2012 middle school guide - Richmond Public...

Middle School Mind Games

2012

Coaches Guide

Tuesday, April 24, 2012

Richmond City Public Schools

Special Program for Academic and Creative Excellence

Celebrating 31 Years of Mind Games

(1981-2012)

2012 Middle School Mind Games

9:30 A.M. to 1:00 P.M.

Tuesday, April 24, 2012 at

Lucille Brown Middle School

No transportation will be provided. Schools must provide transportation for their team(s)

Lunch Students should bring a lunch or arrangements should be made by the

middle school to provide lunch for the team members.

2012 Middle School Mind Games Team Registration Sheet

School: Transportation will not be provided. Schools will provide transportation for their team(s). PLEASE TYPE: Team I: Mind Games Team Members: Coaches: Team II: Mind Games Team Members: Coaches: Please fax to Ella Motley at 780-7804 by February 15, 2012. This information will be used to provide participation certificates for the students.

Middle School

Mind Games Coaches Guide General Information

The purpose of Mind Games is to promote intellectual skills, teamwork and self-esteem through friendly competition. There are no losers in Mind Games. Any student who participates is automatically a winner. Mind Games competitions were begun in the elementary division in 1981 with two events; one for grades 2-3 and another for grades 4-5. Due to the interest of students who had participated during their elementary years, Mind Games was extended to middle school in 1987. Mind Games is designed to encourage intellectual excellence and cooperative problem solving among students. We hope that each school will support its Mind Games Team(s) with the same pride and enthusiasm that is given to athletic competitions. We recommend that team members and coaches wear school T-Shirts and bring school banners to the city meet. We want every participant to have fun using his or her intellectual abilities to the fullest. Teams Each school may field one or two complete teams. Each team must consist of 7 members, only 5 of whom will participate in the competition at any one time. All 6th, 7th and 8th grade students, whether they are enrolled in SPACE or not, are eligible to try out for their school's Mind Games teams. No more than 2 eighth graders are allowed on a team. You must have at least one student from each grade level. Eighth graders may serve as student coaches. It is recommended that schools select team members from among the best-qualified students. Schools may use teacher recommendations, standardized test scores, grade-point averages, or other means to select team members. If requested, SPACE teachers will assist the curriculum specialist or other school personnel in identifying team members. Coaching To prepare for Mind Games, schools need to find one or more coaches and set up team training. Training sessions can be held either during or after school. Students should practice working together effectively for Competitions I, II, and III. They also need adequate time to study and experiment as they prepare for the long-term problem. Adult coaches may be a staff member, parent or community volunteer. Eighth graders may also serve as student coaches. For reasons of fairness, SPACE teachers may not serve as coaches.

The Competitions

Middle School Mind Games will consist of four different competitions, each of which will last for approximately 20 minutes. Each competition will have a maximum score of 100 points, except the long-term problem, which will be worth 200 points. After all teams have completed all events, they will have an opportunity to break for lunch, while the judges determine the final scores. All scoring will be done on an objective basis, and the decisions of the judges will be final. Coaching Objectives:

Here are some general suggestions for coaching your school's Mind Games team. Please feel free to modify these ideas to your style and the needs of your team. The sooner you can begin team training, the better. The long-term problem takes quite a bit of time, and students need to prepare for the other three competitions as well.

• Make your team familiar with the four different competitions. • Help your team learn to work effectively as a group in problem-solving situations. Good teamwork is essential. Emphasize it in preparation. • In training sessions have students:

answer the general information questions learn to solve deductive reasoning/logic problems sharpen their creative problem solving skills.

• Provide plenty of time for students to work on the long term problem. Give guidance about research, design and materials, however, let the students do the actual work.

Mind Games: General Rules for Grades 6-8

1. Mind Games is a competition designed to encourage creative thinking, problem solving, and cooperative effort among middle school students. The competition is open to all students, grades 6-8, in each middle school.

2. Each middle school may enter one or two teams in the competition. Teams should

have only 7 members, 5 of whom participate in each of the four competitions. Teams should be made up of students from all grade levels. You must have at least one student from each grade level. Eighth graders may serve as assistant coaches.

3. Each school should select a coach for each of their Mind Games teams by early

January. The coach may be a parent, teacher, other staff member, or community volunteer. Eighth grade students may serve as assistant coaches. SPACE teachers may not serve as coaches since they plan and run the competition.

4. Schools may select their team members by whatever process they deem

appropriate. Suggested criteria are student interest, achievement, test data, team skills, wide knowledge, and teacher recommendation.

5. The city-wide meet will consist of four different competitions. They are General

Information, Productive Thinking, Logic, and a Long-Term Problem. 6. Competition will be judged by school personnel and community members. All

scoring will be based on objective criteria. Decisions of the judges will be final. 7. Schools are encouraged to promote school spirit through the competition. Students

may wear T-Shirts, hats, buttons, or other “uniforms” to promote school identification. Schools may make and bring a school banner. The students will need to bring a lunch or the school should arrange to provide lunch for them.

8. Each team member and alternate will receive certificates of recognition. Ribbons

are given for first through fifth place in each of the four competitions. For the overall meet, ribbons and plaques are given.

Some Reminders for the Day of Competition

Transportation Bus transportation will NOT be provided for your team. Each school will be responsible for providing transportation for your Mind Games teams. ****A responsible adult from your school must accompany students being transported. Lunch Student team members need to have a lunch and drink. Students eat lunch after the competitions are over while the judges are finishing their work. Each team is responsible for clean up of their lunch and other trash afterwards. Pencils, Paper and Tissues Every team member should have a #2 pencil. Coaches should bring extras, just in case. Please provide 10 sheets of plain white paper and one highlighter for the students to use. One box of tissues for your students to use. Registration Upon arrival, the coach and team members should go immediately to the registration desk to check in. The names of the team members and coaches will be verified for spelling and last minute additions and deletions. A team adult, who will serve as a table monitor, will be assigned to another team at this time. Only the seven-team members from your school will be admitted. Do not bring alternates or other students to support their team. Team Spirit Schools are encouraged to promote school spirit through the competition. Students may wish to wear school T-Shirts or other - "uniforms" to identify their school. A banner to cheer your team on may be taped to the wall if you desire. Parents and school staff are welcomed observers. They may sit in the bleachers. Table Monitors Please designate an adult table monitor from your school. This person may be the coach but does not have to be. Your designee will stand by the table of another school’s team and give impartial assistance with time keeping and scoring throughout the competition. More specific directions will be given on Mind Games day. After the Games Before you leave, see that all trash is properly disposed of and that all personal belongings leave with the owner. If you brought a banner, remove it and take it with you. However, please return the laminated card with your school name to the registration desk. These are not souvenirs. Thanks! As you leave, please take with you our heartfelt thanks and congratulations for all your time and effort that assure Mind Games continuing success. You are all winners to us.

Competition I: General Information

Competition I tests students recall of general information. It consists of 50 to 75 multiple choice questions. Each question will have 5 possible answers; NG may be a choice on some. This will be a paper and pencil test with responses recorded on an answer sheet to be provided. The questions will draw on information from all subject areas and what can be referred to as general information. Included will be questions on current events, geography, science, communicative arts, mathematics, analogies, patterns, and sequences. The final ten questions will be pictures of 10 individuals in the current news. Students will be asked to identify the persons. As you coach students, help them develop an effective team strategy for doing this competition.

Competition II: Productive Thinking

Productive Thinking calls for students to think of many, varied, and unusual responses to a question or problem. Begin training by helping students to generate as many ideas as possible in responding to such questions as these:

Think of many, varied, and unusual things that: a. are cold h. are sharp b. smell good i. are elastic c. are square j. are invisible d. are clear k. come in pairs e. float l. are discoveries f. are rare g. have eyes

As students practice productive thinking, first encourage them to come up with as many ideas as possible. Often the best ideas come later on in student's thinking. Begin looking for responses that are highly original. Have students identify ideas that seem to have this special quality. Try working with these questions:

Think of many, varied unusual uses or improvements for: a. a key f. a ruler b. a wad of gum g. scissors c. a cotton ball h. a light bulb d. a book i. an old sneaker e. your classroom j. a pencil

Fictional condition: Every Sunday Jason and his family would go to Maymont Park. They would enjoy the paddle boats, feeding the ducks, and playing in the grass. Although they felt bad about the litter, they still had a good time. Well, Jason and his family don't go to the park anymore because Jason and his father were playing a game of chase when Jason tumbled and rolled into a pile of broken beer bottles.

Problem: What could you do to convince users of the park to keep it clean?

Fictional Condition: For three years the country of Tigre has been plagued by drought. Consequently, the harvest of food has been well below the level to feed Tigre's population. Unless something is done millions of men, women, and children will starve to death in this country.

Problem: What different ways can you think of to help the people of Tigre increase their harvest?

Condition: Drinking and driving don't mix. Each year in the United States approximately 20,000 people are killed because of drivers who have been drinking alcohol just before driving.

Problem: What do you think should be done to prevent people under the

influence of alcohol from driving? As students work on these last three problems, look for ideas that are both unusual and likely to be very effective and practical. You and your students can identify many other kinds of real world problems that you see at school and at home that would also make good practice questions. In the Mind Games competition, students will be given 10 minutes to do think of many, varied unusual ideas. They will then be given an additional 5 minutes to select the 20 best answers. Following is a sample of a productive thinking question and how it was scored by the judges. Good answers should be original, relevant, varied, and non-repetitive.

Productive Thinking Question Middle School

The rate of change in our society increases each year. With discoveries and inventions in science, manufacturing and technology, there are always new jobs, products and services on the market. In your lifetime, it is predicted that each one of you will have several different careers as a consequence of these changes. Think about the year 2025 when you will be about 40 years old. What kinds of jobs and careers do you think people will have at that time. Think of as many, new varied occupations as you can and list your ideas on below. You will have 10 minutes. At the end of 10 minutes, we will give you an additional 5 minutes to select your best 20 ideas. List only one idea on a line. Two Point Answers (one of a kind)mag lev driver information highway policeman moon miners hover board manufacturer black hold explorer doctor of robotic implants laser tooth surgeon zero G basketball player alien ambassador flying car salesman electric car repairman virtual reality cyberspace simulator designer fashion designers designing the latest in space suits doctors who put cells in your brain to make you live longer trash vaporizer operators space visor makers for screening ultra- violet rays

global warming alert machine manufacturers teachers to teach over satellites operators for automatic shopping solar traffic light technicians SETI probe (search for extra terrestrial intelligence) social engineer McDonald fly-through teller undersea aquatic developer Hegemon-president of the world robotic arm makers gravity boot makers solar car builders artificial life form manufacturers transformable furniture builders making robotic shopping carts making recyclable fuel cars

One Point Answers (appeared more than once) air car engineer flying car mechanic time machine maker air pollution cleaner rocket pack maker computer programmers robot designers food pill makers cybernetic freezers ozone repairmen travel agents for other planets solar technicians space rangers for law enforcement star warriors aids specialist time traveler president inventor robot repair people taxi jet specialist transporter builders spaceship navigators

computer engineers cloning engineers making flying tennis shoes laser technician nuclear waste disposer

Productive Thinking Problem Review If all private vehicles were banned in the U.S.A. and everyone would be required to take public transportation. What changes would be made in transportation, industry, the economy, social life, personal life, the environment, energy sources and other aspects of life in the United States? One Point Answers tolls could be taken away no rush hour traffic bigger buses no parking lots no fast food drive through snack bars in buses less polluted water. more energy fewer accidents late for appointment DMV will go out of business

a lot of lost money less traffic less police smaller parking lots no driveways at home people would get more exercise personal insurance would go down no more private dates more bicycles and roller blades industries will go out of business

Two Point Answers maglev technology would develop faster more subway crimes more HOV lanes less personal property tax no gas taxes no executive jets diesel prices would go up buses, trains, subways would take credit cards more bus companies people would move to city more government spending shoe sales would go up fewer imports

no parking meters can’t visit family ozone layer close in superstars can’t get to concerts no parking tickets people would carry more change no back seat drivers no handicap spaces no place to take groceries home bus sick, not car sick no more drunk drivers more entrepreneurs

Productive Thinking Problem The American public says it is very concerned about the future, yet, many think that we are not planning for it wisely. The future of our country belongs to the children of America. Adults need to hear your advice about what you think should be done to help our young people have the best possible life. Think of as many, varied ways that life in the United States could be made better for children. Use your productive thinking to think of as many ideas as you can. You will have 10 minutes to think of as many ideas as you can. Then, you will have 5 more to select your 20 best ideas. Look for ideas that are realistic, practical and feasible. Below are all the responses. Working with students, rank them as 0, 1 or 2 points. better schools better school lunch more extracurricular activities reduce pollution diets reduce TV time more educational programs more hands-on learning experiences more sex and drug education classes sanitation machines more advanced technology in classrooms physical fitness laws more interactions with foreign countries better living conditions less crime and violence on TV mandatory health exams better lesson plans more interesting curriculum more child proof appliances more job training more scholarships more handicapped privileges more educational activities child care for parents more jobs for teens more police officers improved technology in libraries metal detector more safety precautions more pay for teachers more educational competitions school gun detectors more clubs, youth centers, etc. more homeless shelters better facilities for the mentally ill free college free internet early job training more academic competitions pollution free vehicles satellite learning foreign exchange students

free elderly care opportunities to speak out lower the voting age more recreations facilities consumer education job-for-a-day a national curfew higher restrictions on hand guns instead of welfare-give people jobs more javelin jails better funding for public schools more money toward child abuse enforce movie limitations more cultural awareness give children a chance to make own rules give youth classes for responsibility computer tutor teen president responsibility programs stylish uniforms more scholarships groups for talking about problems at home age to work lowered teen pregnancy counseling for mother and

father more recycling tree protection harder criminal punishment more Boy's Clubs ID for children teach kids about abstinence teach kids respect homes for everyone day care improvement no segregation, racism, or sexism no explosives issued to civilians better sewer treatment better health care well trained MDs cure AIDS and cancer better health plans for young people high-school diploma requirements more

challenging

world-wide mandatory recycling laws faster, more eco-conscious transportation more energy efficient homes have people less dependent on technology explore uncharted, resource-plentiful areas explore rainforests for medicines and cures stiffer terrorism laws peer mediation mandatory more special schools for expelled students apprenticeships offered at schools more student, teacher, parent programs better supplies for schools children adopt children to see responsibility

of being a parent better medical care for immigrants and

minorities stop racism, teach children about cultures don't let children get away with everything give children a chance to explain their

thoughts more programs to help families bond more programs to help child/adult literacy more school counselors books at a higher educational level

educational camps

Competition III: Logic

In this competition, each team will receive 10 logic problems to solve. These will include deductive reasoning puzzles, syllogisms, mathematical logic, and other "brain teasers." The team will receive 10 points for each problem solved correctly within the allotted time. The following pages include a variety of logic problems for student practice. SPACE students and former Mind Games participants are familiar with these problems.

Syllogisms Syllogism Reminders A syllogism is made up of three sentences or statements. The three sentences or statements are referred to as an argument. The first two statements in a syllogism are called premises. The third sentence in a syllogism is called the conclusion. The two premises contain clues that support or prove the conclusion. A syllogism always contains three different categories or sets. Each set must appear in two of the three statements; each set is used twice in a syllogism. Syllogisms are worded in a special way. Premises begin with "all," "no," or "some", they use the verbs "is, "are", or "are not." A

conclusion begins with the word "therefore." It is not important whether or not the premises are true or whether they make sense. This

is because many times you do not (or cannot) know whether the premises are true or false. Your only concern is that the two premises do prove the conclusion.

If a conclusion follows logically from the two premises or is supported by the two premises, an argument is said to be valid.

If a conclusion does not follow logically from the two premises or is not supported by the two premises, an argument is said to be invalid.

Mark the syllogisms valid or invalid: 1. All bears have fur. 2. All books are big. All Kodiaks are bears. All trees are big. Therefore, all Kodiaks have fur. Therefore all books are trees. 3. All lemons are yellow. 4. Some pink things grow. No cherries are yellow. All flowers grow. Therefore, no cherries are lemons. Therefore, some pink things are flowers. 5. All newspapers are written in type. 6. Some toys are durable. No books are newspapers. All durable objects are desirable. Therefore, no books are written in type. Therefore, some toys are desirable. 7. All pillows are soft. 8. No dogs are small. All soft things are comfortable. All dogs are cute. Therefore, all pillows are comfortable. Therefore, nothing small is cute. 9. All paper is thin. 10. All fire is hot. All thin things are flimsy. Nothing hot is cold. Therefore, all flimsy things are paper. Therefore, no fire is cold.

Mark the syllogisms valid or invalid: continued 11. Some growing things are grass. 12. All tomatoes are red. All green things grow. All red things are edible. Therefore, some grass is green. Therefore, all tomatoes are edible.

Table Logic

Table Logic Reminders: In table logic problems, four partners always sit opposite each other. People always sit facing the table. Remember that when you are figuring out who sits to

the left and right of whom. Draw a round table with four places around it. Write each full name in the proper place. This should include first and last names. Read each clue very carefully - it may have more than one hint. Enter sure facts only - no guessing. You may need to skip a clue and then go back to it later.

Table logic problems: 1. It is a rainy day. Four friends decide to play a card game. Where does each child sit? You need to know only their first names.

a. Paul, Mike, Catherine, and Laura are playing a card game. b. Paul is the dealer and deals the first card to his right. c. Catherine gets the first card and Paul gets the last. d. Laura, who is sitting across from Catherine, wins. 2. Try-It is a new game, and the children love to play it. Where are the children sitting?

a. Joe Flow is Carol's partner. b. Jill is Carol's brother's partner. c. Daryl Barrel is Carol's brother. d. Jill's last name is Mill. e. Jill is sitting to the left of Joe. 3. Round-a-bout: On a hot summer day four children have nothing to do, so they make up a

new game. The game requires that each child have a partner. In which order do the children sit around the table?

a. Mary always likes to sit to the right of a boy, and she does. b. Trisha Jones and Joe decide to be partners. c. Bobby always signs his name B. Krandall. d. Mary and her sister Trisha really think that Round-a-bout is a good name for the game. e. Joe and his brother Bobby sleep in bunk beds.

4. Sandy Sanders, Marty Martin, Tommy Tucker, and Jason Jackson have invented a new

complicated game called Tickets. Can you tell where each child sits?

a. The children always pass the tickets to the right. b. Marty Martin passes his tickets to Tommy Tucker. c. Jason Jackson and Marty Martin sit facing each other. 5. Family Affair: This is not a game. It is a serious family meeting. There are certain things

that this family must discuss. Where does each person sit?

a. Dave Johnson sits next to Andy. b. With his left hand, Eric accidentally bumps his sister, Karen, into Dave. c. Eric Johnson is pleased with the meeting. d. Andy is Dave's father. 6. Every week, four people who work in the same office get together to play cards. On this

particular evening, each player stays in the same seat for all the card games. Where does each person sit?

a. Tommy Towers and Linda are partners. b. Ms. Thompson plays against Kelly and Mike. c. Tommy and Mike are brothers. d. Ms. Jones doesn't like Linda. e. Linda is not sitting to Kelly's right. 7. Bob and Rob are new children in town. They are also the only twins in town. Two girls ask

the boys to come over to their house to play cards. The boys eagerly accept the invitation; they want to make new friends. Find out where each person sits.

a. As you already know, Bob and Rob are twins. b. Kristine doesn't like Stacey too much, but she decides to be her partner.

c. Rob peeks at Ms. Teams' cards, so Stacey playfully slaps Rob across the shoulder with her left hand, without turning in her chair.

d. Bob Lob is keeping score because he has the best handwriting. e. Ms. Kroft sits to the right of Bob. 8. The same four women have played bridge each week for over 20 years. Although they

have become very good friends, they still seem to enjoy arguing. Where do they sit for this particular game?

a. Annette doesn't like it when Ruth peeks at Annette's cards. b. Ruth Barr and Miss Carson always argue. c. Shirley gets mad because Annette keeps bumping her left elbow. d. Mrs. Holmes has five children. e. Jean thinks Annette is a great partner.

f. Except for Jean, all the women are married. g. Mrs. Mays always plays with Miss Carson.

9. Four friends are planning a backpacking trip. John has a planning session at his house to

decide who will share tents.

a. Ms. Trent is not John's mother, but her son is attending the planning session. b. Jack is sitting on Jim's left and Jim is sitting next to John. c. The Holt boy sits to the right of Jack. d. Jack's last name is Dale, but the Stols boy is not Joe.

10. The Snowman twins, Bowman twins, and Froman twins meet for their weekly game night. Where does each person sit, and what are their first names?

a. No sister sits next to her brother. b. Sandy sits between Jane and Tom. c. Jim Snowman sits between Betty and Fred. d. Although Tom sits next to Mr. Froman, Ms. Froman sits next to Sandy. e. Jane sits to the left of Betty.

Matrix Logic Matrix Logic Reminders:

First read all the clues and write all the names and categories in the matrix. Find all clues that give a definite yes or no. (For example, Kathryn eats taffy. Tina hates chocolate.) Mark boxes with X

or Yes. Remember that whenever you mark a box Yes, you can then put Xs in all the other boxes in that same and that same column.

Find all clues that give some information, but not enough to tell you how to mark boxes. Using those clues, make notes above boxes that you can use when you go back over all the clues.

Go over each clue again carefully and relate it to other clues. Find two or more clues that fit together to give enough information to mark boxes Yes or X (no).

Matrix Problems: Reminder - you will need to make your own matrix or grid.

1. Flowers: Karen, Derek, Fay, Tanya, and Scott each have a special favorite flower. No two of them have the same favorite. Which child goes with which flower?

1. Karen's favorite is not the tulip. 2. Derek hates tulips and roses. 3. Someone really likes daisies. 4. Fay likes violets. 5. Scott likes the flower to which Tanya is allergic.

2. The Artists: Mark, Meg, Melissa, and Marcie are all artists. One child uses only felt pens, one child uses only black pencils, one child uses only water colors, and one child uses only crayons. Find out what each child uses.

1. Melissa loves to use bright colors but doesn't enjoy felt pens. 2. Marcie and Melissa never have paint on their hands, but their friend does. 3. Mark takes excellent care of his brushes. 4. Meg things black pencils are boring.

3. Cleaning Day: Mrs. Bailey tells each of her five children that they must clean one room each week. The rooms that need to be cleaned are the living room, den, kitchen, bathroom, and one bedroom. Which room does each child clean?

1. Darla really dislikes cleaning sinks. 2. Connie hates making beds. 3. Jay and Troy always turn the cushions on the couches when they clean. 4. The den is next to the kitchen; Troy and Phil enjoy talking to each other as they work. 5. There are no couches in the kitchen, bathroom, or bedroom.

4. Family Vacation: The Grand family wants to choose the perfect place for a vacation, but

they have some difficulty making the final decision. Finally, they decide on Lake Z because it is the best place to do their favorite activity. Which activity do they enjoy most: fishing, hiking, camping, or swimming? Which activities do the other lakes offer?

1. Lake Z and Lake F have no camping facilities. 2. Lake S does not allow swimming. 3. Lake R has dried up. 4. There are no fish in Lake F or Lake Z. 5. Lake F is known for excellent hiking.

5. Piano Lessons: Three children in one family are taking piano lessons. The family has a schedule that gives each child an hour to practice. The practice hours are 3:00, 5:00, and 9:00. Find out when each child practices.

1. Betty practices at either 5:00 or 9:00. 2. Bob doesn't practice at 5:00. 3. Brenda doesn't practice at 9:00. 4. Betty doesn't practice at 3:00. 5. Bob practices two hours before Brenda.

6. Who Lives Where: Three children live in different-colored houses on three different streets. Find out the name of the street and the color of each child's house.

1. Cathy's house is orange. 2. Cathy's best friend lives in a red house. 3. Brian's address is 2910 Lake Street. 4. Cathy's best friend is Joann. 5. Cathy's best friend lives on Anza Avenue. 6. Brian's house is brown with steps in front. 7. Someone lives on Maple.

7. Find The Sport: Each of five children like to play one particular sport. No two like the same sport. The children are Joe, Donna, Denise, Kent, and Scott. The sports that they like to play are soccer, baseball, hockey, football, and kickball. Which sport does each play?

1. Joe doesn't like to play soccer. 2. Donna has never played football and neither has Joe. 3. Denise does not play kickball. 4. Joe and Scott do not like to kick balls - it hurts their toes. 5. Joe doesn't like to play baseball. 6. Scott is a great hitter and he gets lots of practice in his favorite sport. 7. Denise has always liked soccer the best of all sports.

8. Careers: Don, Robert, and Laura have chosen careers as a teacher, a plumber, and a house painter. Find out the career and the correct age of each person.

1. Don would not like to be a teacher. 2. Robert is not 25 years old, but his friend is. 3. The plumber is not 30 years old. 4. Lee's friend is 22 years old. 5. Don is 30 years old and his friend, Robert, is the one who works with children.

9. R.I.P.: Six good friends died within one week. Find out the order in which they died: first,

second, third, fourth, fifth, sixth. 1. Jack died immediately after John. 2. Robert died right between Tony and Bill. 3. Fred died. 4. Robert died third. 5. John lived to see four funerals. 6. Tony died two days before Bill.

10. This Is Not Easy: There are five children whom you would like to know better. Find out the ages of each child and the color of each child's house. You will need two categories at the top of your matrix. Filling in the matrix for this problem is tricky. You must read each of the clues very carefully to find out the colors and the ages to write in the boxes at the top.

1. Sean's house is red. 2. Julie is 9 years older than Sean. 3. Kim is 4; she is 2 years older than Sean. 4. Mary's house is the opposite color of Ted's house. 5. Sean's age rhymes with blue. 6. Julie's favorite color is blue, that is also the color of her house. 7. Julie and Kim are sisters. 8. Mary is 11 years older than Ted. 9. Ted is 4 years older than Sean. 10. Ted's house is painted black.

11. Circus Time: Four children go to see the circus. Each child has a favorite circus animal, and each one likes a certain circus food. Find out the children's names, their favorite animals, and the foods they like. Each child's choice is different.

1. Jimmy likes camels. 2. Amy hates popcorn. 3. Bob likes ice cream. 4. Bob likes zebras but hates cotton candy. 5. Tracy likes lions but hates tigers. 6. Amy hates snow cones. 7. Jimmy eats snow cones but hates lions.

12. Birthday Parties: One week there is a birthday party every day. No two children are invited to the same party. Find out the day that each child attends a party. Start your matrix with Sunday and continue on to Saturday.

1. Lisa and Pat don't go to a party on Friday or Saturday. 2. Pat and Alice don't go on a Tuesday, but Sandy does. 3. Jennifer goes to a party on Wednesday. 4. Jim goes to a party the day after Jennifer. 5. Lisa goes the day before Pat. 6. Paul goes on a Saturday.

MIND GAMES Perplexors Tutorial Logic is a way of thinking about things that you do not have to be taught because you already use this kind of thinking every day. When you are faced with a number of choices for anything, you use logic to make your choice Look at the simple chart below to see an example of the kinds of choices you might use logic for to make a decision. In the chart below we are looking for our friend Joe. Joe is at one of three possible places. He is either at the playground, the swimming pool, or on the bicycle trail. To show this clearly we are going to make a chart with Joe’s name at the top, with the three possible places listed under his name. We are going to give you two clues to help you use your logic to figure out where Joe is today so you can play with him. On the chart, cross out the places that Joe would not be, based on the clues. Circle the place where your logic tells you Joe can be found. _________________________

Joe _________________________

playground swimming pool

bicycle trail THE CLUES 1. It is a very cool day and Joe does not like to swim when it is cold. 2. Joe’s bicycle was stolen last week. Did you figure out the most logical place to look for Joe? Your completed chart should look like the chart below. Your logic told you to cross out swimming pool because of the cool temperatures. Your logic told you to cross out bicycle trail because Joe did not have a bicycle. Based on the information, playground should be circled because it is the logical choice.

_________________________ Joe

_________________________ playground

swimming pool

bicycle trail

MIND GAMES

PERPLEXORS TUTORIAL When you use logic you are being a detective. You use clues to help make logical decisions. You will cross out choices when the clues tell you that the choice does not match with the person’s name. You will draw a circle around the answer choice that the clues tell you is the only possible answer. It is very important for you to cross out and circle based on all of the information given by the clues.

WHERE IS EVERYONE? THE STORY Each of the three children is playing at a different place. See is you can figure out where everyone is. THE CLUES 1. Bob and Carol were not at the playground. 2. Carol did not know how to ride a bicycle!

Bob Ted Carol playground playground playground

swimming pool swimming pool swimming pool

bicycle trail bicycle trail bicycle trail

The first clue tells you to cross out playground under both Bob and Carol. The only choice left for Ted was the playground. When you circled playground under Ted, did you remember to cross out swimming pool and bicycle trail? The second clue told you to cross out bicycle trail under Carol. This meant she had to be at the swimming pool. It also meant that Bob had to be on the bicycle. There should have been only one answer left under Bob. If you crossed out and circled correctly, your puzzle should look like the one below.

Bob Ted Carol playground playground playground

swimming pool swimming pool swimming pool

bicycle trail bicycle trail bicycle trail

Lotsa Lattes for Lovely Lionesses

- ANSWERS - The Story: Four lovely lionesses named Linda, Laverne, Lucy and Lala liked to dress up in fancy faux (i.e., fake) furs and go out dancing. They wore leopard, fox, mink, and chinchilla. Their favorite dances were the Salsa, Tango, Cha Cha Slide and Boot Scoot Boogie. After dancing, they were always thirsty, so they would go to the local coffee shop for lattes. Their favorite beverages were vanilla latte, mocha latte, nonfat latte, and iced latte. Based on the clues, match each lioness with her favorite faux fur, her favorite dance, and her favorite latte. The Clues:

1. Linda and Lala liked either iced lattes or nonfat lattes, but the lioness who wore the mink jacket, and whose favorite dance was the Cha Cha Slide, preferred mocha lattes.

2. The lioness who liked to dance the Boot Scoot Boogie while wearing her faux fox fur did not like iced lattes.

3. Laverne could not master either the Cha Cha Slide or the Boot Scoot Boogie and Lala did not wear a faux fox fur or dance the Tango.

4. The Vanilla latte loving lioness would never wear a Chinchilla coat.

Linda Laverne Lucy Lala xLeopard *LEOPARD xLeopard xLeopard *FOX xFox xFox xFox xMink xMink *MINK xMink

xChinchilla xChinchilla xChinchilla *CHINCHILLA xSalsa xSalsa xSalsa *SALSA

xTango *TANGO xTango xTango xCha Cha Slide xCha Cha Slide *CHA CHA SLIDE xCha Cha Slide

*BOOTSCOOTBOOGIE xBoot Scoot Boogie xBoot Scoot Boogie xBoot Scoot Boogie xVanilla latte *VANILLA LATTE xVanilla latte xVanilla latte xMocha latte xMocha latte *MOCHA LATTE xMocha latte

*NONFAT LATTE xNonfat latte xNonfat latte xNonfat latte Iced latte xIced latte xIced latte *ICED LATTE

Lotsa Lattes for Lovely Lionesses

The Story: Four lovely lionesses named Linda, Laverne, Lucy and Lala liked to dress up in fancy faux (i.e., fake) furs and go out dancing. They wore leopard, fox, mink, and chinchilla. Their favorite dances were the Salsa, Tango, Cha Cha Slide and Boot Scoot Boogie. After dancing, they were always thirsty, so they would go to the local coffee shop for lattes. Their favorite beverages were vanilla latte, mocha latte, nonfat latte, and iced latte. Based on the clues, match each lioness with her favorite faux fur, her favorite dance, and her favorite latte. The Clues:

1. Linda and Lala liked either iced lattes or nonfat lattes, but the lioness who wore the mink jacket, and whose favorite dance was the Cha Cha Slide, preferred mocha lattes.

2. The lioness who liked to dance the Boot Scoot Boogie while wearing her faux fox fur did not like iced lattes.

3. Laverne could not master either the Cha Cha Slide or the Boot Scoot Boogie and Lala did not wear a faux fox fur or dance the Tango.

4. The Vanilla latte loving lioness would never wear a Chinchilla coat.

Linda Laverne Lucy Lala Leopard Leopard Leopard Leopard

Fox Fox Fox Fox Mink Mink Mink Mink

Chinchilla Chinchilla Chinchilla Chinchilla Salsa Salsa Salsa Salsa

Tango Tango Tango Tango Cha Cha Slide Cha Cha Slide Cha Cha Slide Cha Cha Slide

Boot Scoot Boogie Boot Scoot Boogie Boot Scoot Boogie Boot Scoot Boogie Vanilla latte Vanilla latte Vanilla latte Vanilla latte Mocha latte Mocha latte Mocha latte Mocha latte Nonfat latte Nonfat latte Nonfat latte Nonfat latte

Iced latte Iced latte Iced latte Iced latte

No Excuses Allowed - ANSWERS-

The Story: Five friends, the Franklin twins Ben and North, and the Marley triplets, Bob, Rita, and Ziggy, all came to school after a long weekend without their Social Studies homework. Their teachers were Mr. Brown, Mr. White, Ms. Pink, Ms. Blue, and Ms. Spelling. Each student had prepared what they thought was an excellent excuse for their missing homework. The excuses were, “My dog ate it,” “I lost my zip drive,” “The computer crashed,” “I left it at my grandmother’s house in Florida,” and “Billy threw my backpack out the school bus window.” Based on the clues below, match each student with his or her teacher and excuse. The Clues:

5. Ben, whose Grandma lives with his family in Virginia, did not have Ms. Farrow for a teacher, and it was Ms. Farrow’s student who blamed the missing homework on a dog.

6. Rita, whose Grandparents all live in Arizona, did not have either Mr. Brown or Mr. White for a teacher, and she did not own a zip drive.

7. Ziggy, who had never met either of his grandmothers, had either Mr. Brown or Mr. White for a teacher, and did not have access to either a computer or a zip drive.

8. Bob had not been to visit his grandparents in over a year, and also did not have access to either a zip drive or a computer.

9. Ms. Blue’s student blamed his missing homework on the lost zip drive and North’s teacher was not Mr. White.

Ben North Bob Rita Ziggy Mr. Brown MR. BROWN Mr. Brown Mr. Brown Mr. Brown Mr. White Mr. White Mr. White Mr. White MR. WHITE Ms. Pink Ms. Pink Ms. Pink MS. PINK Ms. Pink

MS. BLUE Ms. Blue Ms. Blue Ms. Blue Ms. Blue Ms. Farrow Ms. Farrow MS. FAROW Ms. Farrow Ms. Farrow

The ever classic: My dog ate it.


THE EVER CLASSIC: MY DOG ATE IT.



I LOST MY ZIP DRIVE.

I lost my zip drive.




My computer crashed.



MY COMPUTER CRASHED.


Left it at Grand- ma’s in Florida.

LEFT IT AT GRANDMA’S IN FLORIDA




Threw backpack out bus window.




THREW BACKPACK OUT BUS

WINDOW.

No Excuses Allowed The Story: Five friends, the Franklin twins Ben and North, and the Marley triplets, Bob, Rita, and Ziggy, all came to school after a long weekend without their Social Studies homework. Their teachers were Mr. Brown, Mr. White, Ms. Pink, Ms. Blue, and Ms. Spelling. Each student had prepared what they thought was an excellent excuse for their missing homework. The excuses were, “My dog ate it,” “I lost my zip drive,” “The computer crashed,” “I left it at my grandmother’s house in Florida,” and “Billy threw my backpack out the school bus window.” Based on the clues below, match each student with his or her teacher and excuse. The Clues:

1. Ben, whose Grandma lives with his family here in Virginia, did not have Ms. Farrow for a teacher, and it was Ms. Farrow’s student who blamed the missing homework on a dog.

2. Rita, whose Grandparents all live in Arizona, did not have either Mr. Brown or Mr. White for a teacher, and she did not own a zip drive.

3. Ziggy, who had never met either of his grandmothers, had either Mr. Brown or Mr. White for a teacher, and did not have access to either a computer or a zip drive.

4. Bob had not been to visit his grandparents in over a year, and also did not have access to either a zip drive or a computer.

5. Ms. Blue’s student blamed his missing homework on the lost zip drive and North’s teacher was not Mr. White and she did not own a dog.

Ben North Bob Rita Ziggy Mr. Brown Mr. Brown Mr. Brown Mr. Brown Mr. Brown Mr. White Mr. White Mr. White Mr. White Mr. White Ms. Pink Ms. Pink Ms. Pink Ms. Pink Ms. Pink Ms. Blue Ms. Blue Ms. Blue Ms. Blue Ms. Blue

Ms. Farrow Ms. Farrow Ms. Farrow Ms. Farrow Ms. Farrow The ever classic: My dog ate it.

























Logical Reasoning

Venn Diagram Problems Study the diagram of circles below. Then answer the following questions. Circle either T for true of F for false. Yeeks Junk Wigets Squiggles Dingdongs Thingamajigs Zonkers 1. Some wigets are squiggles but not dingdongs. 2. Some wigets are also dingdongs. 3. The dingdong circle overlaps three other circles. 4. Some dingdongs are also zonkers. 5. Some squiggles are wigets. 6. Wigets can also be yeeks. 7. Some thingamajigs can also be junk, zonkers, or dingdongs. 8. Dingdongs can be squiggles but not thingamajigs. 9. The yeek circle overlaps two other circles. 10. Some things are both wigets and thingamajigs. 11. Some junk is also wigets. 12. Some junk can also be thingamajigs. 13. Some squiggles are both yeeks and dingdongs. 14. The squiggles that are widgets are also yeeks. 15. Some thingamajigs are also junk and zonkers.

Math Logic Problems

Add + and - signs to make this a true equation. 8 9 7 6 4 5 3 0 1 2 =100

Add x, + and/or - to make this a true equation. 9 8 7 6 5 4 3 2 1 0 +100

Add =, -, x and/or parentheses: 1 3 5 7 9 0 2 4 6 8 =5

Answers: 89-76+45+30+12=100; 98-7-6+5+4+3+2+1+0=100; (1+3+5+7+9)-(1+2+4+6+8)=5

Sentences Logic Problems: Put these words into order to make a proper sentence.

consistently can count cans Candice don Don or dungarees did doff Dan’s will will Will William his want to wealth


Logic

Sample for practice

School Team Score


Logic

Problem 1

Mr. Fout's Money

Mr. Fout's pockets are loaded down with change. When he empties them out on the kitchen table, he discovers something surprising. He has exactly the same number of pennies, nickels, dimes and quarters, totalling $6.15. How many of each coin does Mr. Fout have? of each coin


Logic

Problem 2

There is a cage at the Memphis Zoo that houses both ostriches and wild pigs. If there are a total of 30 eyes and 44 feet, how many of each are in the cage? ostriches wild pigs


Logic Problem 3

At lunch, three young men and three young women are seated around a round table at a restaurant. Their first names are Bob, Randy, Jim, Jenny, Susie, and Wendy. Use the clues below to place the people correctly around the table, determine their last names and what each is eating.

Mr. Lawson is eating a BLT. The girl sitting across from Randy is eating tuna salad. Randy is sitting to the left of Mr. Simms and to the right of Ms.

Long. The Long sisters, who are seated across from each other, both

ordered hot dogs. Wendy's sister, Jenny, is sitting to the right of Bob. The young man to the right of Ms. Hawkins ordered a ham

sandwich. Bob needed some pepper for his beef stew, so he asked the man

on his left, Mr. Lawson, to pass it. Mr. Speare is seated between two young women.

______________

______________ ____________ _____________ ____________ _____________ ___________ _____________ ___________ _____________ ____________________ ____________________


Logic

Problem 4 It takes Elizabeth three hours to paint a fence, and it takes Clancy six hours to complete the same job. How long would it take both of them working together at their normal paces to complete the same job? hours If it takes a man one hour to dig a hole two meters long, two meters wide, and two meters deep, how long would it take the same man to dig a hole four meters long, four meters wide, and four meters deep, assuming he digs at the same rate of speed? hours


Logic

Problem 5 Movie Mania Five local theaters - the Cinerama, Odyssey, Star, and Stadium -show comedies, science fiction films, musicals, old movies, and new movies on different nights of the week. Each of five people has a favorite type of movie and goes to a different theater on a different night. The nights are Sunday, Tuesday, Wednesday, Friday, and Saturday. Which theater, type of movie, and night does each person attend? Use the clues below to find out. (The people's names can be found in the clues.)

1. Brandon loves comedies but does note go to a show on Saturday or Sunday. He has never been to the Stadium.

2. Lin only goes to the theater that show old movies, which is not the Star or the Century.

3. Adam and Teri are allowed to go to the movies on Tuesdays or Wednesdays, because the shows start at 6:00 p.m.

4. Teri does not go to musicals or to the Century. 5. Devon goes to the movies on Sundays. He does not like to see

musicals. 6. The Century features science fiction movies. 7. The Odyssey shows musicals on Tuesday nights. 8. The Stadium shows new movies. (Use the matrix on the next page to complete this problem.)

Logic 5 Continued

Theaters Types of Movies Nights

POPCORN ANYONE?????????


Logic Problem 6 Count all the rectangles, including squares, in each of the figures below. Be careful -- many of the rectangles overlap. Hint: Try making an organized list of rectangles by size in order to count them all. 1. 2. 3. 4.


Logic

Problem 7

Which symbol should replace the question mark?

A B C D E

X + X X ()+ O () + =O X = O XX () X X ?() = + () O= X O = X

? ____________


Logic

Problem 8 Your number is 3 more than John's number. My number is 2 less than John's number. Therefore, our numbers are both even. True or False My number is odd. Will's number is odd. Therefore, my number is the same as Will's number. True or Fals My number is 2 more than Bob's number. Bob's number is 7 more than Zal's number. Therefore, Zal's number is 5 less than my number. True or False My number is 2 more than Corazon's number. Corazon's number is 5 more than Amy's number. Amy's number is 10. Therefore, my number is 17. True or False My number is greater than A's number. B's number is less than my number. C's number is equal to A's number. Therefore, my number is greater than C's number. True or False


Logic

Problem 9 Awesome Atheletes: Milo, Max, Megan, Matt, and Maria all take weekly lessons in their favorite sports. These sports are karate, tennis, swimming, gymnastics, and golf. Their lessons are on weekdays only. In which sport and on what day does each person take his or her lesson? Use the clues below to find out.

1. Maria's lesson is on Monday. 2. Matt's coach doesn't teach on Tuesdays and Thursdays. 3. Max takes a lesson on Thursday, the day after Matt's lesson. 4. The gymnastics coach works only on Mondays. 5. The karate coach teaches on Wednesdays. 6. Megan doesn't have a lesson on Friday. 7. The tennis coach teaches the day after Matt's lesson. 8. Milo likes swimming more than any other sport.

SPORTS DAYS


Logic

Problem 10

*

*

*

Provide the names of the cards Three playing cards are turned face down (as above) on a table in the following order:

1. There's a king to the left of the diamond.

2. There's a diamond to the left of the spade.

3. There's a club to the left of the spade.

4. There's an eight to the right of the ace.

You are to name the three playing cards.

Mind Games Logic Problems

Answer Key

1. 15 each

2. 8 ostriches and 7 wild pigs

3. Beginning at the top and going clockwise around the table.

a. BLT - Randy Lawson

b. hot dog - Wendy Long

c. ham sandwich - Jim Speare

d. tuna -- Susie Hawkins

e. hot dog - Jenny Long

f. beef stew - Bob Simms

4. 2 hours and 8 hours

5. Lin - Cinerama - )Old Movies - Saturday Adam - Odyssey - Musicals - Tuesdays Devon - Century - Sci Fi - Sundays Brandon - Star -Comedies - Fridays Tari - Stadium - New Movies - Wednesdays

6. 1= 9, 2= 29, 3= 30, 4= 94

7. +

8. false, false, false, true, true

9. Milo - swimming - Friday Max - tennis - Thursday Megan - gold - Tuesday Matt - karate - Wednesday Maria - Gymnastics - Monday

10. King of Clubs, Ace of Diamonds, Eight of Spades

Competition IV: The Long-Term Problem The final competition is the long-term problem which students work on during training to develop their final product(s) for the Mind Games Competition. These problems typically have a construction, writing, and performance component. Research and design are required. Encourage students to do their research immediately and leave plenty of time for trial and error in construction. Remember: the long-term problem is double weighted in competition. It receives 200 points while all other competitions receive 100 each. Make certain that your team has adequate time to prepare high quality products and that they bring all components including design information and log books that will make up a part of their score.

1999 Long-term Problem Part I The catapult was historically a weapon of war. Your challenge is to devise a scenario in which the catapult is used for a peaceful purpose. Design and construct a catapult which will project a missile exactly 5 meters. The target area will be a circle 2 meters in diameter with a bowl 25 to 30 centimeters in diameter at its center. The highest point score will be awarded for missiles landing in the bowl. Other scores will be lower according to the distance from the center. The missile to be shot will be a small foil covered chocolate egg. These will be provided on the day of the competition. Catapult Specifications:

The catapult may be no more than 50 centimeters long, wide or tall. You may not use pre-manufactured gears, engines, parts from toys, games or tools.

Documentation: To be turned in at the time of competition.

A scaled drawing must accompany the catapult. All dimensions must be clearly marked in the metric system. A key, explaining symbols and abbreviations used, must be provided. Ancient catapults can be studied for ideas about use and construction.

A log should be kept of the preparation process. It should include: 1. resources and references consulted 2. historical information gathered 3. the cost of materials 4. adult assistance received

Part II Write an epic poem that describes the scenario and how the catapult was used to solve the problem. It will be presented prior to launching the missile. Specifications:

The poem may be no more than 3 minutes long. A copy should be submitted to the judges.

Its presentation may be in any form students choose. Period costumes and sets may be used if desired.

Rules for Preparation:

No more than $15.00 may be spent on the entire project. Receipts should be recorded in the log.

All work must be done by team members. Coaches may elect to handle any dangerous tools, but this must be documented in the log.

Procedures at Mind Games Teams will be assigned a number which will determine the time of participation. The poem will be presented first. Teams will be allowed 3 practice shorts to set range. Each team can use spotter to advise

trajectory and angle. Missiles (chocolate eggs) will be provided.

1999 Long-term Problem Judging Points Criteria

Documentation scale drawing 25 accurate, clear evidence of research 15 references, notes log 10 expenses, assistance Catapult Model appearance 20 style, neatness, originality Epic Poem quality 30 form, content presentation 30 impact, clarity within 3 minutes 10 Points at Target* 60 20: hit in bowl 10: hit in inner circle 5: hit in outer circle

Total Points 200 * Points based on where missile first hits.

MIDDLE SCHOOL MIND GAMES Long Term Problem

2002 Polar Rescue Studying the Polar Regions can be dangerous work. Snow and Ice storms can arise with almost no warning, leaving explorers blinded in a condition known as a whiteout. In a whiteout, you can see nothing. People have been known to freeze to death ten feet from the safety of a shelter. They must find one another and find safety using pre-planned signals and procedures. Otherwise they are doomed.

The Challenge: Display- Your first task is to research the history of Arctic or Antarctic polar exploration. Choose one noted polar explorer, read the story of his quests. From your research, create a tri-fold display that describes the explorer's exploits. Your display must include maps, graphics and text. You must use a computer in creating your display. Use Information from at least three different sources.

Oral Presentation: Then retell the story of the explorer's adventure in the form of an epic poem. Your poem must be less than two minutes long when read aloud. It will be displayed for the judges at the beginning of the Mind Games competition, and performed for the assembled multitudes during the competition.

Rescue: To simulate a whiteout, three of your five-team members will have white, five-gallon buckets placed over their heads, so they cannot see. The buckets with groups of small holes drilled into the sides to facilitate hearing. The buckets will be numbered, 1, 2, and 3. The team members will then be placed at three different locations somewhere within a half of a basketball court. Six small targets (small buckets representing data collection devices) will be placed elsewhere on the court. Two targets will be numbered "1", two numbered "2", and two numbered"3".

The remaining two-team members will be Directors. They will stand at the explorers' base station -- on the sideline of the basketball court. They must guide the blinded adventurers -- by voice or audible signals only -- to find the appropriately numbered targets. (The student wearing bucket 1 must retrieve targets with the number 1, and so on.) The three-blinded students must then return to the base station as quickly as possible. The task will be considered completed when all six targets have been recovered, and all five team members are seated at the base station. Each team will have a maximum of two minutes to gather as many targets as possible and return to base. Directors will receive alerts from the judges at the 1:30 minute and the 1:45 minute marks.

Because task requires students to hear guidance from their directors, there will be sever penalties, including disqualification for a second offense, for any team that makes distracting noise while another team is competing on the floor.

Log: Your team must keep a careful written log of its research, planning, and practice. This journal must be written neatly using a word processing program. Your team may spend no more than $25 on this problem, and all expenses must be documented in your log.

NOTE: If you are not certain whether or not a particular technique meets the Mind Games criteria, please check with Mr. Fout before the day of the competition. We don't want any team to be disqualified.

MIDDLE SCHOOL MIND GAMES

Long Term Problem - Scoring 2002

SCHOOL: _________________________________________ TEAM #________________ DISPLAY: Display includes one or more maps (max. of 10 pts.) Provides details of explorer's life and work (max. of 10 pts.) Illustrated with photos and/or drawings (max. of 10 pts.) Produced with a computer (max. of 5 pts.) LOG: Complete and detailed (max. of 10 pts.) Expenses detailed (max. of 10 pts.) Produced with a computer (max. of 5 pts.) POETRY PERFORMANCE: Quality of lyrics (max. of 10 pts.) Creativity (max. of 10 pts.) Strength of performance (max. of 10 pts.) (organization, stage presence, clear and understandable) Meets time limitation (max. of 10 pts.) NAVIGATION: ______Targets retrieved (must be retrieved by appropriately numbered team member) x 5 pts. =_____(max. 30) ______Team members seated at base within 2 min. x 5 pts. =_____(max. 25) Best time to complete rescue/Time of completed rescue x 55 pts.=_____(max. 55) Penalty points deducted - _______ TOTAL possible points: 200 P. Fleisher

Roll Over, Beethoven Sure, anyone can play Beethoven’s Ninth Symphony on the violin or the oboe, (Well, not really.) But can you play it on a phizzaphone, a tenor hornucopia, or a didgeridon’t? The Challenge: Create, build and name three different, original musical instruments. Each instrument should be able to play notes of various pitches. (An unpitched percussion instrument will not meet this requirement.) Using the three instruments, your team will play a recognizable version of “Ode to Joy”, from Beethoven’s Ninth Symphony. You will then create an original musical composition using the three instruments. You may also include and sing lyrics as part of your composition. Each instrument will also be judged on the range of notes it can produce. A range greater than one octave will earn bonus points. Display: Select one of the four families of musical instruments (strings, brass, woodwinds, or percussion). Research that family of instruments. Then design and produce a bi-fold or tri-fold display about the family you chose. The display must include both graphics and text. You must use a computer in creating your display. You must use information from a least three sources. Performance: Your original instruments will each be tested for range of pitch. Your team will then perform “Ode to Joy”. Finally, you will perform your original musical composition. The composition may include lyrics as well as instrumental music. The original composition must last between 1 and 2 minutes. Log: Your team must keep a careful written log of its research, planning, and practice. This journal must be written using a word processing program. The log must include creative fictional histories of the three instruments you have created and technical drawings of each instrument. Your team may spend no more than $25 on this problem, and all expenses must be documented in the log. Note: If you are not certain whether a particular technique is acceptable, check with an adult sponsor before the day of the competition.

Roll Over, Beethoven Scoring Sheet Team: Research Display:

Provides details about a family of instruments (max. 10 pts.)

Illustrated with photos and / or drawings (max. 10 pts.)

Neatly and attractively designed (max. 5 pts.)

Log:

Complete and detailed (max. 5 pts.)

Includes technical drawings (max. 10 pts.)

Includes fictional histories of original instruments (max 20 pts.)

Expenses detailed (max. 10 pts.)

Produced with a computer (max 5 pts.)

Engineering Challenge / Performance:

Instruments can play at least one octave range:

Instrument 1 (25 pts. + 5 pts. bonus for range > 1 octave)

Instrument 2 (25 pts. + 5 pts. bonus for range > 1 octave)

Instrument 3 (25 pts + 5 pts bonus for range > 1 octave)

Successfully perform “Ode to Joy” (max. 25 pts.)

Original composition:

Creativity (max. 20 pts.)

Strength of performance (organization, stage presence, clarity)(max. 20 pts.)

Meets time limitation (Deduct 1 pt. for each second over 2 minutes or under 1 minute) (max. 20 pts.) Plenty points deducted Reason(s) TOTAL

Total possible points; 250

Roll Over, Beethoven Hints for Coaches When forming teams, encourage students to select at least one person per team who knows how to read and write musical notation, if possible. Do you know how to get to Carnegie Hall? Practice, practice! The more rehearsals, the better the students’ performances. Encourage students to perform boldly, in full voice. Percussion instruments are acceptable if they can play notes of different pitches. Other unpitched percussion may also be used to accompany a team’s three pitched instruments. Most woodwinds make sound through the vibration of a reed. Students can make a simple, effective double “oboe” reed by cutting the end of a plastic soda straw in a triangular shape, and then flattening it between the teeth. Woodwinds change pitch as the length of the tube of vibration air is changed. The pitch of stringed instruments is modulated by changing the string’s length with a finger or sliding a piece of metal or glass (like a slide guitar). Changing the tension on a string or using strings of different thicknesses also varies the pitch. Stringed instruments will sound better with some sort of resonator. Brass instruments make sound when the player “buzzes” his or her lips into the mouthpiece. They also change pitch by changing the length of the tube or by changing the tension of the lips. Your students may want to visit http://www.oddmusic.com/gallery/ for inspiration. They may also get ideas from listening to recordings of Spike Jones, Raymond Scott, Harry Partch, or Donald Knaack. Topics for Research: percussion, strings, brass, woodwinds

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