Illinois Science Olympiad



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2020-2021

Illinois Elementary Science Olympiad

Rules Manual

Table of Contents

A IS FOR ANATOMY: MUSCLE SYSTEM 3

AIRFOIL (revised) 4

CODEBUSTERS (new) 6

DENSITY LAB (new) 7

EXPERIMENTAL DESIGN 9

JUNK CARS 12

METRIC MASTERY 13

NOODLE TOWERS 14

READY, AIM, FIRE 15

STARRY NIGHT 17

WATER QUALITY (new) 18

WILD WEATHER 20

A IS FOR ANATOMY

DESCRIPTION:

Students will be tested on their knowledge and observational skills in the study of the human muscle system, including identification of structures, functions, and common childhood disorders and injuries that may affect the human muscle system.

A TEAM OF UP TO: 3

APPROXIMATE TIME: 45 minutes

EVENT PARAMETERS: Students should come with a pen or pencil. A reference sheet of notes is allowed (1 8.5 x 11 two sided).

THE COMPETITION:

1. Only the SCIENTIFIC NAMES of the muscles will be accepted as correct. (For example, adductor, flexor, biceps and triceps, pectoral, etc.).

2. Muscles from the front or back of the body may be used, but identification of the side is not required unless specifically requested in the test question.

3. Students should be prepared to identify muscles from lifelike models, pictures and/or body maps and diagrams.

4. Correct spelling is not required as long as words are phonetically recognizable, but correct spelling may be used as a tie-breaker.

5. Students may be shown a picture or other diagram that displays an obvious injury and asked to identify the muscle as well as the probable type of injury.

This event will be run in a station format. Teams will rotate through stations (with equal time at each station) that assess any or all of the following topics:

● Functions of the Muscular System

● Structure of the Muscle system/Names of Muscles

● Types of Muscles

● Types of Muscle connections

● Structure of Muscle Cells

● Proper Care of Muscular System

● Types of Muscle Injuries

● Muscular Injuries Prevention

● Treatment of Muscle Injuries

● Some Common Childhood Muscular Disorders

SCORING:

Points will be awarded for the accuracy of responses. Ties will be broken by the accuracy or quality of responses to pre-selected questions chosen by the event leader.

AIRFOIL

Description:

Each team will build multi-piece flying glider devices, to be hand launched and flown along a marked straight line for as long a distance as possible before landing. Devices must be of a folded, shaped or otherwise structured aerodynamic design. Crumpled wads of paper do not qualify.

Number of Participants:  2 or 3

Approximate Time:    50 minutes

The Competition:

1. The devices may be constructed of any material or be of any mass chosen by competing students. The devices shall be no more than 40 centimeters length from leading to trailing point, nor more than 30 centimeters maximum width perpendicular to the direction of flight.

2. All materials, plus measuring devices or cutting tools, chosen and used will be provided by students and brought to the competition in a flat, unshaped and unattached form, that is, at least three or more unassembled pieces (which may be of different materials) which become part of the constructed device. No materials will be provided by the Event Supervisor, nor any additional materials provided by anyone after the start of the competition. Devices will be constructed at the competition, and construction shall consist of any necessary folding, cutting, or shaping, and attachment by use of tape, glue, staples, etc. Competitors shall present their supply of materials for inspection by the Event Supervisor to insure compliance with the rules.

3. A timed period of 25 minutes shall be provided for construction. If competitors have completed their intended construction before the end of the 25 minutes, at the Event Supervisor’s discretion, teams may be allowed during the remainder of the construction period only to test their devices and make construction adjustments.

3. Prior to flight, the Event Supervisor will measure the devices for dimensions, rounded to the nearest centimeter. All complying devices will be classed as Tier 1, and devices exceeding the limits will be placed in Tier 2. Teams will mark their devices to identify them, and the Event Supervisor will collect them into one area.  Teams will launch their devices in a randomly determined order.

4. Devices will be hand launched from behind a line on the floor along a marked extended center line perpendicular to the launch line, with a minimum length of 15 meters. Competitors will wear safety goggles or standard safety glasses.  Competitors will attempt to have their devices fly as far as possible along and as close as possible to the center line.

Scoring:

1. After the flight, the distance in meters and centimeters will be measured from the center of the launch line to the leading point of the device (“nose”) where it comes to rest. The shortest distance from the center line will be subtracted from the first measurement. The difference will become the device’s score for that launch. Example: The device nose is measured 10m from the center of the launch line, and 4m perpendicular from the center line – the device has a score of 6.

2. Each device to be tested will be flown twice. No changes or adjustments will be made between flights. Any team member may fly the device. The team score will be determined by adding the two flight scores.

3. The highest total score will be the winner within the Tier in which the device was placed by the dimension measurements. In case of a tie, the device with the lower total distance of deviation from the center line will break the tie. Example: Two devices have a total score of 14. A had flights of (14m-4m) and (6m-2m). B had flights of (9m-2m) and (8m-1m). Device B is the winner (A’s sum deviation was 6m while B’s was 3m).

CODEBUSTERS

DESCRIPTION

Teams will decode secret messages using different types of standard code methods.

TEAM OF UP TO 3

MAXIMUM TIME: 50 minutes

Teams will bring writing instruments. No other resources or notes are allowed. Event Supervisors will provide scratch paper, and message and test packets.

SAFETY REQUIREMENTS: None

IMPOUND: No

THE COMPETITION: This event consists of the participants using decoding techniques (“cryptanalysis”) to correctly decode secret messages.

a. Teams will open packets of materials and begin writing only after “start,” and may not write anything after the “stop” signal. Teams may work on questions in any order, and as either individuals or a group.

b. These types of codes may be used:

1/ Atbash Cipher (letters of the alphabet are in reverse order);

2/ the Caesar Cipher (a “shift cipher”) - letters are shifted one way or the other (but not more than 3 letters, and the entire message is shifted the same way). E.g., the letter “a” can become any one of x,y,z,b,c,d; or “m” can become j,k,l,n,o,p. If a is C, then m is O.

3/ Aristocrats - Letters become other letters - the messages have empty spaces, and some hints are included;

4/ the “Pig Pen” cipher (a standard arrangement of geometric symbols representing letters of the alphabet);

5/ the “Tap Code” cipher (a standard x/y chart with the alphabet represented by numbers in the coded message - e.g., 1,1 is the letter A, 2,5 is the letter J, etc.).

c. The test materials will have a sheet with how often letters usually occur, and an Atbash code (if there is one), but not the Pig Pen or Tap Codes (these will need to be memorized). MORE DIFFICULT MESSAGES MAY BE DOUBLE CODED, BUT WILL BE IDENTIFIED AS SUCH! (That is, decoding will take two steps, using two different code systems.)

SCORING:

a. High score wins. Each question will be worth an assigned number of points, based on difficulty. Examples: easy, 100 points; medium, 300; hard, 500; very hard, 700.

b. Points determined on the number of mistaken letters. Five or less mistakes will be full credit. Each extra mistake will be a 100 point penalty. No “negative” scores for mistakes. Examples: 7 mistakes on a 100 point question - no points; on a 500 point question, 300 points. Each question’s points will be figured separately and all of them added together. If double coded, double the mistakes will be allowed. For tiebreakers, selected questions will be used to decide which team got that message or those messages more correct.

DENSITY LAB

1. DESCRIPTION: Participants compete in activities and answer questions about mass, density, concentration, pressure, and buoyancy.

A TEAM OF UP TO: 3

EYE PROTECTION: Safety glasses or goggles

APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS:

a. Each team may bring one three-ring binder containing information in any form and from any source attached using the available rings. Students may remove information or pages to use during the event.

b. Each team may also bring writing utensils, and a calculator to use.

c. Event Supervisors will provide any material and measurement devices required for the hands-on parts. Teams will not use their own measurement devices.

3. THE COMPETITION:

Part I: Written Test

a. A written test will consist of multiple choice, true-false, completion, or calculation questions about mass, density, concentration, temperature, pressure, and buoyancy.

b. Unless otherwise requested, answers will be expected in metric units, including naming the unit (not just a number).

d. The test will consist of at least one question from each of the following areas:

i. Calculating the density of solids, liquids, and gases

ii. Calculating concentrations of: mass/mass, mass/volume, and volume/volume percentages; and/or parts per million (ppm)

iii. How gases will behave with changes in volume, mass, pressure and temperature (changes which follow “Boyle’s Law”)

iv. “Archimedes’ Principle” (whether something will float – buoyancy - determined by the displacement of water or a gas by the mass of an object).

Part II: Hands-On Tasks

a. The hands-on portion of the competition will consist of at least one task at a station(s) for the teams to complete.

b. Tasks, or stations, will relate to the above subjects, and may include things like these:

i. For a container of gas (say, a balloon), measure its volume and mass, and calculate the density.

ii. With a bag of Skittles, calculate the number density of the green Skittles in the bag.

iii. Estimate as closely as possible the mass that a helium balloon could theoretically lift.

iv. Determine whether a solid object will sink or float when placed in water.

v. Estimate how much the density of a material (e.g., air or water) will change at different temperatures.

4. SCORING:

a. High score wins.

b. The written portion and the hands on portion will be approximately equally divided.

c. Points will be awarded for correct answers, measurements, calculations, and data analysis. Supervisors are encouraged to provide a standard form for competitors to show measurements/calculations.

e. Ties will be broken using selected questions that will be identified by the supervisor.

EXPERIMENTAL DESIGN

DESCRIPTION:

Students will be given a question that can be tested, and supplies to design an experiment to complete testing.

A TEAM OF UP TO: 3

APPROXIMATE TIME: 45 minutes

SAFETY REQUIREMENTS: Students must wear goggles and a smock, lab coat or apron

EVENT PARAMETERS:

Students must bring writing utensils. The Event Supervisor will provide everything necessary for the event including a lab sheet.

THE COMPETITION:

Sample ideas:

1. How does the height of a ramp affect the speed a car rolls down the ramp?

2. Does the height you drop a ball from affect how many bounces it takes?

3. Which bounces higher a tennis ball, golf ball or ping pong ball?

4. If you add baking soda to vinegar, will it change temperature? Does the amount of baking soda matter?

Students will need to know:

● What is their independent variable (what are they testing)

● What is their dependent variable (how will they measure their results)

● What their constants are

● How to write a procedure

● How to complete data table. They will test each version of independent variable 3 times

● How to complete a graph

● How to use evidence to accept or reject their claim

SCORING:

Sample scoring sheet next page

Experimental Design Lab Sheet

1. What do you claim (predict) will happen in your experiment? (1 point)

2. What 3 ways are you making your change? (independent variable) (3 points)

1. ______________________________________________

2. ______________________________________________

3.______________________________________________

3. How are you going to measure to get results? (dependent variable) (1 point)

4. List the things you are keeping the same in your experiment (constants) (3 points)

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

5. Write the steps you are going to follow so someone else could repeat your experiment. (at least 5 steps up to 5 points)

1. _______________________________________________________

_________________________________________________________

2. _______________________________________________________

_________________________________________________________

3._______________________________________________________

________________________________________________________

4._______________________________________________________

________________________________________________________

5._______________________________________________________

________________________________________________________

6. Data Table (up to 9 points)

|Independent |Trial 1 |Trial 2 |Trial 3 |Average |

|Variable | | | | |

|1. | | | | |

|2. | | | | |

|3. | | | | |

7. Graph (Should be set up and students input data up to 3 points

| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

8. Our claim was right or wrong (circle one) (1 point)

9. We can say that because our evidence showed that (up to 3 points for using evidence to support statement)

JUNK CARS

DESCRIPTION:

This event will consist of contestants constructing, on site and within a specified time period, a four wheeled vehicle out of a miscellaneous collection of materials supplied by the event supervisor(s), and then release them to roll down a ramp with the objective of their vehicle rolling the longest and straightest distance possible.

A TEAM OF UP TO: 3

APPROXIMATE TIME: 45 - 50 minutes

THE COMPETITION:

Each team will be given the same set of materials. Competitors may supply their own scissors and measuring device. Using those materials only, within a 20-25 time span as specified by the supervisor, they will construct a four wheeled vehicle, of any dimensions, consisting of a frame or chassis, and two separate axles with two wheels each. All materials do not have to be used. The vehicle MUST have two axles and four wheels, connected and separated by some form of frame or chassis. There are otherwise no restrictions on, e.g., diameter of wheels, overall length, minimum or maximum mass, etc., other than what is limited by the types of materials provided. Competitors may, if they choose, use materials as mass or balance for the vehicle. At the end of the construction period, all vehicles will be submitted to the event supervisors, and identified as built by which team. The event supervisors shall judge that the vehicles meet the construction rules above. If there is some construction violation, the vehicle may still compete, but in a second lower tier of competitors.

In an order randomly assigned, each team will release their vehicle down a ramp from a designated “start” line marked on the ramp. The distance will be measured from a spot marked at the center of the base of the ramp to the center of the leading or forward side of the vehicle at its stopping place. Each team will be allowed two releases if they wish, and the longer distance so measured will be used for the competition. Competitors may adjust positioning or attachment of the parts of their vehicle between releases (such as tape) but may not alter the arrangement of parts or add to the construction of the vehicle in any other way.

The ramp must be least one meter or longer, should be set at an approximate angle of between 20 and 30 degrees slope, and allow for a smooth movement onto the floor surface. The floor surface should be smooth. Competitors may see the ramp and floor surface before the competition.

SCORING:

Vehicles will be ranked by the longest travel measurement. If the vehicle should come apart during movement, such as loss of a wheel, the distance will be measured to the point of the first parts lost. In case of a tie, the vehicle which stops closest to the center line perpendicular to the base of the ramp will be the higher ranked vehicle, for which purpose such center line will be marked in advance.

METRIC MASTERY

Description:

Students will demonstrate ability to estimate and precisely measure different events/objects using metric units. Both estimation and measurement may include mass, volume, distance, and time.

Number of Participants:    Up to 3

Approximate Time:    45 minutes

The  Competition:

1. Approximately 10-12 objects will be designated for contestants to estimate and later to measure. Each team will be given a form to record the estimations. After turning in the estimation form, a second answer sheet will be provided to record the actual measurements. Contestants will move from station to station as directed by the supervisors of the event. The time at each estimation station will be consistent and about 60 seconds. The time for the measurement stations will be consistent and about 90 seconds. Required units will be identified by the supervisor (e.g., kilogram, gram or milligram) and shown for each station.

2. No standardized or marked measuring devices, including fingers, pencils, pieces of paper, etc., will be allowed for the estimation portion. Supervisors will furnish pencils. Each of the objects will have been precisely measured, in advance by the supervisors of the event.

3. Students will move from station to station making their estimations. Then they would return to the same stations to make their measurements. During the estimation portion, measuring devices will be kept out of reach, hidden in a drawer or covered in some way. All teams will use the same measuring devices at each station.

Scoring:

Scores for both portions of the event will be rated according to the precision of the estimates for each object/event--highest score wins. For the estimation competition, scores that are within +/-10% of the measured value will be awarded 5 points, within +/-20% will be awarded 3 points, while scores within +/-30% will be awarded 1 point. In the measurement portion of the competition, measurements given within the instrument's marked range of precision will receive 5 points. All others receive zero. Ties will be broken with pre-selected tiebreaker question(s).  These may include, but are not limited to, “conversions”.

Note: supervisors shall determine, and inform the teams, of the acceptable precision of measurement using the same type of equipment to be used by the students in the competition.

NOODLING WITH TOWERS

DESCRIPTION​: Teams will be asked to build a tower from the supplies provided by the event supervisor. The goal is to construct the tallest tower.

A TEAM OF UP TO​: 3

APPROXIMATE TIME​:​ 45 Minutes (20 Minutes to build - 25 Minutes to measure)

MATERIALS​: ● 15-20 pieces of one of the following types of commercially available pasta (spaghetti, fettuccine, angel hair, vermicelli or linguine) ● 1 meter of string ● 1 meter of masking tape ● 1 standard-size marshmallow ● A pair of blunt-ended scissors ● Safety goggles

THE COMPETITION​:

1. This event will be run in two segments a) a building time b) a measurement time.

2. Teams may bring no materials into the competition space. All materials will be provided by the event supervisor. Pasta will not be altered in any way – the individual pieces of pasta will be straight from the package. (When students start they will have the same number of pieces of pasta with the same length (as much as possible)

3. Teams will have 20 minutes to build the tallest tower using the materials provided by the supervisor.

4. The towers can be of any design but must be free-standing and be completed with the marshmallow attached to the top.

5. There is no requirement to use all the materials provided.

6. Measurement of each tower will be from the​ floor ​(will build on floor not table) to the uppermost edge of the tower. ​ ​(Note: if the pasta bends under the weight of the marshmallow, the upper edge of the marshmallow is the point of measurement, not the pasta.)

7. Teams will be spread throughout the room providing space to work, so as to not interfere with other teams. 8. Teams may remain present for the measurement segment of the event but must remain in the area designated by the event supervisor.

SCORING​:

1. Towers will be measured from the floor to the uppermost edge of the tower.

2. Tiebreakers: a. FIRST TIE BREAKER: The team with the tallest tower measurement from the floor to the uppermost piece of pasta wins the tie. (Assuming one team has higher marshmallow and one pasta) If pasta pieces are both highest and same then….. b. SECOND TIE BREAKER (if needed): The team with the largest sum total measurement of all unused pieces of pasta or string (in centimeters) wins the tie. (They got best height with least amount of material) If 1 and 2 are tied then….. c. THIRD TIE BREAKER (if needed): The team with the largest distance, when measuring from the floor to the nearest edge of the tallest marshmallow, wins the tie.

READY AIM FIRE

DESCRIPTION:

Build a catapult capable of launching a spherical shaped object at least 1 meter at a target.

A TEAM OF UP TO: 3

APPROXIMATE TIME: 45 Minutes (25 Minutes to build)

EVENT PARAMETERS:               

Each student must bring safety goggles.

THE COMPETITION:

1. The event supervisor will give each team a bag containing the same combination of materials, which may include popsicle sticks, tongue depressors, rubber bands, plastic spoons, straws, masking tape, or other similar materials; and three or more generally spherical objects for launching, made of a soft or flexible material, between 1-3 cm in diameter.

2. There will be 3 identically sized targets, at least 50 cm in diameter, with a bullseye center of at least 10 cm in diameter, and three or more equal concentric rings. For scoring, the bullseye will be considered part of the smallest ring.

1. Target #1 has the bullseye center 1 meter from the launch line.

2. Target #2 has the bullseye center 2 meters from the launch line.

3. Target #3 has the bullseye center 3 meters from the launch line.

1. Each team will have 25 minutes to build and test their catapult.

2. Each team will launch towards the targets three of the objects, in three alternating rounds, from any point behind the launch line.

3. Each team must declare which target they are aiming at before launching the object.

SCORING: 

1. Total Points = Points in Round 1 + Points in Round 2 + Points in Round 3

2. All points are based on where the launched object lands as determined at initial impact by the event supervisor.

3. Points are awarded if the launched object lands in the target that the student designated as the target (either Target #1, Target #2, or Target #3).  The points are awarded for each target as follows:

1. Objects fired at Target #1 will get the points for the ring on the target where the object lands, plus 10 points for landing fully in the bullseye.

2. Objects fired at Target #2 will get 2x the points on the target where the object lands, plus 20 points for landing in the bullseye.

3. Objects fired at Target #3 will get 3x the points on the target where the object lands, plus 30 points for landing in the bullseye.

1. No points are awarded if the object launched lands on a target other than the one declared as the target.

2. When a launched object lands on a line between two scoring rings, the higher score is awarded except in the case of the X ring where the object must be entirely within the ring.

3. TIEBREAKERS:

1. a. Tiebreaker #1:  The most points from Target #3

b. Tiebreaker #2:  The most points from Target #2

c. Tiebreaker #3: The most points from Target #1

STARRY NIGHT

Description:

This competition will test the students' knowledge of our Solar System, and common and recognizable constellations.

Number of Participants:    Up to 3

Approximate Time:    45 minutes

The Competition:

1. Student teams will answer questions about the planets and other major objects of our Solar System, such as the Sun, Moon and asteroids, and major recognizable constellations, such as Orion or Ursa Major.  Materials used may include photographs, drawings, diagrams, or star charts.

2. Questions may include: position and physical characteristics of the planets, Moon and Sun; comparing them by their features; identifying a constellation and the season it might be seen; etc.  Example of a question could be something like: “Which is the largest of the ‘rocky’ planets in our Solar System?” or “What phase of the Moon is shown in the picture?”  Students will NOT be asked about things such as what causes tides, or what “class” is a certain star.

Scoring:

The winner will be the team achieving the highest score. Ties will be broken by a preselected set of questions.

WATER QUALITY

1. DESCRIPTION: Participants will be assessed on their understanding and evaluation of aquatic (water) environments.

A TEAM OF UP TO: 3

EYE PROTECTION: C

APPROXIMATE TIME: 50 minutes

2. EVENT PARAMETERS:

a. Each team may bring an 8.5” x 11” binder of student created notes and information, a non-programmable calculator, and one student-built salinometer/hydrometer (water density tool) for testing.

b. Participants must wear eye protection during Salinometer Testing (3.Part IV.). Teams without proper eye protection must be immediately informed and given a chance to obtain eye protection if time allows.

3. THE COMPETITION: Questions will be about river, lake and ocean locations (e.g., both fresh water and salt water), and may using charts or graphs of data to analyze data about macroinvertebrates (water insects and larva) and water quality.

Water Ecology

Multiple choice, matching, fill-in-the-blank and/or short answers about: aquatic ecology, the water cycle, aquatic food chains/webs, watersheds, pollution, and harmful and invasive species. Students will be expected to know about common pond or freshwater macroinvertebrates, such as: stoneflies, mayflies, damselflies, dragonflies, leeches, midges, scuds and sowbugs.

Coral Reefs

This part will assess participants’ knowledge of coral reefs and the ecological factors that have harmful effects on reef ecosystems. It will also include the identification (common name only) of common coral reef organisms and their importance as indicators of reef health, such as:

Coral shrimp, Butterfly fish, starfish, algae, Grouper, Hard corals, Lobsters, Spiny sea urchins, Moray eels, Parrotfish, Pencil urchins, Snappers, and Sponges.

Analyzing Water

Participants are expected to understand and interpret data related to testing procedures and purposes for collecting data related to salinity, pH, phosphates, turbidity, dissolved oxygen, temperature and nitrates. (No physical, laboratory tests will be performed on these topics by students.)

Salinometer Testing

a. Teams must build, bring and demonstrate a salinometer/hydrometer capable of measuring saltwater concentrations between 1-10%.

b. The team must build it to fit and work in a standard 400 – 600 mL beaker filled with at least 400 mL of water

c. Teams will estimate the percent salinity measured by their device to the nearest percent. Full credit will be given ±1%.

4. SCORING:

a. High score wins.

i. Points will be assigned to the various questions and problems.

ii. Points for bringing a salinometer for testing will be 5% of the total score.

iii. Points for making an accurate salinity measurement will be 5% of the total score.

b. Selected questions will be used as tiebreakers.

WILD WEATHER [pic]

DESCRIPTION:

This competition will test a team’s ability to understand, identify, explain, interpret and predict common, day-to-day weather conditions, the factors which affect and create them, and elements of basic weather forecasting, from the use of weather maps, photographs, diagrams, descriptions and data.

A TEAM OF UP TO: 3

APPROXIMATE TIME: 45 minutes

EVENT PARAMETERS:

Teams must bring writing instruments. Teams may also bring one 8 1/2 X 11 sheet of paper, with notes on both sides. (Such notes can include diagrams, charts and images, and be typed).

THE COMPETITION:

The competition will consist of 10 to 15 stations of no more than 3 minutes per station. The event supervisor will specify the station time at the beginning of the competition, depending on the total time. Each station may have one or more maps, photographs, diagrams or graphs, listing or illustrating weather information or phenomena, and ask teams to answer multiple questions, recording number of stations. There will be a brief time allowed for students to move, not included in the station their answers on a sheet provided. The event will focus on continental U.S weather events, cloud and precipitation types, types of fronts, patterns which are the basis of daily forecasts, distinguishing weather from climate, and concepts of humidity, air pressure, wind patterns, and seasonal changes and their causes. As examples, teams will be expected to have an understanding of the following:

1. Basic weather vocabulary; recognize basic weather map symbols; cold and warm fronts; and the names and use of instruments that measure humidity, wind speed, pressure and temperature.

2. Identify, explain, interpret and make basic predictions relating to, daily weather events by where they occur, the size of the area affected, cloud types, winds, precipitation, locations where they might form and why, etc.

SCORING:

The winner will be the team which achieves the highest score. If questions are of unequal point value, the points will be indicated. Ties will be broken with specific questions that will be compared for correctness between the teams tied.

RESOURCES:

These web pages may be useful as study resources for this event. Note that all questions will not be based only on these resources.

Patterns -

Clouds -

Cloud Types -

Climate -

Others: ,

EXAMPLE QUESTIONS:

A. Students are presented with examples of surface weather maps showing fronts, precipitation, pressure, etc. for two or more successive days, and asked to make basic predictions about conditions in a specific location the next day (temperature go up or down, rain or shine, windy or not).

B. Students are shown pictures of specific cloud types, and asked about the kind of weather which generally occurs with them.

C. Students are shown graphs of month-by-month climate data for a specific location and, from the patterns of temperature and precipitation, pick the likeliest candidate from a multiple list of locations (e.g., Chicago, Phoenix, New Orleans and Seattle), and why.

D. Students are given a diagram or map of high and low pressure centers, and asked to indicate or draw the pattern of winds connected to them.

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