Science Olympiad, a nationally recognized STEM competition, is well known for its challenging events and prestigious awards. However, what often goes unnoticed is the intensive preparation students undergo to compete at their highest level.
Science Olympiad consists of three types of events: study, build, and hybrid. Study events require competitors to master a set of topics, such as astronomy, anatomy, or ecology. The in-house exam determines your team placement (A, B, or C), with A being the main competing team. Build events require you to take an exam based on competition rules and guidelines and submit a draft blueprint, on which you will be assessed. Hybrid events combine both study and build components, requiring you to make a blueprint and take an entrance exam. These assessments help select the strongest participants for the team.
To prepare, students use a variety of resources, including textbooks, study guides, online courses, educational videos, and various reference materials. They expand their knowledge and sharpen their problem–solving skills to ensure they are competition-ready.
Sophomore Faujia Ibnat, a member of the team, emphasized the importance of official resources when preparing for competitions. She said, “I tend to refer to YouTube videos for underlining the general terminology that I’d be faced with, but the crucial thing is to refer to the rules where the topics are listed and research online on those topics so you get a good idea on the possible questions that may be asked.”
She added,“[But] be sure to take advantage of the practice exams listed every week, as these generally reflect the actual tests on competition day.”
Freshman Emma Chu highlighted the role of collaboration. “My partner and I quiz each other on different concepts to make sure we can answer questions quickly without relying on our binders,” she said. “Sometimes I use Quizlet and Knowt to absorb more complex ideas, but there aren’t many resources specifically covering the tested material.”
Science teacher Ruben Durandis, a Science Olympiad coach, emphasized the importance of consistent effort. “We give students weeks ahead of time to prepare, so if you use that time effectively and practice, you’ll do well on the exam. It’s all about practice,” he said.
Freshman Vivienne Chen shared her experience managing her time between school, Science Olympiad, and extracurricular activities. “I feel that academics probably take up a majority of the time more than extracurriculars– and it’s best to get that out of the way first. The most critical thing is to eliminate distractions so you’re able to complete lots of work within a short period of time efficiently.”
Vivienne also reflected on how she would prioritize her activities if she couldn’t complete them: “Worst case scenario if you’re genuinely not able to finish the weekly tasks for Science Olympiad, be sure to let a board member know beforehand. Finishing academics can free up a lot of time to focus on Science Olympiad exams and extracurriculars.”
Sophomore Lanah Lee also shared her experiences being on the team. She said, “Science Olympiad requires you to do 4 practice tests per week, per event. Getting that done throughout the week is a must. […] [However,] during competition week, recording things like final calibration data and lab tests can affect schoolwork. [So] I try to get school work done first– so it’s out of the way– and then navigate through what I need to complete for Science Olympiad. But if it’s something not due immediately, like a school project, splitting these into micro–tasks throughout the week helps.”
Additionally, Science teacher Sarah Loew, another Science Olympiad coach emphasized that a supportive and collaborative environment is essential to help students improve over time. She said, “We try to cultivate an atmosphere where students feel safe to take risks and make mistakes […] peer support is also a huge cornerstone of Science Olympiad, as every event requires the collaboration of 2-3 partners. The level of difficulty can be discouraging as well, so we try to establish strong mentorship between the upper and underclassmen.”
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