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Event Information


Building the Basic PVC Wind Turbine (US Dept of Energy)
Here is a website for constructing an inexpensive wind power device.

National Rules Clarifications/FAQs

Preparation Tips

NEW Eye Protection Guidelines

Building and Tools Policy 
for constructed devices

Significant Figures Policy

Alignment to National Standards

NOAA Education Resources for Science Olympiad
"Founded in 1998, the Science Olympiad Student Center has grown to become one of the most important resources to Science Olympiad participants endeavoring to improve their scientific knowledge."

Science Olympiad YouTube channel - Check out the Science Olympiad TV YouTube Channel for devices in action, Event Supervisor interviews, National Tournament footage and more! 

Top 2016 Scores

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Food Science Notebook Feedback

"After looking at the food science experimental notebooks we wanted to provide you some feedback. We had 23 teams submit notebook forms. 15 received a zero primarily because they did not change the independent variable on each notebook page as specified in the national FAQ on 2/20. Many of these did one notebook page for each iteration of the independent variable. 

For those teams that received more than 10/20 points I noticed primarily one error.

There seems to be a misconception between "Analysis" and "Conclusion". Our supervisor interpreted the analysis portion of the notebook as a place for students to discuss why the independent variable had the observed effect. Instead many students just wrote a conclusion of the results. This resulted in a 10% (0.1pt) penalty per page.

For example: school X changed sugar amounts in their ice cream. The team observed and concluded the tower height correlated with less sugar. But the team made no analysis (in terms of food chemistry) why this might be so. This may be difficult for students at this level to analyze chemically why the sugar content had the observed effect but a possible solution would be for the students to investigate less complicated food science problems. ( e.g. Why does pH affect curd formation? Why does amount of salt change ice cream?, why does the shaking time affect the butter production?) 

I would stress that students should be guided to try to develop a hypothesis after looking at the science on production of the dairy product and create an experiment to test the hypothesis. The analysis should interpret the results and is also a good place to encourage students to formulate additional experiments to refine their hypothesis."