NATIONAL SCIENCE OLYMPIAD

AND

NATIONAL SCIENCE STANDARDS ALIGNMENT

C Division

Astronomy - Teams identify constellations and solve astronomy problems.

H.D.4 a, b, c

D. Earth and Space Science – Earth and space science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.D.4 Origin and evolution of the universe

a. The origin of the universe remains one of the greatest questions in science. The "big bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since.

b. Early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars. Billions of galaxies, each of which is a gravitationally bound cluster of billions of stars, now form most of the visible mass in the universe.

c. Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements.

Bottle Rocket - Participants will design, construct and test rockets made of plastic pop bottles, which will remain aloft for a maximum period of time.

H.E.1 b, c, d

E. Science and Technology – An understanding of science and technology establishes connections between the natural and designed world, linking science and technology.

H.E.1 Abilities of technological design

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

Cell Biology - Contestants will answer questions on cell structures and functions.

H.C.1 a, b, c, d, e, f

C. Life Science – Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.C.1 The cell

a. Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material.

b. Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell.

c. Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.

d. Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division.

e. Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems.

f. Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and organs that comprise the final organism. This differentiation is regulated through the expression of different genes.

Chemical ID - Teams will identify ten individual solids on the basis of their reactions with indicators and each other and answer questions about qualitative analysis concepts.

H.B. 3 a, b, c, d, e

B. Physical Science – Physical science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.B.3 Chemical reactions

a. Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.

b. Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.

c. A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.

d. Chemical reactions can take place in time periods ranging from the few femtoseconds (10^-15 seconds) required for an atom to move a fraction of a chemical bond distance to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, on the temperature, and on the properties–including shape–of the reacting species.

e. Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

Chemistry Lab -Teams will demonstrate chemistry laboratory skills related to selected topics.

H.B.3 a, b, c, d, e

B. Physical Science – Physical science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.B.3 Chemical reactions

e. Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

Compute This - Teams are presented with a problem that requires quantitative data capture from the public Internet and the electronic organization and presentation of data in a graphical format.

H.U.2 a, b, c

U. Unifying Concepts and Process – Unifying concepts and processes help students think about and integrate a range of basic idea, which builds an understanding of the natural world.

H.U.2 Evidence, models, and explanation

a. Evidence–Evidence consists of observations and data on which to base scientific explanations. The goal is to help students use evidence to understand interactions and predict changes.

b. Models–Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. The goal is to help students learn how to make and use many models, including physical objects, plans, mental constructs, mathematical equations, and computer simulations.

c. Explanations–Explanations provide interpretation, meaning, or sense to objects, organisms, or events. Explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements, such as hypotheses, laws, principles, and theories. The goal is to help students create explanations which incorporate a scientific knowledge base, logic, and higher levels of analysis.

Designer Genes - Students will solve problems using their knowledge of genetics.

H.C.2 a, b, c

C. Life Science – Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.C.2. Molecular basis of heredity

a. In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "letters") and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome.

b. Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. The fact that the human body is formed from cells that contain two copies of each chromosome–and therefore two copies of each gene–explains many features of human heredity, such as how variations that are hidden in one generation can be expressed in the next.

c. Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring.

Disease Detective - This event requires students to apply principles of epidemiology to a published report of a real-life health situation or problem.

H.F.1 a, b, c, d, e, f, g

F. Science in Personal and Social Perspectives – A personal and social perspective of science helps a student to understand and act on personal and social issues. This perspective builds a foundation for future decision making.

H.F.1 Personal and community health

a. Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms–sensory, motor, emotional, social, and technological–that can reduce and modify hazards.

b. The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism. Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted.

c. Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices.

d. An individual's mood and behavior may be modified by substances. The modification may be beneficial or detrimental depending on the motives, type of substance, duration of use, pattern of use, level of influence, and short- and long-term effects. Students should understand that drugs can result in physical dependence and can increase the risk of injury, accidents, and death.

e. Selection of foods and eating patterns determine nutritional balance. Nutritional balance has a direct effect on growth and development and personal well-being. Personal and social factors–such as habits, family income, ethnic heritage, body size, advertising, and peer pressure–influence nutritional choices.

f. Families serve basic health needs, especially for young children. Regardless of the family structure, individuals have families that involve a variety of physical, mental, and social relationships that influence the maintenance and improvement of health.

g. Sexuality is basic to the physical, mental, and social development of humans. Students should understand that human sexuality involves biological functions, psychological motives, and cultural, ethnic, religious, and technological influences. Sex is a basic and powerful force that has consequences to individuals' health and to society. Students should understand various methods of controlling the reproduction process and that each method has a different type of effectiveness and different health and social consequences.

Dynamic Planet/Glaciation - Teams will work at stations that display a variety of earth science materials and related earth science questions.

M.D.1 f, g, j – H.D.3 b

D. Earth and Space Science – Earth and space science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

M.D.1 Structure of the earth system

f. Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground.

g. Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans.

j. Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.

H.D.3 Origin and evolution of the earth system

b. Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

Experimental Design - Given a set of unknown objects, teams will design, conduct, analyze and write-up an experiment.

H.A.1 a, b, c, d, e, f

A. Science as Inquiry – Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

H.A.1 Abilities necessary to do scientific inquiry

a. Identify questions and concepts that guide scientific investigations.

b. Design and conduct scientific investigations.

c. Use technology and mathematics to improve investigations and communications.

d. Formulate and revise scientific explanations and models using logic and evidence.

e. Recognize and analyze alternative explanations and models.

f. Communicate and defend a scientific argument.

Fermi Questions - Teams seek a fast, rough estimate of quantity in power(s) of ten.

H.U.3 a, b, c

U. Unifying Concepts and Process – Unifying concepts and processes help students think about and integrate a range of basic idea, which builds an understanding of the natural world.

H.U.3 Change, constancy, and measurement

a. Change–Change denotes making something different. Changes in systems vary in rate, scale, and pattern, including trends and cycles. The goal is for students to identify and measure changes in properties of materials, positions of objects, motion, and form and function of systems.

b. Constancy–Constancy is uniformity in nature, value, and extent. The goal is to help students recognize those conditions or values that cannot change or be changed.

c. Measurement–Measurement makes quantitative observations about objects, events, or systems. The goal is to help students use tools of measurement and measurement systems and to achieve understandings of scales and rates.

Forensics - Students will identify polymers, solids, fibers, and other materials in a crime scenario.

H.B.2 d - H.B.3 a, b, c, d, e

B. Physical Science – Physical science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.B.2 Structure and properties of matter

d. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.

H.B.3 Chemical reactions

e. Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

Forestry - Students will demonstrate knowledge of taxonomic keys, habitats, life history and geographic distribution.

H.C.3 e

C. Life Science – Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.C.3 Biological evolution

e. Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.

Fossils - Students will identify, describe, and classify various fossil specimens.

H.C.3 e - H.D.3 b

C. Life Science – Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.D.3 Origin and evolution of the earth system

D. Earth and Space Science – Earth and space science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.D.3 Origin and evolution of the earth system

Health Science - Students will be tested on their knowledge of fitness concepts.

H.F.1 a, b, c, d, e, f, g

H.F.1 Personal and community health

Mission Possible - Participants will design and build a Rube Goldberg like device, which demonstrates a series of energy transfers to accomplish a specific task.

H.E.1 a, b, c, d, e

E. Science and Technology – An understanding of science and technology establishes connections between the natural and designed world, linking science and technology.

H.E.1 Abilities of technological design

a. Identify a problem or design an opportunity.

b. Propose designs and choose between alternative solutions.

Physics c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

e. Communicate the problem, process, and solution.

Physics Lab: Optics and Thermodynamics - Teams will demonstrate physics laboratory skills related to selected topics.

H.B.5 a, b, c, d - H.B.6 a, b, c

B. Physical Science – Physical science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

H.B.5 Conservation of energy and increase in disorder

a. The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.

b. All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.

c. Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.

d. Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels.

H.B.6 Interactions of energy and matter

a. Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.

b Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.

c. Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify the substance.

Practical Data Gathering - Students will solve practical science problems.

H.U.2 a, c - H.U.3 c

U. Unifying Concepts and Process – Unifying concepts and processes help students think about and integrate a range of basic idea, which builds an understanding of the natural world.

H.U.2 Evidence, models, and explanation

a. Evidence–Evidence consists of observations and data on which to base scientific explanations. The goal is to help students use evidence to understand interactions and predict changes.

H.U.3 Change, constancy, and measurement

Remote Sensing - Teams use maps and remote sensing technology to explain human land use patterns and the relationship of a region’s physical environment to the cultural landscape.

H.F.5 b, c – M.D.1 c

H.F.5 Natural and human-induced hazards

b. Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.

c. Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spectacular. But there are slow and progressive changes that also result in problems for individuals and societies. For example, change in stream channel position, erosion of bridge foundations, sedimentation in lakes and harbors, coastal erosions, and continuing erosion and wasting of soil and landscapes can all negatively affect society.

D. Earth and Space Science – Earth and space science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

M.D.1 Structure of the earth system

c. Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.

Robot Ramble - Students will design and build a robot capable of performing certain tasks.

H.E.1 a, b, c, d

E. Science and Technology – An understanding of science and technology establishes connections between the natural and designed world, linking science and technology.

H.E.1 Abilities of technological design

a. Identify a problem or design an opportunity.

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

Storm the Castle - Teams will design, construct, calibrate and operate a device capable of launching a projectile as far and as accurately as possible using only the energy of a falling counterweight.

H.E.1 b, c, d

H.E.1 Abilities of technological design

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

Tower Building - Teams will design, build & test the lightest tower to carry a maximum load.

H.E.1 b, c, d

H.E.1 Abilities of technological design

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.

Wright Stuff - Students will design and build a propeller propelled aerodynamic device for greatest time aloft.

H.E.1 b, c, d

H.E.1 Abilities of technological design

b. Propose designs and choose between alternative solutions.

c. Implement a proposed solution.

d. Evaluate the solution and its consequences.