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Circuit Wizardry

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Participants: 2
Time: 30 minutes

Structure

Students working together rotate among three stations. Stations one and two are not timed; station three is limited to 5 minutes and is timed.

Content

Students are expected to know basic circuit symbols, basic electronics including Ohm’s Law and be able to build a working circuit from component parts when given a schematic.

Preparation Materials

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.

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. The common circuit symbols for the components used in the “Snap Circuits Jr.” kit, Model SC-300 are part of this activity as well as common transistor symbols.

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 from the snap circuit’s kit, 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.

Catapult

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Number of Participants: 2
Approximate Time: 30 minutes

Description:

Students will build, calibrate and fire their own free-standing (not handheld) trajectory device that must be capable of propelling a tennis ball at a target placed between 2 and 7 meters.

Competition:

  1. Each team will bring their homemade catapult to the competition site immediately upon arrival at the site of this year’s event. Please print your school’s name prominently on the catapult. Testing or practicing at the event is not allowed.
  2. A “regular” tennis ball will be used in this year’s event. Tennis balls will be provided.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.

Scoring

The contestants will have 6 minutes to fire their catapults five times. Each team will have two practice shots and three scoring shots. The distance from where the tennis ball initially lands to the target will be measured in centimeters after each shot.
Teams will be allowed to make adjustments following each shot. Hitting the “bullseye” will be scored as a zero, while missing the sand filled area entirely will be automatically given a score of 150 cm. The cumulative distance after 3 scoring shots will be the team’s score.
The smallest score wins.

Barge Building

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Official Event Information:

A team of two students will construct a barge using heavy-duty aluminum foil that can support the largest weight of cargo (stone pebbles*). This event will also test the team’s weight estimation skills.

  1. Each team will be given one sheet of heavy-duty aluminum foil, 18 x 18 cm. They will be allowed 10 minutes for construction of their barge.
  2. The students are to load their barge quickly with the pebbles while the barge is floating in a container of water. Organized grouping or counting of pebbles is not permitted.
  3. Loading pebbles onto the barge must stop as soon as water enters the barge. At that point the students must estimate the weight of the pebbles, in grams. They will be allowed to hold the pebbles in a baggy for their estimation. Under and over estimation is allowed.
  4. Only the pebbles will be weighed by the event captain on an electronic scale. Weight and estimation will be added for the team’s score. New this year: Overestimation is allowed and will be calculated using the formula below.

 

Scoring:

At or under estimation Over estimation
Weight of Pebbles: 178 grams 178 grams (double weight) = 356 grams
Team’s Estimation: + 150 grams 206 grams (minus overage) -28 grams
Team’s Score: 328 grams Team’s Score: 328 grams

Important

Students should practice gram estimation of stone pebbles or any other suitable weights before the competition.
*Bags of plain, potting pebbles, or Décor stones used in the competition, can be bought in any Wal-Mart Store., 2 lbs. Found in Home Decor, imitation flower section. Target: Vase Filler, mini rocks (065 05 0310) 5lbs. Found in home décor section.

Unofficial Event Information

Below you will find other suggestions, photos, or information that might be helpful.

 

Ms. Wiese’s 4th Graders

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Hopefully there was no one in the computer lab and you are now seeing this message on the computer. Today you will start working on an ecosystem/habitat project. You will be choosing an ecosystem, biome, or habitat to research. But, for today, you will be exploring.

First you need to research different types of environments. Here are some vocabulary words you need to work on:

  • habitat
  • ecosystem
  • biome (pronounced bi – ome)

How are these words alike and how are they different?

Here are a few links for you to look at to start your research:

After you have explored those two sites, then explore the links below. A few might no longer be active.

Environments

We will be creating a website or PowerPoint that will include:

  • Introduction
  • Climate
  • Plants (producers)
  • Animals (consumers – herbivores, carnivores, omnivores)
  • Map/Location
  • Adaptation examples for plants and animals to survive
  • Food Chain and Food web
  • Human Impact

Mirror Magic

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Mirror Magic
Number of Participants: 3
Time: 25 minutes
Description:
Part 1: Three team members, each equipped with their own mirror, cooperate to bounce alight beam from a filmstrip projector onto a predetermined target. Team members may bring their own mirrors, no larger than 6” in diameter or 5”x7” rectangle or they may use mirrors provided by the event captain.
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 height of the mirror from the ground to the middle of the mirror is 3 feet 9 ½ inches. The mirror is 5 inches by 7 inches side is perpendicular to the floor. See picture of sample on the next page.
Competition:
Part 1:
  1. 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.
  2. 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:
  1. 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).
  2. 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.
  3. Each team will be given 30 seconds in the starting area to plan for action.
  4. 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.
Scoring:
Part I:
1. 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.
2. 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:
1. Each team will start with a score of 150 points. The objective will be to reduce
this score as low as possible.
2. 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.
3. Scores from part I and part II will be totaled to determine each teams final score. The lowest total score wins the event.
4. In case of a tie, the team with the shortest preparation time on part II will be declared the winner.

Starry Starry Night

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Starry, Starry Night
Number of Participants: 2
Approximate time: Part 1 and Part 2 ten minutes each
Competition:
Part 1: Constellation Identification in the Star Lab Planetarium
  1. Clipboards, pencils, and red flashlights will be provided for the students inside the Star Lab. Students may not bring any charts, maps, or notes.
  2. Inside the Star lab students will be asked to identify different constellations and their brightest stars. (See list on other side.) 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
  1. Teams will rotate through a set of stations each containing one question.
  2. Each team will be given one answer sheet. No talking. Team members may consult with each other by writing.
  3. 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?
Scoring:
All questions will be evaluated with equal weight. The contestants with the highest score will be the winners.
Stars and constellations/figures in the sky from which test questions will be selected:
Stars
  • Rigel
  • Polaris
  • Sirius
  • Betelgeuse
  • Aldebaran
  • Castor
  • Pollux
  • Regulus
  • Pointer Stars
  • Arcturus
  • Deneb
Constellations/Figures in the Sky
  • Gemini
  • Leo
  • Orion
  • Cassiopeia
  • Ursa Major
  • Ursa Minor
  • Cygnus
  • Taurus
  • Canis Major
  • Lyra
  • Pegasus
Resource books to consult might include:
Space Facts Pockets Full of Knowledge by Stott and Twist, published by Dorling Kindersley
The Sky at Night by Kerrod, published by Barrons

Changing Earth

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Our Changing Earth
Number of Participants: 2  Approximate time: 30 minutes
Description: This event will require students to be knowledgeable in the following areas of
earth science:
1.  The Earth’s Interior
2.  Geologic & Fossil Timelines
3.  Minerals and Their Identification
4.  Formation of Igneous, Sedimentary, and Metamorphic Rocks
5.  Folded & Block Mountains
6.  Topographic Maps (graph a cross-section of a topographic map)
7.  Volcanoes
8.  Cave Formation
9.  Formation of a Stream Valley
Competition:       10.  Erosion & Weathering
  1. Contestants will rotate through stations.
  2. Students will identify diagrams, and answer questions related to the topics above.
  3. Students will create a cross-section of a topographic map.
  4. Students turn in answer sheets when finished.
  5. The time it takes to complete the activities will be recorded.
  6. 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.
Scoring: Number of correct answers and time to complete tests will be used to determine
winners.
Primary Resource:
**Handouts available at Events Fair will include all necessary material from sources.
Ortleb, Edward P. and Cadice, Richard, Geology, Grades 5 -9, Miliken Publishing Company, St. Louis, MO, 1986.   ISBN 1-55863-091-0
Secondary Resources:
National Wildlife Federation, Ranger Rick’s Nature Scope: Geology, The Active Earth, McGraw-Hill, New York, 1997. Updated for 2011 Field DayThe Contour Connection
(Adapted from Ranger Rick’s NatureScope: GEOLOGY The Active Earth. ISBN 0-07-046711-8).
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 righthand 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.
Fossil Timeline
(The Amazing Earth Model Book)
24 – 1.8 million years ago Neogene
65-24 million years ago Paleogene
144-65 million years ago Cretaceous
213-144 million years ago Jurassic
248-213 million years ago Triassic
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

Futuristic Animal

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This is a lesson in adaptations

The story:

A time machine has recently been invented. The MatterMasters Organism Research Institution has decided that it will use the time machine to send a group of animal research scientists millions of years in the future to observe the animal and plant life on Earth at this time.

When you arrive, you find that most of the animals and plants that you know from the present have all disappeared! BUT there are all sorts of new species living in place of the ones you know.

Your assignment is to observe, draw, and analyze one of the animals.

Your job is to report back to MMORI. Your report must include:

  • An image (drawn or created)
  • A description of what the animal looks like and what animal group it belongs to.
  • What animal it is most closely related to.
  • A scientific and common name for the animal.
  • Describe 4+ different adaptations the animal has (structure or behavior)
  • Describe the environment it lives in.
  • What does the animal eat?

To help with the creation of the animal, here is a website to try out:

Switcheroo Zoo

To create your project, we will be using Weebly.com. Weebly is a webpage making online site. Before going to Weebly, you need to have your animal name ready because you are going to use it to name the website.

I will give you your username and password, AFTER you have filled out your Animal Adaptation graphic organizer.

Some notes to help you:

Adaptations

An adaptation is a part on the body of the animal OR it is a behavior (something it does) that helps it survive. Some examples would be:

  • webbed feet on a duck help it swim
  • pincers on a crayfish help it defend itself
  • shells on a snail help them to protect their body
  • prehensile tail helps a monkey to grap a hold of branches in trees
  • an opposible thumb on a person or primate helps them to pick up things with their hands

Scientific Names

Scientific Names are names that scientists use to categorize and name animals. Go to the San Diego Zoo Animal Bytes page to see examples.

Possible vs. Improbable

Make your animal as POSSIBLE as you can. This means that the animal should NOT be a combination of different types of animals. For example it is IMPROBABLY (not likely) that an animal would evolve from a combination of reptile and mammal and insect. They are TOO different from each other and are not in the same animal groups. STAY WITHIN THE SAME ANIMAL GROUP!! So, mammals, reptiles & birds, fish, amphibians, insects, arachnids, crustaceans (crabs, shrimp, crayfish), mollusks (octopus, squid, clams, oysters), echinoderm (sea star, sea urchin), etc…..