Merit Badge Know How!

1. Do the following:

   a. Explain four features of the free enterprise system in the United States. Tell its benefits and responsibilities. Describe the difference between freedom and license. Tell how the Scout Oath and Law apply to business and free enterprise.

   b. Describe the Industrial Revolution: Tell about the major developments that marked the start of the modern industrial era in the United States. Tell about five people who had a great influence on business or industry in the United States. Tell what each did.

2. Do the following:

   a. Visit a bank. Talk with one of the officers or staff. Chart the organization of the bank. Show its relationship with other banks, business and industry.

   b. Explain how changes in interest rates, taxes, and government spending affect the flow of money into or out of business and industry.

   c. Explain how a proprietorship or partnership gets its capital. Discuss and explain four ways a corporation gets its capital.

   d. Explain the place of profit in business.

   e. Name five kinds of insurance useful to business. Describe their purposes.

3. Do the following:

   a. Pick two or more stocks from the financial pages of a newspaper. Request the annual report or prospectus from one of the companies by writing, or visit its Web site (with your parent’s permission) to view the annual report online. Explain how a company’s annual report and prospectus can be used to help you manage your investments.

   b. Pretend to have bought $1,000 worth of the stocks from the company you wrote to in requirement 3a. Explain how you "bought" the stocks. Tell why you decided to "buy" stock in this company. Keep a weekly record for three months of the market value of your stocks. Show any dividends declared.

4. Do ONE of the following:

   a. Draw an organizational chart of a typical central labor council.

   b. Describe automation, union shop, open shop, collective-bargaining agreements, shop steward, business agent, and union counselor.

   c. Explain the part played by four federal or state agencies in labor relations.

5. Run a small business involving a product or service for at least three months. First find out the need for it. For example: a newspaper route, lawn mowing, sales of things you have made or grown. Keep records showing the costs, income, and profit or loss.
6. Report:

   a. How service, friendliness, hard work, and salesmanship helped build your business.

   b. The benefits you and others received because you were in business.

7. Comparable 4-H, FFA, or Junior Achievement projects may be used for requirement 5.
8. Do ONE of the following:

   a. Make an oral presentation to your Scout troop about an e-commerce company. Tell about the benefits and pitfalls of doing business online, and explain the differences between a retailer and an e-commerce company. In your presentation, explain the similarities a retailer and an e-commerce company might share.

   b. Choose three products from your local grocery store or mall and tell your merit badge counselor how the packaging could be improved upon so that it has less impact on the environment.

   c. Gather information from news sources and books about a current business leader. Write a two-page biography about this person or make a short presentation to your counselor. Focus on how this person became a successful business leader.

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American Cultures Merit Badge:

Choose THREE groups that have different racial, cultural, national, or ethnic backgrounds, one of which comes from your own background. Use these groups to meet requirements 1, 2, and 3.

1. Do TWO of the following, choosing a different group for each:
   1. Go to a festival, celebration, or other event identified with one of the groups. Report on what you see and learn.
   2. Go to a place of worship, school, or other institution identified with one of the groups. Report on what you see and learn.
   3. Talk with a person from one of the groups about the heritage and traditions of the group. Report on what you learn.
   4. Learn a song, dance, poem, or story that is traditional to one group, and teach it to a group of your friends.
   5. Go to a library or museum to see a program or exhibit featuring one group's traditions. Report on what you see and learn.
2. Imagine that one of the groups had always lived alone in a city or country to which no other groups ever came. Tell what you think the city or country might be like today. Now tell what you think it might be like if the three groups you chose lived there at the same time.
3. Tell about some differences between the religious and social customs of the three groups. Tell about some ideas or ways of doing things that are similar in the three groups.
4. Tell about a contribution made to our country by three different people each from a different racial, ethnic, or religious background.
5. Give a talk to your scout unit or class at school on how people from different groups have gotten along together. Lead a discussion on what can be done to help various groups understand one another better.

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American Heritage Merit Badge:

1. Read the Declaration of Independence. Pay close attention to the section that begins with "We hold these truths to be self-evident" and ends with "to provide new Guards for future security." Rewrite that section in your own words, making it as easy to understand as possible. Then share your writing with your merit badge counselor and discuss the importance of the Declaration of Independence.
2. Do TWO of the following:
   1. Select two individuals from American history, one a political leader (a president, senator, etc.) and the other a private citizen (a writer, religious leader, etc.). Find out about each person's accomplishments and compare the contributions each has made to America's heritage.
   2. With your counselor's approval, choose an organization that has promoted some type of positive change in American society. Find out why the organization believed this change was necessary and how it helped to accomplish the change. Discuss how this organization is related to events or situations from America's past.
   3. With your counselor's approval, interview two veterans of the U.S. military. Find out what their experiences were like. Ask the veterans what they believe they accomplished.
   4. With your counselor's approval, interview three people in your community of different ages and occupations. Ask these people what America means to them, what they think is special about this country, and what American traditions they feel are important to preserve.
3. Do the following:
   1. Select a topic that is currently in the news. Describe to your counselor what is happening. Explain how today's events are related to or affected by the events and values of America's past.
   2. For each of the following, describe its adoption, tell about any changes since its adoption, and explain how each one continues to influence Americans today: the flag, the Pledge of Allegiance, the seal, the motto, and the national anthem.
   3. Research your family's history. Find out how various events and situations in American history affected your family. Share what you find with your counselor. Tell why your family came to America.
4. Do TWO of the following:
   1. Explain what is meant by the National Register of Historic Places. Describe how a property becomes eligible for listing. Make a map of your local area, marking the points of historical interest. Tell about any National Register properties in your area. Share the map with your counselor, and describe the historical points you have indicated.
   2. Research an event of historical importance that took place in or near your area. If possible, visit the place. Tell your counselor about the event and how it affected local history. Describe how the area looked then and what it now looks like.
   3. Find out when, why, and how your town or neighborhood started, and what ethnic, national, or racial groups played a part. Find out how the area has changed over the past 50 years and try to explain why.
   4. Take an active part in a program about an event or person in American history. Report to your counselor about the program, the part you took, and the subject.
   5. Visit a historic trail or walk in your area. After your visit, share with your counselor what you have learned. Discuss the importance of this location and explain why you think it might qualify for National Register listing.
5. Do ONE of the following:
   1. Watch two motion pictures (with the approval and permission of your counselor and parent) that are set in some period of American history. Describe to your counselor how accurate each film is with regard to the historical events depicted and also with regard to the way the characters are portrayed.
   2. Read a biography (with your counselor's approval) of someone who has made a contribution to America's heritage. Tell some things you admire about this individual and some things you do not admire. Explain why you think this person has made a positive or a negative contribution to America's heritage.
   3. Listen to recordings of popular songs from various periods of American history. Share five of these songs with your counselor, and describe how each song reflects the way people felt about the period in which it was popular. If a recording is not available, have a copy of the lyrics available.
6. Discuss with your counselor the career opportunities in American heritage. Pick one that interests you and explain how to prepare for this career. Discuss what education and training are required for this career.

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American Labor Merit Badge:

1. Using resources available to you, learn about working people and work-related concerns. List and briefly describe or give examples of at least EIGHT concerns of American workers. These may include, but are not limited to, working conditions, workplace safety, hours, wages, seniority, job security, equal opportunity employment and discrimination, guest workers, automation and technologies that replace workers, unemployment, layoffs, outsourcing, and employee benefits such as health care, child care, profit sharing, and retirement benefits.
2. With your counselor's and parent's approval and permission, visit the office or attend a meeting of a local union, a central labor council, or an employee organization, or contact one of these organizations via the Internet. Then do EACH of the following:
   1. Find out what the organization does.
   2. Share the list of issues and concerns you made for requirement 1. Ask the people you communicate with which issues are of greatest interest or concern to them and why.
   3. Draw a diagram showing how the organization is structured, from the local to the national level, if applicable.
3. Explain to your counselor what labor unions are, what they do, and what services they provide to members. In your discussion, show that you understand the concepts of labor, management, collective bargaining, negotiation, union shops, open (nonunion) shops, grievance procedures, mediation, arbitration, work stoppages, strikes, and lockouts.
4. Explain what is meant by the adversarial model of labor-management relations, compared with a cooperative-bargaining style.
5. Do ONE of the following:
   1. Develop a time line of significant events in the history of the American labor movement from the 1770s to the present.
   2. Prepare an exhibit, a scrapbook, or a computer presentation, such as a slide show, illustrating three major achievements of the American labor movement and how those achievements affect American workers.
   3. With your counselor's and parent's approval and permission, watch a movie that addresses organized labor in the United States. Afterward, discuss the movie with your counselor and explain what you learned.
   4. Read a biography (with your counselor's approval) of someone who has made a contribution to the American labor movement. Explain what contribution this person has made to the American labor movement.
6. Explain the term globalization. Discuss with your counselor some effects of globalization on the workforce in the United States. Explain how this global workforce fits into the economic system of this country.
7. Choose a labor issue of widespread interest to American workers-an issue in the news currently or known to you from your work on this merit badge. Before your counselor, or in writing, argue both sides of the issue, first taking management's side, then presenting labor's or the employee's point of view. In your presentation, summarize the basic rights and responsibilities of employers and employees, including union members and nonunion members.
8. Discuss with your counselor the different goals that may motivate the owners of a business, its stockholders, its customers, its employees, the employees' representatives, the community, and public officials. Explain why agreements and compromises are made and how they affect each group in achieving its goals.
9. Learn about opportunities in the field of labor relations. Choose one career in which you are interested and discuss with your counselor the major responsibilities of that position and the qualifications, education, and training such a position requires.

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Animal Science Merit Badge:

1. Name four breeds of livestock in each of the following classifications: horses, dairy cattle, beef cattle, sheep, hogs. Tell their principal uses and merits. Tell where the breeds originated.
2. List five diseases in each of the classifications in requirement 1. Also list five diseases of poultry. Describe the symptoms of each disease and explain how each is contracted and how it could be prevented.
3. Explain the major differences in the digestive systems of ruminants, horses, pigs, and poultry. Explain how the differences in structure and function among these four types of digestive tracts affect the nutritional management of these species.
4. Select one type of animal—beef cow, dairy cow, horse, sheep, goat, or hog, or a poultry flock—and tell how you would properly manage it. Include in your discussion nutritional (feeding) concerns, housing, disease prevention, waste control/removal, and breeding programs if appropriate.
5. Explain the importance of setting clear goals for any animal breeding program. Tell how purebred lines of animals are produced. Explain the practice of crossbreeding and the value of this practice.

6. Complete ONE of the following options:

   Beef Cattle Option

   1. Visit a farm or ranch where beef cattle are produced under any of these systems:
      1. Feeding market cattle for harvest
      2. Cow/calf operation, producing feeder cattle for sale to commercial cattle feeders
      3. Producing purebred cattle for sale as breeding stock to others.

      Talk with the operator to learn how the cattle were handled, fed, weighed, and shipped. Describe what you saw and explain what you learned. If you cannot visit a cattle ranch or farm, view a video from a breed association, or research the Internet (with your parent's permission) for information on beef cattle production. Tell about your findings.

   2. Sketch a plan of a feedlot; to include its forage and grain storage facilities, and loading chute for 30 or more fattening steers, or sketch a corral plan with cutting and loading chutes for handling 50 or more beef cows and their calves at one time.
   3. Make a sketch showing the principal wholesale and retail cuts of beef. Tell about U.S. Department of Agriculture (USDA) dual grading system of beef. Tell the basics of each grade in each system.
   4. Define the following terms: bull, steer, bullock, cow, heifer, freemartin, heiferette, calf.

   Dairying Option

   1. Tell how a cow or a goat converts forage and grain into milk. Explain the differences in feeds typically used for dairy cows versus those fed to beef cows.
   2. Make a chart showing the components in cows' milk or goat's milk. Chart the amount of each component.
   3. Explain the requirements for producing Grade A milk. Tell how and why milk is pasteurized.
   4. Tell about the kinds of equipment used for milking and the sanitation standards that must be met for dairy farms.
   5. Define the following terms: bull, cow, steer, heifer, springer; buck, doe, kid.
   6. Visit a dairy farm or a milk processing plant. Describe what you saw and explain what you learned. If you cannot visit a dairy farm or processing plant, view a video from a breed or dairy association, or research the Internet (with your parent's permission) for information on dairying. Tell about your findings.

   Horse Option

   1. Make a sketch of a useful saddle horse barn and exercise yard.
   2. Define the history of the horse and the benefits it has brought to people. Using the four breeds of horses you chose in requirement 1, discuss the different special uses of each breed.
   3. Define the following terms: mare, stallion, gelding, foal, colt, filly; mustang, quarter horse, draft horse, pacer, trotter; pinto, calico, palomino, roan, overo, tobiano.
   4. Visit a horse farm. Describe what you saw and explain what you learned. If you cannot visit a horse farm, view a video from a breed association, or research the Internet (with your parent's permission) for information on horses. Tell about your findings.
   5. Outline the proper feeding of a horse doing light work. Explain why the amount and kind of feed will change according to the kind of horse and the work it does. Describe what colic is, what can cause it, and its symptoms

   Sheep Option

   1. Make a sketch of a live lamb. Show the location of the various wholesale and retail cuts.
   2. Discuss how wools are sorted and graded.
   3. Do ONE of the following:
      1. Raise a lamb from weaning to market weight. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
      2. Visit a farm or ranch where sheep are raised. Describe what you saw and explain what you learned. If you cannot visit a sheep farm or ranch, view a video from a breed association, or research the Internet (with your parent's permission) for information on sheep. Tell about your findings.
   4. Describe some differences between the production of purebred and commercial lambs. Then select two breeds that would be appropriate for the production of crossbred market lambs in your region. Identify which breed the ram should be.
   5. Define the following terms: wether, ewe, ram, lamb.

   Hog Option

   1. Make a sketch showing the principal wholesale and retail cuts of pork. Tell about the recommended USDA grades of pork. Tell the basis for each grade.
   2. Outline in writing the proper feeding programs used from the breeding of a gilt or sow through the weaning of the litter. Discuss the feeding programs for the growth and finishing periods.
   3. Do ONE of the following:
      1. Raise a feeder pig from weaning to market weight. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
      2. Visit a farm where hogs are produced, or visit a packing plant handling hogs. Describe what you saw and explain what you learned. If you cannot visit a hog production unit or packing plant, view a video from a packer or processor, or research the Internet (with your parent's permission) for information on hogs. Tell about your findings.
   4. Define the following terms: gilt, sow, barrow, boar.

   Avian Option

   1. Make a sketch of a layer house or broiler house showing nests, roosts, feeders, waterers, and means of ventilation. Explain how insulation, ventilation, temperature controls, automatic lights, and other environmental controls are used to protect birds from heat, cold, and bad weather.
   2. Explain why overcrowding is dangerous for poultry flocks.
   3. Tell about the grading of eggs. Tell how broilers (fryers) are graded. Describe the classes of chicken meat.
   4. Do ONE of the following:
      1. Manage an egg-producing flock for five months. Keep records of feed purchased, eggs sold, medication, vaccination, and mortality. Present your records for review by your counselor.
      2. Raise 20 chicks from hatching. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
      3. Visit a commercial avian production facility. Describe what you saw and explain what you learned. If you cannot visit a commercial facility, view a video from a poultry association, or research the Internet (with your parent's permission) for information on poultry production. Tell about your findings.
   5. Define the following terms: hen, rooster, chick, capon; tom, poult.
7. Find out about three career opportunities in animal science. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

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Archaeology Merit Badge:

1. Tell what archaeology is and explain how it differs from anthropology, geology, paleontology, and history.
2. Describe each of the following steps of the archaeological process: site location, site excavation, artifact identification and examination, interpretation, preservation, and information sharing.
3. Describe at least two ways in which archaeologists determine the age of sites, structures, or artifacts. Explain what relative dating is.
4. Do TWO of the following:
   1. Learn about three archaeological sites located outside the United States.
   2. Learn about three archaeological sites located within the United States.
   3. Visit an archaeological site and learn about it.
   For EACH site you research for options a, b, or c, point it out on a map and explain how it was discovered. Describe some of the information about the past that has been found at each site. Explain how the information gained from the study of these sites answers questions that archaeologists are asking and how the information may be important for modern people. Compare the relative ages of the sites you research.
5. Choose ONE of the research projects you completed for requirement 4 and give a short presentation about your findings to a Cub Scout pack, your Scout troop, your school class, or another group.
6. Do the following:
   1. Explain why it is important to protect archaeological sites.
   2. Explain what people should do if they think they have found an artifact.
   3. Describe the ways in which you can be a protector of the past.
7. Do ONE of the following:
   1. Make a list of items you would include in a time capsule. Discuss with your merit badge counselor what archaeologist a thousand years from now might learn from the contents of your capsule about you and the culture in which you live.
   2. Make a list of the trash your family throws out during one week. Discuss with your counselor what archaeologists finding that trash a thousand years from now might learn from it about you and your family.
8. Do ONE of the following:
   1. Under the supervision of a qualified archaeologist, spend at least eight hours helping to excavate an archaeological site.
   2. Under the supervision of a qualified archaeologist, spend at least eight hours in an archaeological laboratory helping to prepare artifacts for analysis, storage, or display.
   3. If you are unable to work in the field or in a laboratory under the supervision of a qualified archaeologist, you may substitute a mock dig. To find out how to make a mock dig, talk with a professional archaeologist, trained avocational archaeologist, museum school instructor, junior high or high school science teacher, advisor from a local archaeology society, or other qualified instructor. Plan what you will bury in your artificial site to show use of your 'site' during two time periods.
9. Under the supervision of a qualified archaeologist or instructor, do ONE of the following:
   1. Help prepare an archaeological exhibit for display in a museum, visitor center, school, or other public area.
   2. Use the methods of experimental archaeology to re-create an item or to practice skills from the past. Write a brief report explaining the experiment and its results.
10. Do ONE of the following:
    1. Research American Indians who live or once lived in your area. Find out about traditional lifeways, dwellings, clothing styles, arts and crafts, and methods of food gathering, preparation, and storage. Describe what you would expect to find at an archaeological site for these people.
    2. Research settlers or soldiers who were in your area at least one hundred years ago. Find out about the houses or forts, ways of life, clothing styles, arts and crafts, and dietary habits of the early settlers, farmers, ranchers, soldiers, or townspeople who once lived in the area where your community now stands. Describe what you would expect to find at an archaeological site for these people.
11. Identify three career opportunities in archaeology. Pick one and explain how to prepare for such a career. Discuss with your counselor what education and training are required, and explain why this profession might interest you.

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Archery Merit Badge:

1. Do the following:
   1. State and explain the Range Safety Rules:
      1. Three safety rules when on the shooting line
      2. Three safety rules when retrieving arrows
      3. The four whistle commands used on a range and their related verbal commands
   2. State and explain the general safety rules for archery. Demonstrate how to safely carry arrows in your hands.
   3. Tell about your local and state laws for owning and using archery tackle.
2. Do the following:
   1. Name and point out the parts of an arrow.
   2. Describe three or more different types of arrows.
   3. Name the four principle materials for making arrow shafts.
   4. Make a complete arrow from a bare shaft.
   5. Explain how to properly care for and store arrows.
3. Do the following:
   1. Explain how to proper care for and store tabs, arm guards, shooting gloves, and quivers.
   2. Explain the following terms: cast, draw weight, string height (fistmele), aiming, spine, mechanical release, freestyle, and barebow.
   3. Make a bowstring.
4. Explain the following:
   1. The importance of obedience to a range officer or other person in charge of a range
   2. The difference between an end and a round
   3. The differences among field, target, and 3-D archery
   4. How the five-color National Archery Association (NAA) or Federation Internationale de Tir a l'Arc (FITA) target is scored
   5. How the National Field Archery Association (NFAA) black-and-white field targets and blue indoor targets are scored
   6. The elimination system used in Olympic archery competition
5. Do ONE of the following options:
   Option A - Using a Recurve Bow or Longbow
   1. Name and Point to the parts of the recurve or longbow you are shooting.
   2. Explain how to properly care for and store recurve bows and longbows.
   3. Show the nine steps of good shooting for the recurve bow or longbow you are shooting.
   4. Demonstrate the proper way to string a recurve bow or longbow.
   5. Locate and mark with dental floss, crimp-on, or other method, the nocking point on the bowstring of the bow you are using.
   6. Do ONE of the following:
      1. Using a recurve or longbow and arrows with a finger release, shoot a single round of ONE of the following BSA, NAA,or NFAA rounds:
         1. An NFAA field round of 4 targets and make a score of 60 points
         2. A BSA Scout field round of 14 targets and make a score of 80 points
         3. A Junior indoor* round I and make a score of 180 points
         4. A FITA/NAA indoor* round and make a score of 80 points
         5. An NFAA indoor* round and make a score of 50 points
      2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 15 yards and using the 10 scoring regions, make a score of 150.
      3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      4. As a member of the NFAA's Junior Division, earn a Cub or Youth 100-score Progression patch.
   Option B - Using a Compound Bow
   1. Name and point to the parts of the compound bow you are shooting.
   2. Explain how to properly care for and store compound bows.
   3. Show the nine steps of good shooting for the compound bow you are shooting.
   4. Explain why it is necessary to have the string on a compound bow replaced at an archery shop.
   5. Locate and mark with dental floss, crimp-on, or other method, the nocking point on the bowstring of the bow you are using.
   6. Do ONE of the following:
      1. Using a compound bow and arrows with a finger release, shoot a single round of ONE of the following BSA, NAA,or NFAA rounds:
         1. An NFAA field round of 4 targets and make a score of 70 points
         2. A BSA Scout field round of 14 targets and make a score of 90 points
         3. A Junior 900 round and make a score of 200 points
         4. A FITA/NAA indoor* round I and make a score of 90 points
         5. An NFAA indoor* round and make a score of 60 points
      2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 15 yards and using the 10 scoring regions, make a score of 170.
      3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      4. As a member of the NFAA's Junior Division, earn a Cub or Youth 100-score Progression patch.
   
   * The indoor rounds can be shot outdoors if this is more convenient. 

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Architecture Merit Badge:

1. Tour your community and list the different building types you see. Try to identify buildings that can be associated with a specific period of history. Make a sketch of the building you most admire.
2. Arrange to meet with an architect. Ask to see the architect's office and to talk about the following:
   1. Careers in architecture
   2. Educational requirements
   3. Tools an architect uses
   4. Processes involved in a building project
3. Arrange to visit a construction project with the project's architect. Ask to see the construction drawings so that you can compare how the project is drawn on paper to how it is actually built. Notice the different building materials. Find out how they are to be used, why they were selected, and what determines how they are being put together.
   Note: This requirement necessitates advance planning and permission from your parents, your counselor, and the manager of the construction site. While on site, you must closely follow the safety procedures of the construction site, including wearing a hard hat.
4. Interview the owner or occupant of a home or other building (your 'client'). Find out what your client's requirements would be for designing a new home or business facility. Write down all of your client's requirements that you think would affect layout or design of the new facility.
5. Measure your bedroom. Make an accurately scaled drawing of the floor plan indicating walls, doors, windows, and furniture. Neatly label your drawing, including your name and the date. (Drawing scale: 1/4 inch = 1 foot)

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Art Merit Badge:

1. Tell a story with a picture or pictures or using a 3-D rendering.
2. Do ONE of the following.
   1. Design something useful. Make a sketch or model of your design and get your counselor's approval before you proceed. Then create a promotional piece for the item using a picture or pictures.
   2. Design a logo. Share your design with your counselor and explain the significance of your logo. Then, with your parent's permission and your counselor's approval, put your logo on Scout equipment, furniture, ceramics, or fabric.
3. Render a subject of your choice in FOUR of these ways:
   1. Pen and ink,
   2. Watercolors,
   3. Pencil,
   4. Pastels,
   5. Oil paints,
   6. Tempera,
   7. Acrylics,
   8. Charcoal,
   9. Computer drawing or painting
4. With your parent's permission and your counselor's approval, visit a museum, art exhibit, art gallery, artists' co-op, or artist's workshop. Find out about the art displayed or created there. Discuss what you learn with your counselor.
5. Find out about three career opportunities in art. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

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Astronomy Merit Badge:

1. Do the following:
   (a) Describe the proper clothing and other precautions for safely making observations at night and in cold weather.
   (b) Tell how to safely observe the Sun, objects near the Sun, and the Moon.
   (c) Explain first aid for injuries or illnesses such as heat and cold reactions, dehydration, bites and stings, and damage to your eyes that could occur during observation. 
2. Explain what light pollution is and how it and air pollution affect astronomy. 
3. With the aid of diagrams (or real telescopes if available), do each of the following:
   (a) Explain why binoculars and telescopes are important astronomical tools. Demonstrate or explain how these tools are used.
   (b) Describe the similarities and differences of several types of astronomical telescopes.
   (c) Explain the purposes of at least three instruments used with astronomical telescopes.
   (d) Describe the proper care and storage of telescopes and binoculars both at home and in the field. 
4. Do the following:
   (a) Identify in the sky at least 10 constellations, at least four of which are in the zodiac.
   (b) Identify at least eight conspicuous stars, five of which are of magnitude 1 or brighter.
   (c) Make two sketches of the Big Dipper. In one sketch, show the Big Dipper’s orientation in the early evening sky. In another sketch, show its position several hours later. In both sketches, show the North Star and the horizon. Record the date and time each sketch was made.
   (d) Explain what we see when we look at the Milky Way. 
5. Do the following:
   (a) List the names of the five most visible planets. Explain which ones can appear in phases similar to lunar phases and which ones cannot, and explain why.
   (b) Using the Internet (with your parent’s permission) and other resources, find out when each of the five most visible planets that you identified in requirement 5a will be observable in the evening sky during the next 12 months, then compile this information in the form of a chart or table.
   (c) Describe the motion of the planets across the sky.
   (d) Observe a planet and describe what you saw. 
6. Do the following:
   (a) Sketch the face of the Moon and indicate at least five seas and five craters. Label these landmarks.
   (b) Sketch the phase and the daily position of the Moon, at the same hour and place, for four days in a row. Include landmarks on the horizon such as hills, trees, and buildings. Explain the changes you observe.
   (c) List the factors that keep the Moon in orbit around Earth.
   (d) With the aid of diagrams, explain the relative positions of the Sun, Earth, and the Moon at the times of lunar and solar eclipses, and at the times of new, first-quarter, full, and last-quarter phases of the Moon. 
7. Do the following:
   (a) Describe the composition of the Sun, its relationship to other stars, and some effects of its radiation on Earth’s weather and communications.
   (b) Define sunspots and describe some of the effects they may have on solar radiation.
   (c) Identify at least one red star, one blue star, and one yellow star (other than the Sun). Explain the meaning of these colors. 
8. With your counselor’s approval and guidance, do ONE of the following:
   (a) Visit a planetarium or astronomical observatory. Submit a written report, a scrapbook, or a video presentation afterward to your counselor that includes the following information:
       (1) Activities occurring there
       (2) Exhibits and displays you saw
       (3) Telescopes and other instruments being used
       (4) Celestial objects you observed
   (b) Plan and participate in a three-hour observation session that includes using binoculars or a telescope. List the celestial objects you want to observe, and find each on a star chart or in a guidebook. Prepare an observing log or notebook. Show your plan, charts, and log or notebook to your counselor before making your observations. Review your log or notebook with your counselor afterward.
   (c) Plan and host a star party for your Scout troop or other group such as your class at school. Use binoculars or a telescope to show and explain celestial objects to the group. 
   (d) Help an astronomy club in your community hold a star party that is open to the public. 
   (e) Personally take a series of photographs or digital images of the movement of the Moon, a planet, an asteroid, meteor, or a comet. In your visual display, label each image and include the date and time it was taken. Show all positions on a star chart or map. Show your display at school or at a troop meeting. Explain the changes you observed. 
9. List at least three different career opportunities in astronomy. Pick the one in which you are most interested and explain how to prepare for such a career. Discuss with your counselor what courses might be useful for such a career.

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Athletics Merit Badge:

1. Show that you know first aid for injuries or illnesses that could occur while participating in athletic events, including sprains, strains, contusions, abrasions, blisters, dehydration, and heat reactions.
2. Explain the following:
   1. The importance of the physical exam
   2. The importance of maintaining good health habits, especially during training
   3. The importance of maintaining a healthy diet
3. Select an athletic activity to participate in for one season (or four months). Then do the following:
   1. With guidance from your counselor, establish a personal training program suited to the activity you have chosen.
   2. Organize a chart for this activity and monitor your progress during this time.
   3. Explain to the counselor the equipment necessary to participate in this activity, and the appropriate clothing for the season and the locale.
   4. At the end of the season, discuss with your counselor the progress you have made during training and competition and how your development has affected you mentally and physically.
4. Do the following:
   1. Give the rules for two athletic activities, one of which is the activity you chose for requirement 3.
   2. Discuss the importance of warming up and cooling down.
   3. Explain to your counselor what an amateur athlete is and the differences between an amateur and a professional athlete.
   4. Discuss the traits and importance of good sportsmanship. Tell what role sportsmanship plays in both individual and group athletic activities.
5. Complete the activities in FOUR of the following groups and show improvement over a three-month period.
   • Group 1: Sprinting
     1. 100-meter dash
     2. 200-meter dash
   • Group 2: Long-Distance Running
     1. 3k run
     2. 5k run
   • Group 3: Long Jump OR High Jump
     1. Running long jump OR running high jump (best of three tries)
     2. Standing long jump OR standing high jump (best of three tries)
   • Group 4: Swimming
     1. 100-meter swim
     2. 200-meter swim
   • Group 5: Pull-Ups AND Push-Ups
     1. Pull-ups in two minutes
     2. Push-ups in two minutes
   • Group 6: Baseball Throw
     1. Baseball throw for accuracy, 10 throws
     2. Baseball throw for distance, five throws (total distance)
   • Group 7: Basketball Shooting
     1. Baskeball shot for accuracy, 10 free-throw shots
     2. Basketball throw for skill and agility, the following shots as shown on the diagram in the pamphlet
        1. Left-side layup
        2. Right-side layup
        3. Left side of hoop, along the key line
        4. Right side of hoop, along the key line
        5. Where key line and free-throw line meet, left side
        6. Where key line and free-throw line meet, right side
        7. Top of the key
        8. Anywhere along the three-point line.
   • Group 8: Football Kick OR Soccer Kick
     1. Goals from the 10-yard line, eight kicks
     2. Football kick or soccer kick for distance, five kicks (total distance)
   • Group 9: Weight Training
     1. Chest/bench press, two sets of 15 repetitions each
     2. Leg curls, two sets of 15 repetitions each
6. Do the following
   1. Prepare plans for conducting a sports meet or field day that includes 10 activities, at least five of which must come from the groups mentioned in requirement 5. Outline the duties of each official needed and list the equipment the meet will require.
   2. With your parent's and counselor's approval, serve as an official or volunteer at a sports meet to observe officials in action. Tell your counselor about your responsibilities at the meet and discuss what you learned.

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Atomic Energy Merit Badge:

1. Tell the meaning of the following: alpha particle, atom, background radiation, beta particle, curie, fallout, half-life, ionization, isotope, neutron, neutron activation, nuclear energy, nuclear reactor, particle accelerator, radiation, radioactivity, roentgen, and X ray.
2. Make three-dimensional models of the atoms of the three isotopes of hydrogen. Show neutrons, protons, and electrons. Use these models to explain the difference between atomic weight and number.
3. Make a drawing showing how nuclear fission happens. Label all details. Draw a second picture showing how a chain reaction could be started. Also show how it could be stopped. Show what is meant by a 'critical mass.'
4. Tell who five of the following people were. Explain what each of the five discovered in the field of atomic energy: Henri Becquerel, Niels Bohr, Marie Curie, Albert Einstein, Enrico Fermi, Otto Hahn, Ernest Lawrence, Lise Meitner, William Roentgen, and Sir Ernest Rutherford. Explain how any one person's discovery was related to one other person's work.
5. Draw and color the radiation hazard symbol. Explain where it should and should not be used. Tell why and how people must use radiation or radioactive materials carefully.
6. Do any THREE of the following:
   1. Build an electroscope. Show how it works. Put a radiation source inside it. Explain any difference seen.
   2. Make a simple Geiger counter. Tell the parts. Tell which types of radiation the counter can spot. Tell how many counts per minute of what radiation you have found in your home.
   3. Build a model of a reactor. Show the fuel, the control rods, the shielding, the moderator, and any cooling material. Explain how a reactor could be used to change nuclear into electrical energy or make things radioactive.
   4. Use a Geiger counter and a radiation source. Show how the counts per minute change as the source gets closer. Put three different kinds of material between the source and the detector. Explain any differences in the counts per minute. Tell which is the best to shield people from radiation and why.
   5. Use fast-speed film and a radiation source. Show the principles of autoradiography and radiography. Explain what happened to the films. Tell how someone could use this in medicine, research, or industry.
   6. Using a Geiger counter (that you have built or borrowed), find a radiation source that has been hidden under a covering. Find it in at least three other places under the cover. Explain how someone could use this in medicine, research, agriculture, or industry.
   7. Visit a place where X ray is used. Draw a floor plan of the room in which it is used. Show where the unit, the person who runs it, and the patient would be when it is used. Describe the radiation dangers from X ray.
   8. Make a cloud chamber. Show how it can be used to see the tracks caused by radiation. Explain what is happening.
   9. Visit a place where radioisotopes are being used. Explain by drawing how and why it is used.
   10. Get samples of irradiated seeds. Plant them. Plant a group of nonirradiated seeds of the same kind. Grow both groups. List any differences. Discuss what irradiation does to seeds.

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Automotive Maintenance Merit Badge:

NOTE: Access to an automobile or truck (with an owners manual) is needed to meet some of the requirements for this merit badge.

1. Discuss with your counselor the safety equipment, tools, and clothing used while checking or repairing a motor vehicle. Use this equipment, tools, and/or clothing (when needed or called for) in meeting the requirements for this merit badge.
2. General Maintenance, Safety, and Registration
   Do the following:
   1. Review the maintenance chart in the owner's manual. Explain the requirements and time limits.
   2. Demonstrate how to check the following:
      1. Brake Fluid
      2. Engine Oil
      3. Coolant
      4. Power steering fluid
      5. Windshield washer fluid
      6. Transmission fluid
      7. Battery fluid (if possible) and condition of the battery terminals.
   3. Locate the fuse boxes; determine the size of fuses. Demonstrate the proper replacement of burned-out fuses.
   4. Demonstrate how to check the condition and tension of belts and hoses.
   5. Check the lighting in the vehicle, including instrument, warning, and exterior bulbs.
   6. Locate and check the air filter.
   7. Explain the purpose, importance, and limitations of safety belts and passive restraints.
   8. Find out the requirements for the state inspection in your state, including how often a vehicle needs to be inspected.
   9. Explain the importance of registering a vehicle and find out the annual registration fee for renewing your family car's registration.
3. Dashboard
   Do the following:
   1. Explain the function of the fuel gauge, speedometer, tachometer, oil pressure, and engine temperature gauge. Point out each one on the instrument cluster.
   2. Explain the symbols that light up on the dashboard and the difference between the yellow and red symbols. Explain each of the indicators on the dashboard, using the owner's manual, if necessary.
4. Tires
   Do the following:
   1. Explain the difference between tire manufacturer's and vehicle manufacturer's specifications and show where to find them.
   2. Demonstrate how to check pressure and properly inflate a tire. Check the spare tire and make sure it is ready for use.
   3. Explain why wheel alignment is important to the life of a tire. Explain camber, caster, and toe-in adjustments on wheel alignment.
   4. Explain the purpose of the lateral-wear bar indicator.
   5. Explain how to dispose of old tires in accordance with local laws and regulations.
5. Engine
   Do the following:
   1. Explain how an internal combustion engine operates. Tell the differences between gasoline and diesel engines. Explain how a gasoline-electric hybrid vehicle is powered.
   2. Explain the purpose of engine oil. Explain the API service code, the SAE number, and the viscosity rating.
   3. Explain where to find the recommended oil type and the amount of oil to be used in the vehicle's engine.
6. Cooling system
   Do the following:
   1. Explain the need for coolant in the cooling system.
   2. Explain how to flush and change the engine coolant in the vehicle , and how to properly dispose of the used coolant.
7. Fuel system
   Do the following:
   1. Explain how the air and fuel systems work together and why it is necessary to have an air filter and fuel filter.
   2. Explain how a how a fuel injection system works and how an on-board computer works with the fuel injection system.
8. Ignition and electrical systems
   Do the following:
   1. Diagram and explain the parts of the electrical system.
   2. Explain the cylinder engine sequence.
   3. Explain the purpose of the spark gap.
   4. Demonstrate how to change the spark plugs in any internal combustion engine (lawn mower, dirt bike, motorcycle).
   5. Demonstrate how to safely connect jumper cables to your car battery.
9. Drive Train
   Do the following:
   1. Diagram the drive train and explain the different parts.
   2. Explain the difference between automatic and standard transmissions.
   3. Explain the types of automatic transmission fluid.
   4. Explain the types of lubricants used in a standard transmission and in the differential.
   5. Explain the difference between front-wheel, rear- wheel, and four-wheel drive.
10. Brake System
    Do the following:
    1. Explain the brake system (including anti-lock systems) and how it operates.
    2. Explain the differences between disc and drum systems.
    3. Demonstrate how to check the condition of a vehicle's brake system. After checking make recommendations for repairs (if necessary).
11. Do two of the following:
    1. Determine the value of three different vehicles you are interested in purchasing. One must be new and one must be used; the third vehicle can be new or used. For each vehicle, find out the requirements and cost of automobile insurance to include basic liability and options for collision, comprehensive, towing, and rental car. Using the three vehicles you chose and with your merit badge counselor's assistance, complete the operation/maintenance chart provided in the merit badge pamphlet. Use this information to determine the operating cost per mile for each vehicle, and discuss what you learn with your counselor.
    2. Choose a car cleaner and wax product for a vehicle you want to clean. Explain clear-coat paint and the precautions necessary for care. Clean the vehicle, both inside and out, and wax the exterior. Use a vinyl and rubber protectant (on vinyl tops, rubber door seals, sidewalls, etc.) and explain the importance of the protectant.
    3. Locate the manufacturer's jack Use the jack to demonstrate how to engage the jack correctly on the vehicle, then change a tire correctly.
    4. Perform an oil filter and oil change on a vehicle. Explain how to properly dispose of the used oil and filter.
12. Find out about three career opportunities in the automotive industry. Pick one and find out about the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

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Aviation Merit Badge:

1. Do the following:
   1. Define 'aircraft'. Describe some kinds and uses of aircraft today. Explain the operation of piston, turboprop, and jet engines.
   2. Point out on a model airplane the forces that act on an airplane in flight.
   3. Explain how an airfoil generates lift, how the primary control surfaces (ailerons, elevators, and rudder) affect the airplane's attitude, and how a propeller produces thrust.
   4. Demonstrate how the control surfaces of an airplane are used for takeoff, straight climb, level turn, climbing turn, descending turn, straight descent, and landing.
   5. Explain the following: the recreational pilot and the private pilot certificates; the instrument rating.
2. Do TWO of the following:
   1. Take a flight in an aircraft, with your parent's permission. Record the date, place, type of aircraft, and duration of flight, and report on your impressions of the flight.
   2. Under supervision, perform a preflight inspection of a light aircraft.
   3. Obtain and learn how to read an aeronautical chart. Measure a true course on the chart. Correct for magnetic variation, compass deviation, and wind drift. Arrive at a compass heading.
   4. Using one of many flight simulator software packages available for computers, 'fly' the course and heading you established in requirement 2c or another course you have plotted.
   5. On a map, mark a route for an imaginary airline trip to at least three different locations. Start from the commercial airport nearest your home. From timetables (obtained from agents or online from a computer, with your parent's permission), decide when you will get to and leave from all connecting points. Create an aviation flight plan and itinerary for each destination.
   6. Explain the purposes and functions of the various instruments found in a typical single-engine aircraft: attitude indicator, heading indicator, altimeter, airspeed indicator, turn and bank indicator, vertical speed indicator, compass, navigation (GPS and VOR) and communication radios, tachometer, oil pressure gauge, and oil temperature gauge.
   7. Create an original poster of an aircraft instrument panel. Include and identify the instruments and radios discussed in requirement 2f.
3. Do ONE of the following:
   1. Build and fly a fuel-driven or battery-powered electric model airplane. Describe safety rules for building and flying model airplanes. Tell safety rules for use of glue, paint, dope, plastics, fuel, and battery packs.
   2. Build a model FPG-9. Get others in your troop or patrol to make their own model, then organize a competition to test the precision of flight and landing of the models.
4. Do ONE of the following:
   1. Visit an airport. After the visit, report on how the facilities are used, how runways are numbered, and how runways are determined to be 'active.'
   2. Visit a Federal Aviation Administration facility — a control tower, terminal radar control facility, air route traffic control center, flight service station, or Flight Standards District Office. (Phone directory listings are under U.S. Government Offices, Transportation Department, Federal Aviation Administration. Call in advance.) Report on the operation and your impressions of the facility.
   3. Visit an aviation museum or attend an air show. Report on your impressions of the museum or show.
5. Find out about three career opportunities in aviation. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

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Backpacking Merit Badge:

1. Discuss the prevention of and treatment for the health concerns that could occur while backpacking, including hypothermia, heat reactions, frostbite, dehydration, insect stings, tick bites, snakebite, and blisters.
2. Do the following:
   1. List 10 items that are essential to be carried on any backpacking trek and explain why each item is necessary.
   2. Describe 10 ways you can limit the weight and bulk to be carried in your pack without jeopardizing your health or safety.
3. Do the following:
   1. Define limits on the number of backpackers appropriate for a trek crew.
   2. Describe how a trek crew should be organized.
   3. Tell how you would minimize risk on a backpacking trek.
4. Do the following:
   1. Describe the importance of using Leave No Trace principles while backpacking, and at least five ways you can lessen the crew's impact on the environment.
   2. Describe proper methods of handling human and other wastes while on a backpacking trek. Describe the importance of and means to assure personal cleanliness while on a backpacking trek.
   3. Tell what factors are important in choosing a campsite.
5. Do the following:
   1. Demonstrate two ways to treat water and tell why water treatment is essential.
   2. Explain to your counselor the importance of staying well hydrated during a trek.
6. Do the following:
   1. Demonstrate that you can read topographic maps.
   2. While on a trek, use a map and compass to establish your position on the ground at least three times at three different places, OR use a GPS receiver unit to establish your position on a topographic map and on the ground at least three times at three different places.
   3. Explain how to stay found, and what to do if you get lost.
7. Tell how to prepare properly for and deal with inclement weather.
8. Do the following:
   1. Explain the advantages and disadvantages of three different types of backpacking stoves using at least three different types of fuel.
   2. Demonstrate that you know how to operate a backpacking stove safely and to handle liquid fuel safely.
   3. Prepare at least three meals using a stove and fuel you can carry in a backpack.
   4. Demonstrate that you know how to keep cooking and eating gear clean and sanitary, and that you practice proper methods for food storage while on a backpacking trek.
9. Do the following:
   1. Write a plan for a patrol backpacking hike that includes a schedule.
   2. Show that you know how to properly pack your personal gear and your share of the crew's gear and food.
   3. Show you can properly shoulder your pack and adjust it for proper wear.
   4. Conduct a prehike inspection of the patrol and its equipment.
   5. While carrying your pack, complete a hike of at least 2 miles.
10. Using Leave No Trace principles, participate in at least three backpacking treks of at least three days each and at least 15 miles each, and using at least two different campsites on each trek. Carry everything you will need throughout the trek.
11. Do the following:
    1. Write a plan for a backpacking trek of at least five days using at least three different campsites and covering at least 30 miles. Your plan must include a description of and route to the trek area, a schedule (including a daily schedule), a list of food and equipment needs, a safety and emergency plan, and a budget.
    2. Using Leave No Trace principles, take the trek your have planned and, while on the trek, complete at least one service project approved by your merit badge counselor.
    3. Keep a daily journal during the trek that includes a day-by-day description of your activities, including notes about what worked well and thoughts about improvements that could be made for the next trek.

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Basketry Merit Badge:

1. Describe precautions you should take to safely use basketry tools and materials.
2. Do the following:
   1. Show your counselor that you are able to identify each of the following types of baskets: plaited, coiled, ribbed, and wicker.
   2. Describe three different types of weaves to your counselor.
3. Plan and weave EACH of the following projects:
   1. a square basket.
   2. a round basket; and
   3. a campstool seat.

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Bird Study Merit Badge:

1. Explain the need for bird study and why birds are useful indicators of the quality of the environment.
2. Show that you are familiar with the terms used to describe birds by sketching or tracing a perched bird and then labeling 15 different parts of the bird. Sketch or trace an extended wing and label six types of wing feathers.
3. Demonstrate that you know how to properly use and care for binoculars.
   1. Explain what the specification numbers on the binoculars mean.
   2. Show how to adjust the eyepiece and how to focus for proper viewing.
   3. Show how to properly care for and clean the lenses.
4. Demonstrate that you know how to use a bird field guide. Show your counselor that you are able to understand a range map by locating in the book and pointing out the wintering range, the breeding range, and/or the year-round range of one species of each of the following types of birds:
   1. Seabird
   2. Plover
   3. Falcon or hawk
   4. Warbler or vireo
   5. Heron or egret
   6. Sparrow
   7. Nonnative bird (introduced to North America from a foreign country since 1800)
5. Observe and be able to identify at least 20 species of wild birds. Prepare a field notebook, making a separate entry for each species, and record the following information from your field observations and other references.
   1. Note the date and time.
   2. Note the location and habitat.
   3. Describe the bird's main feeding habitat and list two types of food that the bird is likely to eat.
   4. Note whether the bird is a migrant or a summer, winter, or year-round resident of your area.
6. Explain the function of a bird's song. Be able to identify five of the 20 species in your field notebook by song or call alone. For each of these five species enter a description of the song or call, and note the behavior of the bird making the sound. Note why you think the bird was making the call or song that you heard.
7. Do ONE of the following:
   1. Go on a field trip with a local club or with others who are knowledgeable about birds in your area.
      1. Keep a list or fill out a checklist of all the birds your group observed during the field trip.
      2. Tell your counselor which birds your group saw and why some species were common and some were present in small numbers.
      3. Tell your counselor what makes the area you visited good for finding birds.
   2. By using a public library or contacting the National Audubon Society, find the name and location of the Christmas Bird Count nearest your home and obtain the results of a recent count.
      1. Explain what kinds of information are collected during the annual event.
      2. Tell your counselor which species are most common, and explain why these birds are abundant.
      3. Tell your counselor which species are uncommon, and explain why these were present in small numbers. If the number of birds of these species is decreasing, explain why, and what, if anything, could be done to reverse their decline.
8. Do ONE of the following. For the option you choose, describe what birds you hope to attract, and why.
   1. Build a bird feeder and put it in an appropriate place in your yard or another location.
   2. Build a birdbath and put it in an appropriate place.
   3. Build a backyard sanctuary for birds by planting trees and shrubs for food and cover.

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Bugling Merit Badge:

1. Give a brief history of the bugle.
2. Do the following:
   1. Explain and demonstrate how the bugle makes sound, and explain how the bugle is related to other brass wind instruments.
   2. Compose a bugle call for your troop or patrol to signal a common group activity, such as assembling for mealtime or striking a campsite.
3. Sound the following bugle calls: 'First Call', 'Reveille', 'Assembly', 'Mess', 'Drill', 'Fatigue', 'Officers', 'Recall', 'Church', 'Swimming', 'Fire', 'Retreat', 'To the Colors', 'Call to Quarters', and 'Taps
4. Explain when each of the calls in requirement 3 is used.
5. Explain how to care for, clean, and maintain a bugle.
6. Serve as bugler in your troop for three months.*

NOTE: A bugle, trumpet, or cornet may be used to meet these requirements.

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