SCIENCE OLYMPIAD

1. SCIENCE OLYMPIAD Mission Possible – C 2010-11 CeAnn Chalker & Matthew Chalker ceann@chalker.org and matthew@chalker.org

2. Disclaimer • This presentation was prepared using draft rules. There may be some changes in the final copy of the rules. The rules which will be in your Coaches Manual and Student Manuals will be the official rules.

3. What is Mission Possible? • Students design, build, test & document a Rube Goldberg-like device • Device made of sequence/series of consecutive tasks • Device must run autonomously • Specific Start and End task

4. Safety Requirements/Inspection • Students must wear safety spectacles with side shields • Items not allowed • Computers or digital circuitry • Remote controls or timing • Liquids (except water or vinegar)

5. Other Potential Hazards not Allowed • Rat traps • Model rocket engines • Fireworks, explosives, lighters • Flammable substances, matches, candles • Uncontrolled projectiles • Any other hazardous materials

6. Allowed Items • Simple electric DC motors • Factory sealed batteries • No more than 10.0 volts per any single electrical circuit (no lead-acid batteries) • Energy devices may be set/activated prior to starting the device (flashlights, mousetraps, and circuits, not motors)

7. Requirements • Maximum Size of Machine (50 cm x 50 cm x 80 cm) • Task Sequence List • Ten tasks required to earn maximum points must contribute to the completion of the final task • No parallel sequence of tasks allowed

8. Requirements – Start Task – Task A • Device must be started by: • Drop a quarter into the device • Trigger a mousetrap • Begins the chain of events leading to the final task

9. Requirements –Final Task – Task N • Raise a helium filled balloon: • Tethered to the device • Raise between 1m and 2m • With a billboard hanging from it • 3 points for every 0.1 grams in the billboard mass

10. Other Details • Tasks between the Start Task and Final Task may be in any order. • Additional non-listed devices, tasks, and energy sources may be built into the device between the listed tasks but will not earn points. • Additional non-listed tasks must contribute to the completion of the final task.

11. 12 Other Tasks - Choose up to 8(May be in any order) • Use a force to push a wedge between two objects so that they separate and cause the next action. (20 points) • Use a pulley system with an IMA of 3 to lift a mass at least 15 cm. then causing the next action. (20 Points)

12. Other Tasks cont’d • Turn a screw so that its tip stays in-contact with an object and forces it to move at least 2 cm (20 Points) • Use a third-class lever to cause the next action in the device (20 points) • Inflate a balloon such that the balloon triggers the next action (30 points)

13. Other Tasks cont’d • Use a closed hydraulic system to trigger the next action (30 points) • Move a volume of air (not pneumatic) such that the moving air triggers the next action. (30 points) • Initiate an enclosed chemical reaction that creates gas and use that gas to trigger the next action. (40 points)

14. Other Tasks cont’d • Demonstrate centripetal force and use that force to trigger the next action (40 points) • Decrease an object's temperature such that the change in temperature triggers the next action (50 points) • Stack five wooden blocks, leading to the next transfer (50 points)

15. Special Task • A timer should be used that allows a stream of sand to fall from one container to a different one. The sand timer must operate for at least 15 seconds and then the mass of the accumulating sand must trigger the next action. No electricity may be used in the device after this timer has started. • 100 points in general for sand timer • 2 extra points for each rounded second of operation

16. Task Sequence List • Format • What is listed? (All tasks in operation sequence) • Numbering and Letter Labeling Tasks • Accuracy • Sequential vs. “dead ends” and “parallel paths” • When to turn in TSL • How many copies?

17. Tournament Day • Set up • Only 30 mins. Before you plan or are scheduled to run device • Be able to explain device to judges • Go through TSL • Run Device • Remove from testing location

18. Device Operation - Timing • Timing begins when Event Supervisor says, “Go” • Student drops quarter into device to start • Clock does not stop until maximum time limit of 3 minutes • Tasks completed after 3 minutes will not be scored • Timing stops when: • Device fails to operate • Or device completes final task • Or 3 minutes have elapsed

19. Device Operation – Ideal Operation Time • The Ideal operation times will be announced after impound • Regional – 60 seconds • State – from 60 – 90 seconds • Nationals – 90 – 120 seconds

20. Device Operation – Penalties • Each touch or crossing of the imaginary box is a penalty • Students may “adjust” device but will receive penalty points • Stalling will lead to DQ • Points will not be awarded for task completion when touches or adjustments lead to the task completion

21. Scoring • 2 pts - for each full second of operation up to the “ideal” time. • 250 pts - final task completed in 3 mins. • 75 pts - Sequence Task List (STL) submitted on time and correct format • 25 pts - STL 100% accurate documentation of device operations • 50 pts – no more that 30 min. setup • 20, 30, 40 or 50 points for each additional task

22. Scoring • 2 points for each second of sand timer operation • 3 points per 0.1 grams of the billboard mass

23. Penalties • 1 point for each second the device operates over “ideal” time (Max 120 pts) • 100 pts for each motor running at start • 100 pts not starting with required 1st Task • 50 pts, one time, for any object that leaves the boundary of the device (except flag & pole) • 15 points for each time the device is touched, adjusted, or restarted • Tier 2 for construction violations, parallel designs or “dead end” paths

24. Things to Consider • Avoid questionable components • Device may not be timed or controlled by any remote method • Final Task – the team may not complete the task themselves • Obvious stalling will be a DQ

25. Costs & Time Commitment • Inexpensive available materials • Avoid the “Black Hole” theory • Where does the money go? • Long term project approach • In your classroom vs. in a student’s garage or basement • Parent involvement