2012-2013 ms competitive event guide

2012 & 2013 MIDDLE SCHOOL TECHNOLOGY ACTIVITIES

National TSA Conference Competitive Events Guide

With Correlations to Science, Technology, Engineering and Mathematics (STEM) Standards

®

© Copyright 2011 — Technology Student Association Eighth Edition

All rights reserved. This document was developed by the TSA Competition Regulations Committee and is sanctioned by the TSA, Inc. Board of Directors. Unless indicated in this document, no part may be reproduced in any form or by any means, without written permission from the executive director of the Technology Student Association.

For more information, please contact the Technology Student Association 1914 Association Drive Reston, VA 20191-1540 phone 703.860.9000 fax 703.758.4852 [email protected] www.tsaweb.org

Edited by Hillary Lee

CONTENTS

ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

TSA, THE ORGANIZATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

TSA, Inc. Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

TSA Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Role of Competitive Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

MIDDLE SCHOOL PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Levels of Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

General Rules and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Competitive Events Attire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Competition Regulations Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Rules Interpretation Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Event Coordinator Reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) INTEGRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Science Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Technology Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Criteria for Accrediting Engineering Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Principles and Standards for School Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 18

TSA AND THE LEADERSHIP COMPONENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Glossary of Leadership Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Middle School Leadership Lessons Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

TSA AND CAREERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

The 16 Career Clusters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

TSA Competitions and The 16 Career Clusters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

COMPETITIVE EVENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

The Official TSA Competitive Event Rating Form/Rubric. . . . . . . . . . . . . . . . . . . . . . 31

Agriculture and Biotechnology Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Career Prep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Challenging Technology Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Communication Challenge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Community Service Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Construction Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Dragster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Electrical Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Environmental Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Essays on Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Global Manufacturing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Go Green Manufacturing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Inventions and Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Leadership Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Medical Technology Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Multimedia Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Prepared Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Problem Solving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Promotional Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Structural Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

System Control Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250

Tech Bowl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Technical Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Techno Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Transportation Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Video Game Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Website Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

FORMS APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317

2012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guidevi

ACKNOWLEDGMENTS

TSA is grateful to many people for their advice and expertise in developing the competitive events program over the years. We especially appreciate the volunteer efforts of the members of the Competition Regulations Committee, noted below, who have written and refined the event specifications that appear in this guide.

Bob Behnke, Texas Tom Bonetti, Kansas Paul Caldwell, Texas Frank D. Calfee, Tennessee Tonya V. Childress, Tennessee Leigh Davis, Tennessee Staci Davis, Kentucky Hal Harrison, South Carolina Laura Hummell, Pennsylvania Paul Jacobs, Virginia Lauren Olson, Mississippi Steve Price, Georgia Sid Rader, Virginia Kathleen Squibb, North Carolina Bud Worley, Texas

Goodheart-Willcox Publisher contributed to the production of this guide.

12012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guide

TSA, THE ORGANIZATION

The Technology Student Association (TSA) is the only student organization devoted exclusively to the needs of students with a strong interest in technology. Open to those who are enrolled in or who have completed technology education courses, TSA is composed of over 150,000 middle and high school students in 2,000 schools spanning 48 states. TSA is supported by educators, parents and business leaders who believe in the need for a technologically literate society. Our members learn through exciting competitive events, leadership opportunities and membership activities.

You can explore what TSA has to offer by using this guide and by visiting www.tsaweb.org for more information. With competitive events that range from video game design to structural engineering and much more, you’ll find something to capture the imagination of and bring out the best in each of your students. With your guidance, we hope your students will enjoy the challenge of TSA’s competitive events at local, state, regional and national TSA conferences.

The competitions in this guide not only support a broad spectrum of goals related to science, technology, engineering and mathematics (STEM) curriculum, they also promote leadership skills and a focus on future career choices.

R For more

information about

becoming a TSA

member, visit

www.tsaweb.org

and click on

Join TSA. Of course,

you also can request

information by calling

703-860-9000.

2012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guide2

TSA, The Organization®

TSA, INC. MISSION

The mission of the Technology Student Association, Inc. is to provide leadership and support to TSA through educational programs and services.

TSA MISSION

The Technology Student Association fosters personal growth, leadership and opportunities in technology, innovation, design and engineering. Members apply and integrate science, technology, engineering and mathematics (STEM) concepts through co-curricular activities, competitive events and related programs.

THE ROLE OF COMPETITIVE EVENTS

In order to achieve the goals noted in its mission statement, TSA offers stimulating competitive events and recognition in both technology and leadership arenas. We believe that by participating in carefully designed competitions, students learn to do their best, thereby becoming “winners” whether or not they actually place in competition. Many teachers find that TSA competitive events provide an excellent motivational tool in the academic environment.

Every two years TSA’s competitive events are reviewed and revised by the Competition Regulations Committee (CRC), a standing group of technology educators with hands-on classroom experience. The 2012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guide is the result of the work of the CRC, its competitive event coordinators, teachers, and the proposals of numerous TSA state and chapter advisors and students whose suggestions make TSA competitive events current and dynamic. The guide presents rules and regulations for all national TSA conference competitive events, as well as a comprehensive view of each event’s connection to science, technology, engineering, and mathematics (STEM). Additionally, leadership skills, career choices (including connections to career clusters), and suggested careers are featured for each event. Relevant for all levels of competition (state delegations may choose to adopt the national guidelines for state-level competitions), the guide provides an excellent motivational tool for curricular activities in the classroom.

Thank you for your interest and support.

Tonya V. Childress, Ed.D. Rosanne T. White, Ed.D. CRC Chairperson TSA Executive Director

R Each competitive

event has an event

coordinator who

is responsible for

answering questions

about the event’s

guidelines. For

your convenience,

coordinator names and

contact information can

be found on the TSA

website at

www.tsaweb.org.


MIDDLE SCHOOL PROGRAM

R New and

updated events:

• Communication

Challenge

• Community Service

Video

• Essays on

Technology

• Multimedia

Production

• Promotional Design

• Technical Design

• Transportation

Systems

Every two years

the specifics of

many events are

changed, keeping the

competitions dynamic!

EVENTS

The officially approved middle school events for the 2012 and 2013 conferences are as follows:

Agriculture and Biotechnology Design Career Prep Challenging Technology Issues Chapter Team Communication Challenge Community Service Video Construction Challenge Digital Photography Dragster Electrical Applications Environmental Focus Essays on Technology Flight Global Manufacturing Go Green Manufacturing Inventions and Innovations Leadership Strategies Medical Technology Issues Multimedia Production Prepared Speech Problem Solving Promotional Design Structural Engineering System Control Technology Tech Bowl Technical Design Techno Talk Transportation Systems Video Game Design Website Design


Middle School Program®

R Don’t miss these

General Rules! They

apply to all the events

and are in addition to

each event’s specific

guidelines.

LEVELS OF COMPETITION

A. The following breakdown of grades is used to designate categories for curricular event entries. Each level has its own unique competitive events guide.

Middle School/Junior High School—Grades 6, 7, 8, 9

High School—Grades 9, 10, 11, 12

Ninth graders must compete at the level in which the chapter affiliates. For example, if the ninth grade is housed in a high school 9-12, the student must compete in high school events. If the ninth grade is housed at a 6-9 or 7-9 school, ninth grade students must compete in middle school events.

B. If the school has a K-12 or configuration other than the examples above, contact the CRC chairperson or national TSA for clarification and approval regarding the appropriate school designation.

GENERAL RULES AND REGULATIONS

A. It is the intent of TSA, Inc. to involve as many different TSA members as possible in competitive events and provide recognition in a setting of fair play practices using TSA event guidelines.

B. TSA members, advisors, and chapters must be currently affiliated with TSA in order to enter any competitive event.

C. TSA membership rights extend through the year of graduation. It is permissible for students who graduate midyear to compete at the national conference that immediately follows the end-of-year graduation.

D. Students must be registered and be in attendance at the national TSA conference in order to enter and become a finalist in any event.

E. It is the individual responsibility of each participant to obtain all rules and guidelines for the events. Lack of knowledge or understanding about a particular event is neither reason nor excuse for an individual to request an accommodating adjustment or change.

F. The event limit is six (6) per conference participant, individual and team events combined.

G. With the exception of MS Global Manufacturing and MS Techno Talk, team members must be affiliated with the same chapter.



R An Internet

search about

copyrighted material

and copyright fair use

is recommended if

ideas, text, images

or sound from other

sources may be

incorporated into

an event entry.

For information about

the use of TSA’s logo,

go to the TSA website

at www.tsaweb.org

and click on

Trademark Policies.

To enter a team event, the chapter designates only that it is participating; names of the individual team members are not necessary. Unless otherwise designated in a competition’s eligibility guideline, the maximum size of a team is six (6) members.

H. Projects and products can be entered only one (1) year.

I. Entries must be started and completed during the current school year. All entries must be in English. Unless otherwise specified, no identifying information—other than an ID#—should be included on an entry.

J. Participants must provide—and bring to the test site—two (2) pencils (sharpened standard #2/HB grade with an eraser, or #2 mechanical with an eraser) for any competition that involves a written test.

K. For all events that require a notebook/album, the following applies: the cover page is on the outside of the notebook/album, and the title page is the first page inside the notebook/album.

L. For all applicable competitive events, written work—including citations or references—must follow MLA (Modern Language Association) style.

M. All entries must be the original work of the student participant or student team. All ideas, text, images, and sound from other sources must be cited, including anything that is from the public domain. References and resources should be cited using MLA (Modern Language Association) style, the most current edition. If copyrighted material is used, proper written permission must be included. Failure to follow this procedure results in disqualification.

N. All competitive events with a semifinalist component will have a minimum of twelve (12) semifinalists. Semifinalists (individuals or teams, as applicable) will compete against one another to determine the top ten (10) finalists in an event.

O. Students must check in and pick up their event entries at the time and place stated in the conference program or announced at the national TSA conference.

P. TSA is not responsible or liable for any personal property, equipment, or materials brought to a national TSA conference for use by a participant or attendee.



R Buying TSA

apparel is now a

mouse click away on

the TSA website at

www.tsaweb.org.

Just click on

the SHOP tab to

purchase TSA official

attire, as well as TSA

hoodies, polo shirts

and much more!

R Rule (W)

highlights what has

always been true—-

student participants

must be in attendance

for the duration of the

conference.

Q. In case of a scheduling conflict that prevents a member from participating in an event, the participant has the right to decide which event is eliminated.

R. In the case of a documented emergency in team events that involve written and semifinalist segments, team member substitution will be allowed if approved by the event manager and coordinator.

S. All events are judged in accordance with the stated criteria for each event as shown in this competitive events guide. Completed official rating forms are the property of TSA, and the information they contain is confidential and may not be disclosed. Concern about any event during the national TSA conference should be submitted in writing to the Rules Interpretation Panel (RIP) as soon as possible and preferably during the conference. Whenever possible, the Rules Interpretation Panel renders a decision at the conference. The decisions of the RIP at the national conference are final. (For more information, refer to Rules Interpretation Panel.)

T. Hazardous materials, chemicals, lighted or open flames, combustibles, wet cell batteries, and other similar substances are not allowed at the national TSA conference.

U. Recording devices are not allowed in certain competitive events. CRC manager and event coordinator approval is required before any event may be recorded.

V. Other than for participants in Techno Talk, out of courtesy to other competitors and to avoid any perception of impropriety, no electronic communication devices of any kind are permitted during competition. Cell phones, walkie-talkies, pagers, etc. must be turned off.

W. Everyone who wishes to attend the conference must complete conference registration. All adult advisors, chaperones, and student participants must be in attendance for the duration of the conference.

X. Because of the possibility of the controversial nature of topics from which students may select, national TSA bears no responsibility for the content of entries. Topics are selected at the local level and entries are evaluated on the basis of the event’s official rating form.

Y. Rules violations and disqualifications: A rules violation that gives a contestant an unfair advantage will result in a twenty percent (20%) deduction of the total possible points. The manager of an event has the right to disqualify a contestant when such contestant violates the spirit or intent of a contest.



The event manager must sign off on both a 20% deduction and a disqualification.

COMPETITIVE EVENTS ATTIRE

Chapter and state advisors, parents and chaperones are responsible for seeing that all TSA student members wear official TSA attire, professional TSA attire, or business casual TSA attire as occasions may require. TSA attire may be purchased online via the SHOP tab on the TSA website at www.tsaweb.org. Official TSA attire, professional TSA attire, and business casual TSA attire are considered appropriate dress for related conference activities and public appearances. Since adults (advisors, parents, and guests) serve as role models at TSA conferences and activities, they are expected to dress appropriately for all related occasions they attend. Students must adhere to the TSA dress code requirements as listed below.

• During general sessions at the national conference, student members must wear official TSA attire, professional TSA attire, or business casual TSA attire. Adults must dress appropriately. No flip flops, halter tops, tank tops or shorts are permitted for anyone at the general sessions.

• TSA contestants must refer to the attire guidelines below and to those for each specific event in which they are participating.

• Students are allowed to dress more formally than specified for conference activities. Students who are dressed LESS formally than specified for an event in which they are competing are allowed to compete but lose twenty percent (20%) of the total possible points for that event.

Official TSA Attire (most formal)Blazer: navy blue with official TSA patch Tie: scarlet red imprinted with official TSA logo (for males

and females) Shirt or blouse: white, button-up with turn-down collar Pants or skirt: light graySocks: males only (black or dark blue)Shoes: black dress shoes (unacceptable: athletic shoes,

army boots, combat, or work boots) Sandals: females only may wear black open-toe shoes or

sandals

Professional TSA Attire (less formal)Shirt: button-up with turn-down collar (unacceptable: T-shirt,

polo or golf shirt)

R Beginning with the 2011/12 school year, anyone may replace the white shirt/blouse with the official royal blue shirt/blouse. However, the white shirt/blouse must be replaced with the official royal blue shirt/blouse by the opening of the 2014 national TSA conference on June 27, 2014. Females will wear the official royal blue blouse with an open collar (no tie or scarf). Males will wear the official royal blue shirt with the official TSA logo neck tie.

During the 2012 and 2013 national TSA conferences, either the white shirt/blouse or the official royal blue shirt/blouse may be worn by participants when they compete in TSA competitions. Beginning with the 2014 national TSA conference, the official royal blue shirt/blouse must be worn by participants when they compete in TSA competitions



R The CRC is

comprised of dedicated

technology teachers

and education

professionals from

across the country

who have made major

commitments to create

and maintain the

high quality of TSA’s

competitive events.

See who they are by

clicking “TSA Directory”

on the national TSA

website at

www.tsaweb.org.

Blouse: female onlyTie: required for males and optional for femalesDress pants: (unacceptable: jeans, baggy pants, exterior

pocket pants) Dress/skirt: females only (length even with or longer than the

tips of one’s fingers)Socks: males only (black or dark blue) Shoes: dress shoes or dress boots (unacceptable: athletic

shoes, combat, or work boots)Sandals: females only may wear open-toe shoes or sandals

Business Casual TSA Attire (least formal)This is the same as professional attire, however, a tie is not

required and the shirt or blouse may be a polo or golf shirt. (Unacceptable: t-shirt or shorts)

Registrants must wear conference identification badges at all times.

COMPETITION REGULATIONS COMMITTEE

The Competition Regulations Committee (CRC) is charged with reviewing TSA’s competitive events, updating them as necessary, and presiding over the competitive events at the annual national TSA conference. Questions about specific events can be addressed to the event coordinators, to the event manager, or if necessary to the CRC chairperson. Please refer to the TSA website atwww.tsaweb.org for complete contact information.

Ideas and feedback regarding events are always welcome. There are guidelines and forms at the end of this guide for proposing a new event or to suggest revisions to existing events.

RULES INTERPRETATION PANEL

The Rules Interpretation Panel (RIP), a group made up of at least three (3) CRC members, monitors and oversees the competitive events during a national TSA conference. The panel provides a means by which advisors may express grievances and concerns about on-site situations that pertain to events, and it maintains continuity from year to year in conducting the competitive events. It is the responsibility of the CRC chairperson to designate RIP members and to maintain the panel throughout national TSA conferences.

Immediately following the initial contact of an advisor with concern about a rule, the panel meets to discuss and analyze the situation. Depending upon the severity of the problem, the advisor may



be asked to submit his/her grievance in writing using the Rules Interpretation Panel grievance form (see Forms Appendix). It is the intent of the panel to resolve all grievances as soon as possible with a response in writing to the advisor.

EVENT COORDINATOR REMINDERS

TSA is very grateful for the support of its event coordinators, many of whom are teachers attending the conference with students from their own chapters. The busy schedules of these individuals prompt the reminders that follow.

A. Competitive event coordinators must be present for event check-in and check-out if they are coordinating an event in which those activities take place. Check-in for events is staggered throughout the conference period, beginning on registration day. Check-out for events is held on the day before the conference awards ceremony. Tentative schedule information is available before the conference on the TSA website.

B. The evaluators’ totals on the official rating forms are averaged for each participant’s final score.

C. For rules violations that result in a point deduction or disqualification, event coordinators should record the specific rule letter and number that represent the violation. The rating form must be initialed by the evaluator, coordinator, and event manager.

D. The Competition Regulations Committee, which consists of all the event managers, is available throughout the conference to support coordinators as they supervise the events.

AWARDS

A. At the awards ceremony, ten (10) finalists in each event are identified in random order and called up to the stage for recognition.

B. From those ten (10) finalists, first, second, and third place awards are presented to the individual or to the team representative, as determined by each event.

C. Rankings beyond third place are not announced at the awards ceremony.

D. A list of the ten (10) finalists only for each event is available on the national TSA website shortly after the conference.

R Following the

annual national TSA

conference, the top

ten (10) finalists in

middle and high school

competitions will be

posted on the TSA

website. Visit

www.tsaweb.org

shortly after the

conference for this

information!


SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS (STEM) INTEGRATION

In recent years, not only educators, but also political, civic and industry leaders have pushed for a greater emphasis on science, technology, engineering and mathematics (STEM) education in our schools. These groups feel that in order for our nation to be competitive, healthy and vibrant, our young people must have competency in the 21st century skills afforded through the STEM fields. TSA promotes a vision of students literate in these fields as well and believes that the competitions within this guide help make that vision a reality.

STEM education is not just the isolated and discreet acquisition of knowledge and skills related to science, technology, engineering, and mathematics. Rather, STEM education demands the interweaving and application of these academic fields for the purpose of comprehending, communicating, and solving problems. Indeed, it is now commonly accepted that to understand (and apply) any one of these STEM areas, one must, at the same time, have a grasp of and apply the others. (For example, to design and engineer with any degree of complexity, one also must be familiar with technology, mathematics and science; or to practice science, one must have a firm knowledge of mathematics and technology.)

Beyond necessity, there is another reason for STEM education in our schools — and why the TSA program of activities inherently aligns with STEM goals. This reason revolves around teaching and learning, and what motivates students. STEM education is intrinsically exciting, rewarding and meaningful for instructors and students alike. It is our belief that, as with STEM education, TSA’s activities provide the same kind of stimulation, challenge and relevancy for all involved.

Deserving of mention are two other essential areas imbedded in most of TSA’s competitive events – those of art and ethics. It is difficult to design without considering aesthetics, and it is irresponsible to create without contemplating ethical consequences. When students participate in TSA competitions they find they must not only embrace the value of design when they compete, they also must envision and assess the effects of what they develop.


STEM Integration®

The competitions found in this guide provide a hands-on venue for learning about science, technology, engineering and mathematics. By participating in TSA’s competitive events, students gain a broader understanding of these specific content areas, and at the same time experience the satisfaction that comes from applying them to real-life problem-solving situations.

The guide includes commonly accepted national standards for the areas of science, technology and mathematics, as well as ABET, Inc. criteria for accrediting higher education engineering programs. As you make use of these materials, keep in mind that their power and beauty lie in their synergistic nature.


STEM Integration®

SCIENCE CONTENT STANDARDS (GRADES 5-8)

A. Science as inquiry Students should develop

1. Abilities necessary to do scientific inquiry2. Understandings about scientific inquiry

B. Physical science Students should develop an understanding of

1. Properties and changes of properties in matter2. Motions and forces3. Transfer of energy

C. Life science Students should develop an understanding of

1. Structure and function in living systems2. Reproduction and heredity3. Regulation and behavior4. Populations and ecosystems5. Diversity and adaptations of organisms

D. Earth and space science Students should develop an understanding of

1. Structure of the earth system2. Earth’s history3. Earth in the solar system

E. Science and technology Students should develop

1. Abilities of technological design2. Understanding about science and technology

F. Science in personal and social perspective Students should develop an understanding of

1. Personal health2. Populations, resources, and environments3. Natural hazards4. Risks and benefits5. Science and technology in society

G. History and nature of science Students should develop an understanding of

1. Science as a human endeavor2. Nature of science3. History of science

The standards listed above are reprinted with permission from National Science Education Standards, 1995 by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC.


STEM Integration®

SCIENCE CONTENT STANDARDSEvent Standard Number A1 A2 B1 B2 B3 C1 C2 C3 C4 C5 D1 D2 D3 E1 E2 F1 F2 F3 F4 F5 G1 G2 G3

Agriculture and Biotechnology Design X X X X X X XCareer Prep X X X XChallenging Technology Issues X X X X X X X X X XChapter Team

Communication Challenge X X X X X X XCommunity Service Video X XConstruction Challenge

Digital Photography X X XDragster X X X X XElectrical Applications X X XEnvironmental Focus X X X X X X X X X X X X X X X X X X XEssays on Technology X X XFlight X X X X X X X X XGlobal Manufacturing X X X XGo Green Manufacturing X X X XInventions and Innovations X X X X XLeadership Strategies XMedical Technology Issues X X X X X X X X X X X X XMultimedia Production X XPrepared Speech X X X X XProblem Solving X X X XPromotional Design X X XStructural Engineering X X X XSystem Control Technology X X X X X X X X XTech Bowl X X X X X XTechnical Design X X X X XTechno Talk X X XTransportation Systems X X X X X X X X XVideo Game Design

Website Design X X X


STEM Integration®

TECHNOLOGY CONTENT STANDARDSStandard 1: Students will develop an understanding of the characteristics and scope of technology.

Standard 2: Students will develop an understanding of the core concepts of technology.

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technologies and other fields of study.

Standard 4: Students will develop an understanding of the cultural, social, economic, and political aspects of technology.

Standard 5: Students will develop an understanding of the effects of technology on the environment.

Standard 6: Students will develop an understanding of the role of society in the development and use of technology.

Standard 7: Students will develop an understanding of the influence of technology on history.

Standard 8: Students will develop an understanding of the attributes of design.

Standard 9: Students will develop an understanding of engineering design.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Standard 11: Students will develop the abilities to apply the design process.

Standard 12: Students will develop the abilities to use and maintain technological products and systems.

Standard 13: Students will develop the abilities to assess the impact of products and systems.

Standard 14: Students will develop an understanding of and be able to select and use medical technologies.

Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.

Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.

Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.

Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies.

Standard 20: Students will develop an understanding of and be able to select and use construction technologies.

These technology content standards are noted in Standards for Technological Literacy: Content for the Study of Technology (ITEEA/ITEA, 2000/2002/2007) and are used with permission. (www.iteea.org)


STEM Integration®

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STEM Integration®

CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS (ABET, INC.)

Engineering programs must demonstrate that their students attain the following outcomes:

A. An ability to apply knowledge of mathematics, science and engineeringB. An ability to design and conduct experiments, as well as to interpret dataC. An ability to design a system, component, or process to meet desired needsD. An ability to function on multi-disciplinary teamsE. An ability to identify, formulate and solve engineering problemsF. An understanding of professional and ethical responsibilityG. An ability to communicate effectivelyH. The broad education necessary to understand the impact of engineering in global and social

contextsI. A recognition of the need for and an ability to engage in life-long learningJ. A knowledge of contemporary issuesK. An ability to use the techniques, skills and modern engineering tools necessary for

engineering practice

The outcomes listed above are found in 2008-2009 Criteria for Accrediting Engineering Programs and used with permission from the Engineering Accreditation Commission of ABET, Inc.

(The outcomes were designed for higher education engineering programs but are relevant for middle school and high school level engineering-related courses.)


STEM Integration®

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STEM Integration®

NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS

1. Numbers and operationsA. Understand numbers, ways of representing numbers, relationships among numbers and

number systemsB. Understand meanings of operations and how they relate to one anotherC. Compute fluently and make reasonable estimates

2. AlgebraA. Understand patterns, relations, and functionsB. Represent and analyze mathematical situations and structures using algebraic symbolsC. Use mathematical models to represent and understand quantitative relationshipsD. Analyze change in various contexts

3. GeometryA. Analyze characteristics and properties of two- and three-dimensional geometric shapes and

develop mathematical arguments about geometric relationshipsB. Specify locations and describe spatial relationships using coordinate geometry and other

representational systemsC. Apply transformations and use symmetry to analyze mathematical situationsD. Use visualization, spatial reasoning and geometric modeling to solve problems

4. MeasurementA. Understand measurable attributes of objects and the units, systems and processes of

measurementB. Apply appropriate techniques, tools and formulas to determine measurements

5. Data analysis and probabilityA. Formulate questions that can be addressed with data and collect, organize and display

relevant data to answer themB. Select and use appropriate statistical methods to analyze dataC. Develop and evaluate inferences and predictions that are based on dataD. Understand and apply basic concepts of probability

6. Problem solvingA. Build new mathematical knowledge through problem solvingB. Solve problems that arise in mathematics and in other contextsC. Apply and adapt a variety of appropriate strategies to solve problemsD. Monitor and reflect on the process of mathematical problem solving

7. Reasoning and proofA. Recognize reasoning and proof as fundamental aspects of mathematicsB. Make and investigate mathematical conjecturesC. Develop and evaluate mathematical arguments and proofsD. Select and use various types of reasoning and methods of proof

8. CommunicationA. Organize and consolidate mathematical thinking through communicationB. Communicate mathematical thinking coherently and clearly to peers, teachers and othersC. Analyze and evaluate the mathematical thinking and strategies of others


STEM Integration®

D. Use the language of mathematics to express mathematical ideas precisely9. Connections

A. Recognize and use connections among mathematical ideasB. Understand how mathematical ideas interconnect and build on one another to produce a

coherent wholeC. Recognize and apply mathematics in contexts outside of mathematics

10. RepresentationA. Create and use representations to organize, record, and communicate mathematical ideasB. Select, apply, and translate among mathematical representations to solve problemsC. Use representations to model and interpret physical, social and mathematical phenomena

Reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). All rights reserved.


STEM Integration®

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At one time, the art of learning and practicing leadership skills such as good communication, teamwork, problem solving, etc. was designated for those students interested in running for or holding a TSA chapter, state, or national office.

Now, however, acquiring leadership skills is an important focus for all TSA members. By learning and absorbing core leadership skills, young people are empowered to succeed not only in school, but in their careers and in life. (See the Core Leadership Skills listed in the side bar.)

TSA has identified core leadership skills [based on Standards for Technological Literacy (an ITEEA/ITEA publication)] that students learn by participating in TSA’s competitive events program. This effort resulted in the identification of ten leadership skills underlying in all TSA middle school events. In the 2012 & 2013 TSA Competitive Events Guide, three primary leadership skills (and a number of secondary skills) promoted in each competition are identified following the evaluation section of each event’s regulations.

In order to bring these skills to the classroom and chapter, TSA has created “leadership lessons” based on the core leadership skills as they relate to TSA competitions. In this guide, two lessons are suggested for each of the primary skills learned in individual competitions. These lessons can be used during the school day or when chapter meetings occur. To realize the maximum benefit, use the leadership lessons in conjunction with TSA’s competitions.

The middle school leadership lessons section on the CD provides five, easy to use, experiential lessons for each core leadership skill. These lessons enhance chapter dynamics, introduce new concepts, engage students in activities and, of course, promote leadership. Advisors may modify lessons to adapt to personal teaching style. Students are provided with a leadership portfolio that includes pre- and post- assessment tools that allow them to track their attainment of skills, and a page for recording important information, comments, etc. A glossary of leadership skills and a sample “Leadership Lesson” follow.

TSA believes that acquiring leadership skills is critical to the success of young people in technology. The middle school leadership lessons

TSA AND THE LEADERSHIP COMPONENT

R Core

leadership skills

learned through TSA

competitive events:

creative thinking

critical thinking

communication

decision making

ethics

evaluation

organization

problem solving

self-esteem

teamwork


TSA and the Leadership Component®

portion of this CD presents TSA advisors and students with a new venue for teaching and learning these all-important skills.



GLOSSARY OF LEADERSHIP SKILLS LEARNED THROUGH PARTICIPATION IN THE TSA COMPETITIVE EVENTS PROGRAM

The following leadership skills are defined in the Technology Content Standards of the International Technology and Engineering Educators Association (ITEEA/ITEA) publication: Standards for Technological Literacy, Content for the Study of Technology.

Communication – The successful transmission of information through a common system of symbols, signs, behavior, speech, writing, or signals.

Creative thinking – The ability or power used to produce original thoughts and ideas based upon reasoning and judgment.

Critical thinking – The ability to acquire information, analyze and evaluate it, and reach a conclusion or answer by using logic and reasoning skills.

Decision making – The act of examining several possible behaviors and selecting from them the one most likely to accomplish the individual’s or group’s intention. Cognitive processes such as reasoning, planning, and judgment are involved.

Ethics – Conforming to an established set of principles or accepted professional standards of conduct.

Evaluation – 1.The collection and processing of information and data in order to determine how well a design meets the requirements and to provide direction for improvements. 2. A process used to analyze, evaluate and appraise a student’s achievement, growth and performance through the use of formal and informal techniques.

Organization – The act or process of organizing or being organized. Good organization will not only ensure success of a program, but without it, the success can be limited or fail to materialize at all.

Problem solving – The process of understanding a problem, devising a plan, carrying out the plan, and evaluating the plan in order to solve a problem or meet a need or want.

Self-esteem – A confidence and satisfaction in oneself; trusting one’s ability and instincts.



Teamwork – The process that allows individuals to pool their strengths in order to arrive at better solutions to problems with all subordinating personal prominence to the efficiency of the whole.



MIDDLE SCHOOL LEADERSHIP LESSONS SAMPLE

OBJECTIVEStudents will learn the importance of careful listening skills and effective communication.

TIME15 minutes (3 minutes of instruction, 5 minutes to complete the activity, 7 minutes to discuss the activity)

MATERIALSjar of peanut butter

jar of jelly

plastic knife

bag of bread

ACTIVITYHave one volunteer come to the front of the class. Place the materials on the table in front of the volunteer. Explain to class members that they will tell the volunteer how to make a peanut butter and jelly sandwich. The volunteer should follow exactly the instructions of the group members. Each group member will take a turn giving the volunteer one instruction until the sandwich is made.

Most students will start by saying “Take a piece of bread…” Ask questions such as, “How does the bread get out of the bag?” “How is the bag opened?” While the sandwich is being made, challenge the group to break down their instructions into very simple basic steps. The group should not

assume that the volunteer will know how to make a sandwich. Once the sandwich is made, move on to the discussion points.

DISCUSSION POINTSWhat was difficult about effectively communicating the instructions? Why is giving clear instructions important? What kind of errors/problems can occur when a leader does not give clear instructions (such as a coach, a teacher, a TSA chapter president)?

CHEFS IN THE KITCHEN


TSA AND CAREERS

Choosing a career is one of the more important decisions made in life. This section of the guide may help students focus on career areas that appeal to them in the world of work, as well as show them how their involvement in TSA’s program of activities has the ability to guide them toward those areas.

Career clusters (categories) are groups of similar occupations and industries. They were developed by the U.S. Department of Education in order to organize career planning and help schools better prepare learners for their futures. The 16 Careers Clusters chart offers general information about career categories and the kinds of work opportunities prominent in those areas. The TSA Competitions and Career Clusters grid illustrates the interconnectedness between individual TSA competitions and the 16 career categories. Use both of these together as a starting point to help your students become informed about careers and develop a plan to reach their life goals.

The Career Clusters icons and definitions are being used with permission of the States’ Career Clusters Initiative, 2009, www.careerclusters.org


TSA and Careers®

The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources. (A)

Careers in designing, planning, managing, building and maintaining the built environment. (B)

Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. (C)Business Management and Administration careers encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy. (D)

Planning, managing and providing education and training services, and related learning support services. (E)

Planning, services for financial and investment planning, banking, insurance, and business financial management. (F)

Executing governmental functions to include Governance; National Security; Foreign Service; Planning; Revenue and Taxation; Regulation; and Management and Administration at the local, state, and federal levels. (G)Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development. (H)

Hospitality & Tourism encompasses the management, marketing and operations of restaurants and other foodservices, lodging, attractions, recreation events and travel related services. (I)

Preparing individuals for employment in career pathways that relate to families and human needs. (J)

Building linkages in IT occupations framework: for entry level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services. (K)Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services. (L)

THE 16 CAREER CLUSTERS


TSA and Careers®

Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering. (M)

Planning, managing, and performing marketing activities to reach organizational objectives. (N)

Planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering) including laboratory and testing services, and research and development services. (O)Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance. (P)

© 2009, State’s Career Clusters Initiative. All rights reserved.


TSA and Careers®

TSA COMPETITIONS AND THE 16 CAREER CLUSTERS

Event Cluster letter A B C D E F G H I J K L M N O P

Agriculture and Biotechnology Design X XCareer Prep X X X X X X X X X X X X X X X XChallenging Technology Issues X X X X X X X X X X X X X X X XChapter Team X X XCommunication Challenge X X XCommunity Service Video X X X XConstruction Challenge X XDigital Photography X XDragster X X XElectrical Applications X XEnvironmental Focus X X X X X X X X X X X X X XEssays on Technology X X X X XFlight X X X XGlobal Manufacturing X X X XGo Green Manufacturing X X X X X X XInventions and Innovations X X X X X XLeadership Strategies X X X X X X X X X X X X X X X XMedical Technology Issues X X XMultimedia Production X X XPrepared Speech X X X X X X XProblem Solving X X X XPromotional Design X XStructural Engineering X X X XSystem Control Technology X X X X XTech Bowl X X XTechnical Design X X X XTechno Talk X X X XTransportation Systems X X XVideo Game Design X X XWebsite Design X X X


MIDDLE SCHOOL

National TSA Conference Competitive Events


THE OFFICIAL TSA COMPETITIVE EVENT RATING FORM/RUBRIC

The 2012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guide contains a new feature: a revised rating form/rubric for each competition. Rubrics have been embraced by STEM educators because they provide a sure way to evaluate subjective assessments. The use of descriptors for each criterion being measured in rubrics allows them to impart consistency and greater understanding to the evaluation process.

The official TSA rating form/rubric is the initiative of the TSA Competition Regulations Committee (CRC) management team to 1) add universal rigor and relevance to TSA’s competitive events, and 2) address the desire of students to have quality feedback about their performance in these events. Included for each competition in the guide, the new rating form/rubric provides a way for TSA members to better prepare for competitions, for advisors to carefully assist them in the process, and for judges to effectively evaluate participants and their entries with consistency.

The rating forms/rubrics in the guide are comprised of clear and concise descriptors for three levels of performance (minimal, adequate and exemplary) for the evaluative criteria for each competitive event. It is the hope of national TSA that the CRC initiative and the new rating forms/rubrics will provide numerous benefits to the TSA community, not the least of which is an enhanced educational experience for our greatest asset – TSA student members.


AGRICULTURE AND BIOTECHNOLOGY DESIGN

OVERVIEW

Advances in science and technology have had a tremendous impact in agriculture and biotechnology, helping us to grow more disease-resistant plants, to use our planet’s resources more wisely, and to understand and use genetic engineering to our benefit. In this event, students choose to explore any aspect of agriculture or biotechnology that interests them.

Participants conduct research on a contemporary agriculture or biotechnology issue of their choosing, document their research, and create a display. The information may include student-performed research or a re-creation or simulation of research performed by the scientific community. If appropriate, a model or prototype depicting some aspect of the issue may be included in the display.

CHALLENGE

Participants choose a challenging contemporary issue related to agriculture and biotechnology, and demonstrate understanding of the issue through research and effective presentation.

ELIGIBILITY

A. Participants are limited to three (3) teams per state.

B. Two (2) representatives per team must be involved in the semifinalist interview.

TIME LIMITS

A. Entries must be completed during the current school year.

B. Semifinalist interviews are no longer than ten (10) minutes.

ATTIRE

Professional TSA attire as described in Competitive Events Attire is the minimum requirement for semifinalist interviews.

R Biotechnology

is “any technique

that uses living

organisms, or parts of

organisms, to make

or modify products,

improve plants or

animals, or to develop

microorganisms for

specific purposes.”

– from Standards for

Technological Literacy,

ITEEA/ITEA, pg. 149.


Agriculture and Biotechnology Design®

PROCEDURE

A. Team members select a contemporary issue concerning agriculture or biotechnology.

B. Team members research the issue using resources, including—but not limited to—books, interviews, websites, magazines, professional journals, etc.

C. Participants prepare their documentation and display according to the regulations below.

D. Participants check in their entries at the time and place stated in the conference program. No more than two (2) team members set up the display.

E. Entries are reviewed by evaluators. Neither students nor advisors are present at this time. A semifinalist list in random order is posted. Participants check to see if their entry is posted on the semifinalist list.

F. Two (2) representatives from each semifinalist team report to the event for interviews at the time and place stated in the conference program.

G. Semifinalist team representatives are interviewed by evaluators for up to ten (10) minutes.

H. No more than two (2) team members pick up their entry from the display area at the time and place stated in the conference program.

REGULATIONS

A. All work must be completed during the current school year.

B. Students must understand the fundamental concepts and principles of the contemporary agriculture or biotechnology issue they plan to research. Research should focus on significant impacts (opportunities and risks) on the environment, economy, and society, as well as any important ethical considerations. Be aware that some web-based resources may have misleading, misrepresentative, or inaccurate information.

C. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the event title, the conference city and state, and the year. The inside of the binder must include the following single-sided, 8 ½" x 11" pages:

1. Title page with the event title, the conference city and state, the year and the team ID number (identification numbers are

R Your work for

this event must be

original or cited.

For details, refer to

General Rules

L and M.



issued on site and therefore may be handwritten); one (1) page

2. Table of contents3. Definition and explanation of the issue; one (1) page 4. An explanation of the importance of this issue to our lives

today, including possible problems and solutions; maximum three (3) pages

5. Support materials such as logs, graphs, sketches, drawings, illustrations, photographs, etc.; maximum four (4) pages

6. Plan of Work log that indicates preparation for the event, as noted by date, task, time involved, team member responsible, and comments (See Plan of Work log); one (1) page

7. A list of references and credible resources; a minimum of three (3) different types of resources must be used; examples of resources include, but are not limited to, books, interviews, professional journals, websites, magazines, etc.; pages as needed

D. Display guidelines are as follows: 1. The size of the display may not exceed 15" deep x 3' wide x

4' high.2. Models or prototypes, if included, must be contained within

the allotted display space. 3. A/C electricity may not be used. 4. Dry cell or photo-voltaic cells may be used for power, if

desired. 5. Any power source used must fit within the maximum display

area.6. If operating instructions are necessary, they must be clearly

displayed. 7. No viruses, live plants, or animals may be used as a

part of the display. No harmful or illegal substances may be displayed. Violation of this regulation will result in disqualification.

E. Each team should be prepared to send two (2) representatives to a semifinalist interview that will not exceed ten (10) minutes.

EVALUATION

Evaluation is based on the documentation, the display, and the semifinalist interview. For more specific information, please refer to the official rating form that follows.

R Don’t forget!

Your documentation

must not include your

chapter or state.



STEM INTEGRATION

This event has connections to the STEM areas noted below. Please refer to the STEM INTEGRATION section of this guide.

Science, Technology, Engineering, Mathematics

LEADERSHIP SKILLS

Leadership skills promoted in this event:

• Communication: Through presentation and/or interview, students communicate their understanding of the issue. Use leadership lessons: Chefs in the Kitchen and Mirror

• Evaluation: Students research and interpret a contemporary agriculture or biotechnology issue of their choice. Use leadership lessons: Evaluation Methods and Grading the Advertisement

• Organization: Students organize the information acquired, as well as their thoughts, opinions, and interpretations on the issue in order to effectively understand it. Use leadership lessons: Organizing the Stress Away and Story Creation

Additional leadership skills promoted in this event:

• Decision making• Teamwork

TSA AND CAREERS

This competition has connections to one or more of the career areas featured in the TSA AND CAREERS section of this guide. Use The 16 Career Clusters chart and the TSA Competitions and Career Clusters grid as resources for information about careers.

CAREERS RELATED TO THIS EVENTBotanistChemical engineerFood scientistMolecular biologistPlant geneticist



TECHNOLOGY STUDENT ASSOCIATIONPLAN OF WORK

Date Task Time involved

Team member responsible Comments

1

2

3

4

5

6

Advisor signature _______________________________________________




EVENT COORDINATOR INSTRUCTIONS

PERSONNEL

A. Event coordinator, one (1)

B. Event evaluators for initial review, two (2) or more

C. Event evaluators for semifinalist presentations, two (2) or more (preferably the same evaluators who completed the initial review)

D. Monitor, one (1)

MATERIALS

A. Coordinator’s notebook, containing: 1. Event guidelines, one (1) copy each for the coordinator and

evaluators 2. Official rating forms 3. List of entries with finalist report 4. List of evaluators/assistants 5. Stick-on labels for numbering entries 6. Marking pens for evaluators 7. Semifinalist list for posting 8. Results envelope

B. Measuring tape for evaluators

C. Two (2) calculators for evaluators

D. Stopwatch

E. Display tables for entries

F. Table and chairs for event coordinator and evaluators

RESPONSIBILITIES

A. Upon arrival at the conference, report to the CRC room and check the contents of the coordinator’s notebook. Review the event guidelines and check to see that enough evaluators have been scheduled.



B. Inspect the area(s) in which the event is to be held for appropriate set-up, including room size, tables, chairs, etc. Notify the event manager of any potential problems.

C. Check in the entries at the time and place stated in the conference program. Anyone reporting that is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Place entry numbers in the lower right-hand corner of the display. Position displays for viewing.

E. Meet with your evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

F. Evaluators independently assess the entries.

G. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

H. Evaluators average their scores to determine the twelve (12) semifinalists.

I. Prepare a list of the twelve (12) semifinalists in random order and submit it to the CRC chairperson for posting.

J. Meet with your semifinalist evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

K. Conduct semifinalist interviews using the same official rating forms used in the first round of evaluation.

L. Evaluators average their scores to determine the ranking of the ten (10) finalists. Evaluators discuss and break any ties.

M. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

N. If necessary, manage security and the removal of materials from the event area.



Participant/Team ID# _________________________________


Record scores in the

column spaces below

.

2012 & 2013 OFFICIAL RATING FORM MIDDLE SCHOOL

Documentation (50 points)

CRITERIAMinimal performance Adequate performance Exemplary performance

1-4 points 5-8 points 9-10 points

Evaluators: Using minimal (1-4 points), adequate (5-8 points) or exemplary (9-10 points) performance levels as a guideline, record the scores earned for the event criteria in the column spaces to the far right. The X1 or X2 notation in the criteria column is a multiplier factor for determining the points earned. (Example: an “adequate” score of 7 for an X1 criterion = 7 points; an “adequate” score of 7 for an X2 criterion = 14 points.)

Notebook Cover pageTitle pageTable of contentsDefinition and explanationSupport materialsPlan of Work logReferences and resources(X1)

Notebook is unorganized and/or missing three (3) or more components.

Notebook is missing two (2) components, and/or it is loosely organized.

One (1) or no components are missing in the notebook, and content and organization are clearly evident.

Definition and explanation of issue (X1)

Definition and explanation of issue are unclear and/or major grammatical errors are evident.

Issue is defined and explained appropriately but some grammatical errors are evident, and writing may or may not be concise.

Clear and concise definition and explanation of issue are evident; issues presentation interests reader; few grammatical mistakes are evident.

Research base(X1)

Research lacks evidence of adequate resources, and/or very few credible sources are referenced.

Research has been conducted appropriately, but there are few credible sources.

Research indicates evidence of a comprehensive assortment of materials that includes credible sources.

Graphical representations(X1)

Graphics do not help clarify documentation or are of little significance to the issue.

Graphics are appropriate and help supplement documentation by providing clarity to issues.

Graphics are of excellent quality; if not original, graphics are cited; graphics clarify abstract concepts.

Quality and effectiveness (X1)

Notebook appears to have been thrown together, with sloppy, disorganized work.

Notebook is generally organized, and work is of sufficient quality.

Work is of exceptional quality and well organized.

SUBTOTAL (50 points)

Display (40 points)



Communication of problem(X1)

It is difficult to understand the problem being communicated; illogical explanation is presented in the display.

Problem is communicated in the display, but thoughts are not organized, and/or are not concise.

Communication has been handled in an organized, clear and concise manner in the display.

Communication of solution (X1)

It is difficult to understand the solution being communicated in the display; illogical explanation is presented.

Solution is communicated in the display, but thoughts are not organized, and/or are not concise.

Display is presented in an organized, clear and concise manner.

Creativity(X1)

Display lacks originality; none or very few design principles are integrated in the display.

Some resourcefulness and ingenuity are expressed in the display, but essential design principles are missing or are not used effectively.

Very inventive, unique and creative display; essential design principles and elements are integrated.

Aesthetics and artisanship (X1)

Display reveals unorganized, sloppy work; display seems to be an afterthought or thrown together.

Display shows organized presentation of essential issues in a logical format.

Display shows exemplary use of layout and design principles to logically communicate important data.




AGRICULTURE AND BIOTECHNOLOGY DESIGN (continued)Semifinalist Interview (60 points)



Organization(X1)

Participants seem unorganized and unprepared for the interview.

Participants are generally prepared for the interview but are somewhat disorganized in their presentation to evaluators.

Presentation and interview with evaluators is logical, well organized and easy to follow.

Clarity(X1)

Interview is full of illogical thoughts that lack understanding and clarity.

For the most part thesis is logical and/or clear to understand and follow.

Concise, logical, clear explanation of thesis and (related pertinent issues) is evident.

Articulation(X1)

Participant is verbose, illogical in interview, and uses many “uhs, ums, hmms, etc.”

Participant is logical and well-spoken in interview, with little use of “uhs, ums, hmms, etc.”

Participant is well-spoken, distinct, and clear in interview responses, with no or very few “uhs, ums, hmms, etc.”

Team participation (X1)

Only one (1) person in the team communicates with evaluators.

Both members of the team participate, but only one (1) member really seems to fully understand the concepts.

Dual and shared participation by team members is evident, with mutual understanding of the concepts and responses to interview questions.

Knowledge(X2)

Participants seem to have little understanding of the concepts in their project; interview answers are vague.

Participants have a generalized understanding of the concepts discussed, and they answer questions well.

Participants show clear evidence of a thorough understanding of the concepts discussed; they also seem to be truly considerate of the issues relative to the future.


Rules violations (a deduction of 20% of the total possible points) must be initialed by the evaluator, coordinator and manager of the event. Record the deduction in the space to the right.

Indicate the rule violated: ________________

(To arrive at TOTAL score, add any subtotals and subtract rules violation points, as necessary. Check your math twice!) TOTAL (150 points)

Comments:

I certify these results to be true and accurate to the best of my knowledge.

Evaluator

Printed name: _______________________________________ Signature: ________________________________________________


CAREER PREP

OVERVIEW

Participants conduct research on a selected technology-related career and use the knowledge gained to prepare a resume and cover letter, complete a job application, and participate in a mock interview.

In 2012, students choose one (1) of these careers:

• Mechanical engineer • Architect • Telecommunications specialist • Construction manager • Cardiologist

In 2013, students choose one (1) of these careers:

• Industrial designer • LAN technician • Biomedical engineer • Traffic engineer • Photographer

CHALLENGE

Design and produce a cover letter and a chronological or skills resume based on research of a selected technology-related career from the appropriate list above. Complete a formal job application (included in these guidelines) for the career, and be prepared to participate in a mock interview as a semifinalist.

ELIGIBILITY

Participants are limited to one (1) individual per chapter.

TIME LIMITS

A. Research must be conducted during the current school year.

B. Each participant must turn in a completed resume, cover letter and job application at the time stated in the conference booklet.

C. Semifinalists participate in a mock interview of approximately ten (10) minutes.

R Ever wonder what

it takes to have a great

career in a technology-

related field? This

event provides you

with your chance to

find out first-hand!


Career Prep®

ATTIRE

Professional TSA attire as described in Competitive Events Attire is the minimum requirement.

PROCEDURE

A. In preparation for this event, participants thoroughly research the selected career and are able to answer job-specific questions. Students enter this event with the following scenario in mind:

1. You have graduated from high school and have the appropriate level of education and training [four (4)-year college, technical school, certification and training, etc.] for an entry-level position that is required for successful employment in your selected career.

2. Your training, education, and other qualifications for the entry-level position are realistic for successful employment in your chosen career and are reflected in your resume and cover letter.

B. Participants report to the event area at the time and place stated in the conference program.

C. Each participant brings a completed resume, cover letter and job application (in a plain 9" X 12" envelope) to the event area (see Job Application). For security purposes, participant should use fictitious home contact information, social security number, and telephone number when completing the job application.

D. Entries are reviewed by evaluators to determine the twelve (12)semifinalists. Neither students nor advisors are present at this time.

E. A semifinalist list in random order is posted.

F. Semifinalists report to the event area at the time and place stated in the conference program to schedule and participate in a mock interview.

REGULATIONS

A. The resume, cover letter and application must be completed prior to the event.

B. The resume must be typed and is limited to two (2) single-sided, 8½" x 11" pages.

C. The cover letter must be typed and is limited to one (1) single-sided, 8½" x 11" page.


Career Prep®

D. The application (included in the guidelines, or it may be downloaded from http://www.quintcareers.com/employment_application.pdf) must be typed or handwritten in print writing.

E. Each participant brings into the event area only the resume , cover letter and application (in the envelope). The envelope will be turned in to the event coordinator.

F. Only participants are allowed in the event area.

EVALUATION

Evaluation is based on the criteria outlined in the official rating form. All scores will carry over into the final score.


Career Prep®

STEM INTEGRATION


Science, Technology, Engineering

LEADERSHIP SKILLS


• Communication: Students communicate effectively to judges, or “employers,” in a genuine and convincing manner. Use leadership lessons: Communication Breakdown and Take Action

• Creative Thinking: Students create a fictional, yet realistic persona and background. Use leadership lessons: And the Next Contestant Is... and Fashion Forward

• Organization: Students develop an organized, concise, informative resume, cover letter and application. Use leadership lessons: Report It and Story Creation


• Ethics• Self-esteem

TSA AND CAREERS


CAREERS RELATED TO THIS EVENT

Careers will vary, based on the student’s area of interest.


Career Prep®

Middle School Career Prep Job Application

For security purposes, participant should use fictitious home contact information, social security number, and telephone number when completing the job application.


PLEASE PRINT OR TYPE ALL INFORMATION REQUESTED

EXCEPT SIGNATURE


Career Prep®



Career Prep®


May we contact your present employer? ________yes ________no

Applicant’s signature: _________________________________________________


Career Prep®

CAREER PREP EVENT COORDINATOR INSTRUCTIONS

PERSONNEL

A. Event coordinator

B. Assistants, two (2)

C. Event evaluators, two (2) or more for written entries

D. Event evaluators, two (2) or more for mock interviews (preferably the same evaluators who reviewed the written entries)

MATERIALS

A. Coordinator’s notebook, containing:1. Event guidelines, one (1) copy each for the coordinator and

evaluators2. Official rating forms, thirty (30)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Semifinalist list for posting7. Results envelope

B. Interview questions appropriate to the annual selection of technology-related careers

C. Stapler and staples

D. Tables and chairs for participants

E. Tables and chairs for evaluators

RESPONSIBILITIES

Resume, cover letter and job application

A. Upon arrival at the conference, report to the CRC room and check the contents of the coordinator’s notebook. Review the event guidelines and check to see that enough evaluators/assistants have been scheduled.

B. Inspect the area(s) in which the event is to be held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.


Career Prep®

C. Meet with your assistants and evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

D. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

E. Each entry must include the participant’s identification number in the upper right-hand corner of the entry.

F. Evaluators independently assess the entries and then tally their rating forms.

G. Prepare a list of semifinalists and submit it to the CRC chairperson for posting. Be sure to include instructions about where and when semifinalists can sign up for interview times.

Mock interview

A. Inspect the area(s) in which the interviews are being held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

B. Meet with your evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

C. Each student is interviewed by the evaluators.D. Evaluators review and determine the finalists, discussing and

breaking any ties. E. Complete and submit the finalist report, including a ranking of

the ten (10) finalists, and all related forms in the results envelope to the CRC room.

F. If necessary, manage security and the removal of materials from the area.


Career Prep®


CAREER PREP


column spaces below

.


Cover Letter (40 points)




Paragraph 1Introduction(X1)

Introduction fails to describe the participant, does not clearly identify the position or reason for contact, and/or does not indicate how the position was discovered, and/or does not indicate interest; introduction does not grab the employer’s attention.

Introduction identifies the position or reason for applying but does not describe the participant, does not fully indicate how the position was discovered, and only briefly indicates interest.

Introduction describes the participant, the position or reason for sending the letter, how the opening was discovered, and genuine interest; introduction effectively grabs the employer’s attention.

Paragraph 2 Identification of skills(X1)

Participant fails to identify any skills or qualifications, does not explain interest, and does not connect any skills or how his/her skills would provide benefit to the company.

Participant indicates one of his/her skills, but the skill may or may not be related to the position at hand; participant does little to explain interest and only briefly connects skills to benefits for the company.

Participant provides one or two (1-2) strong qualifications and clearly relates these skills to the job at hand; participant clearly explains interest and benefits for the company.

Paragraph 3 Closing (X1)

Closing does not include a thank you to the employer, nor does it note contact information; it is not assertive and lacks mention of follow-up after a given period of time.

Paragraph may or may not include a thank you to the employer; it includes contact information, but paragraph is not assertive, and it may or may not mention follow-up.

Paragraph includes a thank you to the employer for his/her time; it includes contact information, it is assertive, and it mentions a method of follow-up after a given period of time.

Overall writing quality and grammar (X1)

Writing does not make sense; participant has either written too much or too little (the employer could be turned off); there are multiple spelling and grammatical errors.

Writing is average, but it does include relevant information and content; writing may or may not be convincing to employer; there are minor spelling or grammatical errors.

Writing flows well, is clear, concise and gets right to the point; there are no spelling or grammatical errors.


Resume (30 points)



Audience and purpose(X1)

Resume does not address a particular audience; purpose is not clearly stated; revision needed.

Audience is implied but not clearly addressed; purpose is generally clear but needs to be specified in an objective manner.

Audience is clearly addressed and resume is tailored to the employer; purpose is clearly stated and objectives are listed.

Presentation and format(X1)

Resume does not have a clear design format; headers are not used or are used incorrectly or inappropriately; resume does not use reverse chronological format.

Resume attempts (and partially succeeds) to use a reverse chronological format; headers are used but they need revision for professional and concise presentation.

Resume follows a reverse chronological format; it uses clear and appropriate headers to organize information; resume has a professional appearance.

Language and style(X1)

Participant fails to use action words; phrasing is wordy and lacks focus, and/or phrases need revision to make them concise and clear.

Participant uses some action words, but phrases are often wordy and need revision to make them more concise and clear.

Participant consistently uses strong, clear and concise words throughout the resume; clarity of expression is consistent.



Career Prep®

CAREER PREP (continued)Job Application (30 points)



Completeness (X1)

Three or four (3-4) sections of application are not answered thoroughly and/or appropriately.

One or two (1-2) sections of application are not answered thoroughly and/or appropriately.

All sections of application are answered thoroughly and appropriately.

Knowledge of position(X1)

Application reveals a lack of concrete understanding about the position being sought; vague language is used throughout.

Application reveals a partial understanding about the position being sought, with some correct terminology used.

Application uses correct terminology and reveals a distinct understanding of the job being sought.

Grammar and spelling (X1)

Three or four (3-4) errors are evident in verb tense, capitalization, and/or punctuation; multiple spelling errors are evident.

One or two (1-2) errors are evident in verb tense, capitalization and/or punctuation; two or three (2-3) spelling errors are evident.

Correct verb tense, capitalization, and/or punctuation is used throughout the application; zero to two (0-2) spelling errors are evident.


Semifinalist Interview (50 points)



Organization(X1)

Participant seems unprepared for the interview and is unorganized.

Participant is prepared for the interview but is somewhat disorganized in the presentation to evaluators.

Presentation and interview with evaluators are well organized and logically completed.

Knowledge(X2)

Participant seems to have very little understanding of the concepts in the position; vague interview answers are evident.

Participant presents a generalized understanding of the concepts discussed and answers questions well.

Participant shows clear evidence of a thorough understanding of the job discussed; participant understands issues of the job in the future.

Delivery(X1)

Delivery detracts from the message: eye contact may be very limited; participant may look at the floor, mumble, speak inaudibly, fidget or read most of the presentation; gestures and movements may be jerky or excessive.

Delivery is generally good, however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural and confident; delivery enhances the message; posture, eye contact, smooth gestures, facial expressions, volume, pace, etc., enhance the presentation; commitment to the topic, and a willingness to communicate are evident.

Articulation(X1)

Participant is verbose, illogical, and uses many “uhs, ums, hmms, etc.”

Participant is logical, well-spoken, and uses only a few “uhs, ums, hmms, etc.”

Participant is well-spoken, distinct, and responds clearly, with little or no use of “uhs, ums, hmms, etc.”





Comments:


Evaluator



CHALLENGING TECHNOLOGY ISSUES

OVERVIEW

Team members work together to present opposing views of a current technology issue. The opposing views might include various approaches to the issue (historical, societal, moral, financial, etc.), possible solutions, related topics, etc.

CHALLENGE

Participants prepare and deliver an extemporaneous, debate-style presentation with team members explaining opposing views of a current technology issue that has been selected from a choice of three (3) issues that are provided on site.

ELIGIBILITY

Participants are limited to three (3) teams of two (2) members per state.

TIME LIMITS

A. Team preparation time for the presentation is limited to fifteen (15) minutes.

B. The team presentation is limited to four (4) minutes.

C. Both members of each team must be present at the time stated in the conference program.

ATTIRE


PROCEDURE

A. Participants report to the event area at the time and place stated in the conference program to receive an assigned presentation time.

B. At the assigned time, each team reports to the preparation room.

R If you read the

technology section of

a major newspaper or

a news magazine and

consider yourself well-

informed, this event

may be for you.

R Successful

participants should

plan on a presentation

that involves speaking

for a minimum of

two (2) minutes up

to a maximum of

four (4) minutes.

And, remember to

maintain eye contact

with the audience

throughout the

presentation!


Challenging Technology Issues®

C. The coordinator will randomly select three (3) topics from the left side of this page for each team. Then each team may choose one (1) of the three (3) topics provided; the team then prepares its presentation on the chosen topic.

D. At the end of the fifteen (15) minute preparation time, each team is escorted to the presentation room where the team presents opposing views of its selected issue.

E. Evaluators determine semifinalist teams. A semifinalist list, with semifinalists in random order and with assigned times, is posted.

F. Semifinalists report to the preparation room at the time designated in the conference program in order to choose a presentation time and follow the same PROCEDURE used in the preliminaries.

REGULATIONS

A. Team members may bring non-electronic reference materials for use while in the preparation room. No other form of assistance is allowed.

B. Note cards may be used during the presentation; however, their use may result in score deductions if they detract from the effectiveness of the presentation.

C. Teams are allowed to choose one (1) technology issue from a selection of three (3).

D. Each team states the selected issue when prompted by the evaluators. After stating the selected issue, the presentation time begins when a team member begins to speak.

E. Teams present the opposing sides of the selected issue in debate style. Teams may use the following suggested format to present alternating views:

Introduction (pro) Introduction (con)Position (pro) Position (con)Conclusion (pro) Conclusion (con)

F. A timekeeper will notify a presenting team thirty (30) seconds before the end of the four (4) minute time limit by holding up a “30-seconds remaining” card. Time is called at four (4) minutes, at which time the speakers must stop. No overtime speaking is allowed.

EVALUATION

Evaluation is based upon the effective presentation of opposing sides of the issue, including possible solutions and impacts.

R Topics will be

chosen from the

following:

• use of animal organs for human transplant

• alternate energy production

• alternate fuel sources• internet safety for

minors• fuel supply from crops• hearing loss related to

the use of electronic music devices

• cost of healthcare for the elderly

• production of bio-fuels

• production of human-like robots

• voice command technology

• intrusive surveillance• acquiring land for

road construction• health concerns due

to excessive cell phone/computer use

• product testing on animals

• building “green,” environmentally friendly schools

• global warming• reduce, reuse,

recycle• intrusiveness of

passenger body scans by air travel security officials



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students communicate genuinely and effectively as public speakers. Use leadership lessons: Communication Breakdown and Acting Out!

• Creative Thinking: Students extemporaneously produce original thoughts and ideas regarding the issue. Use Leadership lessons: And the Next Contestant Is... and Open Minded

• Teamwork: Students work efficiently, effectively, and equally with a partner to address both viewpoints of the issue. Use leadership lessons: Bozo’s Balloons and Jump Rope


• Critical Thinking• Ethics • Evaluation

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTLobbyistManagement executiveMotivational speakerPoliticianPublic policy specialist



CHALLENGING TECHNOLOGY ISSUES EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Event evaluators, two (2) or more

C. Assistants, two (2) per preparation room

D. Timekeeper, one (1) per presentation room

MATERIALS

A. Coordinator’s notebook, containing:

1. Event guidelines, one (1) copy each for the coordinator and evaluators

2. Official rating forms3. Marking pens for evaluators, two (2) or more4. List of entries with finalist report5. List of evaluators/assistants6. Semifinalist list for posting 7. Results envelope

B. Lined paper, 3" x 5" note cards, and pens or pencils for participants

C. Stopwatch, one (1) per preparation room and one (1) for the presentation room

D. Written issue selections

E. Tables and chairs for participants

F. Table and chairs for evaluators

G. A card with “30 seconds remaining” printed clearly, one (1) per presentation room.

RESPONSIBILITIES





C. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.


E. When the teams report to the event area, assign times for their presentations. Times should be scheduled at ten (10) minute intervals. Depending upon the number of entries, heats may be necessary to determine semifinalists.

F. After each team reports to the preparation room at the assigned time and participants have been seated, review the time limits and distribute paper and pencils.

G. Present the team with a selection of three (3) issues from which one (1) must be chosen.

H. Start the time and inform participants of the end of preparation time.

I. Monitor students during preparation time and supply extra paper if needed.

J. At the end of the fifteen (15) minutes, collect the selection sheet and escort the team to the presentation room.

K. After the team is in position, introduce the team by entry number only.

L. The evaluators tell the team to begin and start timing the event.

M. The timekeeper notifies the team thirty (30) seconds before the end of the four (4) minute time limit by holding up a “30-seconds remaining” card. Time is called at four (4) minutes, at which time the speakers must stop.

N. Evaluators independently score each team.

O. The evaluators’ scores are averaged in order to determine twelve (12) semifinalist teams.



P. Secure the signatures of all evaluators on the official event rating forms.

Q. Write the entry numbers for the semifinalist teams in random order on the semifinalist form, with the scheduled time for each team’s final presentation.

R. Submit the semifinalist list in random order and the team schedule to the CRC room for posting.

S. Remove all materials from the event area and return the coordinator’s notebook with its contents to the CRC room for safekeeping until time for the final portion of the competition.

T. When the semifinalist teams report to the presentation room at their assigned times, follow the same PROCEDURE used in the preliminaries.

U. After the evaluation is complete, secure the evaluators’ signatures on their rating forms.

V. The evaluators’ scores are averaged in order to determine the ranking of the finalist teams.

W. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

X. If necessary, manage security and the removal of materials from the area.




CHALLENGING TECHNOLOGY ISSUES


column spaces below

.


Pro-Side (70 points)




Introduction (X1)

Introduction does not show an attempt to understand or get the attention of the audience and/or does not outline points clearly and distinctly.

Introduction shows an effort to grab attention of audience and understand the audience; previewing points are somewhat organized in a logical manner.

Introduction employs an attention-getter, clearly states the thesis, previews main points of the issue, shows understanding of the audience; enunciation and fluid speaking are evident.

Organization (X1)

Ideas may not be focused or developed; the main purpose is not clear; the introduction is undeveloped; main points are difficult to identify; transitions may be needed.

Main idea is evident, but the organizational structure may need to be strengthened; ideas may not be clearly developed or always flow smoothly, and the purpose is not clearly stated; main points are not clear.

Ideas are clearly organized, developed, and supported; purpose is clear; main points are clear and organized effectively.

Topic knowledge (X1)

Team does not have a grasp of information and cannot answer questions about the subject; inaccurate, generalized, or inappropriate support material is used; over dependence on notes is evident.

Team has a partial grasp of the information; support material may lack in originality; team is at ease–with expected answers to all questions–but fails to elaborate on topic.

Team exhibits a clear grasp of information; citations are introduced and attributed accurately; team demonstrates full knowledge through explanations and elaboration on subject area.

Conclusion (X1)

Conclusion ends abruptly (no logical and/or organized conclusion presented); it does not restate main points of speech.

Conclusion is generally engaging; it restates main points and wraps up speech with reference to the topic.

Conclusion restates main points of topic in a summative yet fresh way; confident ending; speech closes with connection to the introduction and restating of topic.

Voice and language (X1)

Vocabulary choice may be limited; speech is peppered with slang or jargon; speech is too effusive or too dull; language is questionable or inappropriate for a particular audience.

Speech is mostly respectful and/or inoffensive; language is appropriate but word choices are not particularly vivid or precise.

Language is familiar to the audience, appropriate for the setting, and free of bias; vocabulary choices are vivid and precise.

Delivery (X2)

Delivery detracts from the message; eye contact may be very limited; presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read from cards; gestures and movements may be jerky or excessive.

Delivery is generally appealing, however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural, confident, and enhances the message; posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate.


Con-Side (70 points)



Introduction (X1)

Introduction does not show attempt to understand or get the attention of the audience and/or does not outline points clearly and distinctly.

Introduction shows an effort to grab attention of audience and understand the audience; previewing points are somewhat organized in a logical manner.

Introduction employs an attention-getter, clearly states the thesis, previews main points of the issue, and shows understanding of the audience; enunciation and fluid speaking are evident.



CHALLENGING TECHNOLOGY ISSUES (continued)



Organization(X1)

Ideas may not be focused or developed; the main purpose is not clear; the introduction is undeveloped; main points are difficult to identify; transitions may be needed.

Main idea is evident, but the organizational structure may need to be strengthened; ideas may not be clearly developed or always flow smoothly, and the purpose is not clearly stated; main points are not clear.

Ideas are clearly organized, developed, and supported; purpose is clear; main points are clear and organized effectively.

Topic knowledge(X1)

Team does not have a grasp of information and cannot answer questions about the subject; inaccurate, generalized, or inappropriate support material is used; over dependence on notes is evident.

Team has a partial grasp of the information; support material may lack in originality; team is at ease–with expected answers to all questions–but fails to elaborate on topic.

Team exhibits a clear grasp of information; citations are introduced and attributed accurately; team demonstrates full knowledge through explanations and elaboration on subject area.

Conclusion(X1)

Conclusion ends abruptly (no logical and/or organized conclusion presented); it does not restate main points of speech.

Conclusion is generally engaging; it restates main points and wraps up speech with reference to the topic.

Conclusion restates main points of topic in a summative yet fresh way; confident ending; speech closes with connection to the introduction and restating of topic.

Voice and language(X1)

Vocabulary choice may be limited; speech is peppered with slang or jargon; speech is too effusive or too dull; language is questionable or inappropriate for a particular audience.

Speech is mostly respectful and/or inoffensive; language is appropriate but word choices are not particularly vivid or precise.

Language is familiar to the audience, appropriate for the setting, and free of bias; vocabulary choices are vivid and precise.

Delivery(X2)

Delivery detracts from the message; eye contact may be very limited; presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read from note cards; gestures and movements may be jerky or excessive.

Delivery is generally appealing, however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural, confident, and enhances the message; posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate.


Group Participation (10 points)



Group member participation(X1)

One (1) team member does the majority of the speaking and/or debating on the topic; the other seems disengaged from the presentation.

Both team members are engaged in the debate, but one (1) clearly takes the lead and allows the other only to reply to or refute statements.

Both team members are actively involved in the presentation, debate, and rebuttals of the topic; shared responsibility is evident throughout.




Comments:


Evaluator



R Chapter Team

is one of TSA’s most

popular events,

attracting as many as

400 participants at the

national conference

(middle and high

school combined).

CHAPTER TEAM

OVERVIEW

Participants take a written parliamentary procedures test in order to proceed to the semifinals, where they perform an opening ceremony, dispose of three (3) items of business, and perform a closing ceremony within a specified time period.

CHALLENGE

Students have the opportunity to demonstrate an understanding of parliamentary procedure relative to business meetings.

ELIGIBILITY

Participants are limited to one (1) team of six (6) members per chapter. Team members do not have to be elected officers of the local chapter. Teams that take the written test and advance to the semifinalist portion of the event must be comprised of the same six (6) members.

TIME LIMITS

A. All teams are allowed one (1) hour to complete a written parliamentary procedures test.

B. Semifinalist teams have fifteen (15) minutes with no penalty and up to seventeen (17) minutes with penalty (see below) to complete required parliamentary actions, items of business, set-up time, and a presentation. Time ends when the gavel is rapped to close the meeting. (At that point all other team members must leave the room.) The secretary will then have five (5) additional minutes to complete the minutes of the meeting. Teams are penalized five (5) points per thirty (30) seconds on each evaluator’s score sheet for going over the allotted time, based on the following scale:

Time over fifteen (15) minutes Penalty

15:01 to 15:30 five (5) points per evaluator 15:31 to 16:00 ten (10) points per evaluator 16:01 to 16:30 fifteen (15) points per evaluator 16:31 to 17:00 twenty (20) points per evaluator

R In this event, the

top ten (10) scoring

middle schools and

high schools are

recognized, and the

top three (3) of both

levels receive trophies.


Chapter Team®

No team may go beyond seventeen (17) minutes.

ATTIRE

Official TSA dress as described in Competitive Events Attire is the minimum requirement for both written and oral portions of the competition.

PROCEDURE

A. Participants report for the written test at the time and place stated in the conference program.

B. A written parliamentary procedures test is administered at the same time to all team members.

C. Twelve (12) teams with the highest averaged scores are selected as semifinalists for the oral presentation. A semifinalist list in random order is posted.

D. Semifinalists teams report for oral presentations at the time and place stated in the conference program.

E. Each team follows the procedure for opening and closing a local chapter meeting. Each team follows an order of business to dispose of three (3) given parliamentary items or actions provided by the event coordinator and then closes the meeting according to the prescribed procedure. [Concerning the reading of the creed by the secretary during the closing ceremony, a chapter has the option to recite the creed using one (1) or more of its team’s members.]

REGULATIONS

A. Team members take the written test individually.

B. Teams consist of a president, vice president, secretary, treasurer, reporter, and sergeant-at-arms.

C. The event includes the call to order, pledge to the flag, roll call, order of business, and closing ceremony.

D. Written materials, other than those provided, may not be taken into the event room.

E. A set of secretary’s minutes, a treasurer’s report, a copy of the creed, and a list of parliamentary actions are provided by the event coordinator when the team members enter the performance room. The event coordinator also will supply each team with paper, pens and a calculator.

R Participants must

provide—and bring to

the test site—two (2)

pencils (sharpened

standard #2/HB

grade with an eraser,

or #2 mechanical

with an eraser) for

any competition that

involves a written test.

R For a complete

description of the

official TSA dress,

be sure to read the

section in the front

of this guide called

Competitive Events

Attire.


Chapter Team®

F. Any team that fails to appear at the designated time is placed at the end of the list and allowed to participate at the discretion of the evaluators and event coordinator if time permits.

G. Chapter paraphernalia (officer symbols and gavel only) is placed on a long table with the flag of the United States of America standing to the right of the president’s rostrum and the host state flag to the left. The president’s rostrum should be centered between the two (2) flags. The symbols of the officers should be placed in front of the respective officers. The host state banners are optional and do not add to or subtract from the evaluators’ point totals.

H. A timepiece or non-programmable calculator may be used by the team if desired.

I. Semifinalist teams have a time limit of fifteen (15) minutes to complete required parliamentary actions, items of business, set-up time, and a presentation. (These are all part of the Business Meeting Demonstration.) Official timing will stop at the team’s final gavel to end the meeting. Five (5) points will be deducted for every thirty (30)-second interval over the allotted time. (see TIME LIMITS)

J. Bonus points will be awarded for additional motions and parliamentary actions by the officers, other than the president.

K. At the conclusion of the oral presentation, each team secretary has five (5) minutes to write a copy of chapter minutes that will be submitted to an evaluator.

L. All team materials, including the chapter minutes recorded during the presentation, must be given to the evaluators before the team leaves the room.

M. No reference should be made to a team’s school, chapter name, city, or state. However, the state name on a TSA patch is acceptable.

EVALUATION

Each team’s average written test scores are used to determine the twelve (12) semifinalist teams. The team’s average test score is included in the final results. Semifinalist teams are evaluated according to the criteria on the official rating form.

NOTE

There are plenty of ways to learn about parliamentary procedure. The standard reference is Robert’s Rules of Order, Newly Revised. Information about parliamentary procedure websites may be found online at

http://www.rulesonline.com/parliamentary_procedure_websites.htm.

R Read the General

Rules and Regulations

in the front of this book

for information that

applies to all of TSA’s

competitive events.

R Teams are

asked not to reveal

their school, chapter

name, or city, but

the appearance of

a state name on an

official TSA patch is

acceptable.


Chapter Team®

STEM INTEGRATION


Technology, Engineering

LEADERSHIP SKILLS


• Communication: Students communicate clearly and effectively with their team and the audience via public speaking skills and a presentation. Use leadership lessons: Acting Out! and Chefs in the Kitchen

• Self-esteem: Students possess and execute confidence in their abilities and opinions during debate. Use leadership lessons: Circle It Up and Web Page Design

• Teamwork: Students work as an equal, efficient team of officers to conduct business. Use leadership lessons: Jump Rope and TV Station


• Decision Making• Organization• Problem Solving

TSA AND CAREERS



Careers will vary, based on the student’s area of interest.


Chapter Team®

CHAPTER TEAM EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Evaluators, two (2) or more

C. Assistants, two (2) or more for the written test and two (2) or more for the oral presentations

D. Timekeeper

MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Copies of parliamentary procedure test6. Opening and closing ceremonies script7. The TSA Creed8. List of parliamentary actions9. Copies of secretary’s minutes10. Copies of treasurer’s report11. Paper, pens and one (1) calculator12. copies of Chapter Team Official Minutes page13. Semifinalist list for posting14. Results envelope

B. Officer’s symbols and gavel

C. United States flag

D. State flag (optional)

E. Stop watches

F. One (1) table and chairs for evaluators

G. One (1) long table or two (2) tables and six (6) chairs for chapter team members

H. Table rostrum


Chapter Team®

RESPONSIBILITIES


B. Inspect the area or room in which the event is to be held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.


D. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. Participants not present may be disqualified. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

E. Administer the written test.

F. Determine the written test score for each team. (To calculate the score, see the side bar on this page.)

G. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

H. Check in semifinalists at the time and location stated in the conference program. Inform the teams of their order of performance and review the procedure to be followed.

I. When each team enters the performance room, pass out the three (3) items of business. At this point the team’s allotted time begins.

J. The event coordinator or an assistant is responsible for introducing each team (by entry number only) when the evaluators have finished with the previous team.

K. Teams may take chapter paraphernalia (officer symbols and gavel only) into the performance room if desired, or they may use what is provided by the event coordinator.

L. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

R Scoring on

this test of fifty (50)

questions is as

follows: All six (6)

team members take

the written test. An

average of their scores

is calculated. That

average is divided

by five (5), and the

resulting number is

the score the team will

receive out of ten (10)

points.


Chapter Team®

M. Evaluators average their scores to determine rankings. Any ties that affect these semifinalists are broken by using the highest average score on the written exam.

N. Complete and submit the finalist report and all related forms in the results envelope to the CRC room.

O. If necessary, manage security and the removal of materials from the area.


Chapter Team®

CHAPTER OPENING AND CLOSING CEREMONIES

OPENING CEREMONY

(At the prescribed time for meetings, the president assumes his/her position behind the rostrum in the front center of the room. Other officers are seated to the left and right of the president. They are seated in this order from stage left to right: vice president, treasurer, secretary, president, reporter, and sergeant-at-arms.)

Host State Banner (Optional)

U.S. Flag Sgt.-at-Arms Reporter President Secretary Treasurer Vice Pres. State Flag

(Officers facing audience)

Audience

President: (raps gavel twice) The meeting will please come to order. Mr./Ms. Sergeant-at-Arms, are all the officers in their places?

Sergeant-at-Arms: They are, Mr./Ms. President.

President: [raps three (3) times for assembly to rise] Mr./Ms. Sergeant-at-Arms, please lead the assembly in the Pledge to the Flag of the United States of America.

Sergeant-at-Arms: (leads Pledge to the Flag)

President: (raps once and assembly is seated) Mr./Ms. Secretary, will you please call the roll.

Secretary: Mr./Ms. Sergeant-at-Arms.

Sergeant-at-Arms: Present. The symbol of my office is the “hearty handshake” (officer points to symbol), and it is my responsibility to see that the assembly is comfortable and properly welcomed. It is also my duty to serve as doorkeeper for this organization.

Secretary: Mr./Ms. Reporter.

Reporter: Present. The symbol of my office is the beacon tower (officer points to symbol), and it is my duty to see that our school, community, and national association have a complete report of our organization’s activities.

Secretary: Mr./Ms. President.

President: Present. The symbol of my office is the gavel (officer points to symbol). The duties vested in me by my office are to preside at all regular and special


Chapter Team®

meetings of this organization and to promote cooperation in carrying out the activities and work of our organization. Mr./Ms. Secretary.

Secretary: Present. The symbol of my office is the pen (officer points to symbol), and it is my responsibility to see that accurate and proper records are kept of all business and correspondence of this association. Mr./Ms. Treasurer.

Treasurer: Present. The symbol of my office is a balanced budget (officer points to symbol), and it is the duty of my office to keep accurate records of all funds and see that our financial obligations are met promptly.

Secretary: Mr./Ms. Vice-President.

Vice President: Present. The symbol of my office is a star (officer points to symbol), and it is the duty of my office to see that we always have a strong membership, a good work program, and are alert to the welfare of our chapter.

Secretary: Mr./Ms. President, all officers are present and in their place.

President: Mr./Ms. Sergeant-at-Arms, do we have guests present?

Sergeant-at-Arms: [if so, introduce guest(s); if not, state the following] No, Mr./Ms. President.

President: Mr./Ms. Secretary, we are ready to transact our business.

Teams dispose of the assigned business following the suggested order of business.

CLOSING CEREMONY

President: [raps three (3) times; assembly rises] Mr./Ms. Secretary, will you please (read) or (lead us in) the TSA Creed.

Secretary: (recites the TSA Creed) When presented at state and national competitions, the creed may be presented in some more original method.

President: Will the assembly repeat the TSA Motto after me. (Motto is spoken.) Does anyone know of any reason why this assembly should not adjourn? If not, I will entertain a motion to adjourn. (following motion to adjourn, a second, and a vote) I now declare this meeting adjourned until a special meeting is called or until our next regular meeting (raps once with gavel).


Chapter Team®

SUGGESTED ORDER OF BUSINESS FOR CHAPTER MEETINGS1. The president calls the meeting to order with opening

ceremonies.2. Roll call is taken and a quorum is established.3. The minutes of the preceding meeting are read by the

secretary. Any necessary corrections and/or additions are made and the minutes are approved as read or corrected.

4. The treasurer’s report is received as read and placed on file subject for audit. The chair so states.

5. Committee and officer reports are called for by the chairperson, as necessary. If a committee has no report, let the committee so state.

6. Unfinished business is addressed.7. New business is addressed.8. The program, if any, is held at this time. The chairperson

presides with the assistance of the program chairperson or the committee chairperson.

9. Announcements.10. Adjournment with closing ceremonies.


Chapter Team®

CHAPTER TEAM OFFICIAL MINUTES

Team number

Date

Location of conference

(Use the back of this page, if necessary)

Secretary’s signature Date


Chapter Team®

Participant ID#1 _________ ID#2 _________ ID#3 _________ ID#4 _________ ID#5 _________ ID#6 _________

Team ID#1 _________

CHAPTER TEAM Record scores in the

column spaces below

.


Team Written Test (10 points)Record the scores of the six (6) team members in the boxes below. Calculate the average of their scores. Divide the average by five (5) for the score that the team will receive out of ten (10) points. Record the score in the column space to the far right.

#1 #2 #3 #4 #5 #6


Business Meeting Demonstration



Evaluators: Using minimal (1-4 points), adequate (5-8 points) or exemplary (9-10 points) performance levels as a guideline, record the scores earned for the event criteria in the column spaces to the far right. The X1, X2 or X3 notation in the criteria column is a multiplier factor for determining the points earned. (Example: an “adequate” score of 7 for an X1 criterion = 7 points; an “adequate” score of 7 for an X2 criterion = 14 points; an “exemplary” score of 7 for an X3 criterion = 21 points)

Official attire/poise(X2)

Appearance is untidy; grooming is lacking; clothing is not consistent in coloration and visual appearance; shoes are the wrong color; poise is missing.

Appearance is neat and consistent; grooming is good, but confidence is lacking.

Overall appearance is cohesive and polished (official, professional, and businesslike).

Preparation for MeetingPlacement of flags and

officer symbols; officer seating(X1)

Flags are not placed in the correct order, and/or officer symbols are not in the correct order and are not aligned properly on the table, and/or not all officers are seated in the proper arrangement.

Flags are in the correct order but are not aligned with other aspects of the officer gear, and/or several of the symbols are in proper order, but they are out of alignment, and/or officers are seated in the proper arrangement, but the chairs are misaligned, thus presenting a sloppy and haphazard appearance.

Flags are completely aligned and in proper order and placement; officer gear is placed in the correct order and in proper alignment on the table; the seating arrangement is precise, businesslike and professional.

Knowledge of TSAOpening ceremony

(X1)Many items of sequence and order are incorrect; mistakes are made by officers.

Few sequence and order mistakes are made, but the effort is not polished and smooth.

The opening is smooth and efficient; everything progresses as it should.

Closing ceremony(X1)

Officers make several mistakes; creed recitation is sloppy; the effort is unpolished.

Appropriate procedures are followed, but mistakes are made in the creed recitation.

The closing is outstanding, with no mistakes; the presentation is very polished.

Knowledge of Parliamentary ProcedureOrder of business

(X1)Incorrect order of business is followed; officers appear confused and unprepared.

Officers adhere to the correct order of business, but some of them seem quizzical of the procedure.

Efficient, orderly and correct order of business is followed.

Voting procedures(X1)

Several obvious mistakes are made in voting procedures.

Only a few mistakes are made in voting procedures.

Voting is correct, smooth and efficient.

Debate (exclude president) (X3)

Only a few officers participate effectively in the debate, which is loosely presented.

Most officers participate in the debate process, but they are less than convincing.

All officers present a very cohesive debate.

Parliamentary actions(X3)

Only one of the required actions is completed correctly.

Two (2) of the actions are completed correctly, but they lack inspiration.

All three (3) actions are completed correctly, with notable and inspiring effort.


Chapter Team®

CHAPTER TEAM (continued)Knowledge of Parliamentary Procedure (continued)



Communication(X2)

Speaking is unclear; there is some mumbling, and/or too loud or too soft voice projection is evident.

Communication is clear, but there are lapses in sentence structure and grammar; volume is appropriate.

Communication is clear, concise, easy to understand, and articulate.

Chapter minutes(X2)

The format of the minutes is incorrect or not complete; poor grammar and spelling errors are evident.

The format of the minutes is correct and complete; poor grammar and some spelling errors are evident.

Minutes are completed correctly and efficiently.




BONUSFor additional motions

and parliamentary actions (by officers other than the president)(X2)

Only one (1) or two (2) of the additional actions is/are completed correctly; the effort is uninspiring.

Three (3) or four (4) of the actions are completed in an acceptable manner.

All five (5) of the supplementary actions are completed in an efficient and effective manner.



Comments:


Evaluator



COMMUNICATION CHALLENGE

OVERVIEW

During the school year, participants write, design, and produce three (3) promotional products that are submitted as entries in printed format. Semifinalists produce a layout for a promotional item for a fictitious company.

CHALLENGE

Participants design and produce 1) a trifold brochure that promotes the chapter 2) an effective sponsor support request on chapter letterhead, and 3) an 8½" x 11" glossy, two-sided postcard promoting TSA’s current national service project. Semifinalists are asked to work creatively under constraints in designing a solution to a problem given on site.

ELIGIBILITY

Participants are limited to one (1) entry per chapter.

TIME LIMITS

A. Entries must be started and completed during the current school year.

B. Semifinalists will be given fifteen (15) minutes to set up before the event and one (1) hour to complete the on-site problem.

C. Semifinalists will be given fifteen (15) minutes to remove their computers after the judging process is completed.

ATTIRE

Casual TSA attire as described in Competitive Events Attire is the minimum requirement.

PROCEDURE

A. Participants prepare a trifold brochure, a sponsor letter (on letterhead), and an 8½" x 11" glossy, two-sided postcard during the current school year (see regulations below).

B. Participants check in their entries at the time and place stated in the conference program.


Communication Challenge®

C. Entries are reviewed by evaluators. Neither students nor advisors are present at this time. A semifinalist list in random order is posted.

D. Semifinalists report with a computer, a power strip/surge protector, and a five foot (5') extension cord to the event area at the time and place stated in the conference program.

E. Semifinalists complete the on-site layout and design problem using their own computer within the one (1) hour time limit.

F. Entries are judged from the participant’s computer screen. No print-out will be generated from the participant’s computer.

G. Participants pick up their entries from the display area at the time and place stated in the conference program.

REGULATIONS

A. Participants produce a TSA trifold brochure, one (1) page front and back, that describes their chapter and school in the current academic year. The brochure must have a finished size of 8½" x 11" and must include, as a minimum, the following elements:

• Title/banner • Chapter name • Chapter information • TSA or chapter logo • Three (3) pictures or illustrations

B. Participants produce chapter letterhead, or stationery, for the current school year that includes chapter name, address, phone, logo art (TSA or local chapter), and the local president and advisor’s name. If applicable, the chapter’s fax, email address, and website address are included.

C. Using the letterhead described above, participants compose a letter requesting sponsorship from a local business or industry that includes the signature of both the advisor and at least one (1) of the local chapter officers.

D. Participants produce an 8½" x 11" glossy, two-sided postcard promoting the current national TSA service project that includes at least these three (3) elements:

• TSA logo • National TSA • Information (name, address, purpose, etc.) about national TSA’s service project

R The materials you

create for this event

are practical tools that

can be used by your

chapter.

R Semifinalists

must provide their own

computer and power

strip/surge protector for

the on-site portion of

this competition.



E. If the entry contains images of people, proof of consent must be attached to the back of the entry. Images of minors require parental consent. (See Photo/Film/Video Consent and Release form that follows.)

F. Participants submit the brochure, the sponsor letter, and the postcard in a standard three (3)-ring binder at the event check-in time.

G. Participants supply their own computer with power strip/surge protector and software, and a five foot (5') extension cord. A laptop computer is recommended.

H. No printer is needed.

I. Clip art may be used for the on-site problem, but the use of a template should be avoided. The on-site work should be an original creation.

J. Participants leave the room only with permission from the event coordinator.

EVALUATION

Evaluation is based on points earned from the layout and design, content, effectiveness and originality of the printed products, combined with the points earned from the layout and design, content, effectiveness and originality of the semifinalist problem.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students transmit ideas via writing, graphics, signs, and symbols. Use leadership lessons: Mirror Mirror and Take Action

• Creative Thinking: Students create an original and unique design. Use leadership lessons: Around the World and Fashion Forward

• Organization: Students create organized and professional layouts. Use leadership lessons: Keep on Rolling and Story Creation


• Ethics

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAd copy writerTelecommunications managerInternal communications managerVolunteer managerPublic affairs specialist



COMMUNICATION CHALLENGE EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Semifinalist list for posting7. On-site problem sheets for semifinalists, twelve (12) copies8. Results envelope

B. Tables, one (1) per participant

C. Chairs, one (1) per participant

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in. Secure the entries in the designated area.

D. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, and



regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

E. Evaluators independently review the entries.

F. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

G. Evaluators tally and submit their signed official rating forms. Evaluators discuss and break any ties.

H. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

I. Provide the on-site problem to the semifinalists.

J. Supervise the one (1) hour on-site layout and design problem.

K. Supervise the evaluation process of the on-site problem.

L. After the evaluation, process and supervise the removal of computers by the participants.

M. Complete the finalist report, including evaluators’ signatures. Evaluators discuss and break any ties that affect the top three (3) placements.

N. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.



PHOTO/FILM/VIDEO CONSENT AND RELEASE

I hereby give permission for images of my child or myself (as applicable), captured during Technology Student Association (TSA) activities through film, photo or digital camera, to be used solely for the purposes of TSA promotional materials and publications, and I waive any rights of compensation or ownership thereto.

Name of minor in images (please print)

Name of minor’s parent/guardian (please print)

Name of adult in images (please print)

Parent/guardian or adult’s signature (as applicable)

Date




COMMUNICATION CHALLENGE


column spaces below

.


Trifold Brochure (30 points)




Layout and design(X1)

Layout/design does not resemble a standard trifold brochure and/or is missing essential brochure design elements.

Most elements of design are followed; few mistakes are made in the layout of the trifold brochure.

Brochure encompasses all standardized layout practices, and creativity is at the forefront of the design.

Content(X1)

Brochure is missing three (3) or more of the following elements: title/banner, chapter name, chapter information, TSA or chapter logo, and/or three (3) pictures.

Brochure lacks one (1) or more elements listed in the minimal criteria, and/or quality of graphics design or text elements is poor.

All elements are included in the brochure and creative incorporation of excellent quality graphics and text is evident.

Effectiveness(X1)

Brochure does not convey intended message appropriately and/or it contains unrelated text/graphics.

Brochure conveys overall intended message but contains some inappropriate and/or unrelated text/graphics.

Brochure message is easily understood and interpreted, with exceptional use of related graphics and text.


Chapter Letterhead (20 points)



Layout and design(X1)

Layout does not resemble letterhead and/or is missing essential design elements.

Most elements of design are followed; few mistakes are made in the layout of the letterhead.

Letterhead encompasses all standardized layout practices and creativity is at the forefront of the design.

Content(X1)

Letterhead is missing three (3) or more of the following elements: chapter name, address, phone, logo art (TSA or chapter), local president and advisor’s name.

Letterhead is missing one (1) or more elements listed in the minimal criteria, and/or the quality of graphics design or text elements is poor.

All elements are included in the letterhead and creative incorporation of excellent quality graphics and text is evident.


Sponsor Request Letter (30 points)



Layout and design (X1)

Poor use of business formatting to develop the design and layout of the business letter is evident.

Adequate use of business formatting to develop the design and layout of the business letter is evident.

Excellent use of business formatting to develop the design and layout of the business letter is evident.

Audience (X1)

Audience is not considered in the development of the letter; slang language is used.

Tone and language are inappropriate for the intended audience, and/or the audience is an afterthought in the letter.

The letter is written specifically for the intended audience, with professional tone and language.

Sentence structure (X1)

Simple sentence structure is used throughout the letter and there are multiple grammatical errors.

Writing is generally engaging with varied sentence structure; a few grammatical errors are evident.

Letter is well-written, with varied, flowing sentence structure; little to no grammatical errors are evident.




COMMUNICATION CHALLENGE (continued)Postcard (20 points)



Content(X1)

Postcard is missing three (3) or more of the following elements: 8 ½" x 11" glossy paper, two (2)-sided format, TSA logo, correct information regarding TSA service project.

Postcard is missing one (1) or more elements listed in the minimal criteria, and/or quality of graphics design or text elements is poor.

All elements are included in the postcard and creative incorporation of excellent quality graphics and text in the design is evident.

Effectiveness (X1)

Postcard does not convey intended message appropriately, and/or it contains unrelated text/graphics.

Postcard conveys overall intended message, but it contains some inappropriate and/or unrelated text/graphics.

Postcard message is easily understood and interpreted, with exceptional use of related graphics and text.


Solution to Onsite Semifinalist Problem (50 points)



Layout and design (X1)

Layout/design does not incorporate or consider three (3) or more of the following design principles: alignment, consistency, contrast, unity, white space.

Layout/design is missing two (2) or fewer design principles; overall layout is aesthetically pleasing.

Aesthetically pleasing design is evident, and all design principles are incorporated into the design and layout.

Solution to project (X2)

Project is missing three (3) or more attributes of the solution’s criteria.

Project is lacking two (2) or fewer attributes of the solution’s criteria.

Project is missing one (1) or no attributes of the solution’s criteria.

Effectiveness (X1)

Project does not convey intended message appropriately, and/or it contains unrelated text/graphics.

Project delivers the overall intended message, but it contains some inappropriate and/or unrelated text/graphics.

Project message is easily understood and interpreted, with exceptional use of related graphics and text.

Originality (X1)

Project does not incorporate or consider four (4) or more of the following principles of creativity: freshness, idea cultivation, realness, bravery, momentum, visual signaling.

Project is missing three (3) or fewer creativity principles.

Project is a truly unique presentation; it includes most of the applicable principles of creativity.





Comments:


Evaluator



R It takes a lot

of time and effort,

and sometimes a lot

of extra footage, to

produce a finished

video. Be sure your

entry includes only the

footage you want to

be considered as your

final product.

COMMUNITY SERVICE VIDEO

OVERVIEW

Participants create a video that highlights their chapter’s involvement with the American Cancer Society (ACS) over the course of a school year.

CHALLENGE

Create and submit a finished video, capable of being played on a standalone DVD player that depicts your local TSA chapter’s service with the American Cancer Society, national TSA’s service partner.

ELIGIBILITY

Participants are limited to one (1) team per chapter. Entries may be submitted by an individual or group.

TIME LIMITS

The video should last no more than two and one half (2½) minutes. There is no minimum length restriction. The video will be timed from the first sound or picture to the final sound or picture.

ATTIRE

Business Casual TSA attire as described in Competitive Events Attire is the minimum requirement.

PROCEDURE

A. Entries must be submitted at the time and place stated in the conference program.

B. Entries are reviewed by the evaluators.

C. All entries become the property of national TSA.

D. Ten (10) finalists are announced at the awards ceremony.

REGULATIONS

A. Participants are encouraged to develop the video in a fashion similar to that of a “video yearbook.” Participants should develop


Community Service Video ®

the video chronologically, illustrating their chapter’s involvement with ACS over the course of a particular academic year.

B. The year should be clearly illustrated at the beginning of the video.

C. The entry should be submitted on a DVD suitable for viewing on a standalone DVD player.

D. All video footage, graphics, special effects, and/or audio clips must be originally created/filmed by the participants. No commercial or copyrighted material may be used, regardless of copyright fair use policy.

E. All entries will be retained by national TSA and may be used for promotional purposes. If the entry contains images of people, proof of consent must be provided. Minors require parental consent. (See Photo/Film/Video Consent and Release form that follows for any individuals included in the video footage.)

F. If consent forms are needed, participants should be sure to have consent forms for each person in their video. Participants should scan each completed consent form and save it as a PDF file on a CD-ROM. Consent form PDFs must be submitted with the DVD entry.

EVALUATION

The evaluation will determine the effectiveness of the video medium in portraying and highlighting a TSA chapter’s involvement with the American Cancer Society over the course of an academic year.



STEM INTEGRATION

This event has connections to the STEM areas noted below. Please refer to the STEM Integration section of this guide.


LEADERSHIP SKILLS


• Communication: Students effectively communicate the

message of the video production. Use leadership lessons: Acting Out! and Chefs in the Kitchen

• Creative Thinking: Students use original thoughts to create video elements. Use leadership lessons: And the Next Contestant Is… and Around the World

• Teamwork: Students work with actors/team members to create a video production. Use leadership lessons: Find Someone Who… and Match Face


• Decision making• Ethics• Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTVideographerDirectorActorScreenplay writerAudiovisual technician



COMMUNITY SERVICE VIDEO EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS


evaluators2. Official rating forms one (1) for each entry3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stick-on labels for numbering entries7. One (1) stopwatch for every twenty (20) entries8. Calculator for event tally9. Results envelope

B. One (1) standalone DVD player for every twenty (20) entries

C. A 25' extension cord for each DVD player

D. Set of headphones for each evaluator with “Y” cable (to split audio signal to the paired evaluator)

E. Table and chairs for each pair of evaluators

RESPONSIBILITIES


B. Inspect the area or room in which the event is to be held for appropriate setup, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only



when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. One (1) hour before the event is scheduled to begin, meet with your evaluators to review time limits, procedures, and regulations. Distribute the evaluators’ materials. If questions arise that cannot be answered, contact your event manager before the event begins.



G. Evaluators tally and submit their signed official rating forms to the event coordinator. All ties should be broken by the evaluators.

H. Secure the initials of the evaluators on the event summary sheet after they have reviewed it. Through the discussion process, evaluators break any ties that effect the top three (3) placements.

I. Submit the finalist report, including a ranking of the top ten (10) finalists, and all related forms in the results envelope to the CRC room.

J. If necessary, manage security and the removal of materials from the event area.









Date




COMMUNITY SERVICE VIDEO


column spaces below

.


Video Production (70 points)




Planning(X1)

Video shows little or no evidence of planning, problem analysis or research.

Video shows good analysis of the problem and audience; concepts make sense.

Video shows a complete and insightful analysis; content is outlined properly and treatment is applied.

Camera(X2)

Serious problems are evident with camera focus, steadiness, and framing.

Camera work is clearly focused and framed, but with limited zooms.

Steady and creative shots that enhance video are evident in the camera work; there is great use of close-ups.

Audio(X1)

Audio is of poor quality; sound is recorded primarily from an on-camera microphone.

Correct microphones and technique were used to provide clear audio recorded with good levels.

Audio is excellent, with additional audio clips/cues that enhance the video production.

Lighting(X1)

Poor ambient lighting choices and/or heavy back-lighting are evident.

Adequate lighting on subjects and proper lighting techniques are evident.

Excellent and creative use of lighting to propel story emotionally is evident.

Continuity and pacing(X2)

Show sequencing in video is incomprehensible; shots are left too long; edit points have glitches.

Pace and timing of video are well structured; clips move along, telling the story; moderate use of transitions is evident.

Shots logically pace the story in an interesting way; excellent and purposeful use of transitions is evident.


Video Effectiveness (80 points)



Places topic in context(X2)

Video does not show evidence of where and when the event(s) happened and why.

Video shows where and when the event(s) happened and why they occurred.

Video shows where and when the event(s) happened, why they occurred, and what factors contributed to their development.

Relation to theme(X2)

No theme is evident, or the project has a loose-fitting, unclearly stated connection.

Video conveys the theme and implies the connection.

Video shows a thorough understanding of the theme and clearly uses the theme as a basis throughout.

Significance of topic(X2)

Video shows no evidence of the significance/importance of the topic.

Video states the topic’s significance but adequate support is lacking.

Video clearly states the significance of the topic and conclusions are demonstrated and supported.

Creativity and originality(X1)

Little original thought or creativity are evident in the design and production of the video; a regurgitation of events is placed together.

Original thought and creative elements are easily expressed and highlighted in the video.

Originality and creativity are at the forefront of the video; video incorporates the thematic elements in an authentic way.

Video effectiveness(X1)

Video does not meet project goals; an unclear, sloppy message is evident.

Video topic is presented with insights; viewer can use the video to adequately meet the objective.

Video is focused with a rich variety of supporting material.




COMMUNITY SERVICE VIDEO (continued)




Comments:


Evaluator



R Your chapter’s

community service

project can be

showcased here if it is

construction-related.

Entries might include

well-placed park

benches, repair of

playground equipment,

etc.

CONSTRUCTION CHALLENGE

OVERVIEW

Participants submit a display that documents the use of their leadership and technical skills to fulfill a community need related to construction. Semifinalists discuss their projects in a presentation and an interview.

CHALLENGE

Participants identify a community need related to construction and then plan and implement a course of action that involves students and community members.

ELIGIBILITY

Participants are limited to one (1) team per chapter. There is a limit of two (2) representatives per team for the semifinalist presentation and interview.

TIME LIMITS

A. The project must have been in progress or completed during the current school year.

B. Students who represent their chapter as semifinalists have a maximum of ten (10) minutes to present and discuss their chapter’s participation in a project and to answer the evaluators’ questions.

ATTIRE


PROCEDURE

A. Participants check in their entries at the time and place stated in the conference program. No more than two (2) team members set up the display.

B. Entries are reviewed by evaluators. Neither students nor advisors are present at this time. A semifinalist list in random order is posted.


Construction Challenge®

C. A representative from each semifinalist team attends a meeting to schedule the team’s semifinalist presentation. (The specific time and place of this meeting is posted with the semifinalist results.) The event coordinator schedules each team’s presentation.

D. Two (2) representatives from each team meet with the event coordinator and evaluators at the designated time to make a brief presentation, discuss their chapter’s community project, and answer the questions of the evaluators.

E. Participants pick up their entries from the display area at the time specified in the conference program.

REGULATIONS

A. Chapters document project involvement with the community through the use of a diary/timeline (that provides in detail both student and community involvement), letters, interviews, pictures, newspaper clippings, or other such evidence.

B. Chapters must become involved in the majority of stages of development of the project, from planning to construction (where appropriate), by experiencing as many facets of the undertaking as possible. The project must show work performed during the current school year. The history of long-term or ongoing projects that began in a previous year or that will continue beyond the current school year may be included with the documents; however, the display must be based on current year activities.

C. The chapter should address the impact of the construction project on the community. Community is defined as within an area near the school.

D. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required for documentation. The cover page must include the event title, the conference city and state, and the year. The contents of the binder must not exceed sixteen (16) single-sided, 8 ½" x 11" pages, and must include:

1. Title page with the event title, the conference city and state, the year and the team/chapter ID number (identification numbers are issued on site and therefore may be handwritten); one (1) page

2. Table of contents3. Plan of Work log4. Letters from community members that verify chapter

involvement, pictures of the project, news clippings, and other relevant materials; pages as needed

5. Tabs and dividers (these may be used between sections and are not counted as pages)



E. If the entry (display or notebook) contains images of people, proof of consent must be provided. Minors require parental consent. (See Photo/Film/Video Consent and Release form that follows.) The forms do not count in the page limits identified in Regulation D.

F. The materials that make up the display must be student-constructed and assembled. The display may occupy a space no more than 15" deep x 3' wide x 4' high.

G. A/C electricity may not be used.

EVALUATION

Participants are evaluated on their involvement in a community project; semifinalists are awarded points based on their presentation and interview.



STEM INTEGRATION



LEADERSHIP SKILLS


• Organization: Students organize, plan, and execute the project while keeping accurate records and details. Use leadership lessons: Keep on Rolling and Time It

• Problem Solving: Students identify, plan, coordinate, and carry out a project that will benefit the community and deal with possible issues that may occur. Use leadership lessons: Creative Solutions and Finding a Way

• Teamwork: Students work as a team to accomplish a large project to benefit the community. Use leadership lessons: Bozo’s Balloons and TV Station


• Creative Thinking• Decision Making• Evaluation

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTArchitectCommunity plannerConstruction managerGeneral contractorProduct designer






1

2

3

4

5

6










Date



CONSTRUCTION CHALLENGE EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Two (2) or more evaluators

C. Two (2) persons assigned to check in, receive entries, and direct students to the display set-up area.

D. One (1) person assigned for security during the set-up time.

MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Semifinalist list for posting6. Stick-on labels for numbering entries7. Results envelope

B. Display tables for entries (needed at set-up time through pick-up time prior to the close of the conference)

C. Tables and chairs for evaluators

D. Stop watch to monitor semifinalist presentations and question and answer sessions

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson.



Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in. Secure the entries in the designated area.

D. Review the time limits, procedures, and regulations with the evaluators. Clear up any questions or misunderstandings.



G. Semifinalists are determined by the average of the evaluators’ scores. Evaluators discuss and break any ties.

H. The event coordinator collects all rating forms from the evaluators and checks them for completion; before dismissing any evaluators, the coordinator reminds them of the semifinalist presentations and interviews.

I. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

J. Conduct interviews using the same official rating forms.

K. Complete the finalist report, including evaluators’ signatures. Evaluators discuss and break any ties that affect the top three (3) placements.

L. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

M. If necessary, manage security and the removal of materials from the event area.




CONSTRUCTION CHALLENGE


column spaces below

.


Display (40 points)




Design and layout (X1)

Layout of items on display is unorganized, hard to read, and/or is missing essential design elements.

Most elements of design are followed; some mistakes are made in the layout of the display.

The display encompasses all standardized layout practices, and creativity is at the forefront of the design.

Identification of community need(X1)

Identification of the community need lacks clarity; wordy, illogical unorganized viewpoints are included; grammatical errors are evident.

Identification of the community need is organized and generally understood, with logical viewpoints and concisely written information.

Clear and concise identification of the community is evident, which leaves no question regarding issues and/or viewpoints related to the need.

Strategies and recommendations(X1)

Two (2) or fewer strategies/recommendations are presented; they are not well-connected to the community need identification.

Two (2) or more strategies/recommendations are presented; some are connected to the research collected.

Three (3) or more strategies/recommendations are presented, all of which are connected to research that was collected and analyzed.

Quality and effectiveness (X1)

Work is sloppy and disorganized; it seems to be thrown together.

Work is generally organized and of satisfactory quality.

Work is well organized and of exceptional quality.





Notebook contentsCover pageTitle pageTable of contentsPlan of Work logSupport materials (X1)

Notebook is unorganized and/or missing three (3) components.

Notebook is loosely organized and missing two (2) components.

Notebook content and organization are clearly evident; one (1) or no components is/are missing.

Project verification(X1)

Little or no student involvement is evident in project; work is unorganized and/or sloppy.

Community letters, photos, and/or news clippings documenting student involvement in the project are included in notebook.

Well-organized and thorough documentation of student involvement from inception to completion of project is included in notebook.

Diary/timeline (X1)

Diary/timeline is sloppy and/or unorganized and hard to read and understand; key dates are missing; project appears to be an afterthought.

Diary/timeline is formatted in an organized manner and is easy to read/interpret; it includes most key dates.

Diary/timeline has all key dates listed from inception to completion; creative and organized timeline is evident.

Community impact(X1)

Project is unoriginal; it makes little or no impact on community and/or students who participated in the project.

Project idea is good and benefits most community age groups; participating students are impacted positively.

Truly creative and authentic project idea that benefits all community age groups is evident; student participants will remember this for a lifetime.




CONSTRUCTION CHALLENGE (continued)Semifinalist Interview (20 points)



Organization(X1)

Participants seem unprepared for the interview; presentation is unorganized.

Participants appear prepared for the interview but are somewhat disorganized in their presentation to evaluators.

Presentation by participants and their interview with judges are well organized and logical.

Delivery(X1)

Delivery detracts from the message; eye contact may be very limited; presenters may tend to look at the floor, mumble, speak inaudibly, fidget, or read the presentation; gestures and movements may be jerky or excessive.

Delivery is effective; however, good volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural, confident, and enhances the message; posture, eye contact, gestures, facial expressions, volume, pace, etc. indicate sureness; a commitment to the topic and willingness to communicate are evident.





Comments:


Evaluator



R The technology

of photography keeps

changing, even as its

value endures. How

exciting!

DIGITAL PHOTOGRAPHY

OVERVIEW

Participants produce and submit an album of digital photographs on a storage device. Semifinalists are assigned a task on site.

CHALLENGE

Participants produce an album consisting of color or black and white digital photographs that represent or relate to a chosen theme and place the album on a storage device for submission. Semifinalists produce a series of digital photographs taken at the conference site and edited appropriately for the on-site task.

The theme for 2012 is The Art and Science of Technology.

The theme for 2013 is TSA, Organized Chaos.

ELIGIBILITY

Participants are limited to three (3) individuals per state.

TIME LIMITS

A. The entry must be completed during the current school year.

B. Semifinalists are given ½ hour to set up their equipment and to receive the on-site task and procedures.

C. Semifinalists are given 2½ hours to complete the on-site task and must be available for evaluation after the on-site task is completed.

ATTIRE


PROCEDURE

A. Use a theme to unify the photographs included in the album. Complete the album and a cover page collage during the current school year. The participant is solely responsible for all aspects of participation, including taking pictures, editing pictures, and completing the album.


Digital Photography®

B. Participants check in their entries at the time and place stated in the conference program.


D. Semifinalists report with their equipment to the event area at the time and place stated in the conference program. Each participant with one (1) assistant (an advisor, fellow student, or adult chaperone) is allowed ½ hour to set up and test equipment.

E. At the end of the set-up time, the event coordinator and evaluators review the on-site task and related procedure with the semifinalists. Each year the task involves students documenting a current, appropriate aspect of the conference such as another competitive event, a special focus of the site, a general session, etc. (Semifinalists may have different tasks.)

F. Semifinalists are given 2½ hours to complete the task, including taking their pictures and editing or enhancing them.

G. As each semifinalist finishes the task, s/he informs the evaluators and completes a written questionnaire.

H. Students must pick up their equipment when the evaluators are finished.

REGULATIONS

A. Preparing the album

1. All documents must be saved to a USB external drive storage device. a. The cover page must include the event title, the

conference city and state, the year, and a collage of photographs related to the current theme.

b. The saved files must include in this order (see the diagram that follows), the following items:i. Description of the theme (a detailed description of

how the theme is documented or represented by the photographs, including a title)

ii. Photographs (only photographs related to the theme should be included) • Two candid photos• Two still life photos• Two posed portraits• Two photos of the student’s choice



iii. Resource page (a list of resources used to complete the album, including camera, software, computer system, and USB drive)

B. Digital photographs

1. Must be taken, edited, and saved digitally2. Can be either black and white or color photographs3. Should be edited and enhanced using appropriate software4. Enhancements and/or editing should be done ethically and

in a way that makes a better picture.

C. Semifinalist task

1. Semifinalists must follow procedures and guidelines as set forth in the introduction to the task.

2. Semifinalists are not allowed any help or guidance from any individual.

3. The task must be completed during the specified time.4. Participants are responsible for providing all necessary

equipment, including a digital camera, computer system, power strip, software, and 50' extension cord. A printer is not required. The event coordinator supplies tables, chairs, and electricity.

5. Participants must submit images in a presentation slideshow format with the unedited and edited photographs in each of six (6) slides.

6 Presentations should be saved and submitted using one (1) of the following storage methods:a. a compact disk (CD)b. external USB “plug and play” storage device that requires

no external power7. The semifinalist entries are judged from each semifinalist’s

computer system, which must be capable of reading the images in slide show format from a compact disk (CD) or an external USB “plug and play” storage device.

8. Entries become the property of TSA, Inc. and may or may not be used in future promotional materials and publications.

9. Semifinalists will be given a brief written questionnaire in which they may be asked to explain their solution to the on-site task.

D. Recognizable individuals selected and pictured in images must give their written consent before the images can be used in this event. (See Photo/Film/Video Consent and Release form that follows.)

EVALUATION

Evaluation is based upon the effectiveness and quality of the album and how it addresses the current theme. Semifinalists are evaluated

R You may use

photos from the cover

page collage in the

album if you wish.



on their ability to use digital photography technology, systems, and themes to complete an on-site task.



STEM INTEGRATION



LEADERSHIP SKILLS


• Evaluation: Students develop an idea that captures the viewer’s attention. Use leadership lessons: Evaluation Methods and Finish Line to Start Line

• Communication: Students effectively communicate the theme to the audience. Use leadership lessons: Acting Out and Take Action

• Creative Thinking: Students develop creative and original ideas to meet event requirements. Use leadership lessons: Around the World and Fashion Forward


• Ethics• Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAnimatorPhotojournalist R & D scientistReporterWebsite designer



DIGITAL PHOTOGRAPHY ALBUM LAYOUT

Cover page Page One Page Two

Digital Photography

Conference City, State, and Year The Current Theme

List the theme here.

Describe in detail the theme being documented by the photographs, including the title.

Photographs unrelated to the theme should not be included in this album.

Description of the first original, unedited photograph and the edited version of the photograph that will be on page three.

Explain in detail (3-4 paragraphs) how the first photograph was changed from the original to the edited version.

Do this for the first set of unedited/edited photographs.

Page Three Page Four Page Five

Unedited photograph #1

Edited photograph #1

Description of the second original, unedited photograph and the edited version of the photograph that will be on page five.

Explain in detail (3-4 paragraphs) how the second photograph was changed from the original to the edited version.

Do this for the second set of photographs.



Page Six Page Seven Page Eight

Description of the third original, unedited photograph and the edited version of the photograph that will be on page seven.

Explain in detail (3-4 paragraphs) how the third photograph was changed from the original to the edited version.

Do this for the final set of photographs.



Resource page

Describe in a list the type of camera, software, computer system, paper, binder, and printer used to complete the album.



DIGITAL PHOTOGRAPHY EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Semifinalist list for posting7. Results envelope

B. Semifinalist materials (coordinator must create these)

1. Evaluation schedule2. Task and guidelines3. Interview questions

RESPONSIBILITIES




D. Review the time limits, procedures, and regulations with the evaluators. Clear up any questions or misunderstandings.






H. Create the semifinalist task statements and determine the necessary procedure. Semifinalists may be given the same task or share a combination of tasks depending on the availability of suitable activities.

I. Produce and print questions for a written questionnaire (see below).

J. Before the on-site task session, check the room set-up. There should be enough seating, table space, and access to electricity for twelve (12) semifinalists.

K. Students bring their own computers.

L. Review procedures and the semifinalist task with evaluators.

M. Manage the semifinalist session with evaluators, who may observe participants taking pictures.

N. Once the work session is over, have students complete a written questionnaire, which should include at least the following questions:

1. Why did you choose to compete in the Digital Photography competition?

2. Which type of camera, software and computer do you prefer to use for digital photographs?

3. Who taught you about digital photography?4. What is the most important lesson you have learned about

digital photography?5. What would you change about the Digital Photography

competition? O. Manage the semifinalist evaluation and the removal of

participants’ equipment.

P. Add the totals from the album work and the on-site semifinalist work to determine the overall ranking of the ten (10) finalists.

Q. Evaluators turn in their signed rating forms and complete the finalist report. Evaluators discuss and break any ties that affect the top three (3) placements.



R. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

S. If necessary, manage security and the removal of materials from the event area.









Date




DIGITAL PHOTOGRAPHY


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Album (60 points)




Contents Title pageResource listTheme statementOriginal and editedPhotographs(X1)

The album is unorganized and missing two (2) or more components; album is not correctly formatted.

The album is laregely organized and missing only one (1) or no components.

The album is exceptionally organized and contains all required components.

Theme statement (X1)

The theme that is communicated is difficult to understand; illogical explanation is presented; unclear definition and/or explanation of theme are evident.

The theme is communicated, defined and explained appropriately but album contains some grammatical errors and/or writing is not concise.

The theme is well written, clear and concise; communication, definition and explanation of the theme interest the reader.

Candid photos(X1)

Photos do not adhere to basic photography principles (composition, rule of thirds, distraction, framing, balance, contrast, and lighting); photos do not connect with the theme.

Photos adhere to basic photography principles, with only a few exceptions; photos loosely connect with theme, and creativity is evident.

All photos hold to basic photography principles, and creativity and theme are at the forefront of each photograph.

Still life photos (X1)

Photos do not adhere to basic photography principles (composition, rule of thirds, distraction, framing, balance, contrast, and lighting); photos do not connect with theme.


All photos hold to basic photography principles and creativity and theme are at the forefront of each photograph.

Posed portraits (X1)




Student’s choice photos(X1)


Photos adhere to basic photography principles, with only few exceptions; photos loosely connect with theme, and creativity is evident.

All photos hold to the basic photography principles, and creativity and theme are at the forefront of each photograph.


Photographic Principles and Image Editing (40 points)



Image enhancements (X2)

Three (3) or fewer image editing principles (size alteration, cropping, noise reduction, in-painting, color change, photo orientation, softening, sharpening, etc.) are usefully incorporated into photographs.

Multiple and correct use of proper image editing principles are incorporated into most of the photographs.

All photographs are enhanced using proper image editing principles, which aid in making enhanced photographs more visually appealing.



DIGITAL PHOTOGRAPHY (continued)Editing ability

(X2)Very little difference noticed between edited and original photographs, and/or no real use of image editing is shown.

Most photographs are easily recognized as being different from the original; proper editing principles are utilized.

Proper editing principles are used, which allow for easy recognition of original and edited photographs.


On-Site Semifinalist Problem (50 points)



Solution(X2)

Three (3) or more attributes to the solution’s criteria are missing.

Two (2) or more attributes to the solution’s criteria are missing.

Only one (1) or no attributes to the solution’s criteria is/are missing.

Photos(X1)




Image enhancements (X1)

Three (3) or fewer image editing principles (size alteration, cropping, noise reduction, in-painting, color change, photo orientation, softening, sharpening, etc.) are usefully incorporated into photographs.

Multiple and correct use of proper image editing principles are incorporated into most of the photographs.

Multiple and correct use of proper image editing principles are incorporated into all photographs.

Written questionnaire (X1)

Information communicated is difficult to understand; illogical explanation is presented.

Information is communicated but thoughts are not organized and/or are not concise.

Information is communicated in an organized, clear, and concise manner.





Comments:


Evaluator



R The middle

school event is

similar to the high

school event, with

just a few changes in

specifications.

DRAGSTER

OVERVIEW

Participants design, produce working drawings for and build a CO2-powered dragster.

CHALLENGE

Participants design and produce a fast CO2-powered dragster according to stated specifications and using only certain specified materials.

ELIGIBILITY

Participants are limited to two (2) individuals per chapter, one (1) entry per individual.

TIME LIMITS


B. The dragster and drawing are submitted at the time and place stated in the conference program.

C. Drawings and cars must be picked up at the specified time upon the conclusion of the event.

ATTIRE


PROCEDURE

A. Participants check in their entries at the time and place stated in the conference program.

B. Entries are reviewed by evaluators to determine, among other things, safety on the track.

C. Safe dragsters race for qualifying time on the same lane of the raceway.

D. The top sixteen (16) qualifying cars based on the time trials are evaluated against the criteria for this event.

R Read the General





competitive events.


Dragster®

E. Dragsters that do not meet event regulations are disqualified and lower qualifying cars are moved up until sixteen (16) dragsters that meet specifications are determined.

F. A wind tunnel test is performed to determine relative wind resistance.

G. The top sixteen (16) cars race in a double-elimination format to earn points for the race portion of the event.

H. Drawing and design points are combined with race points to determine the final standings.

I. Following the race, participants pick up their entries from the display area at the time and place stated in the conference program.

REGULATIONS

A. Each entry must be submitted with a full-size metric drawing of the completed vehicle. A two-view (top and side) working drawing with metric dimensions is made on 11"x 17" drawing paper. Drawings are developed using standard engineering practices and procedures. The drawing may be produced using traditional drafting methods or CAD. The title block includes only the participant’s entry number, which is assigned at registration time and is placed on the entry and drawing during check-in.

B. The official distance between the start line and the finish line on the race track is twenty (20) meters.

C. Dragsters that do not meet the following specifications and tolerances are disqualified from the race.

Dragster body

DB1. One (1)-piece, all-wood construction. Any type of lamination will result in disqualification. Two (2) or more like or unlike pieces of wood glued together are not considered one (1)-piece, all-wood construction. No add-ons such as body strengtheners, fenders, plastic canopy, exhausts, or air foils may be attached to or enclosed within the vehicle. Fiberglass and shrink wrap are considered body strengtheners and cannot be used on the car body for any reason. Decals may be used for decoration only. They may not be used to gain an aerodynamic advantage, i.e., decals cannot cover the exterior axle holes or be used to cover open areas of the body.


Dragster®

MINIMUM MAXIMUM

DB2. Body length .............................................................. 200mm .................................305mm

DB3. Body height with wheels ..........................................................................................75mm

DB4. Body mass (completed car without CO2) .........................................................................*(2012) - 35g .........................................................................*(2013) - 50g * determines specific school year requirement

DB5. Body width at axles, front and back ........................... 35mm ...................................42mm

DB6. Vehicle total width (including wheels) ......................................................................90mm

Axles/axle holes/wheelbase

A1. Dragsters must have two (2) axles per car, no more.

A2. Bottom of axle hole or bearing above bottom of car ...... 5mm ...................................10mm (measured at sides)

A3. Rear axle hole from rear of car .................................... 9mm .................................100mm

A4. Wheelbase (axle distance apart at farthest points) .. 105mm .................................270mm

A5. Bearings, bushings and lubricants may be used.

Spacer washers/clips

S1. Spacer washers .............................................................................................................10

S2. Axle clips ..........................................................................................................................4

S3. Silicone or any other type of glue/adhesive may not be used in place of wheel clips to hold wheels or axles in place.

Power plant (CO2 cartridge hole)

P1. The power plant hole must be at the farthest point at the rear of the car and must be drilled parallel to the racing surface to assure proper puncture of the CO2 cartridge. A minimum of 3mm thickness around the entire power plant hole must be maintained on the dragster for safety. Do not paint inside the CO2 cartridge hole.

P2. Hole depth ................................................................. 48mm ...................................54mm

P3. Safety zone thickness .................................................. 3mm

P4. Chamber diameter ..................................................... 19mm ...................................20mm

P5. Lowest point of chamber diameter to race surface (with wheels) .............................................................. 26mm ...................................40mm


Dragster®

Eye screws

ES1. Dragsters must have two (2) screw eyes per car that meet tolerances, no more. Screw eyes must not make contact with the racing surface. The track string must pass through both screw eyelets, which are located on the center line of the bottom of the car. Glue may be used to reinforce the screw eyes. It is the responsibility of the car designer/engineer to see that the eye screw holes are tightly closed to prevent the track string from slipping out. As with all adjustments, this must be done prior to event check-in.

ES2. Inside diameter ............................................................ 3mm .....................................5mm

ES3. Distance apart (at farthest points) ............................ 150mm .................................270mm

Wheels

W1. A dragster must have exactly four (4) wheels, each of which separately must meet the regulations in W2 and W3 below. All four (4) wheels must touch the racing surface at the same time. All wheels must roll. Wheels must be made entirely from plastic. Dimensions must be consistent for the full circumference of the wheel.

W2. Wheel diameter .......................................................... 30mm ...................................40mm

W3. Wheel width ................................................................. 2mm ...................................18mm

D. No repair or maintenance is allowed after the entries have been registered. Any entry damaged during the race is evaluated by the event coordinator to determine whether or not the vehicle is allowed to race again. In the event that the vehicle is damaged by the conference personnel, the event coordinator rules as to whether the vehicle may be repaired by the student entering the vehicle. This is the only reason a student is allowed to touch his/her vehicle after registration. Undamaged wheels that come off during the event may be replaced as determined by the event coordinator. Damaged wheels may not be replaced.

E. All CO2 cartridges for the race are provided by national TSA.

EVALUATION

Evaluation is based on points earned through car design and appearance, and accuracy and quality of the drawing, in addition to points earned through the wind tunnel test and placement in the double elimination on-site race.


Dragster®

STEM INTEGRATION



LEADERSHIP SKILLS


• Critical Thinking: Students learn and use necessary skills in order to design an effective dragster. Use leadership lessons: Creating a Childhood for a Character and Rebus Puzzles

• Evaluation: Students improve the dragster based on testing and time trials. Use leadership lessons: Grading the Advertisement and The Great “Evaluate”

• Problem Solving: Students construct a dragster that is fast and meets all requirements. Use leadership lessons: Creative Solutions and Resolving Conflict


• Communication• Decision Making • Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAutomotive designerAutomotive modelerIndustrial designerIndustrial engineerRace car engineer


Dragster®

DRAGSTER EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Recorder for double elimination chart

D. Assistants, two (2)

MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Time trial record sheet7. Double elimination bracket chart or overhead projector8. Results envelope

B. CO2 cartridges

C. Go/No-go gauges for all evaluators

D. Metric scientific scales (triple beam balance or digital)

E. Mono-filament fishing line (50lb) for track (4 pre-tied, 2 on track and 2 reserve)

F. Race track set, including a starting gate and finish gate with digital timer and winning lane indicator

G. Padding for the finish gate

H. One (1) or more test cars

I. Race brackets for placement of the semifinalists

J. Tables for the display of cars and for evaluation

K. Table at the starting line, for arranging and holding cars prior to the races

L. Table at the finish gate for the placement of cars after the races and to hold eliminated cars


Dragster®

M. Table for the official time keeper

N. When using a computer controlled track, provide the proper computer for the software being used, all necessary connections, and a printer; this equipment is placed on the official time keeper’s table

O. Provide for display of time trial and race brackets

P. Wind tunnel

RESPONSIBILITIES




D. Place an entry number on each entry. Position entries for evaluation and viewing. Secure the entries in the designated area.

E. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

F. Position the drawings and cars for viewing by the evaluators and assist the evaluators during the evaluation of the design, drawing, and construction categories. Participants do NOT have to be present at this time.



Dragster®

H. Begin the time trials at the scheduled time. Every race-worthy car is tested. Students do not have to be present, and public viewing is allowed.

I. Position an evaluator at the starting gate to ensure that all cars are positioned in the starting gate correctly. Also position an evaluator at the finish. If there is a misfire or if a time is not properly recorded, a rerun may be ordered at the discretion of the event coordinator.

J. Preliminary times are recorded on the time trial record sheet. Each car is then placed in the double elimination race bracket (see following pages for sample) according to the rank of its qualifying time.

K. Evaluators verify that the top sixteen (16) qualifying cars meet Section C specifications. Entries that do not meet specifications are removed. Cars that are damaged or broken during the qualifying round are deemed non-raceable and also are removed. Only raceable cars, as determined by the evaluators, are allowed to compete for the semifinalist category. Lower qualifying cars are moved up until there are sixteen (16) legal semifinalists.

L. Begin the finals at the scheduled time. Only the sixteen (16) qualifying cars are tested. Students do not have to be present, and public viewing is allowed.

M. Position an evaluator at the starting gate to ensure that all cars are positioned in the starting gate correctly. Also position an evaluator at the finish. If there is a misfire or a failure of the finish lights, a rerun may be ordered at the discretion of the event coordinator.

N. Test cars in the wind tunnel, record the drag coefficient, and assign points as indicated on the official rating form.

O. Secure the evaluators’ signatures on their rating forms. Qualifying times are used to break any ties among the sixteen (16) qualifying cars.

P. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

Q. If necessary, manage security and the removal of materials from the event area.


Dragster®

RACE BRACKET FOR 16-CAR DOUBLE ELIMINATION

W1

W2

W3

W4

W14

W13

W23

W28

L1

L2

L3

L4

L16

W10

L15

W9

W17

W18

W21

L24

W25

W27

L28

W29

10

9

1

13

23

28

14

2

3

4

17

18

21

25

1

5

3

7

W5

W6

W7

W8

W16

W15

W24

L5

L6

L7

L8

L14

W12

L13

W11

W19

W28

W29

W20

W22

L23

W26

12

11

5

15

24

16

6

7

8

19

20

22

30

27

29

26

2

6

4

8

10

14

12

16

9

13

11

15

W30

L30

31 if necessary

Race # W-winner L- loser

Double Elimination Bracket1st Place: Winner of 30 or 312nd Place: Loser of 30 or 313rd Place: Loser of 29


Dragster®


DRAGSTER MS


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.


Dragster Construction (50 points)

Tolerance violation/disqualification from race (Note rule number in the box.)




Dragster body production quality(X1)

Dragster exhibits poor production quality; little or no attention to detail is evident; surface is crude and rough.

Dragster shows evidence of proper production techniques; dragster is adequate but needs improvement.

Excellent production techniques are displayed in dragster; obvious attention to detail and quality is evident.

Body paint/finish(X1)

Surface preparation is inadequate; body is unprimed, with poorly applied final finish.

Dragster body is painted and finished, but not in a quality way; body is dull and sticky.

Dragster body finish is exemplary; body is smooth, shiny and exhibits quality.

Vehicle assembly(X1)

Dragster exhibits poor or sloppy assembly of parts (loose wheels, eye screws are not level, and/or they are loose, etc.).

Dragster is well assembled, but it only meets minimal standards.

Dragster is properly assembled, with obvious evidence of attention to detail.

Drawing scale and dimensioning(X1)

Drawing is present, but it is not to scale; dimensions are missing, or dimensioning is poorly done.

Drawing is acceptable, true to scale, and is a close representation of the vehicles, but some dimensions are missing.

Drawing is exemplary, exact and includes all pertinent dimensions.

Drawing completion and quality(X1)

Drawing work is sloppy, missing parts and lacking quality.

Drawing is complete; quality is average.

Drawing is complete and precise, and of exceptional quality.


Wind Tunnel (5 points)

1st 2nd 3rd, 4th 5th, 6th, 7th 8th, 9th, 10th

5 points 4 points 3 points 2 points 1 point

SUBTOTAL (5 points)

Race (55 points)

1st 2nd 3rd 4th 5th & 6th 7th & 8th 9th - 12th 13th – 16th

55 points 50 points 45 points 40 points 35 points 30 points 25 points 15 points



Dragster®




Comments:


Evaluator



R To participate

in this event, bring a

standard calculator,

a multimeter and your

basic knowledge of

electrical theory.

ELECTRICAL APPLICATIONS

OVERVIEW

Participants demonstrate a knowledge of basic electrical and electronic theory 1) in a written test and 2) through the use of a multimeter. Semifinalists are given a circuit to assemble on site.

CHALLENGE

Participants take a written test of basic electrical and electronic theory to qualify as semifinalists. Semifinalists assemble a specific circuit from a schematic diagram using a provided kit and make required electrical measurements. Semifinalists explain their solution during an interview.

ELIGIBILITY

Participants are limited to two (2) individuals per chapter.

TIME LIMITS

A. Participants are allowed one (1) hour to complete the written test.

B. Semifinalists are allowed one (1) hour to solve the circuit problem. Upon completion of the circuit or at the end of the time limit, semifinalists are questioned about their solution in an interview.

ATTIRE


PROCEDURE

A. Participants report to the event area at the time and place stated in the conference program.

B. Participants complete the test within the time limit.

C. Tests are scored. A semifinalist list in random order is posted.

D. Semifinalists report to the event area at the time stated in the conference program.

R The Electrical

Applications written

test is comprised of a

variety of questions

about electrical and

electronic theory. A

Google search might

help you zero in on

the kind of content

to expect on the test.

Here’s just one source:

http://www.elexp.com/

tips.htm


Electrical Applications®

E. Semifinalists complete the circuit problem within the time limit using the provided kit.

F. Semifinalists are interviewed by the evaluators.

REGULATIONS

A. An answer sheet (scan-type) and paper are furnished to each participant at the test site. Participants must provide their own pencils for the written test.

B. Semifinalists provide their own standard calculator (no scientific calculators) and a battery-operated multimeter. All other equipment necessary to solve the on-site problem is provided by the coordinator.

C. Semifinalists remain with their circuit solution until the evaluators have completed the interview.

EVALUATION

Evaluation is based on points earned for the test, the accuracy and degree of completion of the circuit problem in the allotted time, and the interview.



STEM INTEGRATION



LEADERSHIP SKILLS


• Critical Thinking: Students research and study electronics and electrical theory. Use leadership lessons: Famous Leaders and Rebus Puzzles

• Evaluation: Students adapt the solution as the event progresses. Use leadership lessons: Finish Line to Start Line and The Great “Evaluate”

• Problem Solving: Students apply knowledge while solving an on-site electrical problem. Use leadership lessons: Finding a Way and Resolving Conflict


• Creative Thinking

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTElectrical engineerElectricianElectronic analystElectronic designerResearch assistant



ELECTRICAL APPLICATIONS EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Two (2) assistants

MATERIALS

A. Coordinator’s notebook, containing


2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Written test and answer sheet, a copy for each participant6. Semifinalist list for posting7. On-site semifinalist problem, twelve (12) copies8. Results envelope

B. Twelve (12) basic electricity kits containing:

1. (Minimum) 1.375" x 3.25" solderless circuit breadboard 10 x 30 pin positions

2. One (1) 9-volt battery with snap-on battery connector3. One (1) 9-volt battery clip4. One (1) speaker (wires pre-soldered)5. Two (2) LEDs6. Twelve (12) connector wires7. Pushbutton switch (wires pre-soldered)8. One (1) photocell9. One (1) potentiometer (wires pre-soldered)10. One (1) IN4003 diode11. One (1) IC555 integrated circuit12. One (1) 2N3906 transistor13. One (1) 2N3904 transistor14. Resistors [minimum of one (1) each, ohms]: 10, 10K, 47,

100, 220, 1K, 2.2K, 3.3K, 6.8K, 16K, 33K, 120K, 330, 470K15. Capacitors (in microfarads): .01, .1, 10, 100, 100016. S106B1 SCR

C. Twelve (12) wire strippers

D. Twelve (12) schematic copies of the circuit problem



RESPONSIBILITIES




D. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

E. Monitor the one (1) hour written test.



H. Provide kits and the on-site circuit problem to the semifinalists.

I. Supervise the one (1) hour on-site circuit problem.

J. Evaluators conduct interviews in an area away from the other semifinalists.

K. Any ties should be broken on: 1st-test scores; 2nd-interview points; 3rd-electronic measurement accuracy.

L. Secure the evaluators’ signatures on their rating forms. Through the discussion process, the evaluators break any ties that affect the top three (3) placements.


N. Manage security and the removal of materials from the event area. Collect, disassemble and return all kits to the CRC room.




ELECTRICAL APPLICATIONS


column spaces below

.





Written Test Score (50 points)


Semifinalist Interview/Presentation (50 points)

Solution accuracy(X1)

Solution attempt evident but the solution is not complete, and/or there is no final solution.

Solution is not complete, though some measurements can be taken.

Solution is accurate (including measurements) and complete.

Proper use of components(X1)

Components are not used properly, and/or they are placed in the wrong sequence.

Components are used correctly, however, they are placed in the improper sequence.

Components are used correctly (in the proper sequence and arrangement).

Interview questions(X2)

Participant has difficulty explaining his/her solution, including the logic of the solution approach.

Participant explains his/her solution but has difficulty answering several of the interview questions.

Participant can completely explain his/her solution; interview questions are clearly and correctly answered.

Accuracy of measurements(X1)

Measurements taken and calculated are O-49% accurate.

Measurements taken and calculated are 50-89% accurate.

Measurements taken and calculated are 90-100% accurate.





Comments:


Evaluator



RWhat issues

are of concern in

your community’s

environment? How

can your chapter

help? Think about

these questions when

your team identifies a

problem or issue for

this event.

ENVIRONMENTAL FOCUS

OVERVIEW

The influence and impact of technology on the environment remains a serious concern for individuals, communities and governments worldwide. New and innovative approaches to dealing with these concerns must be developed and applied.

CHALLENGE

Participants are to identify and research a specific environmental problem or issue that has been influenced by advancements in technology. They will gather information, analyze data, develop strategies and submit conclusions relative to the specific problem or issue and its impact/s on society and the environment. Students will present their findings in a multimedia presentation and interview.

ELIGIBILITY

Participants are limited to one (1) team per chapter. There is a limit of two (2) student representatives per team for the semifinalist multimedia presentation and interview.

TIME LIMITS


B. Semifinalist are limited to ten (10) minutes to complete the multimedia presentation and interview with the judges.

ATTIRE


PROCEDURE

A. Participants check in entries at the time and place stated in the conference program. Entries are reviewed by evaluators. Neither students nor advisors are present at this time. A semifinalist list in random order is posted.


Environmental Focus®

B. Two (2) representatives of each semifinalist team present to evaluators the multimedia presentation of the team’s solution to the environmental problem.

C. No more than two (2) team members pick up their entry from the display area at the time and place stated in the conference program.

REGULATIONS

A. Chapters must identify, research and document a specific environmental problem or issue relative to local, state, national or international concerns. Examples of methods to document this information could include surveys, interviews, government reports, newspaper and magazine articles, television programs, etc.

B. Teams must conduct research, collect and analyze data, develop strategies, formulate conclusions and prepare recommendations.

C. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required for use in organizing the documentation materials for the event. The cover page must include the event title, the conference city and state, and the year; this page also must include an original graphic design or representation depicting the specific environmental problem or issue being documented and presented. The inside of the binder may not exceed twelve (12) typed single-sided, 8 ½" x 11" pages as follows:

1. Title page, with event title, conference city and state, and the year

2. Table of contents 3. Plan of Work log that indicates preparation for the event, as

noted by date, task, time involved, team member responsible and comments (See Plan of Work log)

4. Problem identification 5. Research (should include photographs where applicable) 6. Impacts7. Strategies for addressing or solving the problem8. Conclusions 9. Recommendations10. Copy of multimedia presentation slides, six (6) per page.

These pages are not included in the total above.11. Tab dividers are not to be used to separate the sections and

pages of the report.12. Nothing should be included on the back side of any pages

within the notebook.



D. Semifinalist teams will adhere to the following time constraints for their presentation and interview:

1. Two (2) minutes for set-up2. Five (5) minutes for the presentation3. Two (2) minutes for interview questions and answers 4. One (1) minute for removal

E. Any special set-up or equipment required for the semifinalist presentation is the responsibility of the participants.

F. Students are encouraged to use multimedia software to organize and prepare their semifinalist presentations. This will allow them to create the slides printout required as part of their documentation.

EVALUATION

Evaluation is based on the review and rating of the documentation to determine the twelve (12) semifinalist teams. Evaluation for semifinalists is based on each team’s multimedia presentation and interview.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students communicate problems and solutions through presentation. Use leadership lessons: Acting Out! and Mirror Mirror

• Critical Thinking: Students analyze the problem thoroughly and brainstorm solutions. Use leadership lessons: Famous Leaders and Saving the Environment

• Evaluation: Students identify, research, and analyze an environmental problem. Use leadership lessons: Assumptions and Grading the Advertisement


• Creative Thinking• Problem Solving • Teamwork

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTEnvironmental engineerEnvironmental issues professorGame wardenUrban and regional plannerWaste management engineer






1

2

3

4

5

6




ENVIRONMENTAL FOCUS EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Assistants, two (2)

MATERIALS


1. Event guidelines, one (1) copy each for the coordinator and evaluators/assistants

2. Copies of official rating forms for evaluators3. Hard copy list of entries4. Marking pens for evaluators5. Stick-on labels for securing entries6. Semifinalist list for posting7. Results envelope

B. Stopwatch for time keeping

C. Display tables for entries

D. Tables and chairs for evaluators

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Place entry numbers in the lower right hand corner of the binders. Turn in the entries /binders in the designated area.



E. Meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.


G. Evaluators average their scores to determine the twelve (12) semifinalists. Any ties that affect the top three (3) places should be broken by using the highest average score for evaluative criteria.

H. Prepare a list of the twelve (12) semifinalist teams in random order and submit it to the CRC chairperson for posting. Also, prepare and post an announcement of the scheduled time and place for teams to sign up for their presentation and interview time slots.

I. Meet with your semifinalist evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

J. Conduct the semifinalist presentations and interviews at the assigned times and using the same official rating forms used by the first set of evaluators.

K. Evaluators average their scores to determine the ranking for the ten (10) finalists. Evaluators discuss. break and record any ties.

L. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.





ENVIRONMENTAL FOCUS


column spaces below

.


Static Entry (100 points)




NotebookCover page Title pageTable of contents, Plan of Work logSpecific sections noted as

criteria below(X1)

Notebook is unorganized and/or missing three (3) or more components; it is messy and lacking quality.


All components are included in the notebook, and content and organization are clearly evident.

Identification of problem(X1)

Identification of problem lacks clarity; wordy, illogical, unorganized viewpoints are included; grammatical errors are evident.

Identification of problem is organized and generally understood, with logical viewpoints and concise writing.

Identification of problem is clear, concise and thorough; appropriate graphic representations are included.

Research base(X1)

Research is inadequate, and/or very few credible sources are referenced.

Research is adequate, but sources are poorly referenced.

Research is comprehensive and includes credible sources.

Data collection and analysis(X2)

Little if any appropriate data is collected; little or no thought is given to analysis and understanding of the data.

Data is appropriate but no clear conclusions can be drawn.

Data is appropriate and thorough; it includes accurate graphic representations.

Strategies and recommendations(X1)

Two (2) or fewer proposals are given; these are poorly, or not, supported.

Several strategies and recommendations are presented; some of them are clearly supported.

Three (3) or more strategies and recommendations are provided, and all are clearly supported.

Conclusions and impacts(X2)

Conclusion is disorganized or lacks a clear summation of the problem and process followed; grammatical errors and wordiness are evident.

Conclusion restates viewpoints presented in the problem identification in a logical order; concluding remarks are supported.

Conclusion is clear and concise; there is no question of the importance and its effects.

Presentation slides(X2)

Slides do not cover all of the components of the event; they are disorganized and of very poor quality.

Slides present four (4) or more of the event components; they are organized and effective.

Slides are complete and concise: they include all components of the event; they are organized logically and aesthetically.





Organization(X1)

Team seems unprepared for the interview and is unorganized.

Team is prepared for the interview but is somewhat disorganized in its presentation to evaluators.

Team’s presentation and interview with evaluators are well organized and logical.

Knowledge Problem identificationResearch baseData collection & analysisStrategies and recommen-

dationsConclusions and impact(X1)

Team conveys very little understanding of the concepts in its project; vague interview answers are provided.

Team conveys a generalized understanding of the concepts discussed and answers questions well.

Team conveys clear evidence of a thorough understanding of the concepts discussed; team seems to truly be considerate of the issues and the future.



ENVIRONMENTAL FOCUS (continued)



Multimedia presentation flow and layout(X1)

Some structure is evident in the presentation, but it appears cluttered and busy, and/or it has large gaps of white space or an unpleasing background.

Presentation flows fairly smoothly from one slide to another; layout of each slide incorporates appropriate text sizes and/or backgrounds and graphics.

Presentation is visually pleasing and contributes to the overall message, with appropriate use of headings, graphics and backgrounds.

Multimedia presentation components(X1)

Some of the graphics, sounds, and/or animations in the presentation seem unrelated to the topic and do not enhance the overall concepts.

Graphics, sound, and/or animations in the presentation visually depict materials and assist the audience in understanding.

Graphics, sound, and/or animation in the presentation assist in presenting an overall theme and enhance understanding.

Delivery (X1)

Delivery detracts from the message; eye contact may be very limited; presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the presentation; gestures and movements may be jerky or excessive.

Delivery is generally effective, however, eye contact, vocal control, etc., may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural and enhances the message; posture, eye contact, gestures, facial expressions, volume, pace, etc., indicate confidence, a commitment to the topic, and a willingness to communicate.

Team participation(X1)

Majority of the delivery is made by one (1) member of the team; the partner seems disengaged from the presentation.

There is dual engagement in the process but one (1) member of the team clearly takes the lead and allows the other limited participation.

Both team members are actively involved in the presentation and responses to questions; there is shared responsibility throughout.





Comments:


Evaluator



R In this event,

thorough preparation is

the key to success!

ESSAYS ON TECHNOLOGY

OVERVIEW

Participants conduct research in specified subtopics of a broader technological area and, using the knowledge and resources gained through that research, write a comprehensive essay on the one (1) subtopic that is designated on site.

The topic for the 2012 conference is The Impacts of Ever-Changing Technology on Schools, with these subtopics:

Budgets Computers World Wide Web Classroom technology

The topic for the 2013 conference is The Positive and Negative Effects of Technology on Today’s Youth, with these subtopics:

Education Social development Ethics

CHALLENGE

Thoroughly research the announced topic and use the knowledge and the resources acquired to write an essay on site that effectively addresses one of the selected subtopics.

ELIGIBILITY

Participants are limited to three (3) individuals per state.

TIME LIMITS

The allotted time for writing the essay is one (1) hour.

ATTIRE

Business casual TSA attire as described in Competitive Events Attire is the minimum requirement.


Essays on Technology®

PROCEDURE

A. In preparation for the event, participants research the topic and related subtopics, preparing a separate outline for each. Participants are permitted to bring these outlines to the competition. The outlines must be handwritten on 3" x 5" note cards [one (1) for each subtopic]. A subtopic outline will be handwritten on one (1) side of the note card and the corresponding supporting details, sources and references will be handwritten on the other side of the note card. Participants are not permitted to enter the competition area with computer-generated notes or notes that are not handwritten.

B. Participants report to the event area with their note cards at the time and place stated in the conference program.

C. Each participant will receive eight (8) sheets of lined notebook paper. Participants are required to use blue or black ink and must provide their own pen. The pen may be “erasable.” Participants may bring correcting fluid or correction tape to the site.

D. One of the subtopics is randomly drawn, and it is this subtopic on which the participants write.

E. Timing begins after the subtopic is announced.

F. After one (1) hour the participants stop writing. Each participant turns in a report, not exceeding five (5) pages in length, a one (1)-page reference list, and the relevant note card.

G. Entries are reviewed by the evaluators. Neither students nor advisors are present at this time.

H. Ten (10) finalists are announced at the awards ceremony.

REGULATIONS

A. Each participant is allowed to bring one (1) 3" x 5" note card for each subtopic, a dictionary, and a thesaurus to the event. All research material brought into the event area must be contained on the note cards. The dictionary and thesaurus must be in print format, not electronic format.

B. Only participants are allowed in the event area. Should a participant finish before the allotted time expires, s/he is allowed to leave quietly but may not re-enter the event room.

C. Participants must bring a blue or black pen. The pen may be erasable. If preferred, the participant may bring correcting fluid or correction tape. Eight (8) sheets of ruled notebook paper will be provided.



D. Each essay must have the participant entry number only placed in the upper right-hand corner of the first page, just above the title of the report.

E. The length of the essay is limited to five (5) handwritten double-spaced pages, one (1) side only, not counting the list of references.

F. Participants must provide a one (1)-page bibliography, one (1) side only, using proper bibliography form, and the relevant note card. MLA bibliography style is required.

G. Nothing can be attached in any manner to the note card.

H. All essays become the property of TSA, Inc.

EVALUATION

Entries are evaluated according to the criteria listed on the official rating form.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students explain and prove their point in an essay. Use leadership lessons: Acting Out! and Communication Breakdown

• Ethics: Students properly cite sources and avoid plagiarism. Use leadership lessons: The Letter Activity and The Technology Ethics E-Newsletter

• Organization: Students organize ideas to prove the thesis of their essay. Use leadership lessons: Keep on Rolling and Story Creation


• Critical Thinking

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTEconomistEngineerResearch technicianScientistTechnical writer



ESSAYS ON TECHNOLOGY EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Evaluators for semifinalists, two (2) or more

D. Timekeeper

MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stopwatch7. Results envelope

B. Tables and chairs for evaluators

C. Tables and chairs, or tablet armchairs for participants

D. Securable room (preferable) during time of the event

E. Lined paper, at least eight (8) sheets per participant

F. Subtopics, one (1) of which is chosen on site as the essay topic

G. Paper clips and staplers for securing note cards and essays

H. Calculators, one (1) for each evaluator

RESPONSIBILITIES







E. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. Participants not present may be disqualified. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

F. Distribute eight (8) sheets of ruled notebook paper to each participant. Provide additional paper as needed.

G. Instruct participants to identify their essay with only their entry number in the upper right-hand corner of the pages of the essay. No other identifying information can be included.

H. Remind participants to double space their written work and to submit only five (5) pages (each with an entry number in the upper right-hand corner), plus a single page for references and the note card used for research.

I. Randomly select one (1) of the subtopics. This becomes the subject for all the entries.

J. Instruct participants who finish before time is called that they may submit their work and leave quietly.

K. Five (5) minutes before the hour is up, make an announcement that participants have five (5) minutes to complete their essay. Exactly one (1) hour after beginning, call time and collect essays, reference lists, note cards, and unused paper.

L. Supervise and assist the evaluators during the reading of the essays. Each entry must be read and evaluated independently by at least two (2) evaluators from the group of evaluators [should there be more than two (2)]. Evaluators keep working until each entry has been assessed twice.

M. The scores for each entry are averaged, and the top twelve (12) entries are turned in to the coordinator. These twelve (12) are then reviewed by a NEW group of evaluators.

N. Semifinalist evaluators read and assess each of the top twelve (12) entries. The average of the scores of this second evaluation



effort determines the final ranking. Evaluators discuss and break any ties.

O. Complete and submit the finalist report, which includes a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

P. If necessary, manage security and the removal of materials from the event area.




ESSAYS ON TECHNOLOGY


column spaces below

.


Essay (100 points)




Thesis(X1)

Thesis is not a complete thought and/or is inappropriate for the essay; essay title and thesis do not correlate with one another; thesis lacks creativity.

Thesis is evident but the idea behind the thesis may not be clear or concise, and/or it may be lacking in creativity; essay title correlates with the thesis.

Thesis is well structured, concise, positioned appropriately, and creative; essay title is authentic and correlates well with thesis.

Introduction paragraph (X1)

Introduction adequately explains the background but may lack detail; thesis does not help to establish the writer’s position.

Introduction creates interest; thesis clearly states the position.

Introduction is well developed, it engages the reader, and it creates interest; the thesis clearly states a significant and compelling position.

Supporting paragraphs (X2)

Paragraphs lack main points to support the thesis, and/or there is a poor development of ideas.

Paragraphs include main points that are related to the thesis, but they may lack supporting details.

Paragraphs provide well-developed main points directly related to the thesis; supporting examples are concrete and detailed.

Concluding paragraph (X1)

Conclusion is recognizable but it does not effectively summarize the topic.

Conclusion effectively summarizes the topic.

Conclusion wraps up the points of the essay and goes beyond restating the thesis.

Organization(X1)

No discernable organization is apparent; transitions are not present.

There is a logical progression of ideas in the essay; transitions are present throughout the essay.

The essay conveys a logical progression of ideas, with a clear structure that enhances the thesis; transitions are mature and graceful.

Style(X1)

The style is confusing and hard to follow; it contains fragments and/or run-on sentences; inappropriate diction is evident; word choice is simple, ordinary, and/or repetitive.

The style is clear, but sentences may lack variety; word choice is appropriate.

The style is smooth, skillful and coherent; sentences are strong and expressive, with varied structure; word choice is appropriate and mature.

Mechanics(X1)

Essay contains distracting errors in punctuation, grammar and spelling.

Punctuation, spelling and grammar are generally correct, with few errors.

Punctuation, spelling, and grammar are correct; there are no errors in any of these areas.

Research base(X1)

Essay lacks an adequate research base, and/or very few credible sources are referenced.

Research is conducted appropriately, but there are few credible sources.

Essay conveys a comprehensive research base that includes credible sources.

Bibliography(X1)

References are not used effectively and/or do not pertain to the topic; limited quality sources are used; bibliography is not in proper MLA format.

Most sources used are credible and of good quality; most references help to support the essay topic; bibliography is in proper MLA format, with some errors.

Essay incorporates multiple and varied sources, all of which are credible, appropriate and support the topic; bibliography is in proper MLA format.




ESSAYS ON TECHNOLOGY (continued)




Comments:


Evaluator



R This popular

event requires test

phase pictures, flight

logs and a drawing.

FLIGHT

OVERVIEW

Participants study the principles of flight and design in order to fabricate and test fly gliders.

CHALLENGE

Participants create a glider that stays in flight for the greatest elapsed time. The glider must be designed to be launched from a catapult that is provided on site. The design process is documented in a notebook that is submitted for evaluation.

ELIGIBILITY

Participants are limited to two (2) per chapter, one (1) entry each.

SAFETY

Safety glasses are required for this event. TSA will not supply safety glasses. Students must be instructed by their teachers on the proper use of CA glue.

TIME LIMITS

A. Participants have ninety (90) minutes to construct a glider.

B. Participants are given a maximum of thirty (30) minutes for trimming (test flights) of their glider.

ATTIRE AND SAFETY EYEWEAR


Participants are required to provide and wear safety-approved eyewear during all phases of this event. Prescription eyewear will need to have side shields to be considered safety eyewear. Should a participant remove his/her eyewear during the event, s/he will be reminded once to replace it. If there is a second infraction, the participant will be asked to leave the competition.


Flight®

PROCEDURE

A. Participants report to the event area at the time and place stated in the conference program with their metric technical pencil drawing, notebooks, tools and supplies.

B. Participants use their metric technical pencil drawing to fabricate a glider. Templates, jigs and fixtures also may be used.

C. Participants are required to provide their own tool box, with identification (school name and address), which should include (but will not be penalized if missing) the following:

1. No more than two cutting devices from the list below a. modeling knife or x-acto knifeb. miter box and sawc. a blade and anvil cutterd. scissorse. another approved cutting device – none may be electric

2. one (1) ounce of “super glue”Note: cyanoacrylate (CA) glue comes in a variety of thicknesses. A participant may elect to use one-half (½) ounce of thin CA and one-half (½) ounce of filler CA for a total of one (1) ounce of adhesive. The glue must be in the original bottle with a manufacturer’s label, which is clearly marked with the capacity. One-half (½) ounce of glue in a one (1) ounce bottle will be considered one (1) ounce of glue.

3. a single two (2) ounce bottle of accelerator [pressurized, aerosol applicators are not allowed; a pump or drip applicator of two (2) ounces or less is acceptable]

4. straight pins, as needed5. simple clamps, such as clothes pins, binder’s clips or twisty

ties 6. a cutting surface that fits in the approved space and prevents

modeling knives from marring the table top 7. a 12" ruler or measuring scale 8. emery boards of various grits, or sand paper or sanding

blocks 9. safety glasses 10. marking device (pen, pencil, etc.)

D. Times for trimming (test flying) are scheduled for participants.

E. Notebooks are evaluated.

F. Participants have four (4) opportunities to fly their gliders for official times. The combined flight time of the best three (3) of the four (4) flights are used to determine the ten (10) finalists.

G. Launch procedures

R Tools must fit

inside the provided

box, which measures

no more than 150mm

high x 250mm wide x

350mm long internally.

R This event

requires the use of

cyanoacrylate glue

(best know as Super/

Krazy glue) instead of

aliphatic resin glue.

Participants will want

to practice with this

material before the

conference!


Flight®

1. Participants are called by their group timer to the designated launch area.

2. The timers give participants their turns to fly their gliders. Participants must do all four (4) flights consecutively during their turn.

3. The glider is hooked to the rubber loop of the catapult provided by TSA, and the participant pulls the glider’s shark tooth point back to the wooden stop in front of the 350mm stop block on the catapult. The attitude and angle of the catapult (with the glider on it) are determined by participants as the glider is launched.

4. The participant releases the glider after getting the OK from the official timer.

5. Flight time begins when the glider is released and ends when the glider hits the floor or ground, or when it comes to rest on an obstruction.

6. One repair will be allowed after the individual time trials have begun. The repair must be made in three (3) minutes or less. No additional trimming will be allowed after the repair.

7. Each participant has the times of four (4) trial flights recorded by the timer.

8. Ties are broken by determining the longest single flight time.

REGULATIONS

A. Students are required to provide and wear safety eyewear for this event.

B. Participants are not allowed to construct a glider without a completed technical pencil drawing in their documentation notebooks.

C. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the event title, the conference city and state, and the year. The inside of the binder must include the following single-sided, 8 ½" x 11" pages:

1. Title page with event title, conference city and state, and the year

2. Full-size metric technical pencil drawing with dimensions of the glider to be built. 11" x 17" paper may be folded to fit in the sheet protector.

3. Flight log for each pictured test plane (see Flight Log sample below)

D. Technical pencil drawing must:1. show all parts that make up the glider2. show metric dimensions3. be drawn full scale4. be drawn on paper no larger than 11" x 17"

R Safety glasses

are a requirement

for this event. Those

students without

safety glasses are not

allowed to participate.


Flight®

Flight Log Sample

E. Materials (SUPPLIED BY THE PARTICIPANT) [Participants may have only one (1) of each wooden part. Extra wooden parts will not be allowed, so wood should be chosen carefully.]

1. Balsa and/or basswood plus ballast materiala. fuselage blank, 3mm (⅛") thick x 13mm (½") wide x

300mm (11⅞") longb. wing blank, 1.5mm (1/16") thick x 77mm (3") wide x

300mm (11⅞") longc. stabilizer and fin blank, .75mm (1/32") thick x 51mm (2")

wide x 150mm (5⅞") longd. wooden shark’s tooth hook, 3mm (⅛") thick x 6.5mm (¼")

wide x 20mm (¾") long, glued to the bottom of the fuselage. A shark’s tooth cut into the fuselage will also be permitted.

2. A maximum of five (5) grams of ballast, such as clay, “fun tack”, “poster tack”, or similar material to be used for balance

Plane #1 or Plane #2 (circle one) Dates:

Flight # Time aloft Flight pattern Trim adjustment Advisor sign-off

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

R Note!

Participants must

provide and bring their

own building materials

to the event site.


Flight®

F. Tolerances are as follows:1. Fuselage: 298mm to 300mm long2. Shark’s tooth hook: 18mm to 20mm long x 6mm wide

G. Catapult specifications (to be used for trim and experimentation at home, school and during preparation prior to time trial flights):

1. Catapults for timed flights are supplied by TSA at the national event site.

2. Catapults are made from hardwood or plywood.3. Catapult wooden stick dimensions: laminate a piece of wood

(10mm thick x 45mm wide x 700mm long) to a second piece of wood (6mm thick x 45mm wide x 350mm long), aligning the pieces at the handle end and gluing them face-to-face (see drawing).

4. The handle is 20mm thick x 30mm wide x 150mm long and is attached by screws to a 15mm thick x 30mm wide x 75mm long block using a middle-lap joint. The 75mm long block then is screwed to the laminated main catapult stick beginning at 400mm from the muzzle end.

5. The rubber loop is a #19 rubber band (3 ½" x 1/16") threaded through the screw eye of he launcher. Rubber bands are available in bulk from office suppliers such as Office Max, Office Depot and Staples.

6. The screw eye is attached to the center of the 15mm thick x 15mm wide x 45mm long wooden block connected to the underside of the muzzle end of the catapult.

H. Templates, jigs, and fixtures that MAY be used in constructing gliders; these are to help facilitate fast and accurate construction.

1. Templates, jigs, and fixtures must be developed and built by students.

2. Storage container—All student-made items must fit in a box not exceeding 150mm high x 250mm wide x 350mm long.

3. Sanding blocks—May have two (2) grits affixed to top and bottom; grits are chosen by the student.

4. Traction plate with sandpaper (150mm x 300mm maximum) attached to a thin piece of rigid material, i.e., plywood, foam core board, press board, cardboard, plastic, etc.


Flight®

5. Dihedral fixture—An all-wood apparatus that assists in sanding the critical dihedral joints and that secures the model as the glue dries to ensure a precise prototype.


Flight®

EVALUATION

Evaluation is based on points earned for the quality of the documentation notebook and the accumulated flying time of three (3) trials.

CATAPULT DRAWING

Muzzle end


Flight®

STEM INTEGRATION



LEADERSHIP SKILLS


• Decision Making: Students decide the most effective fly glider design. Use leadership lessons: Banking on It and The Store

• Evaluation: Students understand tradeoffs, keep a flight log, and evaluate the design. Use leadership lessons: Finish Line to Start Line and Grading the Advertisement

• Problem Solving: Students repair and trim the plane. Use leadership lessons: Finding a Way and Resolving Conflict


• Communication• Creative/Critical Thinking

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAeronautical engineerAircraft systems engineerPhysics instructor


Flight®

FLIGHT EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Assistants, two (2) or more

D. Timekeepers, two (2) or more

MATERIALS

A. Coordinator’s notebook, containing1. Event guidelines, one (1) copy each for the coordinator and

evaluators/assistants2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stop watches, two (2)7. Results envelope

B. Other supplies1. Measuring scales2. First aid kit with strip bandages and debonder3. Catapult4. #19 rubber bands

RESPONSIBILITIES





Flight®

D. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total points earned or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

E. Check in participants at the time stated in the conference program.

F. Check the documentation notebooks for the sketch; check the box for allowed items.

G. Distribute the list of entrants assigned to each designated evaluator/timer.

H. After the gliders have been constructed, secure the holding area so that the gliders and documentation notebooks remain safe until the scheduled time for trimming.

I. Designate times for test flying/trimming and communicate the thirty (30) minute segment scheduled for each group of participants.

J. Designate times for groups to make four (4) official flights for time.

K. Timed flight procedure1. Each flight time is recorded to the nearest one tenth (.1) of a

second.2. After the fourth flight, the top three (3) times are added

together and each glider is placed with its documentation notebook.

3. Three (3) groups may fly simultaneously in the assigned area for the event, with consideration for the safety of gliders and participants.

L. Documentation notebooks are judged.

M. Secure the evaluators’ signatures on their rating forms. Through the discussion process, the evaluators break any ties that affect the top three (3) placements.


O. If necessary, manage security and the removal of materials from the event area.


Flight®


FLIGHT


column spaces below

.

2012 & 2013 OFFICIAL RATING FORM MIDDLE SCHOOLSafety glasses must be worn for all phases of this competition. Should a participant remove his/her eyewear during the event, s/he will be reminded once to replace the eyewear. If there is a second infraction, the participant will be disqualified.

Safety glasses warning

Safety glasses disqualification





Notebook(X1)

Notebook is unorganized and/or missing three (3) or more components [i.e., cover page, full-size technical pencil drawing pictures of two (2) test planes, flight log].

Notebook is missing two (2) components, and/or is loosely organized, and/or has too many pages included.

One (1) or no components are missing in the notebook, and content and organization are clearly evident.

Full size technical pencil drawing(X1)

Technical pencil drawing is missing three (3) or more components; parts of the glider are not shown, other than metric dimensioning; technical pencil drawing is not drawn freehand or not to full scale; technical pencil drawing is on paper larger than 11"x17", and/or it is sloppy.

Technical pencil drawing is missing two (2) or fewer components, and/or work is sloppy.

All components are included in the technical pencil drawing and the drawing is correctly and neatly completed.

Technical pencil drawing/built glider correlation (X1)

Technical pencil drawing does not match the glider built for competition; the glider is not designed/built properly for the event; actual built dimensions do not match technical pencil drawing dimensions.

Technical pencil drawing Is very similar to the actual built glider, within a tolerance of 5mm; glider is designed correctly to fly in the competition.

Technical pencil drawing is within a tolerance of 2mm of the actual built glider; glider is constructed exactly as the sketch illustrates.

Test plane pictures(X1)

One (1) or more test glider pictures are missing; pictures are not clearly visible, and/or they lack definition/detail of each plane.

Pictures of each test glider are included; each picture is clearly visible, but pictures may lack definition and/or detail.

Each test glider picture includes significant details about each glider; clearly visible pictures are defined.

Flight logs (X1)

One (1) or more flight logs are missing, and/or they are incomplete; advisor signature is not included.

Both logs are included and they are generally complete; advisor signature may be missing.

Logs are included and are complete, with thorough understanding of the flight log’s purpose for flight aid.



Flight®

FLIGHT (continued)

Flights (recorded to the nearest one tenth (.1) of a second)

Duration of flight #1 Seconds




*Three (3) of the four (4) longest flight durations should be totaled to determine the flight score.

SUBTOTAL flight score

Rules violations (a deduction of 20% of the total points earned) must be initialed by the evaluator, coordinator and manager of the event. Record the deduction in the space to the right.


(To arrive at TOTAL score, add any subtotals and subtract rules violation points, as necessary. Check your math twice!) TOTAL

Comments:


Evaluator



R This event

involves at least

three (3) chapters

working together to

design, manufacture

and package a

product that could

be mass-produced.

Since the chapters

don’t have to be

from the same state,

a team from Texas

could collaborate with

a Connecticut team.

What fun!

GLOBAL MANUFACTURING

OVERVIEW

Participants design, manufacture and package a marketable mass-produced product through a collaborative effort.

CHALLENGE

A TSA chapter, working with at least two (2) other TSA chapters, designs, manufactures and packages a product. Two (2) completed products will be included in the display for this event.

ELIGIBILITY

Participants are limited to one (1) team from the TSA chapters involved, with a maximum of six (6) students on the team from three (3) middle school chapters [no more than two (2)representatives per chapter]. The chapters working together should select a “company name” for identification purposes. Participating chapters do not have to be from the same state.

Team members must come from TSA middle school chapters. High school TSA chapter members cannot be included in this event.

TIME LIMITS

The entry must be completed during the current school year.

ATTIRE


PROCEDURE

A. Chapters involved create a company name and select a product to mass-produce.

B. Chapters delegate the following responsibilities for the mass-produced product:

1. Design the product2. Manufacture the parts of the product3. Design and create the packaging for the product4. Ship the product


Global Manufacturing®

5. Other relevant tasks

C. Documentation of the processes used and chapter/student involvement are key components of this competition. The documentation must include evidence of the following:

1. Diagrams and/or working drawings for the design of the product

2. Photographs/video of the processes and work involved in the design of the product

3. Written information about each chapter’s involvement in the product

4. Evidence that the product has been shipped/mailed safely and is undamaged. The product may be shipped by U.S. Postal Service, UPS, FedEx or another carrier.

D. Chapters create a display of the project with two (2) mass-produced items and physical packaging [one (1) package] with the product inside the package. The product must be accessible for judging. The second product must be a visible part of the display. Supporting data, such as the following, may be used:

1. Photos2. Charts3. Drawings

E. Participants check in the entry at the time and place stated in the conference program. No more than two (2) team members from the chapters in the project may set up the display.

F. Entries will be reviewed by evaluators. Students and advisors are not present during this time. A semifinalist list in random order is posted.

G. Three (3) participants from the team (one participant per chapter) will participate in the interview.

H. No more than two (2) team members from the chapters in the project may pick up their entry from the display area at the time and place stated in the conference program.

I. Bonus points will be awarded to the three (3) entries with the greatest physical distance between the participating schools. The distance between the schools must be provided in the entry documentation.

REGULATIONS

A. Documentation

1. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the event title, the conference city and state, and the year. The

R NEW: Shipping

component and

BONUS POINTS.

Read the new rules

carefully, noting rule

C. 4 about evidence of

shipping.

Also, bonus points

will be awarded on

a graduated basis

for distance between

participating schools.

See official rating form.



inside of the binder must consist of typed single-sided, 8 ½" x 11" pages in the order noted below:a. Title page—the product name, followed by the conference

city and state, and the year should be centered on the page in three (3) consecutive lines; one (1) page

b. Table of contents—a list of the sections and pages in the order stated in the regulations; one (1) page

c. Description of the product—a written description of the product, participating chapters, and the role of each chapter involved in the process of completing the product; one (1) page

d. Charts and/or diagrams of individual parts of the product, with dates and chapters responsible for manufacturing the parts; multiple pages

e. Design—drawings, photos, and sketches of possible designs for the project, with the final design drawings identified; multiple pages

f. Manufacturing process—photos and descriptions of the individual parts manufactured by the chapters (must include materials used, a list of equipment used, and an approximate time devoted to each of the parts); multiple pages

g. Packaging—designs of packaging options discussed by the chapters for their product; equipment and materials list used to create the packaging; documentation of the time spent on this portion of the event, as well as the responsible chapters; multiple pages

h. Support materials—other data and/or photos, written documentation (including the distance between schools), or newspaper coverage needed to fully record the processes involved in completing this project (should cover aspects of the design, manufacturing and packaging of the product); multiple pages

2. Tabs and dividers may be used between the sections of the binder and are not counted as pages. Sheet protectors may be used.

B. Display1. The display occupies a space no larger than 15˝ depth x 3´

width x 4´ height.2. Two (2) completed products must be displayed.3. The package used by the contestants must be displayed with

one (1) product that is accessible for judging. 4. Neither AC or DC electrical power will be provided.

C. Semifinalist teams, comprised of three (3) participants from a team [one (1) participant per chapter] will participate in an interview with evaluators.



EVALUATION

The entry is evaluated on the product design (complexity, use of materials, and creativity), manufacturing and packaging, as well as the related documentation and display. Refer to the official rating form for details. A deduction of twenty percent (20%) of the total possible points results for failure to follow the specifications outlined in the regulations.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students keep in touch with teams from

two other chapters. Use leadership lessons: Acting Out! and Mirror Mirror

• Organization: Students develop a system to organize elements of the project with other chapters. Use leadership lessons: Keep on Rolling and Report It

• Teamwork: Students from different chapters work together as a single team. Use leadership lessons: Jump Rope and TV Station


• Critical Thinking• Decision Making• Problem Solving

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTCNC programmerDesign engineerIndustrial engineerInformation technology managerPlant process improvement engineer



GLOBAL MANUFACTURING EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stick-on labels for numbering entries7. Semifinalist list for posting8. Results envelope

B. Tape measure to determine the size of the display

C. Display tables for the entries

D. Chairs for the evaluators

RESPONSIBILITIES



C. Check in the entries at the time and place stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in. Secure entries in the designated display area.



D. Meet with evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins. Determine a process for breaking ties.

E. Evaluators review the entries as submitted, without consulting one another.


G. Semifinalists are determined by the average of the evaluators’s scores. Evaluators discuss and break any ties.

H. Secure the initials of all evaluators on the official rating forms.

I. The event coordinator collects all rating forms from the evaluators and checks them for completion; before dismissing any evaluators, the coordinator reminds them of the semifinalist interviews.

J. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

K. Conduct interviews using the same official rating forms.

L. Complete the finalist report, including evaluator’s signatures. Evaluators discuss and break any ties.






GLOBAL MANUFACTURING


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.






Notebook Cover pageTitle pageTable of contentsSpecific sections noted in

criteria below(X1)

Notebook is unorganized and/or missing three (3) or more components, and/or it is sloppy.


One (1) or no components are missing from notebook; content and organization are clearly evident.

Description of product(X1)

Product description is not included and/or is missing essential components (i.e., written product description, identification of participating chapters, and description of the role of each in completing the product).

Product description is included but it is overly generalized, wordy, and/or vague; all chapter teams are listed with a general overview of how each participated in the completion of the product.

Logical, organized, clear, creative and concise product description is included; all chapters are listed with detailed descriptions of how each chapter participated in the product’s completion.

Product charts and diagrams(X1)

No or few charts (which illustrate each part of the product and/or items) are included; charts are unorganized and seem to be an afterthought of the product’s design; few, if any, dates highlight each chapter’s involvement in manufacturing.

Some charts/diagrams (which help to illustrate how each chapter participated in the parts manufacture of each product) are included, but the diagrams/charts seem illogical and/or unclear.

Logical and clear charts/diagrams (each of which notes dates and captions that vividly depict each chapter’s involvement with each of the product’s part manufacturing) are included.

Product design(X2)

Few, if any, drawings, photos, and/or sketches (which help to brainstorm the final product) are included; final design drawings do not correlate with actual manufactured product.

Drawings and photos help to illustrate the design process, but some design attributes are not included or they are incomplete; final drawings are included but may not correlate correctly with the actual product.

Photos and drawings illustrate each step of the design process, from brainstorming to product revision to the completed design; final drawings are complete and correlate with the actual product.

Manufacturing process(X2)

Few, if any photos and/or descriptions of the product’s individual parts are included, and/or no materials or equipment list is included, and/or the list is incomplete; no time list is included.

Some photos/descriptions (which aid in showing how each part works with the product) are included; materials or equipment lists are included but are illogical and/or unorganized; time list is included.

Photos/descriptions show vivid picture of each part’s design/manufacture process; thorough materials and equipment lists (which show times devoted for each part’s manufacture) are included.

Packaging(X1)

Little, if any packaging design is included; there is no evidence of packaging options discussed by chapters; no, or a vague, list of packaging creation equipment and/or materials is evident; no, or a vague list, of time/chapter’s devotion to designing the packaging is included.

There is partial evidence of the chapters’ devotion to different packaging options and time spent on the product’s final packaging design; a complete list of materials for product packaging and equipment used to produce the product’s packaging is included.

Documentation illustrates complete product packaging design process, including materials and equipment needed to create packaging; each chapter’s packaging descriptions are similar to one another.




GLOBAL MANUFACTURING (continued)

Product (30 points)



Support materials (X1)

Little or no support materials are provided to show how each chapter involved participated in the product design process, manufacturing process, and/or packaging process.

Support materials provide some evidence that each chapter participated in two (2) or more of the following: product design process, manufacturing process, and/or packaging process.

Support materials provide clear and concise evidence of each chapter’s involvement (and extent of involvement) in each of the processes.

Complexity(X1)

Product encompasses very little original thought; product includes three (3) or fewer parts and/or is easily manufactured.

Five (5) or more parts are used in the product’s development; most of the parts are easily manufactured, but the product has little originality.

Product shows an innovative and creative use of five (5) or more parts, which are made of various materials and add to the product’s design.

Materials (X1)

Extremely limited use of various materials is evident, and/or different materials should have been included to make product’s design better.

Various materials are used in the product’s construction but little/no evidence exists to explain why certain materials are used instead of others.

Various materials (which are used to fulfill a specific purpose within the product) are incorporated into the product’s construction.

Creativity(X1)

Product is not creative but simply a regurgitation of another product commercially available; product is unauthentic.

Product exhibits some creative aspects in its design and/or packaging, but only a beginning understanding of the creative aspects of design is included.

A truly authentic design of a new product or a new idea to an old problem is evident; packaging is creative and appealing.





Organization(X1)


Team is prepared for the interview but is somewhat disorganized in its presentation to evaluators.

The team’s presentation and interview with evaluators are well organized and logical.

Knowledge(X1)

Team shows very little evidence of understanding of the concepts of the process; interview answers are vague.

Team exhibits generalized understanding of the concepts presented; team’s answers to questions are appropriate.

Team shows clear evidence of a thorough understanding of the concepts discussed; team is truly considerate of the issues and the future.

Delivery(X1)

Delivery detracts from the message; eye contact may be very limited; presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the presentation; gestures and movements may be jerky or excessive.

Delivery is generally effective; use of volume, eye contact, vocal control, etc., may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural and enhances the presentation; posture, eye contact, gestures, facial expressions, volume, pace, etc., indicate confidence, a commitment to the topic, and a willingness to communicate.






GLOBAL MANUFACTURING (continued)Bonus points

(for distance between schools)

Distance between schools is less than 100 miles. (4 points)

Distance between schools is between 100 and 200 miles. (8 points)

Distance between schools is greater than 200 miles. (10 points)



Comments:


Evaluator



R This event

demands creativity,

resourcefulness, and

problem solving skills.

Can you solve two (2)

problems at once by

using scrap materials

for a new purpose?

GO GREEN MANUFACTURING

OVERVIEW

Participants design and manufacture a product using recycled or reused materials.

CHALLENGE

Participants identify a consumer need and manufacture a marketable product. The chapter submits documentation of chapter activities and two (2) product samples made during the manufacturing experience.

ELIGIBILITY

Participants are limited to one (1) team of at least three (3) members per chapter. Team members must be from the same chapter.

TIME LIMITS

The entry must be completed during the current school year.

ATTIRE


PROCEDURE

A. During the school year, participants may follow these steps in preparing their entry.

1. Properly secure recycled or reused materials that could be used by the chapter for student-designed and manufactured products.

2. Research design alternatives for products that may be manufactured from recycled or reused materials.

3. Create working drawings.4. Develop a prototype.5. Devise a production plan flow chart(s).6. Develop a personnel plan with assigned responsibilities.7. Tool up for production.8. Take photos that monitor the manufacturing process.


Go Green Manufacturing®

9. Make a trial run and evaluate process effectiveness and efficiency.

10. Manufacture several products using line production techniques.

11. Conduct a survey to measure potential marketability.12. Generate a marketing plan that includes some tangible

advertising pieces.13. Document the chapter project.

B. Participants check in their entries at the time and place stated in the conference program. No more than two (2) team members of the team may turn in the notebook and products.


D. Representatives from each semifinalist team report to the event at the time and place stated in the conference program.

E. Two (2) semifinalist team representatives make a marketing presentation of up to ten (10) minutes in length to the evaluators. The presentation should focus on marketing to a “green” business.

F. Ten (10) finalists are announced at the awards ceremony.

G. No more than two (2) students pick up each team’s entry from the display area at the time and place stated in the conference program.

REGULATIONS

A. Documentation

1. 1. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the event title, the conference city and state, and the year. The inside of the binder must include typed single-sided, 8 ½" x 11" pages (except for the working drawings) in the order below:a. Title page—centered on the page in consecutive lines:

the product name, followed by the conference city and state, and the year; one (1) page.

b. Table of contents c. Description of product—a written description of the

product, instructions for its use, and the advantages of its use; the description should include the overall usefulness of the product, its audience, and related safety considerations; one (1) page.

R From

Wikipedia.com:

Recycling involves

processing used

materials into new

products in order

to prevent waste of

potentially useful

materials, reduce the

consumption of fresh

raw materials, reduce

energy usage, reduce

air pollution (from

incineration) and water

pollution .... and it is

the third component of

the “Reduce, Reuse,

Recycle” waste

hierarchy.



d. Advertisement—a sample of a student-designed advertisement, i.e., a flyer, magazine ad, newspaper ad, etc.; audio/video examples are not permitted; three (3) pages maximum.

e. Design efforts—sketches, pictures, magazine clippings, and other graphic design elements that were used in the development of the final design; three (3) pages maximum.

f. Working drawings—an orthographic-dimensioned drawing, assembly, or pictorial may be presented, with orthographic drawing(s) shown first; drawings may be on paper no larger than B size (11" x 17") and folded to fit the three (3)-ring binder; two (2) pages maximum.

g. Materials list—a list of materials (including sizes and market value) used to fabricate the product must be incorporated. Each item or sub-assembly should be identified as student produced, standard stock item, or purchased sub-assembly; one (1) page.

h. Tool and machine list—a list of any hand, power, and stationary tools used to fabricate the product; one (1) page.

i. Production plans—a production outline or flow chart; up to two (2) pages.

j. Photographic verification—photographic or digital images that verify the mass production of the product; one (1) page.

2. All documentation must be contained in the binder. (No display boards are permitted.) Tabs or dividers may be used between sections of the binder and are not counted as pages. Sheet protectors may be used.

B. Product

1. Craftsmanshipa. The product displays good craftsmanship.b. The product maintains tolerances as indicated by the

working drawings.2. Appropriate material—the product uses the material in a

manner that adds value to the product.3. Efficiency of design—the product addresses the identified

consumer need using the material effectively.4. Aesthetics—the product is pleasing to view.5. Ergonomics—the product is easy to use.6. Appropriate solution—the product functions in a manner that

solves the identified problem.7. Creativity—the product displays an original solution to the

identified consumer need.



8. ONLY the documentation contained within the notebook and the two (2) samples of the product may be submitted for judging.

9. Recycled or reused materials a. are a majority of the parts of the products.b. have been processed by the students to fabricate the

product.c. have been altered from the original application. (Making

a smaller picture frame from discarded frames is not the intent of this event.)

EVALUATION

A. The entry is evaluated on the documentation and the product. Please refer to the official rating form for more information.

B. A deduction is given for failure to follow the specifications outlined in the regulations.



STEM INTEGRATION



LEADERSHIP SKILLS


• Creative Thinking: Students generate original thoughts and ideas based on using recycled materials. Use leadership lessons: Be Prepared! and Fashion Forward

• Organization: Students develop flow charts and other documentation required for a presentation. Use leadership lessons: Organizing the Stress Away and Time It

• Teamwork: Students work with three or more other participants to create a solution. Use leadership lessons: Find Someone Who... and TV Station


• Communication• Evaluation • Problem Solving

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTElectromechanical engineerMechanical drafter Production plannerStandards engineer



GO GREEN MANUFACTURING EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS



2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stick-on labels for numbering entries7. Semifinalist list for posting8. Results envelope

B. Tape measure to determine the size of the display

C. Display tables for entries

D. Chairs for evaluators

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.



D. Place entry numbers in the lower right hand corner of the displays and on one (1) of the two (2) products. Position displays for viewing by evaluators.



G. Evaluators independently evaluate the entries.

H. Prepare a list of the twelve (12) semifinalists in random order and submit it to the CRC room for posting.

I. Evaluators independently evaluate the semifinalist entries.

J. Evaluators tally and turn in the rating forms. Any ties that affect the top three (3) places should be broken by using the highest average score for evaluative criteria.

K. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

L. If necessary, manage security and the removal of materials from the event area.




GO GREEN MANUFACTURING


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.






DocumentationCover pageTitle pageTable of contentsSpecific sections noted as

criteria below (X1)

Documentation is missing several components and/or is unorganized; it is messy and lacking quality.

Most components are included, but documentation is loosely organized and lacking quality.

All components are included; effort and quality of work are evident.

Description of productInstructions for use(X1)

Description and instructions for use are unclear.

Description and instructions for use are defined and explained, but they are not clear and concise.

Description and instructions for use are defined and explained precisely.

Advertisement(X1)

Advertisement section is unorganized and/or is messy and lacking quality.

Advertisement section is loosely organized and lacks quality.

Advertisement section shows effort, and quality of work is evident.

Design efforts(X1)

Design effort components are missing and/or they are unorganized; they are messy and lack quality.

Design effort components are included, but they are loosely organized and lack quality.

Design effort components are included; effort and quality of work are evident.

Working Drawings(X1)

Working drawings are sloppy and disorganized; they do not demonstrate labeling and dimensioning.

Working drawings are of sufficient quality, but not all components are labeled and dimensioned.

Working drawings are of excellent quality and are correctly labeled and dimensioned.

Materials list Tools and machine list

(X1)

Lists are missing several components and/or they are unorganized; they are messy and lacking quality.

Most components are included, but the lists are loosely organized and lacking quality.

All components are included in the lists; effort and quality of work are evident.

Production plan(X1)

Plan is missing several components and/or it is unorganized; it is messy and lacking quality.

Plan is included, but it is is loosely organized and lacks quality.

All components are included in the plan; effort and quality of work are evident.

Photographic verification(X1)

Photographic verification is not complete, and/or images are missing.

Photographic verification is complete, but the quality of images is insufficient to verify work.

Photographic verification is clear and concise and supports all aspects of the process.

Product(X1)

Product is not built to detailed standards; it is poorly constructed and finished; it lacks creativity and imagination.

Product is built to detailed standards but it is not of a quality to be purchased by a consumer; the design is satisfactory and works, but it is not unique.

Product is built to detailed standards, and it is of a quality that could be purchased by a consumer; the design is unique and demonstrates creativity.

Product functionality(X1)

No specific functionality per the original specification is demonstrated; product does not demonstrate the use of recycled or reused materials.

The product meets some of the functionality per the original specification, but the use of recycled or reused materials is not clear.

The end product exhibits functionality as per the original specifications, and it clearly demonstrates the use of recycled or reused materials.



GO GREEN MANUFACTURING (continued)Tolerance of examples

(X1)Materials are not joined cleanly and are not consistent with working drawings.

Materials are somewhat joined cleanly and are fairly consistent with working drawings.

Materials are joined cleanly and are consistent with working drawings.





Presentation skills Use of audio/visual materials

(including prototype)(X1)

Team seems unprepared for the presentation and is unorganized. Team exhibits difficulty with the transition of audio/visual materials.

Team is prepared for the presentation, but it is somewhat disorganized in its transitions and use of audio/visual materials.

Team’s presentation skills are excellent and its use of audio/visual materials is effective, organized and logical.

Effectiveness of presentation(X1)

Team members seem to have little understanding of the subject; slides and the presentation, including the prototype, don’t clearly define and present the subject.

Team members have a generalized understanding of the concepts discussed; members answer questions well; slides, presentation and use of the prototype are, for the most part, logical and/or clear.

Team members have a thorough understanding of the concepts discussed and seem to be truly knowledgeable of the issues; team’s slides, presentation and use of the prototype are concise and logical, with a clear explanation of pertinent issues.

Salesmanship(X1)

Sales pitch is verbose and illogical; delivery includes many “uhs, ums, hmms, etc.”; team is not capable of selling the product to a “green” industry.

Sales pitch is logical and well spoken, with few “uhs, ums, hmms, etc.”; team could possibly sell product to a “green” industry.

Sales pitch is well spoken, distinct, and clear; the team’s salesmanship to a “green” industry is likely to be successful.

Need for the product(X1)

A need for the “green” product is not demonstrated, and the product is not realistic/functional.

A need for the product is demonstrated, and the product is realistic and functional.

A need for the product is exceptionally well demonstrated, and the product is extremely realistic and functional.





Comments:


Evaluator



R Determine a need

and come up with an

invention or innovation.

That’s what this event

is all about!

INVENTIONS AND INNOVATIONS

OVERVIEW

The United States was a world leader in the advancement of technology during the Industrial Age, and it continues to hold a leadership role in the Information Age.

In this event, team members will investigate and determine the need for an invention/innovation and then develop a final idea for it.

CHALLENGE

Participants investigate and determine the need for an invention or innovation of a device, system or process and brainstorm possible solutions to determine the best idea for the invention or innovation. Team members will: 1) create a prototype or model, 2) develop a stand-alone multimedia presentation and 3) document work completed as they prepare to promote and demonstrate their idea for the invention or innovation.

Semifinalists will make an oral presentation to a panel of evaluators. At all times during the preparation for this event, team members should understand that their audience (the evaluators) are taking on the role of venture capitalists interested in providing funding for the development of an invention or innovation.

ELIGIBILITY

Participants are limited to one (1) team per chapter [a minimum of three (3) individuals], one (1) entry per team.

TIME LIMITS

All work must be completed during the current school year. The team’s multimedia presentation must be a minimum of two (2) minutes and may not exceed a maximum of four (4) minutes. Semifinalists will be allowed an oral presentation time not to exceed five (5) minutes, with an additional two (2) minutes for a question and answer session.

ATTIRE



Inventions and Innovations®

PROCEDURE

Pre-conference

A. Determine a format or method for documenting information in a stand-alone multimedia presentation.

B. Identify a need that has the potential for the invention of a device, system or process.

C. Research issues and gather information about the identified need. Review the publication, Standards for Technological Literacy (and topics in the document regarding design and invention), so that relevant information can be included in the presentation.

D. Brainstorm ideas for possible inventions/innovations relative to the identified need; choose a final idea and work on the design and details.

E. To feature the invention/innovation, develop a stand-alone multimedia presentation and an accompanying documentation notebook. The multimedia presentation should be saved on a USB flash drive.

F. Design and construct a model/prototype and visual aid(s) that can be used to enhance the multimedia presentation. The model can be scaled and may be more of a conceptual model, versus a working model, of a device, system or process.

G. Prepare an oral presentation that will further explain the invention/innovation to the panel of judges acting as venture capitalists.

Conference

A. Participants check in their entries at the time and place stated in the conference program. No more than two (2) team members may check in the entry. The only items required at check-in are the documentation notebook and the USB flash drive with the multimedia presentation.

B. Entries are reviewed by judges. Neither students nor advisors are present at this time.

C. A list of twelve (12) semifinalists will be posted at the time and place stated in the conference program.

D. Semifinalists will sign up for an oral presentation. All other participants will need to pick up their entry materials at the time and place stated in the conference program.

R In this event,

participants have

complete freedom to

develop an idea for an

invention/innovation.

Take the time to select

a need that interests

the team and then

“go for it!”



E. Following the semifinalist presentations, the entry materials must be picked up by no more than two (2) team members.

F. The ten (10) finalists will be announced at the awards assembly.

REGULATIONS

A. The identified need must have the potential for an invention/innovation of a device, system or process.

B. The invention/innovation is not required to be a working invention/innovation. The idea for the invention/innovation is what is being evaluated; the group’s invention/innovation should be realistic and have the potential to be workable.

C. Model or Prototype

1. The model/prototype may be a scaled version of the invention/innovation idea.

2. The model may be conceptual in nature – it does not have to be a working model.

3. The following options may be used to provide direct current electrical power for the model/prototype when it is demonstrated during the finalist presentation. No other electrical source may be used.a) up to 4 “C” or “D” batteries, ORb) up to 8 “AA” or “AAA” batteries

D. Documentation notebook. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the event title, the name of the team’s invention/innovation, the conference city and state, and the year. The inside of the binder must include the following single-sided, 8 ½" x 11" pages:

1. Title page, centered and in the following sequence: event title, conference city and state, year of the conference, team/chapter ID# line (in order to write in the ID# number at the conference)

2. Need and invention/innovation description page, with the name of the identified need and the name of the invention/innovation, including a description of both; one (1) page

3. Photos of the model or prototype of the invention/innovation; maximum two (2) pages

4. Relevant information about the stand-alone multimedia presentation (i.e., instructions to run the presentation, type and version of the software used for the presentation, information about the operating system of the computer used to create the presentation); one (1) page




6. Multimedia presentation on a USB flash drive with the name of the identified need and invention/innovation, as noted in the documentation notebook; one (1) page with a sleeve to hold the USB flash drive

E. Multimedia presentation

1. The presentation must be a minimum of two (2) minutes and a maximum of four (4) minutes. The time begins with the first sound/image and ends with the last sound/image.

2. The presentation must be electronically authored.3. The presentation must be self-explanatory.4. The presentation must run continuously once it is initiated.5. The presentation may be created using common authoring

programs, such as Hyperstudio™, PowerPoint™, HTML, or others.

6. The presentation will be reviewed by judges on site, using a PC platform (MAC is not supported) multimedia computer.

7. The purpose of the presentation is to show the development of the idea of the team’s invention/innovation.

8. The presentation should include:a. The title of the invention/innovation b. The identified need and information about it c. Information about the design and brainstorming processd. Information about the team’s invention/innovation,

including accompanying model(s)e. The team’s assessment of the invention/innovation

and its potential for being a workable device, system or process

F. Semifinalist presentation (oral)

1. Time limitsa. Two (2) minutes for set-upb. Five (5) minutes for the presentationc. Two (2) minutes for a question/answer sessiond. One (1) minute for take-down

2. The presentation is limited to three (3) team members. Each member should be an active participant.

3. An audience may be in attendance.4. The use of visual aid material is encouraged; however, no

electronic or electrically run equipment may be used. The exception is the team’s model, should it require electricity. Restrictions apply, as described in regulation C.3.

5. A model or prototype of the group’s invention must be part of the semifinalist presentation. The model/prototype does

R For this event,

sound is suggested!



not have to be a working model/prototype. The scale of the model is determined by the group.

6. The goal of the team is to convince the judges that the invention/innovation is needed and has real potential. (The judges assume the role of venture capitalists who are looking at inventions/innovations for investment purposes.)

EVALUATION

The multimedia presentation and documentation notebook are evaluated on their effectiveness to record the work of the team as it investigated and developed an idea for an invention/innovation. The semifinalist presentation is evaluated on the effectiveness of the participants to convince the judges that the invention/innovation is needed and workable, and that it has the potential for a return on an investment.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students express ideas in order to convince judges of their concept. Use leadership lessons: Chefs in the Kitchen and Take Action

• Evaluation: Students research and analyze data in order to develop a realistic design, improve the design, and test its ability to solve the problem. Use leadership lessons: Evaluation Methods and Finish Line to Start Line

• Problem Solving/Creative Thinking: Students identify the problem and find a creative solution. Use leadership lessons: Creative Solutions and Implementation Ideas


• Critical Thinking• Decision making • Teamwork

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTEngineerMultimedia designer Product designerSmall business owner






1

2

3

4

5

6




INVENTIONS AND INNOVATIONS EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Assistants, two (2) or more

MATERIALS


1. Event guidelines, one (1) each for the coordinator and evaluators/assistants

2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Marking pens for evaluators7. Semifinalist list for posting8. Results envelope

B. Multimedia presentation and documentation notebook

1. Boxes for entries2. Stop watch3. Table and chairs for evaluators4. PC platform multimedia laptop computer with CD, DVD, and

USB flash drive capabilities5. Projection system to view multimedia presentation on a large

screen, optional

C. Semifinalist presentation

1. Display tables for entries2. Table and chairs for evaluators3. Table, chairs, podium and easel for team presentations, as

needed4. Stop watch5. PC platform multimedia laptop computer with CD, DVD and

USB flash drive capabilities

RESPONSIBILITIES

A. Upon arrival at the conference, report to the CRC room and check the contents of the coordinator’s notebook. Review the



event guidelines and check to see that enough evaluators/assistants have been scheduled.


C. Check in the entries (multimedia presentation and documentation notebook) at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Place entry numbers in the lower right hand corner of the notebook and on the USB flash drive. Use the boxes provided to transport entries to the evaluation room.


F. Evaluators independently evaluate the entries.

G. Evaluators tally and turn in the rating forms. Any ties that affect the top twelve (12) semifinalists should be broken by using the highest average score for evaluative criteria.

H. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

I. In the appropriate area, post a time sign-up list for semifinalist presentations and any instructions for the semifinalist participants.

J. Manage the pick-up of non-semifinalist entries.

K. Prepare a list of standard questions [five (5) to ten (10)] to be asked of all participants.

L. One (1) hour before the semifinalist presentations are scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, standard questions for the semifinalist presentations, and regulations. Also, check the area or room in which the presentations will take place for appropriate set up. Notify the event manager of any potential problems.

M. Check in semifinalists in the holding room at the time stated in the conference program. Confirm with the teams their order of presentation and review the procedure.



N. Assist evaluators in completing the evaluation process. As necessary, allow the evaluators to view semifinalist multimedia presentations.

O. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

P. Evaluators tally and turn in the semifinalist rating forms. Any ties that affect the top three (3) places should be broken by using the highest average score for evaluative criteria.

Q. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

R. Manage security for viewing and the removal of materials from the event area.




INVENTIONS AND INNOVATIONS


column spaces below

.






DOCUMENTATIONCover pageTitle pagePlan of Work logMultimedia presentation

informationSpecific sections noted as

criteria below(X1)

Documentation is missing several components, and/or it is unorganized; it is messy and lacking quality.

Most documentation sections are included, but the section is loosely organized and lacking quality.

All sections are included; there is clear evidence of quality and organization.

Description of need and invention/innovation(X1)

Description of need and invention/innovation is provided, but it is unclear and unconvincing; there is not enough description.

Description of need and invention/innovation is clear and convincing, but it still lacks detail and development.

Description of need and invention/innovation is fully explained, defined and detailed precisely; it is easy to assess and understand.

Model/photographs(X1)

Model is not displayed, with little or no evidence that one was developed or utilized.

Model Is included, but it is of poor quality and not truly representative of the problem.

A quality model/prototype is provided and documented completely.

Multimedia presentation(X1)

Presentation is not complete; slides are missing and are of very poor quality.

Presentation is complete, but the quality and delivery fall short of the idea being featured.

Presentation clearly and sufficiently supports the problem and all aspects of the process that are featured.

Identification of need(X1)

There is little or no evidence presented to support the need.

Need is stated but it is not clearly defined.

The need and innovativeness of the invention/innovation is clearly evident.

Description of invention/innovation(X1)

Description is poorly written and lacking much necessary detail.

A description is provided, but it is not clearly and concisely defined.

Narrative provides an accurate depiction of the invention/innovation; need and use are clearly defined.

Brainstorming process(X1)

Few examples of the brainstorming process are provided, with little or no details.

Several examples of the brainstorming process are provided, but they lack sufficient detail and connectivity.

There is clear and succinct evidence that brainstorming served as a key component of the process.

Creativity of presentation(X1)

Presentation lacks imagination, originality and artistic detail.

Presentation is effective and innovative, but it lacks depth and imagination.

Presentation is inspiring, inventive, resourceful and totally motivating.

Overall effectiveness of presentation(X1)

Presentation is not clear and lacks credibility; it is missing necessary details.

Presentation is clear but weak; it doesn’t have enough detail.

Presentation is excellent and generates a high degree of interest.

Invention is realistic(X1)

Invention is not sensible, practical, or rational in nature.

Invention is realistic but not fully developed and credible.

Invention accurately and convincingly meets the needs of the problem as defined.




INVENTIONS AND INNOVATIONS (continued)Semifinalist Interview/Presentation (60 points)



Need for invention/innovation(X1)

Little or no evidence is presented to support the need for the invention/innovation.

Need for the invention/innovation is stated, but it is not clearly defined.

The need and innovativeness of the invention/innovation is clearly evident.

Realistic/ workable idea(X1)

The idea is not sensible, practical, or rational in nature.

The idea is included, but it is of poor quality and not truly representative of the problem.

The ideas is provided and documented completely.

Model/prototype(X1)

Model/prototype is not displayed, or it is displayed but it shows little attention to detail or relation to the need; it is sloppy and lacks quality.

The model/prototype is displayed, but it is of poor quality; it is somewhat inventive in nature and provides a cursory concept to address the need for the invention/innovation.

Quality is clearly evident in the model/prototype; it is truly representative of the concept to address the need for the invention/innovation.

Use of audio/visual materials (including model/prototype)Presentation skills(X1)

Team is unorganized and unprepared for the presentation; team exhibits difficulty with transition of audio/visual materials, which are of poor quality.

Team seems prepared but it is somewhat disorganized in its transitions and use of audio/visual materials.

Team makes an excellent presentation with full confidence and presence.

Effective and convincing answers(X1)

Team offers vague and ineffective responses; teams lacks an understanding of the subject.

Team has a generalized understanding of the concepts discussed; some responses are vague.

Team exhibits a thorough understanding of all concepts and relative information.

Quality of presentation(X1)

Team’s presentation is thoughtless and ineffective; it lacks quality and organization.

Team’s presentation is systematic and comprehensive, but the presentation lacks many details and necessary information.

Team makes an ample and complete presentation; it effectively and clearly details the topic and process.





Comments:


Evaluator



RWhat problems

has your TSA chapter

faced? You already

may have valuable

leadership skills that

could make you a

winner in this event.

LEADERSHIP STRATEGIES

OVERVIEW

Participants work in teams to develop a plan of action that addresses a specific challenging situation provided on site. Under time constraints, semifinalists develop a plan for a second situation and then make a team presentation.

CHALLENGE

Participants demonstrate leadership and team skills by responding to a specific leadership challenge that officers of a TSA chapter might encounter.

ELIGIBILITY

Entries are limited to one (1) team of three (3) students per chapter.

TIME LIMITS

A. Teams are allowed one (1) hour to develop a written plan of action in response to a specific situation.

B. Semifinalists have twenty (20) minutes to prepare a solution to a second situation and are given five (5) minutes to make a team presentation.

C. Each semifinalist team remains in the evaluation room for up to five (5) minutes after the presentation to answer the evaluator’s questions.

ATTIRE

Professional TSA attire as described in Competitive Events Attire is the minimum requirement for the written portion of this event and the semifinalist presentations.

PROCEDURE



Leadership Strategies®

B. After receiving materials and a description of the situation, teams have one (1) hour to develop and submit a written action plan.

C. Action plans are reviewed by evaluators. A semifinalist list in random order is posted.

D. Semifinalists report to the event preparation room at the time and place stated in the conference program and are given twenty (20) minutes to prepare an action plan for a second situation.

E. Each semifinalist team is escorted to the evaluation room and given five (5) minutes to present a solution to the problem.

F. At the end of the presentation, each team submits its written notes. If necessary, these notes are used as a tie-breaker.

REGULATIONS

A. All work must be completed in the event area during the time specified for the event.

B. Paper and pens or pencils are provided for the event, along with the guidelines noted below in C.3. No additional materials may be brought into the event area by participants.

C. Action plans for the first situation are written, showing evidence of a team effort.

1. Each team’s action plan is presented on a maximum of three (3) pages: one (1) page for the written solution, one (1) page for the completed action plan outline, and one (1) page for supporting details, graphics or other creative explanations.

2. Only the team entry number appears on the report. Entries may NOT include any reference to an individual, school or state.

3. Each entry must include a completed action plan outline as follows:A. Statement of ProblemB. Identification of Probable Causes of the ProblemC. Evidence of Team Brainstorming for Possible SolutionsD. Team GoalsE. Steps or Procedure for ImplementationF. Roles of Chapter Officers in ImplementationG. Possible Methods of Self-Evaluation

R Participants are

encouraged to rely on

an outline format in

presenting their plans,

using short sentences

and bullet points as

appropriate.



D. The situations relate to those that might be encountered by the leaders of a local TSA chapter. These include but are not limited to:

1. Lack of support or cooperation from a chapter member, advisor, or school administrator.

2. Sudden loss of a program, teacher, or facilities.3. School policies that do not allow for certain fundraising

activities by TSA.4. Any other administrative, organizational, or financial

challenge.E. Each member of a semifinalist team must participate in the oral

presentation.

F. Semifinalist teams present their action plans as follows:1. State the problem.2. Describe the goals of the team.3. Describe the steps or procedure for implementation.4. Explain how the success of the team’s plan can be

evaluated.5. Identify at least one (1) point of opposition to the proposed

solution and explain how the team might respond to that opposition.

EVALUATION

Evaluation is based on the team’s effective use of problem-solving and cooperative skills to create and present an action plan that addresses a given leadership challenge. See official rating form for specific criteria.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students communicate a solution to the judges. Use leadership lessons: Communication Breakdown and Take Action

• Problem Solving: Students solve a problem within a time limit. Use leadership lessons: Finding A Way and Including Everyone

• Teamwork: Students work as a team to brainstorm and combine ideas. Use leadership lessons: Bozo’s Balloons and Jump Rope


• Creative Thinking• Critical Thinking• Decision Making• Evaluation

TSA AND CAREERS



Careers will vary based on the student’s area of interest.



LEADERSHIP STRATEGIES EVENT COORDINATOR INSTRUCTIONS

PERSONNEL




MATERIALS



2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Semifinalist list for posting7. Results envelope

B. Lined paper and pens and/or pencils for the participants

C. Stapler and staples for securing each team’s entry pages

D. Copies of a situation for the written action plan that includes the list of problem solving steps listed in regulation C.3.

E. Copies of a situation for the semifinalist action plan that includes the list of presentation steps listed in regulation F.

F. Tables and chairs for participants

G. Table and chairs for evaluators

RESPONSIBILITIES

Written Action Plan







E. After the participants have been seated by teams, review the time limits and distribute at least six (6) sheets of paper per team, pens/pencils, a written description of the situation, and the required content and order of the action plan (regulation C.3).

F. Review with the participants the written description of the situation and the steps of the action plan outline (regulation C.3).

G. Start the time and remind participants that they have one (1) hour for completion of their written action plan.

H. Monitor students during this session and supply extra paper if needed.

I. Announce the remaining time at the thirty (30) minute, forty-five (45) minute, and fifty-five (55) minute points.

J. At the end of the hour, collect all materials. Make sure that the entry number for each team member is placed on the front of that team’s entry and that the pages for each team are stapled together.

K. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

L. Evaluators average their scores to determine the twelve (12)semifinalist teams.

M. Prepare a list of the twelve (12) semifinalists and submit it to the CRC chairperson for posting.

N. Remove all materials from the event area, and return the coordinator’s notebook with its contents to the CRC area for safekeeping until time for the semifinals.



Semifinalist Presentation

A. Distribute the evaluators’ materials.

B. Make sure the preparation and presentation rooms are set up and supplies are ready.

C. After the semifinalist teams have checked into the preparation room, assign each team a time to report for its oral presentation. Times should be scheduled at twenty (20) minute intervals. [If a second preparation room is available, intervals may be shortened to fifteen (15) minutes].

D. Release all but the first team.

E. Distribute paper and pens/pencils. Distribute and review the situation for the semifinalist action plan and the presentation steps listed in regulation F.

F. Monitor the room, making sure that no other individuals enter the room or communicate with the participants.

G. After twenty (20) minutes, escort the team to the presentation room. If the team and the evaluators are ready before the twenty (20) minute preparation time ends, they may proceed with the presentation.

H. Evaluators collect the team’s notes before releasing the team and ensure that its notes are labeled with its entry number.

I. Evaluators average their scores to determine the rank order of the finalists.

J. Evaluators tally and turn in the rating forms. Any ties that affect the top three (3) places should be broken by using the highest average score for evaluative criteria.


L. If necessary, manage security and the removal of materials from the event area.




LEADERSHIP STRATEGIES


column spaces below

.


Action Plan (100 points)




Statement of problem(X1)

Statement is unclear or missing altogether.

Only a partial statement that is not totally correct is presented.

A clear and concise statement is given; there is obvious full understanding of the problem.

Identification of likely causes(X1)

Only one (1) likely cause is given, without explanation.

Two (2) or more causes are given, with some explanation.

Three (3) or more causes are provided, with thorough explanations of each.

Variety of possible solutions(X1)

Only one (1) possible solution is provided, without explanation.

Two (2) or three (3) possible solutions are presented, with some explanation.

Three (3) or more possible solutions are provided, with a thorough explanation for each.

Clarity of team goals(X1)

Goals are unclear, limited in number and not very well defined.

Several goals are provided; they are somewhat clear but have limited definition.

A sufficient number of goals is provided; they are clearly stated, concisely defined, and easily understood.

Steps for implementation (X1)

Very few steps are provided; they are illogical and poorly represented.

Steps indicate in-depth thought, but they are not clear and concise.

Steps are sufficient, thorough and concise.

Delegation of responsibilities(X1)

Responsibilities are unclear and inaccurate as they apply to the task presented.

Responsibilities are evident but they are not fully accurate or are missing key elements.

Responsibilities are sufficient and appropriate for all participants.

Plan for evaluation(X1)

There is little or no plan for review and assessment.

The evaluation plan is not complete and lacks key elements for accuracy.

A complete and logical plan for reflection of the solution is provided.

Creativity of solution(X1)

The solution (to convey a plan of action) shows little or no creativity.

Team uses some creativity in order to convey its plan of action.

Team has a creative solution that fully conveys its plan of action.

Supporting details(X1)

Team provides no supporting details.

Team attempts to provide supporting details, but the details are not added to the solution.

Team creates appropriate supporting details that are creative and help support the solution.

Neatness, spelling(X1)

Plan is sloppy, with little attention to detail and spelling.

Plan is somewhat neat, with only a few misspelled words.

Plan is neat and organized, with no misspelled words.






Statement is inaccurate, unclear and missing necessary detail.

Statement is provided, but it is not clear and concise; it is missing some details.

Statement is presented and discussed with obvious full understanding.

Description of team goals(X1)

Goals are unclear and not very well defined.

Goals are somewhat clear, with limited definition.

Goals are clear, concise and easily understood.

Plan for implementation(X1)

Plan is very limited and not well thought out.

Plan shows a degree of in-depth thought, but it is not concise or totally clear.

Plan is thorough, clear and concise.



LEADERSHIP STRATEGIES (continued)Semifinalist Interview/Presentation (100 points)



Plan for evaluation(X1)

Plan is non-existent or poorly detailed and defined.

Plan is provided, but it is not logical and complete.

Plan is complete and effective, with obvious reflection on the solution.

Response to opposition(X1)

Team does not respond with an opposing view.

Team responds with an opposing view, but it is not convincing with its argument.

Team responds with a proper opposing view that supports the solution.

Equal participation in presentation(X1)

One (1) person in the team presents the majority of the information.

All team members participate, but one (1) dominates the presentation.

Team members share an equal role in the presentation.

Quality of presentation(X1)

Presentation is somewhat engaging but there is obvious lack of knowledge of subject; presentation is not satisfying.

Presentation is engaging and there is evidence of appropriate knowledge of topic; presentation is educational in nature.

Presentation is fully engaging, organized and clearly conveys the message.

Creativity of solution(X1)

Solution is uncreative, unimaginative and lacks inspiration.

Solution is resourceful and original, but it lacks in many respects.

Solution is ingenious and imaginative; it fully addresses the need for a productive approach.

Voice/language(X1)

Speaking includes improper grammar, pitch, pronunciation, and articulation.

Verbalization and communication are somewhat effective but grammar, pitch, pronunciation and articulation need attention.

Speaking is fully expressive, with clear and effective articulation and use of communication skills.

Stage presence(X1)

Participants lack poise, posture, and confidence.

Stage presence is satisfactory, but work and practice could improve the overall appearance and confidence level.

Participants’ stage presence is exceptional, very polished, poised and professional.





Comments:


Evaluator



R A team may

choose to explore any

medical technology

topic of interest to its

members.

MEDICAL TECHNOLOGY ISSUES

OVERVIEW

Advances in medical technology have vastly improved the length and quality of human life. People are living longer, more productive lives than ever before, and every day offers new hope for those suffering debilitating illness or injury. In this event, students may explore any aspect of medical technology that interests them.

Participants conduct research on a contemporary medical technology issue of their choosing, document their research, and create a display. The information may include student-performed research or a re-creation or simulation of research performed by the scientific community. If appropriate, a model or prototype depicting some aspect of the issue may be included in the display.

CHALLENGE

Participants choose a challenging contemporary issue related to medical technology and demonstrate understanding through research from reliable sources and effective presentation.

ELIGIBILITY

Participants are limited to three (3) teams per state, two (2) or more participants per team.

The semifinalist presentation is given by two (2) members of the team.

TIME LIMITS


B. Semifinalist presentations may be no longer than ten (10) minutes.

ATTIRE



Medical Technology Issues®

PROCEDURE

A. Team members choose a contemporary medical technology issue they would like to research. Resources may include but are not limited to books, interviews, websites, magazines, professional journals, etc. An emphasis should be placed on using reliable sources. Team members then prepare their documentation and display according to the regulations below.

B. Participants check in their entries at the time and place stated in the conference program. No more than three (3) team members set up the display. The team entry number must be written in the upper right hand corner of the display and on the notebook.


D. Two (2) representatives from each semifinalist team report to the event at the time and place stated in the conference program.

E. Semifinalist team representatives make their presentation and are asked questions by evaluators for up to ten (10) minutes.

F. No more than three (3) team members pick up their entry from the display area at the time and place stated in the conference program.

REGULATIONS

A. All work must be completed during the current school year.

B. Team members must understand the fundamental concepts and principles of the contemporary medical technology issue the team has selected. Research should focus on significant impacts (opportunities and risks) on the environment, economy, and society, as well as any important ethical considerations.

C. A standard three (3)-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include the title of the project, event title, the conference city and state, and the year. The inside of the binder must consist of typed single-sided, 8 ½" x 11" pages as follows:

1. Title page, with the event title, conference city and state, and the year; one (1) page

2. Table of contents 3. Definition and explanation of the issue; one (1) page 4. An explanation of the importance/impact of this issue to our

lives today (such as relevance to environmental, economic,

R Don’t forget!

Your documentation

must not include

the name of your

chapter or state.



social, and/or ethical considerations), including possible problems and solutions; maximum three (3) pages

5. Supporting information such as logs, graphs, sketches, drawings, illustrations, photographs, etc.; maximum four (4) pages


7. A list of references and credible resources; a minimum of three (3) different types of resources must be used; examples of resources include, but are not limited to, books, interviews, professional journals, websites, magazines, etc.; pages as needed

D. Display guidelines are as follows: 1. The size of the display may not exceed 15" depth x 3' width

x 4' high. 2. The display should draw the viewer’s attention through the

use of design principles. 3. Appropriate graphic representations may be used on the

display.4. Models or prototypes, if included, must be contained within

the allotted display space. 5. A/C electricity may not be used. 6. Dry cell or photo-voltaic cells may be used for power, if

desired. 7. Materials used in the display should represent the medical

issue being presented. 8. Any power source used must fit within the maximum display

area. 9. If operating instructions are necessary, they must be clearly

displayed. 10. No viruses, live plants, or animals may be used as a

part of the display. No harmful or illegal substances may be displayed. Violation of this regulation will result in disqualification.

E. Each team should be prepared to send (2) two representatives to a semifinalist presentation that will last no longer than ten (10) minutes.

EVALUATION

Evaluation is based on the documentation, the display, and the semifinalist presentation. For more specific information, please refer to the official rating form that follows.

R Pay special

attention to General

Rules, L and M for this

event. You must cite

information /graphics

from outside sources,

as well as gain

permission to use

copyrighted material.



STEM INTEGRATION



LEADERSHIP SKILLS


• Critical Thinking: Students generate and present a logical

solution to a medical problem. Use leadership lessons: Famous Leaders and Saving the Environment

• Decision Making: Students decide on a medical problem to research. Use leadership lessons: Learn from the Best and To Be or Not to Be

• Ethics: Students consider ethical challenges and restrictions throughout their research. Use leadership lessons: Decision Mountain and The Technology Ethics E-Newsletter


• Communication • Organization• Teamwork

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTDietitianMedical technologistPharmacistProsthetics practitionerSpeech therapist






1

2

3

4

5

6




MEDICAL TECHNOLOGY ISSUES EVENT COORDINATOR’S INSTRUCTIONS

PERSONNEL


B. Assistants for check-in, two (2)

C. Evaluators, two (2) or more

MATERIALS


1. Event guidelines, one (1) each for the coordinator and evaluators

2. Official rating forms 3. List of entries with finalist report 4. List of evaluators/assistants 5. Stick-on labels for numbering entries 6. Marking pens for evaluators 7. Semifinalist list for posting 8. Results envelope

B. Measuring tape for evaluators

C. Calculators for evaluators

D. Stopwatch

E. Display tables for entries (minimum width of 15˝)

F. Table and chairs for event coordinator and evaluators

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting that is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only



when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Make sure each team’s entry number is written in the upper right-hand corner of the display and on the notebook. Position displays for viewing.

E. Meet with your evaluators to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

F. Evaluators individually evaluate the entries.


H. Evaluators average their scores to determine the twelve (12) semifinalists.

I. Prepare a list of the twelve (12) semifinalists in random order and submit it to the CRC chairperson for posting.

J. Meet with evaluators to review time limits, procedures, and regulations of the semifinalist portion of the event. If questions arise that cannot be answered, speak to the event manager before the event begins.

K. Conduct semifinalist presentations/interviews. Evaluators should ask the same type of questions of each team for the sake of comparing one team to another.

L. Evaluators average their scores to determine the ranking of the ten (10) finalists. Evaluators discuss and break any ties.






MEDICAL TECHNOLOGY ISSUES


column spaces below

.






NotebookCover pageTitle pageTable of contentsPlan of Work logSpecific sections noted as

criteria below(X1)

Notebook is unorganized and/or missing three (3) or more components.

Notebook is missing two (2) components, and/or is loosely organized.

Notebook has one (1) or no components missing, and content and organization are clearly evident.

Definition and explanation of the issue (X1)

Unclear definition and explanation of issue are evident, and/or major grammatical errors exist.

Issue is defined and explained appropriately but explanation contains some grammatical errors, and/or it is not written concisely.

There is evidence of a clear and concise definition and explanation of the issue that interests the reader; few grammar mistakes exist.

Research, references and resources (X1)

Documentation lacks an adequate research base, and/or very few credible sources are referenced.

Research is conducted appropriately, but there are few credible sources.

Comprehensive research base that includes credible sources is evident.

Explanation of impacts(X2)

Explanation is missing a discussion of the issue’s relevance to environmental, economic, social, and/or ethical considerations.

Explanation is included but addresses only some of the issues relevant to environmental, economic, social, and/or ethical considerations.

Explanation includes a discussion of the issue’s relevance to environmental, economic, social, and/or ethical considerations; it is written in an organized, logical and concise manner.

Explanation of solution (X1)

It is difficult to understand the solution being communicated; an illogical explanation is presented.

An explanation is communicated, but thoughts are not organized and/or they are not concise.

Explanation is presented and communicated in an organized, clear, and concise manner.

Supporting information (X1)

Support information does not help to clarify documentation, or it is of little significance to the issue.

Support information is appropriate and helps supplement the documentation by providing clarity to issues.

Support information is of excellent quality; graphics are cited if they are not original; graphics clarify abstract concepts.


Static Display (40 points)



Communication of problem(X1)

It is difficult to understand the problem being communicated; an illogical explanation presented.

The problem is communicated but thoughts are not organized and/or they are not concise.

The problem is communicated in an organized, clear, and concise manner.

Communication of solution (X1)

It is difficult to understand the solution being communicated; an illogical explanation is presented.

The solution is communicated but thoughts are not organized, and/or they are not concise.

The solution is communicated in an organized, clear, and concise manner.

Creativity(X1)

The display lacks creativity; no, or very few, design principles are integrated in the display.

Some elements of creativity exist in the display, but essential design principles are missing or are not used effectively.

The display exudes creativity; essential design principles and elements are well integrated.



MEDICAL TECHNOLOGY ISSUES (continued)Static Display (40 points)



Aesthetics and artisanship (X1)

Work is unorganized and sloppy; display seems to be an afterthought or thrown together.

Display shows an organized presentation of essential issues in a logical format.

Display show an exemplary use of layout and design principles to logically communicate important data.


Semifinalists Interview/Presentation (40 points)



Organization(X1)


Team appears prepared for the interview, but it is somewhat disorganized in its presentation to evaluators.

Team’s presentation and interview with evaluators are well organized and logical.

Clarity and articulation(X1)

Presentation is full of illogical thoughts that lack understanding and clarity; the participants are verbose, illogical, and use many “uhs, ums, hmms, etc.”

The thesis is, for the most part, logical and/or clear; participants are well-spoken in their interview responses, with few “uhs, ums, hmms, etc.”

The interview includes a concise, logical, and clear explanation of the thesis and pertinent issues; participants provide well spoken, distinct, and clear interview responses with no, or very few, “uhs, ums, hmms, etc.”

Knowledge(X1)

Participants seem to have very little understanding of the concepts in their project; they provide vague interview answers.

Participants have a generalized understanding of the concepts discussed; they answer questions well.

There is clear evidence that participants have a thorough understanding of the concepts discussed; they also seem to be truly considerate of the issues and the future.


Only one (1) team member communicates with evaluators.

Both team members participate in the interview/presentation, but only one member really seems to fully understand the concepts.

Both team members seem to fully understand the concepts and share an equal role in the interview.





Comments:


Evaluator



MULTIMEDIA PRODUCTION

OVERVIEW

Participants use their creative skills to develop an animation that focuses on the current year’s theme.

The theme for 2012 is My School’s Dress Code: Do’s and Don’ts.

The theme for 2013 is My Chapter’s Community Service Project.

CHALLENGE

Participants create and design a standalone multimedia presentation to promote the theme for the current year.

ELIGIBILITY


TIME LIMITS

A. Animation must have been created during the current school year.

B. Participant has a maximum of 2½ minutes of elapsed time for the animation. Time begins with the first sound or image and ends with the last sound or image.

ATTIRE

Professional TSA attire as described in Competitive Events Attire is the minimum requirement for semifinalists.

PROCEDURE


B. Entries are reviewed by evaluators using a PC platform (MAC is not supported) multimedia computer to view all of the presentations on site.

C. Twelve (12) semifinalists are identified. A semifinalist list in random order is posted.


Multimedia Production®

D. Semifinalists report to the event area at the time and place stated in the conference program.

E. Semifinalists will be questioned about their animation, with the focus on any of the following elements:

1. software2. selection of specific design schemes3. public domain sound-files and images4. how these elements combine to create the animation5. what might have been done differently

REGULATIONS

A. The animation 1. must be electronically authored and turned in on a CD-ROM

or DVD in either MPEG or Quick Time file formats. No high-definition DVD, DC or Blu-ray disc formats will be allowed. An analog videocassette is not acceptable.

2. should not have student or school names appear in the entry.3. must be self-explanatory. Only semifinalists have the

opportunity to explain their animation.4. must be self-contained; the animation should play/advance

automatically once it has been opened and started by evaluators.

5. may be created using any common animation software.6. may not exceed two and one-half (2½) minutes. 7. may include sound, but it is not required.8. should NOT include copyrighted characters, even if the

student draws them, unless there is written permission.B. The animation should not exceed two and one-half (2½) minutes

in length. There will be a three (3) point deduction for each fifteen (15) seconds over the two and one-half (2½) minute maximum length. For example: An animation that runs 47 seconds beyond the two and one-half (2½) minute limit will receive a deduction of nine (9) points.

C. It is important that the animation be the result of the vision and work of the student.

D. In addition to the animation, students must submit a signed, word-processed document pledging primary authorship. This document cites, as required in the General Rules and Regulations, all ideas, text, images, and sounds, including music, or anything that is from the public domain. If copyrighted material is used, proper written permission must be included. Failure to follow this procedure results in disqualification.

E. Participants have permission to use the TSA logo, which is copyrighted, for the purposes of this event. Information about

R Read the General





competitive events. For

Multimedia Production,

especially note the rule

about original work and

the use of materials

from other sources.



TSA is available on the national TSA website (www.tsaweb.org). Participants should not contact national TSA for input or guidance.

F. Students give viewing and property rights to TSA upon submitting their entry to the competition.

G. The winning presentation may be used to promote TSA. The authoring student must provide a Photo/Film/Video Consent and Release form (that follows) for any individuals included in the animation.

EVALUATION

Evaluation is based on the appropriate use of technology, appeal, creativity, and the overall effectiveness of the animation. Students who do not include a pledge of authorship or the source of public domain sound files will be assessed a deduction of twenty percent (20%) of the total possible points.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students effectively communicate their

ideas. Use leadership lessons: Acting Out! and Mirror Mirror • Creative Thinking: Students express ideas in a creative

manner. Use leadership lessons: Fashion Forward and Open Minded

• Organization: Students organize a presentation in an effective manner. Use leadership lessons: Keep on Rolling and Story Creation


• Decision Making• Ethics

TSA AND CAREERS


CAREERS RELATED TO THIS EVENT3-D modelerMultimedia designerOnline publisherWebsite designer



MULTIMEDIA PRODUCTION EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS


evaluators2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Marking pens for evaluators7. Stopwatch8. Semifinalist list for posting9. Results envelope

B. PC platform multimedia laptop computer

C. Extension cord

D. Surge strip

E. Table and chairs for coordinator and evaluators

PROCEDURE



C. Check in the entries at the time and place stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case-by-case basis and only when the lateness is caused by events



beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.

E. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

F. Evaluators independently score the entries and submit their signed rating forms to the coordinator.


H. Judges will ask questions of and conduct interviews with the twelve (12) semifinalists. Evaluators should develop three (3) or four (4) standard questions, such as:

1. What program did you use to create the animation and what features were the most challenging/beneficial?

2. Why did you choose this particular software program?3. Having completed the challenge, would you use the same

approach next time? Explain your answer.4. What changes would you make in the animation if your

intended audience was a group of elementary students?I. Evaluators tally and turn in signed rating forms to the event

coordinator. Through the discussion process, evaluators break any ties that affect the top three (3) placements.

J. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

K. If necessary, manage security and the removal of materials from the event area.









Date




MULTIMEDIA PRODUCTION


column spaces below

.

2012 & 2013 OFFICIAL RATING FORM MIDDLE SCHOOLPledge of authorship (Presentations without this document receive a rules violation.) Mark Yes or No in the appropriate box to the right. Yes No

Presentation (60 points)




Clarity of message/follows theme (X1)

Message is missing or unclear. Message is present, but not all aspects of the presentation support the theme.

Message is clear, and all aspects of the presentation support the theme.

Originality(X1)

Presentation lacks originality. Originality is present, but some parts are unoriginal.

Presentation shows originality from beginning to end.

Creativity(X1)

Presentation lacks creativity. Creativity is present overall, however, some parts are uncreative.

Presentation shows creativity from beginning to end.

Skilled use of animation software(X1)

Presentation is choppy and does not show knowledge of the creative software; it does not play/advance automatically once it is opened and started by evaluators.

Presentation shows knowledge of software but has some choppy moments; it does not play/advance smoothly once it has been opened and started by evaluators.

Presentation flows seamlessly from beginning to end and shows knowledge of software; it advances automatically once it has been opened and started by evaluators.

Artistic value(X1)

Presentation lacks artistic value. Artistic value is present, but some parts lack artistry.

Artistic value is present from beginning to end.

Overall effectiveness(X1)

Presentation is not complete and/or shows a lack of quality.

Presentation is complete, but the quality is insufficient to support the presentation.

Presentation is complete, and the quality supports the presentation.


Finalist Interview/Presentation (40 points)



Organization/ thoughtfulness(X1)

Participant seems unprepared for the interview and does not provide thoughtful interview remarks.

Participant is prepared for the interview but is somewhat disorganized in his/her remarks.

Participant’s interview with evaluators is thoughtful and organized logically.

Knowledge of software (X1)

Participant seems to have little understanding of the software used to create the presentation.

Participant has a generalized understanding of the software and answers questions well.

Participant has a thorough understanding of the software and answers questions quite well.

Skills(X1)

Interview is verbose and illogical; participant’s delivery includes many “uhs, ums, hmms, etc.”

Interview responses are logical and well spoken, with few “uhs, ums, hmms, etc.”

Interview responses are well spoken, distinct and clear, with no, or very few, “uhs, ums, hmms, etc.”

Responses to interview questions(X1)

Participant’s responses are poor or incorrect.

Participant’s responses are correct but weak.

Participant provides effective and clear responses to all questions.




MULTIMEDIA PRODUCTION (continued)




Comments:


Evaluator



R As a chapter

officer you may already

have given a few

speeches about TSA.

Put that experience to

work while focusing on

the conference theme.

PREPARED SPEECH

OVERVIEW

Participant delivers an oral presentation that reflects the theme of the current conference.

The theme for the 2012 conference is The Road to Success.

The theme for the 2013 conference is A Tradition of Excellence.

CHALLENGE

Develop and deliver a prepared speech on the assigned topic.

ELIGIBILITY


TIME LIMITS

A. Each speech should be no less than three (3) minutes and no more than five (5) minutes.

ATTIRE


PROCEDURE

A. Participants report to the event area at the time and place stated in the conference program to receive an assigned speaking time.

B. The event coordinator introduces each participant by number and in the order of scheduled times.

C. No observers are allowed in the event room during heats. Observers are allowed to sit in the audience during the semifinals. No audio or visual recording devices (including cell phones, digital cameras, etc.) by any observer are permitted. No talking or gesturing is permitted. Observers may NOT enter or leave during a speech. THERE SHOULD BE NO APPLAUSE UNTIL THE PRESENTATION HAS CONCLUDED.

R Teams are

asked not to reveal

their school, chapter

name or city, but

the appearance of

a state name on an

official TSA badge is

acceptable.


Prepared Speech®

D. A podium and a standard table [approximately 6 feet (6') long] will be provided in the room by TSA.

E. A semifinalist list in random order is posted.

F. Semifinalists report to the event area at the time and place stated in the conference program.

G. Semifinalist speeches follow the same guidelines as above.

REGULATIONS

A. Each presentation must be the result of the participant’s own efforts.

B. The topic for the Prepared Speech event is the published theme for the current year’s conference. Information about technology and TSA is appropriate as long as it relates to the published theme.

C. Presentation devices, such as computers, screens or easels, overhead projectors and electronic projection devices are not allowed. Costumes are not permitted.

D. Participants are not allowed to hear other participants’ presentations.

E. Participants’ scores are penalized one (1) point for each ten (10)-second interval for speaking over or under the allotted time. Time commences when the presentation begins.

EVALUATION

Evaluation is based upon the quality, content and effectiveness of the presentation, as well as the speaker’s stage presence.

R Electronic

devices are not

allowed for the

presentation in this

event.

Costumes are

not permitted.


Prepared Speech®

STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students develop proper communication skills for smooth and effective delivery. Use leadership lessons: Acting Out! and Take Action

• Creative Thinking: Students use a given theme or topic to develop a creative position and unique method of delivery. Use leadership lessons: Be Prepared! and Open Minded

• Organization: Students organize a speech and presentation to allow judges to better understand the message. Use leadership lessons: Organizing the Stress Away and Story Creation


• Evaluation • Self-esteem

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTEntertainment/television broadcasterLawyerPoliticianSpeech writerTeacher/trainer


Prepared Speech®

PREPARED SPEECH EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Timekeeper, one (1)

D. Coordinator assistant (to serve as an escort from the holding area to the heat rooms), one (1)

MATERIALS


evaluators2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. One (1) stopwatch for each event room7. Semifinalist list for posting8. Results envelope

B. Podium

C. Tables and chairs for two (2) or more evaluators

D. Chairs for audience

E. One (1) table approximately 6' long for participant’s use

RESPONSIBILITIES



C. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures,


Prepared Speech®

and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.


E. Inform participants of their heat assignment, order of speaking, and procedure.


G. The event coordinator takes the first participant to the event room. The event coordinator or assistant introduces the participant by entry number only. No name tags or clothing identifying the hometown, school, or chapter of the participant are allowed.

H. Approximately every eight (8) to ten (10) minutes, the event coordinator or the coordinator assistant escorts another participant to the event room.

I. Following the last participant’s presentation, the evaluators total their scores, making adjustments for time penalties.

J. Secure the evaluators’ signatures on the official rating forms.

K. If heats are used, determine twelve (12) semifinalists and post a semifinalist list.

L. Secure the initials of all evaluators on the finalist report after they have reviewed it. Through the discussion process, the evaluators break any ties that affect the top three (3) placements.




Prepared Speech®


PREPARED SPEECH


column spaces below

.


Content (30 points)




Introduction(X1)

Introduction is weak, with little effort made to highlight the theme and/or to generate interest and enthusiasm for the topic.

Effort is evident but introduction lacks emphasis and fails to create a level of interest.

Introduction is effective, stimulating, and inspires observers to want “more.”

Body (X1)

Body of speech is poorly organized; content does not properly cover or represent the concepts being presented.

Body of speech is not presented clearly or effectively; it is not interesting or memorable.

Body of speech is clearly and effectively presented in an exceptionally interesting manner; the presentation is memorable.

Conclusion(X1)

Conclusion fails to summarize or clearly clarify the information presented in the speech.

Conclusion does not fully summarize the content and theme of the speech.

The conclusion is effective, interesting and memorable; it fully brings finality to the presentation.


Stage Presence (30 points)



Appearance(X1)

Participant’s appearance is unprofessional, sloppy and inappropriate.

Participant’s appearance is adequate, appropriate and professional but not exceptional.

Participant’s appearance is exceptional, appropriate and professional.

Confidence(X1)

Participant appears nervous during presentation; poor posture, poor eye contact, and lack of confidence are evident.

Participant is generally poised, displays eye contact, and is confident, with little sign of nervousness.

Participant “commands” the room, and is exceptionally poised, confident and positive.

Articulation(X1)

Participant conveys an inconsistent use of proper grammar, word pronunciation, acceptable pitch and tone.

Participant generally uses proper grammar and pronunciation, and varies the use of tone and pitch.

Smooth and effective articulation, proper grammar, correct pronunciation, and varied tone and pitch are used throughout the speech.



Prepared Speech®

PREPARED SPEECH (continued)Organization (30 points)



Effective and quality presentation(X1)

Speech is poorly prepared, not interesting, and not representative of the stated theme.

Speech is adequate in most areas but exceptional in none of them.

Speech is exceptional and memorable; the observer can easily understand and relate to the theme.

Knowledge of material(X1)

Minimal factual support is evident in the speech; the content of the speech does not relate to the theme; the participant does not convey understanding of the theme.

Factual support is provided in the speech, but the support does not always relate to the theme or match the content of the speech.

Factual support is provided in the speech; it has a strong relationship to the theme and enhances the content of the speech.

Organization(X1)

The speech is difficult to follow or understand.

The speech is adequately organized but predictable.

The speech is organized and easy to follow; the delivery is exceptional.





Comments:


Evaluator



PROBLEM SOLVING

OVERVIEW

Participants use their skills in problem solving to develop a finite solution to a stated problem provided on site. Participants work as a team to provide the best solution, which is measured objectively.

CHALLENGE

Participants must work effectively as a team to manipulate and process materials using only the tools designated. An objective measurement is used to determine the best solution to the given problem.

ELIGIBILITY

Participants are limited to one (1) team of two (2) members per chapter.

TIME LIMITS

The allotted time for design and construction of the solution is two (2) hours.

ATTIRE


PROCEDURE


B. The problem, the evaluation criteria, and materials are distributed.

C. Teams are required to provide their own tool box, with identification (school name and address), which must include the following:

1. No more than two cutting devices from the list below: a. modeling knife or x-acto knifeb. miter box and sawc. a blade and anvil cutter


Problem Solving®

d. scissorse. another approved cutting device – none may be electric

2. one (1) ounce of “super glue”Note: cyanoacrylate (CA) glue comes in a variety of thicknesses. A team may elect to use one-half (½) ounce of thin CA and one-half (½) ounce of filler CA for a total of one (1) ounce of adhesive. The glue must be in the original bottle with a manufacturer’s label, which is clearly marked with the capacity. One-half (½) ounce of glue in a one (1) ounce bottle will be considered one (1) ounce of glue.



ties; all clamps must be removed before the structure is submitted for testing

6. a cutting surface that fits in the approved space and prevents modeling knives from marring the table top

7. a 12" ruler or measuring scale 8. emery boards of various grits, or sand paper or sanding

blocks 9. safety glasses for team members10. marking device (pen, pencil, etc.)

D. Students also are required to bring the following items:1. one (1) roll ¾" masking tape2. twelve (12) each 3"x5" index cards3. twelve (12) each Popsicle sticks or tongue depressors4. six (6) each 8 ½" x 11" sheets of printer paper (20 pound

bond)5. three (3) feet of string6. six (6) each drinking straws 7. ten (10) each #1 paper clips

E. Teams are allowed two (2) hours to design and construct a solution.

F. Each solution is tested as soon as possible after the construction phase is completed. (Some problems may require teams to be present for testing).

G. Ten (10) finalists are announced at the awards ceremony.

REGULATIONS

A. All work must be completed in the event area during the time specified for the event.


Problem Solving®

B. Specific materials related to the on-site problem will be provided. Only the materials issued to each team by the event coordinator or the items that students are required to bring may be used in the development of the solution.

C. Participants without a tool box will not be allowed to compete. Sharing tools between teams is not permitted.

EVALUATION

Each team’s solution is evaluated objectively. A finite measure, such as elapsed time, horizontal or vertical distance, and/or strength, is used to determine the best solution. Solution designs will be used to break ties. Only as a last resort does the event coordinator use subjective measurement, such as originality, to evaluate solutions.


Problem Solving®

STEM INTEGRATION



LEADERSHIP SKILLS


• Creative Thinking: Students create original designs or apply original interpretations for a common solution. Use leadership lessons: Around the World and Open Minded

• Critical Thinking: Students use critical thinking skills to choose the most effective solution. Use leadership lessons: Creating a Childhood for a Character and Thinking Like Tarzan

• Problem Solving: Students solve an on-site problem using miscellaneous materials. Use leadership lessons: Finding a Way and Including Everyone


• Evaluation • Organization• Teamwork

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTComputer network specialistDetectiveMechanical engineerNurseProject manager


Problem Solving®

PROBLEM SOLVING EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Timekeeper/monitors

MATERIALS


evaluators2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. ID tags or stick-on tabs to identify entries7. Stopwatch for timekeeper8. Results envelope

B. Tables and chairs for participants

C. Tables and chairs for evaluators, to be used for materials distribution and evaluation

D. A well-written, technologically appropriate problem that is objectively measured for each team

E. Adequate conditions (inside or outside), on-site problem materials, monitoring, and testing devices for the prescribed problem

RESPONSIBILITIES




Problem Solving®



E. Distribute materials as appropriate, prior to the event.

F. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

G. Each team will display its tools using the tool template (paper template) provided. Only tools displayed will be permitted.

H. Tool boxes must be removed from the table prior to the point when participants begin the design and construction of the solution.

I. Each tool box must be clearly marked with the team’s contact information (school name and address).

J. Once teams are seated (checked against the entry list) and general announcements have been given, the event problem should be distributed, reviewed, and time should be started.

K. Evaluators and monitors observe the entire construction phase, with evaluators measuring solutions as soon as appropriate.

L. Evaluators will collect the solution design when the team’s solution is submitted for testing. Evaluators will use the designs to break any and all ties in order to establish a ranking of one (1) through ten (10)

M. Ensure that all solutions have been measured and all rating forms have been completed and signed before evaluators are dismissed.


O. If necessary, manage security and the removal of materials from the event area.


Problem Solving®


PROBLEM SOLVING


column spaces below

.






Tool boxtwo (2) cutting devicesone (1) ounce super glueacceleratorstraight pinssimple clampscutting surface12" ruleremery boards or sand papersafety glassesmarking device(X1)

Three (3) or more items are missing from the tool box.

Only two (2) items are missing from the tool box.

All specified tools are included in the tool box.

Materialsone (1) roll ¾" masking tapesix feet (6’) duct tape,

wrapped on a penciltwelve (12) 3" x 5" index

cardstwelve (12) popsicle stickssix (6) 8 ½" x 11" sheets 20

lb. bond paperthree feet (3') of stringtwo (2) standard file folderssix (6) drinking strawsten (10) #1 paper clips(X1)

Three (3) or more items are missing from the materials, and/or some of the items are not those specified.

Two items are missing from the materials list, and some items are incorrect.

All of the specified items are included in the team’s materials.

Solution to problem(X1)

The solution developed is unable to fully meet or solve the defined problem.

The solution is weak in its attempt to address the problem.

The solution developed fully and clearly meets or solves the identified problem.


Testing of Solutions (50 points)Evaluation

[A finite unit of measure, such as elapsed time, linear distance, and/or strength, etc. is used to determine ranking for this event.]

1st - 50 points 2nd - 45 points 3rd - 40 points 4th - 35 points 5th - 30 points

6th - 25 points 7th - 20 points 8th - 15 points 9th - 10 points 10th - 5 points



Problem Solving®

PROBLEM SOLVING (continued)




Comments:


Evaluator



R Lapel pin trading

is a long-standing

TSA tradition. Each

year TSA members

exchange pins at the

annual mixer.

PROMOTIONAL DESIGN

OVERVIEW

A long-standing tradition at the national TSA conference is trading state lapel pins at the mixer. In this competition, participants will design a color lapel pin that can be used to promote their state TSA association at the next national TSA conference.

CHALLENGE

Participants create and produce a color pin design that is appropriate for trading at the national TSA conference.

ELIGIBILITY

Participants are limited to two (2) individuals per chapter, one (1) entry each.

TIME LIMITS

The entry must be started and completed during the current school year.

ATTIRE

Business Casual TSA dress as described in Competitive Events Attire is the minimum requirement.

PROCEDURE


B. Entries are reviewed by evaluators. Neither students nor advisors are present at this time.

C. Ten (10) finalists are announced at the awards ceremony.

D. Entries are not returned to participants.

REGULATIONS

A. Promotional Design is an individual event. No recognition is given for a group effort.


Promotional Design®

B. The design must be a color computer-generated design that is submitted on 8 ½" x 11" paper and should include the design in both actual size and in an enlarged version to show detail.

C. The actual pin size may range from ¾" to 2" (length and width). The size and number of letters in the design should be taken into consideration; a letter on a 10" piece of paper will be reduced to 1/10" on a 1" pin. Therefore, fewer letters and greater size is recommended for a more decipherable pin.

D. The design may be presented either in portrait or landscape layout.

E. The design must be printed in color on photo or card stock paper and placed in a three (3)-hole punched clear plastic sheet protector and submitted at check in.

F. The pin must include (at least) the official TSA logo letters. It also must represent a state association (include the shape and/or name of the state association).

G. The TSA emblem can be used only in accordance with trademark policies that appear on the national TSA website (www.tsaweb.org). From the homepage, click on About TSA and then Trademark Policies. The TSA logo may be used with or without the registered trademark symbol (the circle R).

H. All entries must be the original work of the participant. Computer-generated type fonts and public domain computer clip-art may be used. All ideas, text or images from sources other than the designer must be cited (copyrighted or not). Cited works should be in MLA format and appear on one (1) page following the one (1) page description of the design process. If copyrighted material is used, separate written permission must be included as well. Failure to follow this procedure results in disqualification. If the artwork is completely original, this must be stated in the description. This information must be inserted between the promotional design and the typed technical explanation in the clear plastic page protector.

I. Maximum one (1) page typed technical explanation of the design process (including software programs and artwork/ graphic/photo sources used in the production of the graphic) and an explanation of the designer’s inspiration must be included. This material should be inserted facing out behind the promotional design in the clear plastic page protector.

J. All entries become the property of TSA, Inc. and may or may not be used in future promotional materials and publications.



EVALUATION

Designs are evaluated for creativity and effectiveness to communicate a message, neatness, and technical quality.



STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students use pictures/symbols/other ways

to effectively communicate an idea or theme. Use leadership lessons: Chefs in the Kitchen and Communication Breakdown

• Creative Thinking: Students use original thought to create something new and unexpected. Use leadership lessons: And the Next Contestant Is... and Around the World

• Organization: Students organize thoughts for an effective layout that allows symbols to articulate an idea. Use leadership lessons: Keep on Rolling and Organizing the Stress Away


• Decision Making• Evaluation• Problem Solving

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAdvertising executiveGraphic designerMarketing managerPrinterPublic relations manager



PROMOTIONAL DESIGN EVENT COORDINATOR INSTRUCTIONS

PERSONNEL




MATERIALS



2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Stick-on labels for numbering entries6. Results envelope

B. Equipment

1. Marking pens for evaluators2. Display area—either tables for laying out the entries, or a

system for hanging the entries3. Two-inch (2") ring binder notebooks for entry collection

and judging (the number of notebooks will be based on the number of evaluators; entries should be divided equally among the notebooks)

4. Table and chair for evaluators [two (2) to three (3)-person work station]

RESPONSIBILITIES



C. Check in the entries at the time stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson.



Late entries are considered on a case-by-case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do NOT apply during check-in.

D. Place entry numbers on the lower right hand corner of the plastic sleeve containing the entry. Divide total entries into equal sets for the evaluators and secure them in the three (3)-ring binders for judging.

E. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.


G. Each evaluator will score each binder of entries. Scoring by an evaluator is completed independently of another evaluator.

H. Evaluators average their scores to determine the ten (10) finalists. Any ties that affect the top three (3) places should be broken through the discussion process.

I. Display top ten (10) finalist entries for public viewing only during the assigned time.

J. After viewing time is over, take all top ten (10) finalist graphics to the CRC room to be secured.


L. Manage security and the return of entries to the contestants in the event area.




PROMOTIONAL DESIGN


column spaces below

.


Technical Explanation (30 points)




Inspiration for graphic design(X1)

Little or no discussion of the inspiration for the graphic is included; no, or illogical, order of the design process is evident.

General overview of the design process is included, as is a basic description of the inspiration for the graphic.

An organized and logical overview of the entire design process, which details inspiration for the graphic design, is included.

Design process(X1)

Explanation does not discuss the technical development of the graphic; software packages used are not mentioned; frequent grammar and spellings errors are evident; MLA format is not used, and/or the citations are inadequate.

General overview of the technical development of the graphic (which mentions by name the primary software packages used in the design) is included; a few grammar and spelling errors are evident; MLA format is used for an adequate number of resources.

Detailed and concise description of the technical development of the design (with discussion of all software packages used in the design) is included; proper grammar and spelling are evident; MLA format is used for the citations.

Relevance(X1)

Brief and weak explanation of how the graphic design correlates to the challenge is included, and/or the explanation is illogical.

The challenge is discussed in the explanation, but questions arise in trying to understand the correlation between the challenge and the design.

Explanation of relevance (i.e., how the final graphic design relates to the challenge) is clear and complete.


Proof of permission to use copyrighted image(s) must be included. A release form must be present if photographs of individuals are used. Clipart must be documented. Failure to do any of the above results in DISQUALIFICATION. No permission is needed for the use of the TSA logo by affiliated chapters.

Design Artwork (70 points)



First impression of graphic(X2)

Design is messy and/or damaged; it includes three (3) or more of the following: dull/rough edges, hard to read fonts, smudges, smears on the graphic, extraneous markings.

Design has several good points, but some details detract from the overall quality; it includes two (2) or fewer of the following: dull/rough edges, hard to read fonts, smudges, smears on the graphic, extraneous markings.

Graphic is striking, elegant and includes one (1) or none of the following: dull/rough edges, hard to read fonts, smudges, smears on the graphic, extraneous markings.

Graphic appropriateness(X1)

Graphic has no correlation to the state TSA affiliate it is intended to relate to; design does not work for the intended purpose.

Design generally works for its intended purpose, but it may be a little too big or too small in size; design correlates to the intended state TSA affiliate.

The design is a perfect size for the intended purpose; there is strong evidence for correlation of the design to the TSA affiliate.

Dominance(X1)

Eyes are drawn away from what should have been focal point by some other component of the graphic.

An attempt is made to use a graphic component that will draw attention to the design’s main idea, but the result is confusing.

The design’s main components draw eyes to the appropriate location and/or focal point of graphic.

Balance and proportion(X1)

Design seems unbalanced; too little and/or too many graphic elements are included, and they are out of proportion.

Design is somewhat balanced but some graphic elements are too large and/or too small; the design is not proportioned.

All design elements included are balanced and equally proportioned.



PROMOTIONAL DESIGN (continued)Design Artwork (70 points)



Incorporation of graphic design principles(X2)

Design principles (alignment, consistency, contrast, unity, white space) are not incorporated into the graphic, and/or they are considered as an afterthought.

Graphic is missing two (2) or fewer design principles (alignment, consistency, contrast, unity, white space), but the overall layout is aesthetically pleasing.

Graphic is aesthetically pleasing and all design principles are incorporated into the design and layout.





Comments:


Evaluator



R The new structure

is a beam. Read the

guidelines carefully

and design the best

beam possible!

STRUCTURAL ENGINEERING

OVERVIEW

Participants use basic engineering techniques to evaluate designs they have modeled and tested. Each team researches, designs, and tests models to determine superior engineering.

CHALLENGE

Participants design and build a model structure utilizing and adhering to the principles of engineering. Each team is given the dimensions for the specific design and then must construct a model using the supplied materials. The completed model structures will be subjected to destructive testing to determine the greatest weight that can be held.

ELIGIBILITY

Participants are limited to one (1) team of two (2) members per chapter.

SAFETY

Participants are required to provide and wear safety-approved eyewear for this event. Prescription eyewear will need to have side shields to be considered safety eyewear. Should a team member remove his/her eyewear, s/he will be reminded once to replace it. If there is a second infraction, the team will be asked to leave the competition. Sunglasses are not suitable eyewear.

TIME LIMITS

A. Participants have two and one-half (2½) hours to complete their structure.

B. The time clock starts when the length of the structure is announced.

ATTIRE



Structural Engineering®

PROCEDURE


B. Teams are checked in using the registration list and are seated at work tables.

C. Planning materials are issued during check-in.

D. Participants sketch their design before constructing their model.

E. Time begins when the length of the structure is announced.

F. No one may leave the event area without the permission of the event coordinator.

G. As each structure is completed, an adhesive sticker noting the team’s number is placed on the structure by the team for identification.

H. Participants remove pins before submitting the structure for evaluation. Structures with pins left in the structure are not tested.

I. The structures are destructively tested and their test results are recorded. Public viewing is allowed at this time.

J. Ten (10) finalists are announced at the awards ceremony.

REGULATIONS

A. Students are required to provide and wear safety glasses for this event.

B. Teams are required to provide their own tool box, with identification (school name and address), which must include the following:

1. two cutting devices; the team will check in and use one (1) or two (2) of the following:a. modeling knifeb. miter box and sawc. a blade and anvil cutterd. another approved cutting device—none may be electric

2. one (1) ounce of “super glue”Note: cyanoacrylate (CA) glue comes in a variety of thicknesses. A team may elect to use one-half (½) ounce of thin CA and one-half (½) ounce of filler CA for a total of one (1) ounce of adhesive. The glue must be in the original bottle with a manufacturer’s label, which is clearly marked with the capacity. One-half (½) ounce of glue in a one (1) ounce bottle will be considered one (1) ounce of glue.

R Safety glasses

are a requirement for

this event. (Students

without glasses are not

allowed to participate.)

Every student should

bring a pair that is

both familiar and

comfortable.

R The 2012

structure is rated by

the greatest weight

held. The 2013

structure is rated by

efficiency.





ties; all clamps must be removed before the structure is submitted for testing

6. a cutting surface that fits in the approved space and prevents modeling knives from marring the table top

7. a single 12" ruler or measuring scale8. emery boards of various grits or sand paper or sanding blocks9. safety glasses for team members10. marking device (pen, pencil, etc.)

C. Teams will pick up the following supplied materials:

1. Consumable supplies —twenty feet (20') of ⅛" by ⅛" balsa wood2. Planning and fabrication supplies (these materials are not

part of the structure submitted for testing) —single sheet of 11" x 17" paper with ¼" grids for sketching

the structure —12" x 18" or larger pin board —sheet of wax paper —structure label (may not be used as part of the structure)

D. Structural dimension

1. The length of the structure is eight inches (8"), ten inches (10"), or twelve inches (12"), as provided by the coordinator

2. The beam width is one and a half inches (1 ½").3. The beam height is two inches (2").

E. Laminations

1. Laminations may not exceed two (2) pieces.2. The grain must run in the same direction to be considered

lamination.

F. The beam must rest on the top of the abutments and may not touch the face of the abutments.

G. No part of the beam may extend below the plane of abutment.

H. The bottom of the test block must rest two inches (2") above the plane of abutment.

I. The center of the beam must provide clear passage for the one half inch (½") test rod. The test rod connects vertically to the testing device.

J. Public viewing is permitted when the structures are destructively tested. Video recording is permitted only of each participant’s own entry.



EVALUATION

A. All structures are destructively tested by attaching a testing device of the coordinator’s choice to the test block and adding resistance until the structure fails.

1. In 2012 the winning beams will be listed in descending order after deductions have been taken.

2. In 2013 the beams will be listed in descending order by highest numeric efficiency. To determine efficiency: a. The structure is weighed before testing and the weight is

recorded on the evaluation form.b. An increasing load is applied to the structure via the test

block until the structure fails. c. The failure weight is recorded on the evaluation form.d. The efficiency is determined by the failure weight x 4.54,

divided by the weight of the structure in grams.e. The efficiency is rounded off to three (3) decimal places

and recorded on the evaluation form.f. The highest numeric efficiency is the winner. In case

of an efficiency tie, the greatest weight held by the tied entries will be declared the winner.

B. The test block is three quarters of an inch (¾") thick, two and three quarter inches (2 ¾") in width and four inches (4") long - with a one half inch (½") hole in the center of the top face to accommodate the testing device.

C. Beams will be tested by setting the tester to a width of two inches (2") less than the announced length and placing the block on the top of the beam.

D. Structures are NOT tested if:1. Pins are still in place.2. The center is blocked.3. The structure fails to meet the correct dimensions by a total

greater than one half inch (½"). This would require two (2) dimensions to be greater or less than the required dimension.

5. Any lamination contains three (3) or more pieces.6. There is failure to follow more than two (2) regulations.

E. Deductions of 20% of the greatest weight held in the event are given for:

1. Failure to submit a plan.2. The structure is ¼" less than or ¼" greater than the required

length.3. Failure to follow the regulations above.



STEM INTEGRATION



LEADERSHIP SKILLS


• Critical Thinking: Students make the best possible use of limited resources to build a structure. Use leadership lessons: Creating a Childhood for a Character and Thinking Like Tarzan

• Problem Solving: Students build a structure to meet required specifications. Use leadership lessons: Implementation Ideas and Including Everyone

• Teamwork: Students work with a partner to build a structure. Use leadership lessons: Find Someone Who... and Match Face


• Communication• Decision Making• Evaluation• Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTArchitectCivil engineerEngineering technicianMathematicianStructural iron and steel worker



STRUCTURAL ENGINEERING EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Monitors, one (1) for every ten (10) teams to hand out materials and observe during the construction phase of the event

MATERIALS


evaluators2. Official rating forms, fifteen (15)3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. ID tags or stick-on tabs to identify entries7. Stopwatch8. First aid kit with strip bandages9. Results envelope

B. The following supplies will be provided to each team:1. twenty feet (20') of ⅛" x ⅛" balsa sticks 2. pin board (12" x 18" or larger)3. grid paper, 11" x 17" with ¼" grids, one (1) sheet4. wax paper5. structure label

C. Tables with adequate space for construction of structures and two (2) chairs for each team

D. Table and chairs for evaluators

E. Test device for destructive testing of structures, and a test hook

RESPONSIBILITIES






D. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the greatest failure weight or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

E. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

F. Upon check-in, teams will submit their tools for inspection and qualification. Approved tools will be returned to participants for use during the fabrication of the structure.

G. When teams have been seated, materials have been distributed, and the length dimension has been announced, the stop watch begins to count down the two and one-half (2½) hour time limit.

H. As each structure is completed, place an adhesive sticker with the team’s number on the structure.

I. Place structures in a secure area to dry and make sure they are not tampered with before testing.

J. Measure each structure to make sure it meets the specifications noted.

K. Destructively test each structure and record the greatest weight it supported before failure.

L. Public viewing is permitted at this time. Video recording is permitted only of each participant’s own entry.





Team ID# _____________________________________________________________

STRUCTURAL ENGINEERING2012 & 2013 OFFICIAL RATING FORM MIDDLE SCHOOL

Place an X in the noncompliant or compliant box, as appropriate for each regulation.

NONCOMPLIANT COMPLIANT

Team members

Attire

Safety eyewear Team member warned to replace eyewear. No warnings are issued to team.

Tools and fabrication supplies Inappropriate tools and/or supplies are provided.

Appropriate tools and supplies are provided.

REGULATIONS NONCOMPLIANT COMPLIANT

Time limits The beam is not completed during the specified time.

Work is finished during time specified.

Beam identification An identification sticker is not attached to the beam.

The identification sticker is correctly attached.

Sketch A sketch is not submitted. Drawing is submitted with identification sticker applied.

Length of beam The length of the beam is .125 inch greater or .125 inch less than the announced length.

The length of the beam is within .25 inch of the announced length.

Width of the beam The width of the beam is .125 inch greater or .125 inch less than 1.5 inches.

The width of the beam is within .25 inch of 1.5 inches.

Height of beam The height of the beam is 1.25 inch greater or 1.25 inch less than 2 inches.

The height of the beam is within .25 inch of 2 inches.

Placement A piece of the beam touches the face of the abutment.

No piece of the beam touches the face of the abutment.

Internal clearance Internal bracing or a construction piece blocks the placement of the testing rod.

The test rod is easily placed in the center of the beam.

Total the number of regulations that are not in compliance. A deduction of 20% of the greatest failure weight will be given for the first noncompliant marked in the regulation section. If more than two (2) are marked noncompliant, the structure will not to be tested.

Total the number of regulations in compliance. If there are nine (9), the structure can be submitted for testing without deduction.

The structure was not tested because

The strcture does not reach the abutments.

In 2013 determine the efficiency by multiplying the adjusted failure weight by 4.54 and dividing by the mass of the materials used.

Pins are still in place.

The center is blocked amd the test rod cannot be placed.

Incorrect lamination; the lamination contains three (3) or more pieces.

Failure to follow two (2) or more regulations.



Record the mass of the structure (2013 only)

Record the failure weight in pounds (2012 and 2013).

Record a 20% deduction of the greatest failure weight if one (1) regulation is noncompliant.

Total score is failure weight after deduction (2012). Total score is efficiency to three(3) decimal places (2013).

Comments:


Evaluator



R This challenging

event attracts a special

kind of student—team

players who are

creative and who

can perform under

pressure.

SYSTEM CONTROL TECHNOLOGY

OVERVIEW

Participants use a team approach to develop a computer-controlled model solution to a given problem, typically one from an industrial setting. Teams analyze the problem, build a computer-controlled mechanical model, program the model, explain the program and mechanical features of the model-solution, and leave instructions for evaluators to operate the device.

CHALLENGE

Use a team approach to develop a computer-controlled model-solution to a given problem that is typically found in an industrial setting. The constructed model must simulate a solution to the industrial problem that is given to a team on site.

ELIGIBILITY

Participants are limited to one (1) team of three (3) members per state, one (1) entry per team. Team members must be from the same chapter.

TIME LIMITS

A. There is a one (1) hour set-up time for the team captain or team representative prior to the competition.

B. Each team is allowed a fifteen (15)-minute session for problem analysis.

C. Each team is allowed two and one-half (2½) hours for model development and programming. Programs must be written completely on site. Use or modification of any programs written prior to the competition results in disqualification.

ATTIRE

Business casual TSA dress as described in Competitive Events Attire is the minimum requirement.


System Control Technology®

PROCEDURE

A. Each team selects a “team captain.”

B. The captain checks in for the team during the set-up time meeting by submitting his/her ID # for the identification of the written and model portions of the event.

C. The problem and the inventor’s log are presented to the teams at the beginning of the fifteen (15)-minute problem analysis session prior to model-building. Teams must complete their description or interpretation of the problem during this time.

D. Each team is given a maximum of two and one-half (2½) hours to construct a model that simulates realistic industrial processes, to program the model, to test the solution, to describe the program and mechanical features of the model-solution, and to complete directions for evaluators to use to actuate the model.

E. When finished, teams save their programs and leave them on-screen in operable form with the ability to be reset.

1. Before leaving the event room, teams demonstrate the operation of the model with evaluators present. Evaluators may ask a few questions during the demonstration.

2. After all the evaluators have observed the operation of the models, teams may leave. The coordinator determines the time given for the team demonstration based on the number of teams and the complexity of the problem.

3. Evaluation of the solutions takes place without the teams present.

REGULATIONS

A. Each team provides its own materials kit and reference material; the reference material must be approved by the coordinator prior to the start of the event. No building cards may be used or placed out in the open at any time. Each kit must contain a minimum of:

1. Two (2) optical sensors2. Two (2) touch sensors3. Two (2) lights4. Two (2) motors 5. Pencils and scratch paper6. Rubber bands and tape

B. Participants provide their own hardware and software systems.

C. The following definitions are an integral part of the event regulations:

1. Repeatability—the device is programmed to reset automatically



2. Functional control—the device must accomplish the task in an efficient manner and be user friendly

3. Model-solution—the physical device must simulate the realistic processes used in industry

D. Programs must be written completely on site. Use or modification of any programs written prior to the competition result in disqualification.

E. An example of a problem for this event is given below to help students understand and interpret a typical issue common to business and industry that might be used at a national conference.

A drought across the southwest part of the country has forced many cities to implement severe water restrictions on city residents. Unfortunately, many city residents fail to follow the restrictions.

A large city in this area has determined that the average household uses approximately 400 gallons of water per day. Household water use is measured by water meters that calculate the gallons per hours used in each home. Water meters measure water use by revolutions of a gear on a motor. Each revolution equals 10 gallons of water used. In an effort to conserve and regulate water use, this city’s public water works system has approached your engineering firm and asked the firm to design an autonomous system that will monitor and regulate water use.

The system will consist of two stages - yellow and red. Stage one (yellow) represents limited water restrictions; it monitors household water use, limiting it to 400 gallons of water per day. Stage two (red) represents severe water restrictions; it also monitors household water use, limiting it to 200 gallons on Tuesday, Thursday and Sunday and 300 gallons on Monday, Wednesday and Friday. Efficiency and cost are essential given the current economic status of the city.

Your assignment is to construct a prototype that will implement the autonomous system described above.

EVALUATION

Teams are evaluated on their written work, model function, and programming structure and efficiency.



STEM INTEGRATION



LEADERSHIP SKILLS


• Creative Thinking: Students develop a creative way to meet

all required parameters of the problem. Use leadership lessons: And the Next Contestant Is... and Be Prepared

• Problem Solving: Students create a solution that will meet all criteria. Use leadership lessons: Creative Solutions and Implementation Ideas

• Teamwork: Students work as a team of three members to develop both a program and a device to solve a problem. Use leadership lessons: Find Someone Who... and TV Station


• Communication• Decision Making• Evaluation• Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTCNC programmerComputer programmerRobotics engineer



SYSTEM CONTROL TECHNOLOGY INVENTOR’S LOG

PARTICIPANT/TEAM ID# Use only the space provided.

Description or interpretation of the given problem:

Description of the team solution (explain the unique features of the program and model):

Directions to evaluators to start the system:



SYSTEM CONTROL TECHNOLOGY EVENT COORDINATOR INSTRUCTIONS

PERSONNEL




MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Marking pens for evaluators6. Stopwatches7. Calculator8. Copies of the written problem9. Copies of the inventor’s log10. Results envelope11. Power strips and extension cords

B. Large room to accommodate a first place team from every state and affiliated country

C. One (1) table and three (3) chairs per team

RESPONSIBILITIES






D. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. Participants not present may be disqualified. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

E. Secure entrant equipment in the area designated.

F. Obtain the team/chapter identification numbers from the team captains. Review the time limits, procedure, and regulations with team captains and evaluators.

G. Distribute the problem and Inventor’s Log to teams at the beginning of the event. Teams have fifteen (15) minutes to complete their interpretation of the problem in the Inventor’s Log.

H. Each team is given two and one-half (2 ½) hours to complete the remaining portions of the event.

I. Prior to leaving the event room, teams must demonstrate that their device/model is operable and has the ability to reset. Evaluators must observe this demonstration and may ask a few questions. Evaluators also may take notes, but evaluation occurs only after all teams have left the event room.

J. The evaluators judge the entries without consulting one another.

K. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

L. Ensure that all rating forms have been completed, tallied, and averaged before evaluators are dismissed.

M. Complete and submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.





SYSTEM CONTROL TECHNOLOGY


column spaces below

.


Inventor’s Log (20 points)




Problem description or interpretation(X1)

Description is missing or incomplete, and/or is illogical, illegible and unorganized; description is simply a restatement of the project’s guidelines.

Description includes a logical but general understanding of the project’s guidelines and problem.

Description provides an organized, logical, and concise interpretation of the problem; it includes all major aspects of the project’s guidelines; original thoughts are evident.

Description of team’s solution (including directions to activate solution)(X1)

Description does not correlate with final system creation; illogical solution to project’s guidelines is evident; no or incomplete directions to activate the solution are included.

Description generally correlates with final system creation but it is missing key design elements necessary for the system to operate correctly; directions to activate the solution are included.

There is a strong correlation between team’s written solution and final system creation; description is written clearly and concisely; instructions for the solution are included and written concisely.


Solution to Problem (60 points)



Realistic simulation(X1)

Solution is not realistic; the design is very abstract and would not work effectively in an industrial environment.

Solution is somewhat realistic and logical, but it is not really designed to work effectively in industry.

Solution is realistic and very similar to a system that would be used in an industrial environment.

Dependability of solution(X1)

Solution is not constructed with dependability in mind; when operating the system, construction pieces fall off, etc.

Most parts of the solution are well-constructed and dependable; some parts of the system are not dependable.

All components of the solution are constructed well and are dependable; practical construction techniques are used.

Conservation of materials(X1)

Use of construction materials is inefficient; too many unnecessary materials are incorporated into the design.

Solution mostly conserves materials in its construction, but some parts of the solution could be redesigned with materials’ conservation in mind.

All components of the solution are designed and constructed with materials conservation in mind; construction is elegant and not overbuilt.

Solution to problem(X2)

Solution is missing three (3) or more attributes/criteria, and/or three (3) or more attributes/criteria do not quite function as intended.

Solution is missing one (1) or no attributes/criteria, and/or one (1) attribute/criteria does not quite function as intended.

Solution includes all attributes/criteria listed in the design details and functions appropriately and correctly.

Ingenuity and creativity(X1)

Solution is not authentic, and/or it is overly complex; solution is over-designed and does not function as a system.

Solution includes some original ideas in its design, but it may not function as a system, and/or the solution is over-designed.

Solution is truly unique and authentic; construction of the solution is concise and designed with simplicity.




SYSTEM CONTROL TECHNOLOGY (continued)Programming Structure (20 points)



Programming efficiency(X1)

Software used for the program is overly complex and inefficient; programming techniques are not included (this would simplify programming specific tasks.

Efficient use of programming system is evident, with advanced features used to simplify certain tasks to the solution; however, some coding is redundant and/or overly complicated.

Concise and logical use of programming is evident; this incorporates advanced features to simplify the solution’s criteria and/or attributes.

Program order(X1)

Programming methodology is illogical, unorganized, or overly complicated and/or complex; programming structure is confusing; program does not reset.

There is evidence of programming structure being organized, but some coding strings are illogical and or are disorganized; the program resets.

Logical and ordered program order is evident, which makes the solution predictable; there is appropriate use of sub-routines where needed; the program resets.





Comments:


Evaluator



R If there were

an event “popularity

contest,” Tech Bowl

would be a clear

contender!

TECH BOWL

OVERVIEW

TSA chapters that enter Tech Bowl are required to complete a written objective examination to qualify for the oral question/response, head-to-head team competition phase of the event.

CHALLENGE

Participants demonstrate their knowledge of TSA leadership skills and the systems of technology.

ELIGIBILITY

Participants are limited to one (1) team of three (3) members per chapter. Teams that take the written test and advance to the semifinalist portion of the event must be comprised of the same three (3) members.

TIME LIMITS

A. The written test is administered at the same time to all students entering this event. One (1) hour is allowed for this test.

B. Teams selected as semifinalists must be available as scheduled for oral competition.

ATTIRE


PROCEDURE


B. Participants follow the specific regulations and adhere to the directions provided on site by the event coordinator.

C. Each team is assigned a number by the event coordinator. This number establishes the initial order of participation in the oral portion of the event.

D. All team members take the written exam. The ten (10) top-scoring teams qualify as semifinalists. A semifinalists list is posted.


Tech Bowl®

E. Semifinalist team members report to the oral event area holding room at the time and place stated in the conference program. After a short briefing, advisors leave and the teams remain in the holding room until they are called for competition. Teams that leave the holding room before being called for competition are eliminated. Teams may visit with other teams in the holding room; no advisors or visitors may enter.

F. Team members are not allowed in the oral event area as observers until after their team has been eliminated from competition.

G. When instructed to do so, two (2) teams enter the event area and are seated according to instructions.

H. Teams are paired using the semifinalist teams’ flow chart.

I. Once a team is eliminated, it is out of the oral competition except for the semifinal round in which the third and fourth positions are determined.

J. Questions are drawn as needed from a card file resource bank.

K. If equipment malfunctions, a question that is being considered at that time automatically is disqualified. If equipment malfunctions three (3) times, time is called by the event coordinator to set up back-up equipment. After equipment has been set up and tested, the event continues from the point where it stopped.

REGULATIONS

A. Written exam

1. Scantron forms are furnished by the event coordinator.2. Late participants are disqualified and restricted from the test

area.3. Participant entry numbers are assigned during event

registration and must be entered on the scan form in the space indicated.

4. Participants must stop work immediately when time is called.5. Should a participant complete the test before the time

allocated, the participant holds the test paper and remains seated quietly without distracting anyone else. Failure to do so results in disqualification of the participant.

6. All test papers and pencils must be turned in before leaving the test area.

B. Oral exam

1. The total score of all three (3) team members determines team ranking.

R Participants must

provide—and bring to

the test site—two (2)

pencils (sharpened

standard #2/HB

grade with an eraser,

or #2 mechanical

with an eraser) for

any competition that

involves a written test.


Tech Bowl®

2. Twelve (12) teams, based upon the written test results, are selected as semifinalists.

3. All three (3) members of a semifinalist team must be available to participate at the scheduled time for the oral test of the event. If a team or member is late for participation, that team forfeits and is eliminated from competition.

4. No transmitting or recording devices are permitted to answer a question in the event area. No prompting is permitted.

5. The team member who “buzzes in” to answer a question has five (5) seconds to answer the question without discussion.

6. The team that answers the bonus question correctly is allowed ten (10) seconds to discuss the extra question and to give an answer.

7. After a question is read, the competing teams have ten (10) seconds to answer. If neither team can answer the question, then another question is read.

8. If a team member “buzzes in” before the question is finished being read, that member must give the exact answer as printed on the card.

EVALUATION

A. Written exam—Scores on a test of fifty (50) multiple choice and completion questions determine the winners of the written exam and the semifinalist teams for the oral event.

B. Oral exam

1. A team’s score is derived from the total number of correct answers to the questions asked. For each correct answer, the team receives ten (10) points.

2. When a question has been completely read and a team has been recognized to answer after pressing the button, should the team not answer or answer incorrectly, five (5) points are deducted from the team’s total score. In this instance, the other team does not have the opportunity to respond to this question and the next question is read for both teams.

3. If a question is being read and a team member presses the button before the question is finished, the member must answer completely and correctly, as stated on the answer card. If the answer is incorrect, the entire question is read for the other team.

4. Twelve (12) questions are asked per round; no questions are repeated in another round.

5. In case of a tie, five (5) additional questions are asked. If a tie exists after the first tiebreaker round, then five (5) additional questions are asked. This procedure continues until the tie is broken. The questions will be selected by the coordinator and manager of the event.


Tech Bowl®

6. One of the twelve (12) questions asked is a bonus question. Participants are told when the bonus question is asked, and the team that answers it correctly has the opportunity to answer one (1) additional question. This is the only time team members may consult with each other before giving an answer. The team has ten (10) seconds to give its answer. If a team gives an incorrect answer to the bonus question, then the question is read for the other team. Bonus point scoring: If a team answers the bonus question, that team receives fifteen (15) points; if a team answers the bonus question incorrectly, that team loses five (5) points from its score. Additional question: If a team answers the additional question correctly, that team receives five (5) points; if it does not answer the additional question correctly, then no points are lost. The other team has an opportunity to answer the additional question, although the additional question is not read again. The team has ten (10) seconds to discuss and give its answer. A correct answer is worth five (5) points, and an incorrect answer reduces the team score by five (5) points.

C. Awards—First-place, second-place, and third-place awards are made for both the written and oral exams.


Tech Bowl®

STEM INTEGRATION



LEADERSHIP SKILLS


• Critical Thinking: Students complete a written test on technology related questions. Use leadership lessons: Famous Leaders and Rebus Puzzles

• Decision Making: Students decide to buzz or not to buzz in on a question. Use leadership lessons: Learn from the Best and To Be or Not to Be

• Teamwork: Students work together as a team to answer questions correctly. Use leadership lessons: Bozo’s Balloons and Jump Rope


• Self-esteem

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTComputer technicianConstruction analystEngineerEntrepreneurTechnology education instructor


Tech Bowl®

TECH BOWL EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Timer for written exam, one (1)

C. Proctors for written exam, one (1) for every twenty (20) participants

D. Event evaluators for grading, two (2) or more

E. Timekeeper for oral exam, one (1)

F. Scorekeeper for oral exam, one (1)

G. Moderator for oral exam, one (1)

MATERIALS



2. Official rating forms3. List of entries, with finalist report4. List of event evaluators/assistants5. Sufficient copies of the written test (these tests must be

returned immediately following the event)6. Pencils7. Semifinalist list for posting8. Results envelope

B. Written exam

1. Stopwatch for timekeeper2. Tables and chairs or tablet armchairs in sufficient quantity to

accommodate all participants 3. Official rating forms for event evaluators, furnished by event

coordinator4. Scan machine and forms

C. Oral exam

1. Table and chairs for the event evaluators2. Two (2) tables and six (6) chairs for the event team, facing

the moderator and audience3. Tech Bowl flow chart4. List of chapters for the event


Tech Bowl®

5. Buzzer system and controls6. Stopwatch for timekeeper7. Large, erasable audience score sheet (20" x 36")8. 5" x 8" question cards selected from the technology bowl

test bank with test questions and the acceptable answer(s) clearly typed

RESPONSIBILITIES





E. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and event evaluators should be in the room at this time. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

F. Distribute the answer sheets and pencils with the help of the event evaluators. Direct the participants to fill in their entry number and test code letter in the appropriate spaces. Although it should be self-explanatory, provide an opportunity for any questions about the answer sheet.

G. Pass out the written test with the help of the event evaluators (tests are coded A or B). Participants seated next to each other should not have the same coded test; they should be alternated A, B, A, B, and so on. Instruct the participants to keep the tests face down until they are directed to turn them over and begin.

H. With the event coordinator acting as the timer and the event evaluators acting as proctors by positioning themselves around the event room, direct the participants to turn their test paper


Tech Bowl®

over, place their code number and the code letter found on the test on their answer sheet, and begin.

I. Exactly one (1) hour from the time that the participants begin answering the questions, call time. Ask the participants to turn their answer sheet face down and then the test paper face down. Have participants pass their answer sheet to one of the event evaluators. Collect all of the test papers and pencils. Make sure that all test papers are collected. When all have been turned in, the participants may be dismissed.

J. Determine the twelve (12) semifinalist teams by averaging the scores on the written test.

K. Prepare a list of the twelve (12) semifinalist teams and submit it to the CRC chairperson for posting.

L. Run the oral component as described in the previous Procedure section.

M. Complete the finalist report, including evaluators’ signatures. Evaluators discuss and break any ties that affect the top three (3) placements.



Tech Bowl®

TECH BOWL (ORAL) Record scores in the

column spaces below

.


Competition round # _________________________________ Scorekeeper’s signature:

Team # _______________ (A) Team # _______________ (B)___________________________________________________

Record the written test scores of each of the three (3) team members (for team A and B) in the boxes below and then calculate the team average. Record the team average in the column space to the far right.

Team A

Average

Team B

Average

Team member 1 (A) (B) Team member 2 (A) (B) Team member 3 (A) (B)

Mark an X in the box beside the team that gives the correct response to the question and an O beside the team that gives an incorrect response. Record the scores for each response in the column to the far right. ____ ____

Question # Points

1. +10 for correct, -5 for incorrect response

Team # ________________

Team # ________________












Bonus and additionalquestion

(+15 for answering the bonus question correctly and +5 points for answering the additional question correctly)


Tie Breaker Questions

1.

Team # ____________

Team # ____________

2.

3.

4.

5.

SUBTOTAL


Tech Bowl®




Comments:


Evaluator



Tech Bowl®

TECH BOWL SEMIFINALIST TEAMS FLOW CHART MIDDLE SCHOOL

Note to evaluators: This is a single elimination format (semifinalist teams ONLY).

Team 1 Team 7

Team 2 Team 8

Team 3 Team 9

Team 4 Team 10

Team 5 Team 11

Team 6 Team 12

Team 1 Round 1A

Bye Round 2A Second-place winner

Team 9 Round 1B

Team 8 Round 3A

Team 5 Round 1C

Team 11 Round 2B

Bye Round 1D

Team 4 Round 4B National Champion

Team 3 Round 1E

Bye Round 2C

Team 12 Round 1F

Team 6 Round 3B

Team 7 Round 1G

Team 10 Round 2D

Bye 3A loser Round 1H Round 4A Third-place winner Team 2 3B loser


TECHNICAL DESIGN

OVERVIEW

Participants demonstrate their ability to use the technical design process to solve an engineering design problem.

CHALLENGE

Participants will be given a design brief on site that includes a problem statement and specific criteria and constraints. Participants will utilize the technical design process to solve the problem.

ELIGIBILITY


TIME LIMITS

Participants will have twenty-four (24) hours to solve the engineering design problem.

ATTIRE

Casual TSA attire as described in the Competitive Events Attire is the minimum requirement.

PROCEDURE

A. Participants report to the event area at the time and place stated in the conference program for the dissemination of the design brief and instructions about where and when to submit their solution to the problem the next day.

B. Participants will follow the technical design process loop (see Figure 1) to solve the provided engineering design problem.

C. Students will prepare a notebook that includes each step of the technical design process (Figure 1) in order, beginning with the problem statement. The notebook should show a logical progression from one step to the next.

D. The notebook should be presented in a standard three (3)-ring binder with a clear front sleeve for a cover page. The cover page must include the event title, the conference city and state,


Technical Design®

and the year. The inside of the binder must include single-sided, 8 ½" x 11" pages in the order below.

1. Title page, with the event title, conference city and state, and the year; one (1) page

2. Table of contents; one (1) page3. Participant’s interpretation of the problem, including a list of

criteria and constraints set forth in the design brief; one (1) page

4. Demonstrated use of a brainstorming technique of the participant’s choice (mind mapping, reverse engineering, word association, etc.) to develop ideas to solve the problem. Brainstorming ideas should be documented; one (1) page

5. At least three (3) hand-drawn sketches of different solutions to the given problem. Each hand-drawn solution should be developed based on the selected brainstorming technique. Each hand-drawn sketch also should include a solution pro/con list written on each sketch to aid in selecting the best design; one (1) page for each hand-drawn sketch, three (3) pages total

6. Based on the pro/con list for each of the hand-drawn solutions to the problem, select the best solution and create an engineering drawing based on the solution; one (1) page

7. Based on the engineering drawing of the final solution, write a paragraph that evaluates the final solution and answers the following question, “Does the final design meet all the elements set forth in the design brief?”; one (1) page

Figure 1. Technical design process loop.

State theProblem

BrainstormIdeas to Solvethe Problem

SketchPossibleSolutions

CreateEngineeringDrawing of

Best Solution

Evaluationof Solution


Technical Design®

REGULATIONS

All work must be completed solely by the participants entered in this competition. No outside help is permitted.

EVALUATION

The evaluation will assess each element of the notebook and the overall technical design process.


Technical Design®

STEM INTEGRATION

This event has the connections to the STEM areas noted below. Please refer to the STEM INTEGRATION of this guide.


LEADERSHIP SKILLS


• Communication: Students communicate their solution to the engineering design problem. Use leadership lessons: Chefs in the Kitchen and Mirror Mirror

• Critical Thinking: Students use critical thinking skills to interpret each element of the design brief and incorporate those elements into a variety of possible solutions ultimately selecting the best solution. Use leadership lessons: Rebus Puzzles and Thinking Like Tarzan

• Organization: Students organize their notebooks in a logical sequence that corresponds with the technical design process they use in solving their engineering design problem. Use leadership lessons: Organizing the Stress Away and Story Creation


• Creative thinking• Problem solving

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTDesignerEngineerQuality assurance engineerEngineering managerCreative consultant


Technical Design®

TECHNICAL DESIGN EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Event evaluators, two (2)or more

MATERIALS


evaluators2. Official evaluation rubrics, one (1) for each entry3. List of entries with finalist report4. List of evaluators5. Marking pens for evaluators6. Results envelope

B. One (1) copy of the technical design challenge problem in a design brief format for each entry

RESPONSIBILITIES


B. Inspect the area or room in which the event is being held for appropriate setup, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

C. Meet with all participants at the time and location scheduled in the conference program. Distribute a copy of the technical design challenge problem to each participant. Ensure that all participants understand the event requirements , as well as the time and place to submit their entry.

D. One (1) hour before the event is scheduled to begin, meet with your evaluators to review the procedures and regulations of the event. If questions arise that cannot be answered, speak to the event manager before the event begins.

E. Begin entry check in at the time and place noted in the earlier meeting for participants. Check in all entries.


Technical Design®

F. Evaluators independently review each entry.


H. Evaluators tally and submit each rating form to the event coordinator. Secure the initials of each evaluator on the event summary sheet after all evaluators have reviewed it. Through a discussion process, evaluators break any ties that effect the top three (3) placements.

I. Submit the finalist report, including a ranking of the top ten (10) finalists, and all related forms in the results envelope to the CRC room.


DESIGN BRIEF SAMPLE

(This design brief is an example ONLY of the type of problem that participants may expect at the conference.)

Design a lighting fixture that can clamp onto a standard 101-key computer keyboard. The primary purpose of this fixture is to illuminate the keyboard in low-light conditions. The fixture should be either a LED or fluorescent lamp and should be powered using the accompanying computer’s USB port or through standard 110v A/C. For the design, take into consideration the pros and cons of the fixture’s clamping mechanism, the type of illumination, and the power requirements.


Technical Design®


TECHNICAL DESIGN


column spaces below

.


Solution (100 points)




Contents of notebookCover pageTitle pageTable of contentsSpecific sections noted as

criteria below(X1)

Type of notebook is incorrect, and/or some pages are not included and/or are formatted incorrectly.

All notebook elements are included, organized, and formatted correctly, with no, or few, typographical errors.

Outstanding organization skills are evident in the preparation of the notebook; there are no typographical errors.


Problem statement is vague, with no, or few, criteria/constraints included in the description; statement is difficult to read, and there are many grammar errors.

Problem statement, criteria, and constraints are all included and clearly identified; the description is written with no, or few, errors.

Problem statement is extremely well written and further investigates the included criteria/constraints.

Brainstorming technique(X1)

There is no real evidence of the use of brainstorming to interpret the design of the problem.

Use of brainstorming (which incorporates the problem statement, criteria, and constraints to solve problem) is apparent.

Exceptional and organized use of brainstorming technique (which incorporates each element of the design brief) is evident.

Sketch 1(X1)

Sketch is sloppy and ill-constructed, and/or it appears to be included as an afterthought to the design; there is no design pro/con list.

Sketch is well drawn and includes the pro/con list. Evidence of the final design is illustrated in the sketch.

Sketch is of exceptional quality and includes a creative pro/con list. Clear transformation from the sketch to the final design is evident.

Sketch 2(X1)


Sketch is well drawn and includes pro/con list. Evidence of final design is illustrated in the sketch.

Sketch is of exceptional quality and includes a creative pro/con list. Clear transformation from sketch to final design is evident.

Sketch 3(X1)


Sketch is well drawn and includes pro/con list. Evidence of final design is illustrated in the sketch.

Sketch is of exceptional quality and includes a creative pro/con list. Clear transformation from sketch to final design is evident.

Final solution (X2)

Solution conveys a sloppy design, and/or does not incorporate key elements in the design brief, and/or drafting techniques are not proper.

Solution incorporates all elements laid out in the design brief; drawing uses proper drafting techniques and methods.

Solution exudes creativity and addresses all design brief elements; proper drafting techniques are utilized in the design.

Evaluation of design(X2)

Evaluation is sloppily written; it is simply a regurgitation of the design brief elements, with little or no examination of the finished design.

Evaluation satisfactorially answers the question “Does my final design meet all the elements set forth in the design brief?”

Evaluation response is creative and unbiased; it is well written and answers the posed question completely.



Technical Design®

TECHNICAL DESIGN (continued)




Comments:


Evaluator



OVERVIEW

Students who have been randomly paired [one (1) team of two (2) students from one school with a team of two (2) students from another school, in order to form one (1) team of four (4) members at the conference] must demonstrate creativity and communication skills by building a structure and then replicating it through the use of a short message service (SMS)/text messaging device.

PURPOSE

Participants demonstrate the ability to work together in teams of randomly paired students in order to build and replicate a structure using limited communication.

ELIGIBILITY

Participants are limited to two (2) teams, of two (2) members each, per state.

TIME LIMITS

A. The randomly-formed conference team of four (4) members will be divided into sub-teams (sub-team A and sub-team B) of two (2) members each. Sub-team A and sub-team B will be situated in different locations with identical supplies provided on site. Using its supplies, sub-team A will be given fifteen (15) minutes to build a structure of its choice.

B. With both sub-teams using SMS devices, sub-team A will communicate directions to replicate its structure to sub-team B. Sub-team B will have twenty (20) minutes to replicate sub-team A’s structure.

ATTIRE

Professional dress as described in Competitive Events Attire is the minimum requirement.

PROCEDURE


TECHNO TALK

R Participants in

this event must provide

their own SMS device,

such as a cell phone,

Blackberry, or some

other two-way SMS

device.


Techno Talk®

B. Participants will register for a specific time slot and must arrive for competition at that designated time.

C. Participants follow the specific regulations and directions provided on-site by the event coordinator.

D. Teams report to the event area holding room at their designated time; team members must bring their own SMS device, such as a cell phone, Blackberry, or some other two-way SMS device. The use of two (2)-way voice or picture communication is not allowed for this competition.

E. Teams will not be told their pairing until called to perform the on-site task. Teams will be paired randomly [one (1) team of two (2) members from one school, paired with one (1) team of two (2) members from another school].

F. When instructed to do so, each paired team [of four (4) members each] will be called to enter the event area and will be given the on-site task.

G. The paired team will then decide which two (2) members (sub-team A) will build the structure and send the directions via SMS and which two (2) members (sub-team B) will receive the directions and replicate the structure. The sub-teams will be separated and situated in different locations and allowed to communicate only by SMS.

H. Sub-team A will be provided with materials and given fifteen (15) minutes to build a structure. When time is called, work on the structure must cease.

I. Sub-team B will be provided with identical materials and given twenty (20) minutes to replicate sub-team A’s structure, using only directions sent via SMS from sub-team A. When time is called, the sub-teams must cease messaging and building.

J. Teams will wait until they are dismissed or called upon to show the judges their finished products.

REGULATIONS

A. Teams must consist of two (2) members per school.

B. On-site task

1. At the conference, each school team will be randomly paired with another school team.

2. The paired team of four (4) members will be called into the event area and must bring their team’s SMS devices [only two (2) per four (4) member team] to the event coordinator for inspection.


Techno Talk®

i) Of the four (4) total team members, two (2) members (each from a different school) will comprise sub-team A. Sub-team A will build a structure with the provided materials, as well as send text directions to Sub-team B [made up of the remaining two (2) members of the four (4)-member team] for replicating the structure. Sub-team A and sub-team B will be provided with identical building materials.

ii) Sub-team A and sub-team B will be situated in different locations. Sub-team B will not be allowed to see sub-team A’s structure until sub-team B’s building time is over. Sub-team B will build its structure based on text directions communicated from sub-team A.

3. When twenty (20) minutes have passed, sub-team B must stop its work. Both sub-teams will wait for the judges’ interview and review of their messages.

4. The materials provided on site could be items such as Lego™ elements, KNEX™ sets, Erector Set™ products, wood, or other materials that can be used to build a structure.

5. Each sub-team must use all of the provided materials in its design.

6. Judges will interview each four (4)-member team to assess team structures, view text messages, and evaluate the ability of sub-teams to work with each other.

EVALUATION

Evaluation is based on points earned from the complexity of the structure built by sub-team A, the accuracy and quality of the replica built by sub-team B from SMS directions, and the judge’s interview.


Techno Talk®

STEM INTEGRATION



LEADERSHIP SKILLS


• Communication – Students demonstrate knowledge and learn to work with an unfamiliar person in order to accomplish a task. Use leadership lessons: Chefs in the Kitchen and Mirror Mirror

• Critical Thinking – Students use evidence, judgment and knowledge to answer questions. Use leadership lessons: Creating a Childhood for a Character and Famous Leaders

• Teamwork – Students understand the benefit and strength of team members. Use leadership lessons: Find Someone Who... and Match Face


• Evaluation• Problem Solving

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTDesignerEngineerFabricatorInventorManager


Techno Talk®

TECHNO TALK EVENT COORDINATOR INSTRUCTIONS

PERSONNEL


B. Evaluators for scoring and interviews, two (2) or more

MATERIALS



2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. List of materials provided for the event6. Results envelope

B. On-site task

1. Table and chairs for the evaluators2. Tables and chairs for the participants, structure parts, and

structure3. Curtain/wall/other divider used to separate the sub-teams 4. Building materials for the building/replication task 5. Stopwatch or clock for timekeeping

RESPONSIBILITIES

A. In the fall of each school year, develop the on-site problem for the national conference event. Secure the needed materials.

B. Upon arrival at the conference, report to the CRC room and check the contents of the coordinator’s notebook. Review the event guidelines and check to see that enough evaluators/assistants have been scheduled.

C. Inspect the area(s) in which the event is being held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

D. One (1) hour before the event is scheduled to begin, meet with your evaluators/assistants to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the event begins.


Techno Talk®

E. Begin the event at the scheduled time by closing the doors and checking the entry list. All participants and evaluators should be in the room at this time. Participants not present may be disqualified. In order to compete, participants must be on the entry list or must have approval of the CRC chairperson.

F. Once teams are seated and general announcements have been made, distribute and review the problem (as appropriate) and start the time.

G. Evaluators monitor the participants during the on-site activity.

H. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

I. Complete and submit the finalist report, which includes a ranking of the ten (10) finalist teams, and all related forms in the results envelope to the CRC room.



Techno Talk®

Participant/Team ID# A _______________________________

Participant/Team ID# B _______________________________

TECHNO TALK


column spaces below

.


Solution to Problem (50 points)




TEAM A:Initial structure

Completion of problem(X2)

Solution to problem is insufficiently completed within specified time allowed, and/ or it is very poorly completed; it is comprised of only a small portion of the materials provided.

Solution to problem is completed, but very poorly; it is not representative of the assignment; it uses most of the materials provided.

Complete and effective representation of the assignment is evident; the soltuion is comprised of all of the materials provided.

Complexity of structure(X1)

Solution is too simplified, with no complex structure or evidence of engineering principles.

Solution is somewhat complex and sophisticated, with evidence of an application of engineering principles.

Solution is a well-engineered and complex-structured solution.

TEAM B:Replica structure

Accuracy of directions(X1)

Team B makes a poor attempt to utilize the directions of Team A.

Team B exhibits a loose attempt to use and follow most of the directions of Team A.

Team B exhibits an accurate and effective adherence to the directions provided by Team A.

Completion of the structure(X1)

Team B does not come close to replicating the structure n the designated time.

Team B mostly replicates the structure in the designated time.

Team B’s replica structure is completed in the designated time.


Interview Presentation (50 points)



Teamwork(x1)

Team seems unprepared, unorganized and lacks cooperative spirit.

Team is somewhat prepared and organized, but its members lack evidence of working effectively together.

Team is prepared and organized, exhibiting a cooperative spirit and attitude.

Knowledge of subject(X1)

Team presents little or no understanding of the assignment, including materials/equipment to be used.

Team seems to understand the assignment but is unclear about how to use the materials/equipment provided.

Team exhibits a thorough understanding of the assignment, as well as how to use the materials/equipment provided.


Techno Talk®

TECHNO TALK (continued)Interview Presentation (50 points)



Review of messages(X1)

Messages are unorganized and difficult to follow.

Messages are clear, but they are simple and unorganized.

Messages are clear, organized and easy to follow.

Interview mechanics and responses(X1)

Interview is verbose and illogical; delivery includes many “uhs, ums, hmms, etc.”; interview responses are poorly presented and incorrect.

Interview is logical and well spoken, with few “uhs, ums, hmms, etc.”; some responses are weak or minimal

Interview is well spoken, distinct, and clear, with no, or very few, “uhs, ums, hmms, etc.”; responses are correct and specific.


Only one (1) person communicates in the interview.

Interview is dominated by one (1) or two (2) members of the team.

All team members actively participate in the interview process.





Comments:


Evaluator



TRANSPORTATION SYSTEMS

OVERVIEW

Participants will apply science, technology, engineering, and mathematics (STEM) concepts as they research, design, build and test a prototype of a transportation system (in this event, a boat). Participants will be evaluated on the performance of the boat and the documentation of the use of the engineering design process.

CHALLENGE

Participants apply and document the engineering design process, mathematical principals and scientific concepts used in the research, design, construction, testing and evaluation of a rubber band-powered boat. Performance ratings of the boat will be based on a combination of speed and payload capability measurements.

ELIGIBILITY


TIME LIMITS


B. Participants will be allowed a maximum of one (1) minute on-water, pre-performance testing preparation time using the official on-site test canal.

C. Participants must report with their boat and documentation notebook to the performance test area fifteen (15) minutes before their individually scheduled test time.

ATTIRE

Casual TSA attire as described in the Competitive Events Attire is the minimum requirement.

PROCEDURE

Pre-conference

A. Review and develop an understanding of the engineering design process.


Transportation Systems®

B. Conduct appropriate research and identify applicable mathematical and scientific concepts.

C. Apply and document the use of the engineering design process, mathematical principals and scientific concepts in the solution of the transportation system design problem.

CONFERENCE

A. Participants report for a pre-race meeting at the time and place stated in the conference program. (Participants do not need to bring their boat and documentation notebook to this meeting.) Instructions for the race will be provided, performance test times will be assigned, and participants will inform evaluators of the number of weights they wish their boat to carry during performance testing. No weight changes will be allowed after this meeting.

B. Participants report with their boat and documentation notebook to the performance test area fifteen (15) minutes before their assigned testing time.

C. Participants submit their boat and documentation notebook for preliminary eligibility inspection. No boat will be accepted unless it is accompanied by a complete documentation notebook. Participants with entries that pass inspection will be provided with rubber band(s) and weights for performance testing.

D. Participants may practice for one minute prior to their performance test.

E. A boat’s final performance ranking determines its eligibility for semifinalist evaluation. Boats and documentation notebooks will remain at the event site for further evaluation. A semifinalist list [top twelve (12) entries] will be posted.

F. Non-semifinalist entries must be picked-up at the designated time at the event site. All other entries must be collected at the time and place stated in the conference program prior to the close of the conference.

REGULATIONS:

A. Design problem

Design a transportation system, i.e. a rubber band-powered boat that will be evaluated for its speed and ability to carry a payload down a water canal (4" wide by 8' long). The payload will consist of one (1), two (2), or three (3) one (1)-ounce bell shaped fishing



weights. Participants will designate the payload for their boat at the pre-race meeting.

B. Performance scoring for boats that travel the full distance of the canal

The performance score for this category of boats is a combination of speed and payload capability. [Each boat will be tested three (3) times to determine its best speed/time and distance.] A boat’s best speed will be multiplied by its payload factor to determine its performance score. The boat with the lowest performance score in this category is the best overall performing boat—for both performance scoring categories (Regulations B and C).

Example: 1.5 seconds x .7 payload factor = 1.05 performance score(best time) x (payload factor) = (performance score)

Payload factor values: 2012: one weight = 1, two weights = .9, three weights = .82013: one weight = 1, two weights = .7, three weights = .4

C. Performance scoring for boats that do not complete the full distance of the canal

The performance score for this category of boats is a combination of distance traveled in the canal and payload capability. [Each boat will be tested three (3) times to determine its best speed/time and distance.] A boat’s best distance will be multiplied by its payload factor to determine its performance score. The boat with the highest performance score in this category is the best overall performing boat -- in this category only (Regulation C only).

Example: 50 inches x 1.3 payload factor = 65.0 performance score(best distance) x (payload factor) = (performance score)

Payload factor values: 2012: one weight = 1, two weights = 1.1, three weights = 1.22013: one weight = 1, two weights = 1.3, three weights = 1.6

D. Final performance ranking: The overall performance goal is for a boat to complete the full travel distance (8') of the canal



in the shortest amount of time while carrying as much weight as possible. The performance scores in the two categories (regulation B and C) are based upon different standards (time and distance, respectively), and so, therefore, cannot be directly compared to each other to determine the final performance ranking. Boats that travel the full travel distance of the canal will be considered better performing boats and, therefore, ranked ahead of boats that do not travel the full distance.

Example: Fourteen (14) boats complete the full distance and have performance scores of 1.05 to 13.7. These boats will have final performance rankings of 1–14. The boat with a performance score of 1.05 will be ranked #1 and the boat with a 13.7 performance score will be ranked #14.Additionally, twenty-two (22) boats do not complete the full travel distance of the canal and they have performance scores of 45.7 to 13.7. These boats will have final performance rankings of 15–36. The boat with a performance score of 45.7 will be ranked #15 and the boat with a score of 13.7 will be ranked #36.

E. Transportation system 1. The rubber band-powered boat uses a maximum of two

(2) # 33 (3 ½" x ⅛") rubber bands and one (1) propeller. No other sources of power may be used. Rubber bands will be provided and these are the only rubber bands that participants may use during performance testing.

2. The propeller may be orientated in any direction and may be above or below the water surface.

3. The propeller may not exceed 3" inches in diameter.4. The boat’s hull or body must be one (1)-piece construction

from a solid material with a maximum size of 12" x 3" x 3" (length x width x height). No additional parts or materials may be added except those materials or parts that are directly related to the power-train [rubber band(s) and propeller].

5. The boat’s maximum size, including all components, is 12" x 3 ½" x 6" (length x width x height).

6. Quality of design and construction, appearance and performance will be evaluated. Performance (both categories) will be the only criteria evaluated to determine the twelve (12) semifinalists.

7. Repairs are not allowed unless approved by the evaluators.F. Documentation notebook

1. A standard three-ring binder, with a clear front sleeve for a cover page, is required. The cover page must include a picture of the participant’s boat and the following information, centered on the page in consecutive lines: event title,



conference site, conference year, and participant ID #. Sheet protectors and divider pages may be used in the binder and will not count as additional pages. The inside of the binder must include the following single-sided, 8 ½" x 11" pages in the order below.a. Title page with the event title, conference city and state,

and the year.b. Table of contentsc. Explanation and evidence [(including illustrations,

pictures, charts and graphs) of how the engineering design process (see description below), scientific concepts and mathematics principles were used in the development of the solution to the transportation system problem]

The engineering design process is a set of steps used by engineers to solve problems. The process can be broken into three (3) stages (concept, development, and evaluation); each stage is comprised of four (4) steps.1) Concept; four (4) pages maximum

i. Define the problem ii. Brainstorm solutions iii. Research and generate ideas iv. Identify criteria and constraints

2) Development; two (2) pages maximumi. Explore possibilities ii. Select an approach iii. Develop a design proposal iv. Make a prototype

3) Evaluation; two (2) pages maximumi. Test and evaluate ii. Refine the designiii. Create or make a solution iv. Communicate results

G. Canal1. The overall dimensions of the canal are 4" wide by 10' long.

The start line will be placed 16" from one end of the canal and the finish line will be placed 8" from the opposite end of the canal. Thus the actual travel distance is 8'.

2. Water level will be maintained at ¾" from the top of the canal. 3. Suggested canal construction materials are 4" PVC pipe

cut in half, or rain gutter. Note: a canal’s underwater cross-section may be rounded (PVC pipe), or not symmetrical (rain gutter), restricting the underwater possibilities for the design of a boat.

R Review Standard

9 of the ITEA/ITEEA

publication Standards

for Technological

Literacy to better

understand the

engineering design

process.



EVALUATION

All entries will be evaluated for speed/time, distance and payload capability performance to determine twelve (12) semifinalists. Entries with an incomplete documentation notebook or with boats that do not meet design specifications (Regulation E.1-5) will not be accepted. Semifinalist boats will be evaluated for quality of construction, design, and appearance. Semifinalist documentation notebooks will be evaluated to determine participants’ understanding and application of STEM concepts, especially the engineering design process. Bonus points will be awarded to semifinalist boat scores for their placement in the performance test.



STEM INTEGRATION

This event has the connections to the STEM areas noted below. Please refer to the STEM INTEGRATION section of this guide.


LEADERSHIP SKILLS


• Creative Thinking: Students use creativity to design a boat. Use leadership lessons: And the Next Contestant Is… and Open Minded

• Problem Solving: Students design and build a boat according to specified criteria. Use leadership lessons: Creative Solutions and Implementation Ideas

• Teamwork: Students work as a team to build a boat. Use leadership lessons: Bozo’s Balloons and Jump Rope


• Communication• Critical Thinking• Decision Making• Evaluation

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTConstruction workerEngineerManufacturing supervisorResearcherScientist



TRANSPORTATION SYSTEMS EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



C. Assistants, two (2) or more for performance testing

MATERIALS

A. Coordinator’s notebook, containing


2. Official rating forms3. List of entries with finalist report4. List of evaluators/assistants5. Race scheduling/data sheet6. Stick-on labels for numbering entries7. Stopwatch, two (2) or more8. Tape measure9. Test canal, two (2), one (1) for practice and one (1) for

performance testing (recommendation that canals be made from 4" PVC pipe cut in half , or 4" rain gutter)

10. Waterproof floor covering (10' x 20'), two (2) 11. Towels12. Hose, pump or five (5)-gallon buckets to fill and drain canal13. Tables, two (2) and chairs, two (2) for evaluators.14. Tables for boat and notebook documentation storage, one

(1) table for every 15 entries15. Rope or caution tape for crowd control16. Weights for payload [twenty (20) one (1)-ounce bell shaped

fishing weights]17. Rubber bands, #33 (3 ½" x ⅛")

RESPONSIBILITIES





C. Prepare a race schedule that allows each participant one (1) minute of practice time using the canal and two (2) minutes for testing. The schedule can be designed to have groups of 10–20 participants report at time intervals of thirty (30) minutes.

D. Prepare items (such as those below) to cover in the pre-race meeting:

1. Participants must bring their boat and documentation notebook to the event site to be inspected by evaluators fifteen (15) minutes before their scheduled test time. Partcipants with an incomplete or no notebook will not be allowed to continue. Boats that do not meet specifications (Regulation E) will not be tested.

2. Participants will select the number of one (1)-ounce weights (1, 2, or 3) they would like to use in the performance testing.

3. Boats and documentation notebooks will remain at the event site for evaluation after performance testing.

4. The top twelve (12) performing boats will become semifinalists; a semifinalist list will be posted. Semifinalist entries are the only entries that will be reviewed further. Non-semifinalist entries may be picked up at a determined time.

5. Semifinalist entries will be displayed for viewing and then must be picked-up at the specified time and location in the conference program.

6. Discuss the testing process.7. Discuss other topics, as necessary.

E. Prepare testing area. Secure space for entries to be submitted after performance testing.

F. If there is a large number of entries, two canal testing areas may be needed - one (1) for practice and one (1) for performance testing.

G. Review testing procedures with evaluators and assistants.

H. Perform testing. After the testing, collect and confirm identification of all boats and documentation notebooks.

I. With evaluators, determine semifinalists and post the semifinalist list. Secure semifinalist entries so that they can be displayed.

J. Meet with evaluators at the designated time and place. Review event guidelines and evaluation criteria with evaluators.



K. With evaluators, determine final results. Secure evaluators’ signatures on each rating form and complete summary paperwork.

L. Submit the finalist report, including a ranking of the ten (10) finalists and all related forms to the CRC room.





RACE SCHEDULE AND PERFORAMCE RANKINGDIRECTIONS:

1. Circle the best test time or distance, as applicable.

2. Multiply the best time or distance by the payload factor based upon conference year and number of weights carried. Place score in PERFROMANCE SCORE column.

3. Under TIME/DISTANCE column, write “T” if the performance score is based upon time (the boat traveled the full distance) or “D” if the performance score is based upon distance (the boat did not travel the full distance).

4. Rank all boats to determine the twenty (20) semifinalists. Rank all “T” boats first (see Regulation D). Rank all “D” boats next (see Regulation D).

ENTRY ID# SCHEDULED TEST TIME

# OF WEIGHTS TEST 1 TEST 2 TEST 3 PERFORMANCE

SCORETIME/

DISTANCE RANK






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Prototype (30 points)




Design(X1)

Solution appears weak and ineffective; not all criteria are met.

A solution is provided but it lacks creativity and uniqueness.

An effective solution is presented; it is creative and unique and covers all criteria.

Construction(X1)

Boat is poorly constructed, with little or no attention to detail and quality.

Boat displays adequate construction, with minor flaws/defects that may or may not affect performance.

Exceptional construction is evident, with no flaws to impact performance.

Appearance(X1)

Little effort and consideration are given to appearance; boat lacks appropriate finish.

Adequate, but average, attempt is made to provide a finished appearance for the boat.

Exceptional effort, with attention to details and quality of the boat, is evident.


Documentation Notebook (40 points)



DocumentationCover pageTitle pageTable of contentsExplanation and evidenceSpecific sections noted as

criteria below (X1)

Notebook is missing several components and/or is unorganized; it is messy and lacking quality.

Most components are included in notebook, but documentation is loosely organized and lacking quality.

All components are included and organized in the notebook; effort and quality of work are evident.

Conceptualization(X1)

Little understanding of this stage of the engineering design process is evident (i.e. there is inadequate restatement of the problem, constraints, and criteria, and/or a lack of evidence of brainstorming, research, and generation of ideas for solutions).

Some understanding of this stage of the engineering design process is evident, but restatement of the problem appears weak, and/or there is an effective but limited number of brainstorming solutions, and/or research is weak and ideas are limited; there is limited evidence of understanding or application of scientific principles related to the design problem.

Clear and concise proposals are evidenced and supported by the research, range of ideas, and examples of solutions provided; understanding and application of related scientific concepts is evident.

Development(X1)

There is a vague approach to this stage of the engineering design process; there is no evidence of exploring possibilities for this stage and for prototype development; a poor explanation of the approach taken and the design proposal is evident.

An understanding of this stage of the engineering design process is evidenced; possibilities have been explored and prototype development has been completed; there is an adequate but weak explanation of the final process and design proposal.

An effective, convincing explanation of the complete process followed to finalize a design proposal and prototype recommendation is evident; an explanation of related mathematical principals and scientific concepts is provided.



TRANSPORTATION SYSTEMS (continued)Documentation Notebook (40 points)



Evaluation (X1)

There is little or inadequate evidence of testing and refining during this stage of the engineering design process; no recommendations are provided.

Testing and refinement data are provided and may/may not adequately and correctly support the final results that are presented; an attempt is made to use mathematical principles to support the final recommendation.

The evaluation communicates appropriate and effective evidence to support final recommendations; mathematical principles are effectively used to support the final recommendation.


TRANSPORTATION SYSTEMS (continued)Performance Bonus (30 points)

1st place (30 points)

2nd place(28 points)

3rd place(26 points)

4th place (24 points)

5th place(22 points)


7th – 8th place(14 points)

9th – 10th place(10 points)







Comments:


Evaluator



VIDEO GAME DESIGN

OVERVIEW

Participants develop an E-rated game that focuses on the subject of their choice. The game should be interesting, exciting, visually appealing and intellectually challenging. The game should have high artistic, educational and social value. A working, interactive game will be submitted on a DVD for evaluation.

CHALLENGE

In designing a game, participants should understand that game art design demands the use of complex intellectual, artistic, and technical skills. Once learned, these skills may be applied in many other high technology occupations within the sciences, technology, and the arts. A well-designed game not only entertains but often requires the game player to use complex problem solving skills. Game development is a major industry today, and its potential as an instructional tool is virtually infinite.

ELIGIBILITY

One (1) team per chapter. There will be a minimum of two (2) participants per team.

TIME LIMITS


B. The game MUST execute directly from the DVD.

C. The game submitted for evaluation must be greater than three (3) minutes in length of play and must be interactive. Judges must be able to play the game to the fifth (5th) level.

D. The timing of the game segment starts with the first image or sound presented.

ATTIRE

Professional dress as describe in Competitive Events Attire is the minimum requirement.


Video Game Design®

PROCEDURE

A. Participants check in their entries (notebooks and DVDs) at the time and place stated in the conference program.

B. Entries are reviewed by evaluators. Neither students nor advisors are present at this time. A semifinalist list in random order is posted.

C. Two (2) representatives from each semifinalist team report to the event area at the time and place stated in the conference program for their interview.

D. Each semifinalist team will be interviewed to explain its notebook and game to the evaluators, discussing the purpose, value, design, rules, and development process of its work, as well as answer other questions.

REGULATIONS

A. The game segment must be turned in on a DVD.

B. The game MUST execute directly from the DVD. Entries will be evaluated using only a PC platform, running a minimum of Windows XP. Participants will not be permitted to install anything onto the evaluator’s computer.

C. Instructions and text must be clear and understandable for the evaluation process.

D. Entries must be a team project.

E. Notebooks and DVDs become the property of TSA, Inc.

F. The game must include original work of the team, but game architecture, game engines, graphics and sounds may be used from other sources. Work that is not created by the team must have proper documentation showing copyright permissions and/or license for usage in the game segment.

G. The DVD and a standard three (3)-ring binder, with a clear front sleeve for a cover page, are required. The cover page must include the event title, the conference city and state, and the year. The inside of the binder must include the following single-sided, 8 ½" x 11" pages:

1. Title page with the title of the game, the conference city and state, and the year; one (1) page

2. Table of contents3. Purpose and description of game, including target audience;

one (1) page


Video Game Design®

4. A detailed explanation of how to play the game, including a list of all control functions; pages as needed

5. Team’s self-evaluation of the design that includes use of event evaluation criteria; one (1) page

6. A hand-drawn storyboard, pages as needed7. List of hardware and software used in development of the

game, as well as cost of development; pages as needed8. List of references that includes sources for materials

(copyrighted and otherwise); pages as needed9. Permission letters for copyrighted material; pages as

needed10. A list of everything in the game not created by the team;

pages as needed11. Plan of Work log that indicates preparation for the event, as

noted by date, task, time involved, team member responsible, and comments (See Plan of Work log); one (1) page

EVALUATION

Only the first five (5) levels of the game will be evaluated.

Evaluation is based on the game’s aesthetics, flow, story, content, sound (preferred but not required) and characters. The game should be entertaining, exciting and challenging, and have social and educational value. Up to ten (10) bonus points may be added by the judges for exceptional game features, or for content showing exemplary educational or social value.


Video Game Design®

STEM INTEGRATION



LEADERSHIP SKILLS


• Creative Thinking: Students create a new entertaining game, using images, sounds, and other resources. Use leadership lessons: And the Next Contestant Is... and Be Prepared!

• Ethics: Students employ social and educational values. Use leadership lessons: The Good and Bad of Ethics and The Letter Activity

• Evaluation: Students decide the purpose of the game and the best method to implement the lesson. Use leadership lessons: Evaluation Methods and The Great “Evaluate”


• Communication• Organization • Teamwork

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTAnimatorComputer programmerElectronic game designerElectronic game technicianWriter


Video Game Design®




1

2

3

4

5

6



Video Game Design®

VIDEO GAME DESIGN COORDINATOR INSTRUCTIONS

PERSONNEL



C. Evaluators for semifinalists, two (2) or more

MATERIALS



2. Official rating forms, one (1) set for each event evaluator3. List of entries with finalist report4. List of evaluators/assistants5. Pens for evaluators6. Notepads for evaluators7. Calculators, one (1) for each event evaluator8. Semifinalist list for posting 9. Results envelope

B. Tables for entries

C. Tables and chairs for initial evaluators

D. Tables and chairs for semifinalist evaluators and contestants

E. One (1) extension cord for each evaluation team and one (1) power-bar with surge protection per evaluation team

F. One (1) computer with monitor and DVD drive for each evaluation team for initial evaluation

G. One (1) computer with monitor and DVD drive for semifinalist evaluation team

RESPONSIBILITIES



Video Game Design®

B. Inspect the area(s) in which the event is being held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

C. Check in the entries at the time and place stated in the conference program. Anyone reporting who is not on the entry list may check in only after official notification is received from the CRC chairperson. Late entries are considered on a case by case basis and only when the lateness is caused by events beyond the participant’s control. Requirements for attire do not apply during check-in.

D. Place an entry number on each DVD and notebook. Secure the entries in the designated area.

E. At least one (1) hour before the evaluation of the entries is to begin, meet with your evaluators and check-in personnel to review time limits, procedures, and regulations. If questions arise that cannot be answered, speak to the event manager before the evaluation begins.

F. Notify the event manager immediately of any team handing in its notebook and DVD that is not on the entry list. Determine if the team in question is properly registered.

G. Evaluators independently assess the entries. Each entry must be viewed by a least two (2) evaluators from the group of evaluators [should there be more than two (2)]. Evaluators keep working until each entry has been assessed twice.

H. For participants who violate the rules, the decision either to 1) deduct twenty percent (20%) of the total possible points or 2) disqualify the entry must be discussed and verified with the evaluators, event coordinator, and CRC manager, who all must initial either of these actions on the rating form.

I. The scores for each entry are averaged, and the top twelve (12) entries are turned in to the coordinator. The coordinator posts the semifinalist list.

J. The coordinator lists the semifinalists in random order on new rating forms that are given to evaluators judging the semifinalist teams.

K. Semifinalists report to the event area at the time and place stated in the conference program. Each semifinalist team signs up for a time to present its game. During the interview, the semifinalist team members will explain their work and answer any questions the evaluators may ask.

L. Evaluators independently assess the twelve (12) semifinalist teams.


Video Game Design®

M. Evaluators average their scores and add their result to the semifinalist’s subtotal score for a maximum score of 150 points. This final score determines the finalists and their ranking. Evaluators discuss and break any ties.

N. Complete and submit the finalist report and all related forms in the results envelope to the CRC room.

O. Collect all DVDs and notebooks and give them to the event manager.

P. If necessary, manage security and the removal of equipment and materials from the area.


Video Game Design®


VIDEO GAME DESIGN


column spaces below

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Notebook (40 points)




NotebookCover pageTitle pageTable of contentsSoftware/hardwareReference/copyrights(X1)

Notebook is missing several components and/or is unorganized; it is messy and lacking quality.

Most components are included in the notebook, but the documentation is loosely organized and lacking in quality.

All components are included in the notebook; effort and high quality of work are evident.

Game directions and control functions(X1)

Game explanation is difficult to follow; functions provided are illogical or incorrect.

Game directions can be followed, but at times they do not sync with overall workings of the game; most control functions match the functions of the game.

Game explanation is easy to follow, and control functions match the game functions.

Storyboard(X1)

Storyboard is sloppy, disorganized, and incomplete and/or does not follow overall flow of the game design.

Storyboard is generally organized and includes aspects and overall scenes of the game.

Storyboard is complete, concise, neat, and follows the overall flow of the game; effective representation is evident.

Plan of Work log and self-evaluation(X1)

Plan of Work log is incomplete and inaccurate; participants exhibit poor personal insight.

Plan of Work log is included but does not address participation of all team members; participant self-evaluation is adequate.

Plan of Work log is complete and shows participation of all members; self-evaluation is expressive and specific.


Game Design (50 points)



Creativity and artisanship(X1)

Game exhibits uncreative and poor artisanship and development.

Game exhibits adequate creativity and artisanship.

Game is very creative and well crafted.

Technical skill(X1)

Game lacks originality and shows few technical skills.

Game is original and shows some evidence of programming.

Game is original, highly artistic, and shows evidence of programming skills.

Storyline/flow of game(X1)

Game follows little or no story line; there is little to no logical flow to the game.

Game follows a story line and flows adequately from one scene/level to another.

Game is well-organized and flows smoothly from one scene/level to the next.

Social/educational value(X1)

Game has little or no educational or social value.

Game is educational, thought provoking and presents a social value.

Game presents an educational and social value; it is appropriate for the intended audience.

Overall appeal(X1)

Game is dull and monotonous; it lacks attraction.

Game is interesting and enjoyable but lacks complexity and focus.

Game is extremely entertaining and engaging.



Video Game Design®

VIDEO GAME DESIGN (continued)Game Design (10 points)

Bonus points Unique and exceptional

features

Game demonstrates some unique and exceptional features and/or exemplary education value. (4 points)

Game is very good but limited in brilliance. (8 points)

Game is outstanding and unique. (10 points)


Finalist Interview/Presentation (50 points)



Organization(X1)

Participants are unprepared and unorganized.

Participants seem prepared but are somewhat disorganized in their presentation.

Participants make a thorough and logical presentation.

Explanation, purpose and value(X1)

Participants have little understanding of the subject; the purpose is unclearly defined.

Participants have a generalized understanding of the concepts discussed; questions are answered well.

Participants have a thorough understanding of the concepts discussed.

Delivery and mechanics(X1)

Interview is verbose and illogical; delivery includes many “uhs, ums, hmms, etc.”

Interview responses are logical and well spoken, with few “uhs, ums, hmms, etc.”

Interview responses are well spoken, distinct, and clear, with no or very few “uhs, ums, hmms, etc.”


Communication is dominated by one individual.

Dual participation is evident, but only one member seems to fully understand the concepts.

Participants have an equal role in the presentation process and a full understanding of the concepts.

Interview responses(X1)

Responses are poorly presented and incorrect.

Responses are correct but weak and minimal.

Responses to all questions are effective and clear.





Comments:


Evaluator



RWebsite Design

entries must

be posted online

by May 15. Submit

entries to

[email protected]

WEBSITE DESIGN

OVERVIEW

Participants are required to design, build and launch a World Wide Web site that features the team’s ability to research topics pertaining to technology. Pre-conference semifinalists participate in an on-site interview to demonstrate the knowledge and expertise gained during the development of the website with an emphasis on Internet and web history, web design of the design brief pages, and research about cutting edge advances in technology.

CHALLENGE

Participants design, build and launch a website that features the team’s research about a science, technology, engineering and mathematics (STEM) topic.

ELIGIBILITY

Participants are limited to one (1) team of three (3) to five (5) members per chapter. One (1) entry per team is permitted.

TIME LIMITS

A. All components of the chapter’s entry must be finished and accessible via the Internet by midnight Eastern Daylight Time (EDT) on May 15. Note: After midnight May 15, no changes should be made to the website. The evaluation of each entry begins at 12:01 a.m. EDT on May 16. If a team makes changes to the website after the evaluators begin the judging of the entry, those changes are not considered. Changes made after midnight May 15 may result in a loss of points or disqualification.

B. The universal resource locator (URL) for the chapter’s entry must be emailed to [email protected] by midnight on May 15. The subject line of the email must be: Website Design. Also, the URL must point to the main web page of the team’s design brief solution only. Note: [email protected] accepts submissions for national TSA competition only. Email verification of each team’s entry is made by June 15. Five (5) days prior to the national TSA conference, links from the national TSA website to all Website Design entries become available.


Website Design®

C. Pre-conference semifinalists participate in an on-site conference interview that lasts approximately five (5) minutes.

ATTIRE


PROCEDURE

A. Participants obtain the event design brief from the national TSA website at www.tsaweb.org. (Criteria for the middle school and high school events are different.)

B. All questions pertaining to Website Design must be emailed to [email protected], the event coordinator, or the event manager.

C. Participants design a website that features the chapter’s research findings on the topic posed in the event design brief.

D. The entries are evaluated prior to the national conference so that evaluators have ample opportunity to view the entries online.

E. A pre-conference semifinalist list of twelve (12) entries in random order is posted at the conference on the first full day of competition.

F. Up to all five (5) team members from each pre-conference semifinalist team report to the event area at the time and place stated in the conference program for the interview.

G. Pre-conference semifinalist teams must sign up for an interview. The specific place and time for interview scheduling is posted on the semifinalist list. The team must report back to the event area at the appropriate time.

H. Each team is interviewed by the evaluators for approximately five (5) minutes.

REGULATIONS

A. Participants must launch their entry on a web server that can be accessed via the Internet 24 hours a day, seven (7) days a week, 52 weeks per year.

B. Each entry must consist of web pages that specifically display the chapter’s research findings on the topic posed in the event design brief.

C. Design brief pages

R Be sure to work

on the correct design

brief—high school and

middle school criteria

are different.


Website Design®

1. The solution to the design brief is developed as a series of web pages with a minimum of three (3) pages and no maximum of pages linked under the main design brief solution web page.

2. The solution should contain links to relevant and appropriate websites that contribute to the team’s design brief research findings. A maximum of five (5) links to websites that contribute to the team’s design brief research findings may be included.

D. All web pages must be completed during the current school year.

E. If copyrighted material, such as text, images, or sound from other sources is used, proper written permission must be included.

F. All entries are viewed with the latest version of Internet Explorer.

G. Each chapter selects up to five (5) team members to represent the chapter in the on-site interview.

H. In addition to basic HTML code, the website may contain java applets, DHTML, Shockwave, Flash, and other state-of-the-art web-based applications.

EVALUATION

A. Evaluation of the chapter entry includes overall design and originality, and the scope and sequence of the design brief solution. Also evaluated are the website’s compatibility with different browsers, screen resolutions, and the appropriate use of new Internet and web-based applications.

B. The interview evaluates the team’s knowledge and expertise pertaining to the entry in the following areas: overall website design and originality; the scope and sequence of the design brief solution; website compatibility with different browsers; monitor resolution; plug-ins; and the use of new Internet and web-based applications.


Website Design®

STEM INTEGRATION



LEADERSHIP SKILLS


• Communication: Students effectively communicate information to an audience. Use leadership lessons: Mirror Mirror and Take Action

• Critical Thinking: Students work to gather information related to the challenge and present it in an effective manner. Use leadership lessons: Create a Childhood for a Character and Rebus Puzzles

• Teamwork: Students work as a team to plan and develop an appropriate website. Use leadership lessons: Find Someone Who... and Jump Rope


• Creative Thinking• Evaluation• Organization

TSA AND CAREERS


CAREERS RELATED TO THIS EVENTComputer engineerComputer programmerResearcherSoftware designerWebmaster


Website Design®

WEBSITE DESIGN EVENT COORDINATOR INSTRUCTIONS

PERSONNEL



MATERIALS



2. Official rating formsPre-conference evaluations should be brought to the conference by the event coordinator. Only the scores of those who qualify as semifinalists are needed for conference on-site evaluation.

3. List of entries with finalist report4. List of evaluators/assistants5. Semifinalist list for posting6. Pens for evaluators7. Results envelope

B. List of questions for on-site interview

C. The latest version of Internet Explorer

D. Evaluation of Website Design entries takes place before the conference so that evaluators can post the pre-conference semifinalist list on the first full day of the national TSA conference and have plenty of time for the on-site interviews.

E. Microcomputer or laptop with high speed Internet capability

F. High speed Internet access for evaluators’ use in the interview room

RESPONSIBILITIES

A. Review entries as they are received by [email protected]. Entry is allowed only until midnight May 15 Eastern Daylight Time. Send email verification to all entrants by June 15.

B. At least five (5) days prior to the national TSA conference, make available links from the national TSA website to all Website Design entries.

R Evaluation of

Website Design entries

takes place before the

conference so that

evaluators can post

the pre-conference

semifinalist list on

the first full day of

the national TSA

conference and have

plenty of time for the

on-site interviews.


Website Design®

C. Manage communication and pre-conference evaluation [at least two (2) or more evaluators should be recruited earlier in the year]. Collect completed and signed rating forms and bring them to the conference.

D. Upon arrival at the conference, report to the CRC room and check the contents of the coordinator’s notebook. Review the event guidelines and check to see that enough evaluators/assistants have been scheduled. Inspect the area or room in which the event is to be held for appropriate set-up, including room size, chairs, tables, outlets, etc. Notify the event manager of any potential problems.

E. On the first full day of competition, post a list of the twelve (12) pre-conference semifinalists in random order.

F. Review the time limits, procedures, and regulations with the evaluators. Clear up any questions or misunderstandings. Distribute the guidelines for the interview.


H. Semifinalist teams report to the event area and sign up for an interview time. Manage completion of the on-site interviews.

I. Evaluators turn in their signed rating forms and complete the finalist report. Evaluators discuss and break any ties that affect the top three (3) placements. NOTE: Determine the procedure for breaking ties before the on-site competition begins.

J. Submit the finalist report, including a ranking of the ten (10) finalists, and all related forms in the results envelope to the CRC room.

K. The design brief will be posted on http://www.tsaweb.org by August 15 annually.


Website Design®


WEBSITE DESIGN


column spaces below

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Website Development (100 points)




Content(X1)

Several inaccuracies occur in the content provided by students, and/or many requirements have not been met; not enough content is included, or content is very incomplete.

Almost all information provided on the website by students is accurate, and all requirements of the assignment have been met, and/or all information is accurate but not all of the requirements of the assignment were met; information is not complete.

All information provided by students on the website is accurate and all the requirements of the assignment have been met; i.e., there is sufficient content in the website to learn about the topic and complete a research assignment.

Layout(X1)

Web pages are cluttered looking or confusing; it is often difficult to locate important elements.

Web pages have an attractive and usable layout; it is easy to locate all important elements.

Website has an exceptionally attractive and usable layout. It is easy to locate all important elements; white space, graphic elements and/or alignment are used effectively to organize material.

Graphics(X1)

Graphics seem randomly chosen and are of low quality, and/or they distract the reader; many images are broken.

Graphics are related to the theme/purpose of the site, are of good quality, and enhance reader interest or understanding; there are no broken images.

Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality, and they enhance reader interest or understanding; there are no broken images.

Navigation(X1)

Some links do not take the reader to the sites described; a user typically feels lost.

Links for navigation are clearly labeled; they allow the reader to easily move from one page to related pages (forward and back), and the internal links take the reader where s/he expects to go; a user rarely becomes lost.

Links for navigation are clearly labeled, consistently placed and allow the reader to easily move from one page to related pages (forward and back); internal links take the reader where s/he expects to go; a user does not become lost.

Color scheme(X1)

Colors, fonts, and unvisited and visited links make the content hard to read or otherwise distract the reader.

Colors, fonts, and unvisited and visited links do not detract from the content and are consistent across pages.

Colors, fonts, and unvisited and visited links form a pleasing palette, do not detract from the content and are consistent across pages.

Interest(X1)

Participants have provided only the minimum amount of information and have not transformed the information to make it more interesting to the audience.

Participants have tried to make the content of the website interesting to the people for whom it is intended.

Participants have made an exceptional attempt to ensure that the content of the website is interesting to the people for whom it is intended.

Spelling and grammar(X1)

There are many spelling and/or grammatical errors in the entire site.

There are a few spelling and/or grammatical errors in the entire site.

There are either no, or very minor, spelling or grammatical errors in the entire site.

Research base (X1)

Website is lacking an adequate research base, and/or very few credible sources are referenced.

Research has been conducted appropriately, but there are few credible sources.

A comprehensive research base that includes credible sources is evident.


Website Design®

WEBSITE DESIGN (continued)Website Development (100 points)



Solution to design brief(X2)

Website is missing three (3) or more criteria and/or constraints of the design brief.

Website is missing one (1) or no criteria and/or constraints of the design brief.

Website is missing no components of the design brief.





Articulation(X1)

Participants are verbose and illogical in their interview responses, with the use of many “uhs, ums, hmms, etc.”

Participants are logical and well-spoken in their interview responses, with few “uhs, ums, hmms, etc.”

Participants are well spoken, distinct, and clear in their interview responses with no, or very few, “uhs, ums, hmms, etc.”

Knowledge(X2)

Participants seem to have very little understanding of the concepts in their project; interview answers are vague.

Team members have a generalized understanding of the concepts discussed and answer questions well.

Participants have a thorough understanding of the concepts discussed, and they are truly considerate of the issues and the future.

Delivery(X1)

Delivery detracts from the message; eye contact may be very limited; presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read a script; gestures and movements may be jerky or excessive.

Delivery generally seems effective, however, volume, eye contact, vocal control, etc., may not be consistent; some hesitancy may be observed; vocal tone, facial expressions, and/or other nonverbal expressions do not detract from the message.

Delivery is extemporaneous, natural and enhances the message; posture, eye contact, gestures, facial expressions, volume, pace, etc., indicate confidence, a commitment to the topic, and a willingness to communicate.


Only one (1) participant from the team communicates with evaluators.

Participants are involved equally, but only one participant really seems to fully understand the concepts.

Participants fully understand the concepts of the event and are involved equally in the interview.





Comments:


Evaluator



FORMS APPENDIX

EVENT PROPOSAL INFORMATION

As technology changes and technology education attempts to keep pace and reflect these changes, new TSA events are added, some are revised, and others are dropped. TSA chapter advisors, state advisors, and others are encouraged to submit proposals for new events.

The following topics reflect potential direction for development:

Lasers/satellites/radar Communications technologyEngineering Conference on-site activitiesSTEM Transportation technologyEconomic development Environmental technologyFuture technologies Innovative power sourcesBiotechnology problem solving 21st century technologyElectronic publishing Hands-on based activitiesAt-risk students Curriculum based activitiesManufacturing technology Green technology

When submitting a proposal for consideration, include these elements:

• Overview (a statement indicating general areas of focus)• Event challenge/purpose• Eligibility for entry• Limitations• Specific regulations• Required personnel• Standards [specific integration with science, technology,

engineering and mathematics (STEM) standards]

Formative ideas are welcome, but the more complete the proposal the less likely it will be misinterpreted. The event development committee acknowledges all submissions, and each is given consideration by the CRC for possible inclusion in a competitive events guide. Once submitted, ideas and events become the property of TSA, Inc. Proposals must be submitted by September 15, 2013 in order to be considered for the next guide.

Include your signature and complete address, and if possible the signature of your state advisor. Mail proposals to CRC Chairperson, c/o National TSA, 1914 Association Drive, Reston, VA 20191-1540.


Forms Appendix®

EVENT REVISION SUGGESTION

As TSA expands its membership, and participation in competitive events increases, parts of various competitive events (e.g., length of time of interviews) need revision. Also, whenever guidelines are misinterpreted, they are revised for better clarity. TSA encourages input from concerned persons so that competitive events continue to improve. Please use this form for comments. (Use one form for each suggestion.)

Event title ______________________________________________________________________

Note the exact section and page number in 2012 & 2013 Middle School Technology Activities, National TSA Conference Competitive Events Guide to which you are referring.

State your suggestion. Be very specific. List exactly what should be deleted, replaced, and/or added to the event rule or procedure.

Give your rationale. List the pros and cons from your point of view.

Are there any STEM areas addressed by this change? Explain.

Obtain signatures.

_______________________________________________________________________________Your signature Date State advisor’s signature Date

_______________________________________________________________________________Your address/city/state/zip

___________________________________ _________________________________________Signature* Date Signature* Date

* Include signatures of two people from different TSA chapters who support your suggestion.

Mail to: CRC Chairperson, c/o National TSA, 1914 Association Drive, Reston, VA 20191-1540


Forms Appendix®

RULES INTERPRETATION PANEL GRIEVANCE

Site of national TSA conference _____________________________________________________

Advisor’s name __________________________________________________________________

Chapter name ___________________________________________________________________

School name ____________________________________________________________________

Competitive event (including level) __________________________________________________

Student or team identification number ___________

STATEMENT OF CONCERN (Please print or type.)

_______________________________________________________________________________Signature of advisor Date

_______________________________________________________________________________Signature of state advisor Date

The decisions of the Rules Interpretation Panel (RIP) at the national conference are final.


Forms Appendix®

RULES INTERPRETATION PANEL RESPONSE TO GRIEVANCE

Panel members:

_______________________________________________________________________________Signature Date

_______________________________________________________________________________Signature Date

_______________________________________________________________________________Signature Date

Site of national TSA conference _____________________________________________________

Date ___________________________________________________________________________

Competitive event (including level) __________________________________________________

Student or team identification number ________________________________________________

Advisor’s name __________________________________________________________________

STATEMENT OF RESPONSE

The decisions of the Rules Interpretation Panel (RIP) at the national conference are final.

2012-2013 ms competitive event guide

Documents