. 50 points, if the team uses no more than 30 minutes for set up. f. 100 points, if the team starts the device correctly. g. 2 points, for each full second of operation up to the ideal time. h. 20,30,40, or 50 points for the first time each lettered task from section 4 is successfully completed. 1. 100 points, if all conditions of the sand timer are successfully met. J. 2 points for each full second of sand timer operation before causing next action, including the 15 sec

required for task completion. No sand timer points awarded after the device reaches the ideal time. k. 1 point per 0.1 g of sign mass (only if final task is successfully completed). 1. 250 points, if all conditions for the Final Task are successfully completed in 180 sec.

7. PENALTIES: a. 1 point deducted for each second that the device operates beyond the "ideal" time until the device

completes the Final Task, or reaches the three-minute time limit (whichever occurs first). b. 15 points each time the device is touched, adjusted, or restarted. c. 50 points, one time, for any substance that leaves the boundary of the device during operation (except the

balloon, tether string, and sign at the point of task completion). d. 100 points for each motor running prior to the start of the device. e. 100 points if the device does not begin with the Starting Task. f. Teams with construction violations, parallel design, or "dead end" paths are ranked below all other teams. g. Teams with an unsafe device must not be allowed to run their device but receive participation points.

8. TIES are broken by this order: a. fewest penalty points; b. greatest sign mass rounded to 0.1 g (only if the final task is completed); c. longest run time of sand timer up to ideal time; d. closest to ideal time.

Recommended Resources: All reference and training resources are available at http://www.soinc.org. THIS EVENT IS SPONSORED BY LOCKHEED MARTIN

2011-C15

MOUSETRAP VEHICLE Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Teams design, build, and test a vehicle using one or two snap mousetraps as the sole propulsion energy source to push a plastic cup out a distance and return to a point behind the starting line as quickly as possible.

A TEAM OF UP TO: 2 IMPOUND: None EYE PROTECTION: #5 APPROX. TIME: 15 minutes 2. EVENT PARAMETERS: Students must bring and correctly wear eye protection while preparing and

running their vehicle or they will not be allowed to compete. 3. CONSTRUCTION PARAMETERS:

a. Only one or two unmodified snap mousetraps (with bases less than 6.0 ern x 12.0 em) must be used as energy sources. An unmodified mousetrap is one that still retains all of its original parts and structural integrity to function as intended. Altering the structural integrity of the mousetrap includes, but is not limited to, welding, bending, and cutting. Items may be added to the mousetrap. Soldering, taping, tying, gluing, and clamping are allowed. Holes may NOT be made anywhere on the mousetrap.

b. All parts of the vehicle must move as a whole; no anchors, tie downs, launching ramps, or other separate pieces are allowed. If any piece falls off during the run, it is considered a construction violation. The plastic cup is not considered part of the vehicle at any time.

c. All of the vehicle's kinetic energy must originate from the unmodified mousetrap. Items must not be added to the mousetrap to increase the potential energy of the unmodified mousetrap. Conversion of the mechanical energy of the mousetrap spring is permissible, but any additional sources of kinetic energy must be at their lowest states at the beginning of the run.

d. Reversing and stopping mechanisms must work automatically. The vehicle must not be tethered or remotely controlled in any way to guide, reverse, or stop it. Recoil is NOT considered reversing.

e. Electric devices are not permitted. f. The vehicle must have a fixed, pointed object, (e.g., pin or toothpick) somewhere on the perimeter of the

vehicle chassis that extends down to within 1.0 em of the track's surface. The point of the fixed object nearest the track surface is used as the reference point for distance measurements.

g. The entire vehicle must fit within a 1.0 m x 1.0 m box in ready to start mode only before a run. There is no restriction on the height of the vehicle.

h. Competitors must start the vehicle by actuating some sort of trigger using a pencil, pen, dowel or similar device (which is not part of and does not travel with the vehicle). The trigger must be designed so that the actuation of it is perpendicular (up or down) to the floor. A horizontally activated trigger is a construction violation.

1. Sighting devices not using electricity are permitted and may be removed before the vehicle runs. j. The wheels and drive string(s) are the only vehicle parts permitted to contact the floor at any time.

4. THE TRACK: a. The competition must be on a straight and level lane with a relatively smooth, hard, low-friction surface. b. Event Supervisors must mark the track with tape as follows:

i. Start Line: The edge of the tape closest to the 3 m tape is the Start Line. ii. 3 m Line: A parallel line 3.00 m in FRONT of the Start Line. The edge of the tape closest to the Start

Line is the 3 m Line and must be accurate to within 1 mm of 3 m. iii. Minus 4 m Line: A parallel line 4.00 m BEHIND the Start Line. The edge of the tape closest to the

Start Line is the Minus 4 m Line and must be accurate to within 1 mm of 4 m. iv. Lane Boundaries: Parallel lines 1.00 m apart extending from the 3 m Line to the Minus 4 m Line.

The Lane Boundaries may be extended beyond the 3 m and Minus 4 m Lines to help with determining the Lane Bonus.

c. The center of the Minus 4 m Line must be clearly marked. d. Additional space must be provided in all 4 directions of the lane to allow for track over-runs.

5. THE COMPETITION: a. The vehicle must push a 16 oz. disposable plastic cup (provided by the Event Supervisor) to the 3 m

Line, leave it there, reverse direction, and stop at the center of the Minus 4 m Line in order to receive the ideal Distance Score.

b. The competitors must place the plastic cup upside down and tangent to the Start Line on the side closest to the 3 m Line. The cup may be placed anywhere along the Start Line as long as it is completely within the Lane Boundaries. The vehicle must be placed so that it is in contact with the cup. The fixed point of the vehicle does not have to be on the Start Line, nor does the entire vehicle have to be behind the Start Line or within the Lane Boundaries.

2011-C16

MOUSETRAP VEHICLE (CONT.)~ sq~~5ill~~~~~~~~~~~~~~~~~~~~~~~~~~ Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

c. The competitors must not push or constrain the vehicle during release nor touch their vehicle during a run. d. The vehicle must be able to remain at the starting position without being touched until triggered. If the

vehicle moves any distance after the trigger has been released it is considered a run. e. Teams have 10 minutes of Event Time to set up, make any adjustments, take measurements, and start two

runs. If the second run has started before the 10 minute period has elapsed, it must be allowed to run to completion. Time used by the Event Supervisor for measuring must not count toward the 10 minute Event Time.

f. Run Time starts when the vehicle begins forward motion and ends when the vehicle comes to a complete stop. If a vehicle does not move upon actuation of the switch it does not count as a run and the team may request to set up for another a run, but must not receive extra time. i. Run Time is in seconds, recorded to 0.01 seconds. ii. If the vehicle does not reverse within 3 seconds after coming to a stop, the run is considered to have

ended. In this instance, the Run Time is the time it took the vehicle to start and stop in 1 direction including the 3 seconds. Any action occurring after the vehicle has stopped for 3 seconds must not count as part of the run.

iii. If the vehicle reverses direction, the Run Time stops once all motion ceases (including recoils). g. If the time or distance cannot be measured for a vehicle (e.g. a team starts a vehicle before the Event

Supervisor is ready or the team picks up the vehicle before it is measured) it is a failed run. h. If the cup tips over during a run, measurement is made from where the cup comes to rest. 1. Once the vehicle starts a run the competitors must move outside the lane, not follow their vehicle, and

wait until called by the Event Supervisor to retrieve their vehicle following measurement. j. Teams who wish to file an appeal must leave their vehicle with the Event Supervisor.

6. SCORING: a. Run Score: The Run Score is the sum of the Distance Score, Lane Bonus, and Time Score. Negative

scores are possible. Lowest score determines the winner. b. Distance Score:

i. The Distance Score is the sum of two distance measurements. 1) The perpendicular distance (point to line) in em (to the nearest 0.1 em) from the nearest edge of the cup to the 3 m Line. If the cup is touching the 3 m Line its distance score is 0 ern. 2) The distance (point to point) in em (nearest 0.1 ern) from the fixed point on the vehicle to the center of the Minus 4 m Line.

ii. Both distance measurements are absolute value positive measurements. It does NOT matter on which side of the lines the cup and the fixed point come to rest.

iii. The cup must pass at least 1.5 m or receive 500 points plus the cup distance measurement. The team may elect to not push the cup but receives 300 points as the cup to 3 m Line measurement plus the 500 points for not passing 1.5 m.

iv. Vehicles not reversing direction receive 1500 points added to the Distance Score for that run. c. Lane Bonus: If the fixed point remains within the Lane Boundaries through the entire run, a -30 point

bonus is awarded. d. Time Score: Regional, 1 point per second; State, 2 points per second; National, 4 points per second. e. Tiers: Teams are ranked using the single run that gives them the best overall rank.

~ Tier: A run with no violations. ii. 2nd Tier: A run with competition violations. ; iii. 3rd Tier: A run with construction violations or both competitionand construction violations.

f. Tiebreakers: 1st: Distance score of the better run. 2nd : The vehicle's other run score. g. Teams receive participation points if they have no successful runs.

SCORING EXAMPLE: At a State competition, the run took 20.21 seconds. The cup came to rest 42.4 ern from the 3 m Line. The fixed point was 75.8 em away from the center of the Minus 4 m Line and remained within the lane boundaries the entire time. Distance Score 118.2 points (42.4 + 75.8) Lane Bonus -30 points Time Score 40.42 points (40.42 sec. = 20.21 sec. x 2 points/1 sec.) Run Score 128.62 points Recommended Resources: All reference and training resources including the Mousetrap Vehicle (Out & Back) DVD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

2011-C17

OPTICSo S~~~4ill Read the General Rules in the manuals and on www.soinc.org as they apply to every event. I. DESCRIPTION: This event includes activities and questions related to geometric and physical optics.

A TEAM OF UP TO: 2 EYE PROTECTION: None Required APPROX. TIME: 50 Minutes 2. EVENT PARAMETERS:

a. Competitors may bring tape measures, rulers, protractors, and use any type of calculator for use during any part of the competition.

b. All reference materials to be used during the competition must be secured in a 3-ring binder, must be 3hole punched and inserted in the binder so that regardless of orientation nothing can fall out.

3. THE COMPETITION: The competition consists of three parts that include experimental tasks and questions related to geometric optics and physical optics. All answers are to be provided in SI units with proper significant figures., a. Part I: Geometric Optics, which may include the following topics:

i. Law of reflection (Spectral / Diffuse) ii. Refraction (measurement of index of refraction, Snell's Law, critical angle) Fi. Prism (Deviation and Dispersion) iv. Convex, concave, and plain mirrors: ray tracing, focal length, real object, Images (real/virtual,

erect/inverted, magnification) v. Convex and concave lens: ray tracing, focal length, real object, thin lens equation, lensmaker's

equation, and images (real/virtual, erect/inverted, magnification) State and National Tournaments may also include: vi. Propagation of wave fronts (Huygens' Principle) vii. Ray tracing of two perpendicular or parallel plane mirrors (comer reflector and/or periscope) viii. Ray tracing of two lens systems: real and virtual objects, images (real/virtual, erect/inverted,

magnification) b. Part 2: Physical Optics, which may include the following topics:

i. Visible Spectrum (colors: primary/secondary, additive/subtractive, color absorption, color reflection, and human color sensitivity)

11. Structure and function of the parts of the eye 111. Wavelengths, frequencies, velocities, and nomenclature of the various portions of the EM spectrum IV. Doppler shift v. Bright Line Spectra VI. Absorption Spectra vii. Light Intensity (Inverse square law, SI units) viii, Energy and momentum of photons State and National Tournaments may also include: ix. Interference and superposition of waves (Young's experiment-Iocation of light and dark peaks only,

not intensity) x. Lasers (theory of operation, difference between coherent and non-coherent light)

c. Part 3: Laser Shoot - The objective is to reflect a laser beam with two mirrors, around a barrier to strike a given target. i. The maximum set-up time is 5 minutes. The event supervisor will use a timer to record to the nearest

second the amount of time the team uses to set-up the mirrors. 11. The Laser Shoot Surface (LSS) is a horizontal flat surface enclosed by a 2 0.5 em thick wall; the

surface may be a table top. 111. The size of the enclosed horizontal surface is 56 I ern x 35 I ern. IV. The height of the wall above the laser shoot surface is 10 0.5 ern. v. The mirrors must have a width and height of at least 5 em. The mirror is mounted so that it stands

vertically (at a 90 degree angle to the LSS) and can be easily relocated on the LSS by the students.

2011-C18

OPTICS (CONT.) Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

VI. A laser (provided by the Event Supervisor) is mounted in a horizontal plane through the approximate center of one of the 35 em long walls at a height of2 0.5 em above the LSS.

vii. Class 2 Lasers (lmW or less) are to be used. Green lasers are preferred but not required. viii. The laser must be securely mounted through the wall such that it cannot be moved and the laser beam

is perpendicular to the wall through which it is mounted. IX. A line is drawn on the LSS from a point directly below the emitting tip of the laser to a point directly

below the center of the laser beam where it strikes the opposite wall. The event supervisor must test the beam's alignment before the next team is permitted to see the LSS.

x. Competitors are not permitted to touch the laser or change its orientation and/or position. The laser must remain fixed throughout the entire event.

Xl. A metric scale with a resolution of at least I mm will be attached horizontally to the target wall at the level at which the laser strikes. One of the marks on the scale must align with the center of the laser beam where it strikes the wall. This mark is the Target.

XII. A barrier is placed somewhere between the emitting tip of the laser and the Target. The barrier must have a width of 2 to 4 em and the laser beam must strike the barrier at approximately the horizontal center. The barrier must be in the same position and orientation in respect to the LSS for all competitors.

xiii. Competitors must make all measurements, calculations, and mirror placement/alignment within the 5 minute time allowed. The laser must not be turned on until the competitor(s) complete the mirror placement /alignment.

xiv. All mirrors must be placed in a home position designated by the event supervisor before the next competitors are permitted to see the laser shoot station.

xv. Competitors must not mark on or modify the LSS. ~------561 cm------~

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10o.\!m 4. SCORING:

a. The highest total points wins. Points are awarded for correct answers, measurements, calculations, analysis of data, laser shoot set-up time and laser shoot accuracy. Supervisors are encouraged to provide a standardized form on which students can show all ray tracings, measurements and calculations.

b. Points are distributed in the following manner: i. Part I: Geometric Optics % correct answers X 30 points ii. Part 2: Physical Optics % correct answers X 30 points iii. Part 3: Laser Shoot set-up time (300-t)/300 X 10 points IV. Part 3: Laser Shoot Accuracy 30 - (distance from TP to center oflaser beam (in mm)/lO)

(Note: if the distance is> 300 mm, set the result to 0 forc.b.iv.) c. Ties are broken using a designated task(s) or question(s). The event supervisor will identify the tiebreaker

question(s) or task(s) on the answer form provided to the students at the beginning of the competition period.

Recommended Resources: All reference and training resources are available at http://www.soinc.org. 2011-C19

~ ORNITHOLOGY & REMOTE SENSING SCIENCEaL'YMPIAD~~~~~~~~~~~~~~~~~~~~~~~~~~

\~s~lj:;;;~~/ Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

ORNITHOLOGY 1. DESCRIPTION: This event will test knowledge ofNorth American birds on the official list.

A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes 2. EVENT PARAMETERS:

Each student may bring one commercially published book (or field guide), one two-sided page of the Official National Bird List and one 8.5" x 11" two-sided page of notes that contain information in any form from any source (teams may tab {limit 3 words} the guide and write on any of these). No other resources, electronic devices or printed labels will be allowed.

3. THE COMPETITION: Each team will be given an answer sheet on which they will record answers. a. The competition may be run as timed stations and/or as a timed slides PowerPoint presentation. b. Specimens/pictures will be lettered or numbered at each station. The event may include preserved

specimens, skeletal material, recordings of songs, and slides or pictures of specimens. c. Participants should be able to do basic identification to the level indicated on the Official List. States may

have a modified state or regional list. See your state web site. No more than 50% of the competition will require giving common or scientific names.

d. Each specimen will have one or more questions accompanying it on some aspect of its life history, distribution, anatomy and physiology, reproduction, habitat characteristics, ecology, diet, behavior, conservation and biogeography.

e. The ecology questions may pertain to any ecological aspect of the species, including behavior, habitat, niche, symbiotic relationships, trophic level, adaptive anatomy such as bill size and shape, migration, distribution or occurrence (rare, common, special concern, endangered.)

f. All questions will be restricted to specimens on the Official National List-see http://www.soinc.org. 4. SCORING: The teams with the highest number of correct answers will be the winners. Selected questions

may be used as tiebreakers. Recommended Resources: All specimens listed on the Official Science Olympiad National Bird List are represented in the Peterson Field Guide to Birds of North America (08), both are available on the Official Science Olympiad Store and Website at http://www.soinc.org as are all reference and training resources.

REMOTE SENSING 1. DESCRIPTION: Teams will use remote sensing imagery, science and math process skills to complete

tasks related to an understanding of the causes and consequences of human impact on the environment. A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS: Each team may bring five 8.5" x 11" two-sided sheets of paper containing any information from any source. Each participant may bring a metric ruler, a protractor, a triangle, and any kind of (non-graphing) calculator, but no other resources.

3. THE COMPETITION: The event will be organized as follows: a. The causes, consequences, & evidence for human impact on the environment. b. Students will analyze and interpret remote sensing images. c. Students will use math computations to analyze or express quantitative data d. Students should understand concepts and terms related to the sustainability of

the terrestrial, oceanic, and atmospheric environments on earth and the interactions which support life and civilization as we know it: development and resource extraction, radiative balance of the atmosphere, natural and man-made sources of greenhouse gasses, changes in land, atmospheric and oceanic temperatures, carbon cycles, hydrologic cycles, and plant growth.

e. Students should be familiar with the principles of satellite imagery, including orbital missions and sensor systems related to climate change, land use monitoring, oceanic and atmospheric monitoring, the electromagnetic (EM) spectrum and interactions between EM energy and the atmosphere (particularly radiometric measurements of temperatures; greenhouse gasses; land, sea and ice elevations; land, sea and vegetative color; passive and active sensors; and principles ofdigital image processing).

f. Students may be asked to interpret digital data presented numerically in a grid. 4. SAMPLE ACTIVITIES:

a. Compare the area of insect infestation in a given location with recorded amounts in previous years. b. Evaluate area damaged by deforestation or forest fires.

5. SCORING: Teams with the highest score will be the winners. Selected task will be used as a tiebreaker. Recommended Resources: All reference and training resources including the Remote Sensing CD are available on the Official Science Olympiad Store or Website at http://www.soinc.org

2011-C20

PROTEIN MODELING Read the General Rules in the manuals and on www.soinc.org as they apply to every event.

1. DESCRIPTION: Students will use computer visualization and online resources to guide them in constructing physical models of proteins. For the 2011 competitions, students will model proteins involved in reprogramming adult cells to become stem cells, also known as induced pleuripotent stem cells (IPS). A TEAM OF UP TO: 3 IMPOUND: Yes APPROXIMATE TIME: 50 minutes for Part II & III

2. EVENT PARAMETERS: Pre-build models will be impounded one hour before the event begins. a. Students may bring up to five double-sided, 8.5"x 11" pages of notes. Internet access is not permitted. b. Students must bring a writing instrument. c. Supervisors will provide all materials for on-site model construction.

3. THE COMPETITION: This event has three parts: a pre-build model, an on-site build model, & an exam. a. Part I: The Pre-Build Model. Students will use a computer visualization program (Jmol;

http://cbm.msoe.edu/includes/jmoliSOlmols/2011PreBuild.html) to design and construct a model of a specific protein based on atomic coordinate data. Students will construct a model of Klf4, based on the coordinate data found in the 2wbu.pdb file. Structural information about this file can be accessed for free through the RCSB Protein Data Bank (www.pdb.org). The same constructed model of the Klf4 protein will be brought to all competitions; as the competition level increases, the scoring rubrics for the pre-build model will reflect higher expectations for model accuracy, detail and creativity.

b. The final pre-build model must be based on the alpha carbon backbone display of the model and must use a scale of 2 em per amino acid. Students may use Mini-Toobers to model their protein, or use other comparable material (e.g., Kwik Twists, 12 gauge dimensional house wire, etc.). Students will represent other important parts of the protein, such as amino acid sidechains, DNA or associated molecules, with materials of their choosing. The additions to the model should focus on illustrating the significance of the structure to the function of the protein. A significant portion of the score will be derived from the creative additions to the model. Students must provide a 3"x5" note card explaining the additions to their model and what they represent. Students must deliver their pre-build model and 3"x5" card to judges at the competition site for impounding. Models will be returned to the students after the competition.

c. Part II: The On-Site Model. During the on-site competition at Regional Competitions, students will design and build a physical model of a selected region of Oct4 (lgtO.pdb), which is described in the April 2009 RCSB Molecule ofthe Month (http://dx.doi.org/l0.221O/rcsb-.rdb/mom_2009_4) by David S. Goodsell. During the on-site competition at the State Competition, students will design and build a physical model of a selected region of Nanog (2ktO.pdb). During the on-site competition at the National Competition, students will design and build a physical model of a selected region of c-myc (1nkp.pdb), which is described in the April 2009 RCSB Molecule ofthe Month (http://dx.doi.org/l0.2210/rcsb-.rdb/mom_2009_4) by David S. Goodsell.

d. Students will utilize a computer provided with the Jmol application at the competition. Students must utilize only one of the identical computers provided at the competition with the above-mentioned files on it to guide their model construction. All construction materials for the model (Mini-Toobersl, foam amino acid . sidechains, crosslinkers and plastic red and blue end caps) will be provided. Any model not handed to the judges by the end of the competition time will not be accepted for scoring.

e. Part III: The On-Site Written Exam will be multiple choice/short answer questions about the relationship between protein structure and function, with an emphasis on induced pleuripotent stem cells.

4. SCORING: 40% of the event score will be based on the pre-build protein model (Part I), 30% on the on-site build (Part II) and 30% on the written exam (Part III). The pre-build protein model (part I) will be scored based on the accuracy & scale of the alpha-helix & beta-sheet secondary structures, as well as other creative additions to the protein backbone such as sidechains, DNA or associated molecules. The focus of the model should be on creatively telling the story of the molecule's significance, structure & function. Creative additions that do not support the molecular story will not receive full credit. The on-site build protein model (Part II) will be scored based on accuracy of fo