Merit Badge Know How!

Safety Merit Badge

1. Prepare a notebook to include:
   1. Newspaper and other stories, facts, and statistics showing common types and causes of injuries in the home and in the workplace, and how these injuries could be prevented.
   2. Newspaper and other stories, facts, and statistics showing common kinds of crimes and ways to avoid being a crime victim.
   3. Facts you have obtained concerning the frequency of accidents and of crimes in your local area.
   4. A paragraph or more, written by you, explaining how a serious fire, accident, or crime could change your family life.
   5. A list of safe practices and safety devices currently used by your family, such as safety practices used while driving or working and safety devices that prevent injuries or help in an emergency.
2. Do the following:
   1. Using a safety checklist approved by your counselor, make an inspection of your home. Explain the hazards found and how these can be corrected.
   2. Review or develop your family's plan of escape in case of fire in your home.
3. Do the following:
   1. Discuss with your counselor how you contribute to the safety of yourself, your family, and your community.
   2. Show your family members how to protect themselves and your home from accidents, fire, burglary, robbery, and assault.
   3. Discuss with your counselor the tips for online safety. Explain the steps individuals can take to help prevent identity theft.
   4. Discuss with your counselor the three R's of Youth Protection and how to recognize child abuse.
4. Show your family the exits you would use from different public buildings (such as a theater, municipal building, library, supermarket, shopping center, or your place of worship) in the event of an emergency. Teach your family what do in the event that they need to take shelter in or evacuate a public place.
5. Make an accident prevention plan for five family activities outside the home (at your place of worship, at a theater, on a picnic, at the beach, and while traveling, for example). Each plan should include an analysis of possible hazards, proposed action to correct hazards, and reasons for the correction you propose in each plan.
6. Plan and complete a safety project approved by your counselor for your home, school, place of worship, place of employment, or community. Include in your plan an explanation of the U.S. Department of Homeland Security's Advisory System and appropriate actions to take for each threat level.
7. Learn about three career opportunities in the field of safety. Pick one career and find out the education, training, and experience required for this profession. Discuss this choice with your counselor, and explain why this profession might interest you.

Salesmanship Merit Badge

1. Explain the responsibilities of a salesperson and how a salesperson serves customers and helps stimulate the economy.
2. Explain why it is important for a salesperson to do the following:
   1. Research the market to be sure the product or service meets the needs of the customers.
   2. Learn all about the product or service to be sold.
   3. If possible, visit the location where the product is built and learn how it is constructed.If a service is being sold, learn about the benefits of the service to the customer.
   4. Follow up with customers after their purchase to confirm their satisfaction and discuss their concerns about the product or service.
3. Write and present a sales plan for a product or service and a sales territory assigned by your counselor.
4. Make a sales presentation of a product or service assigned by your counselor.
5. Do ONE of the following and keep a record (cost sheet). Use the sales techniques you have learned, and share your experience with your counselor:
   1. Help your unit raise funds through sales of merchandise or of tickets to a Scout show.
   2. Sell your services such as lawn raking or mowing, pet watching, dog walking, show shoveling, and car washing to your neighbors. Follow up after the service has been completed and determine the customer's satisfaction.
   3. Earn money through retail selling.
6. Do ONE of the following:
   1. Interview a salesperson and learn the following:
      1. What made the person choose sales as a profession?
      2. What are the most important things to remember when talking to customers?
      3. How is the product or service sold?
      4. Include your own questions.
   2. Interview a retail store owner and learn the following:
      1. How often is the owner approached by a sales representative?
      2. What good traits should a sales representative have? What habits should the sales representative avoid?
      3. What does the owner consider when deciding whether to establish an account with a sales representative?
      4. Include your own questions.
7. Investigate and report on career opportunities in sales, then do the following:
   1. Prepare a written statement of your qualifications and experience. Include relevant classes you have taken in school and merit badges you have earned.
   2. Discuss with your counselor what education, experience, or training you should obtain so you are prepared to serve in that position.

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Scholarship Merit Badge

1. Do ONE of the following:
   1. Show that you have had an average grade of B or higher (80 percent or higher) for one term or semester.
   2. Show that for one term or semester you have improved your school grades over the previous period.
2. Do TWO of the following:
   1. Make a list of educational places located where you live (other than schools). Visit one, and report on how you used the place for self-education.
   2. With your counselor's and your parent's approval, interview two professionals (other than teachers or other professionals at your school) with established careers. Find out where they were educated, what training they received, and how their education and training have helped prepare them for the career they have chosen. Find out how they continue to educate themselves. Discuss what you find out with your counselor.
   3. Using a daily planner, show your counselor how you keep track of assignments and activities, and discuss how you manage your time.
   4. Discuss the advantages and disadvantages of the different methods of research available to you for school assignments, such as the library, books and periodicals, and the Internet.
3. Get a note from the principal* of your school (or another school official named by the principal) that states that during the past year your behavior, leadership, and service have been satisfactory.
4. Do ONE of the following:
   1. Show that you have taken part in an extracurricular school activity, and discuss with your counselor the benefits of participation and what you learned about the importance of teamwork.
   2. Discuss your participation in a school project during the past semester where you were a part of a team. Tell about the positive contributions you made to the team and the project.
5. Do ONE of the following:
   1. Write a report of 250 to 300 words about how the education you receive in school will be of value to you in the future and how you will continue to educate yourself in the future.
   2. Write a report of 250 to 300 words about two careers that interest you and how specific classes and good scholarship in general will help you achieve your career goals.

   *If you are home-schooled or your school environment does not include a principal, you may obtain a note from a counterpart such as your parent.

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Scouting Heritage Merit Badge

1. Discuss with your counselor the life and times of Lord Baden-Powell of Gilwell. Explain why he felt a program like Scouting would be good for the young men of his day. Include in your discussion how Scouting was introduced in the United States, and the origins of Boy Scouting and Cub Scouting under Baden-Powell.
   
2. Do the following:
   
   1. Give a short biographical sketch of any TWO of the following, and tell of their roles in how Scouting developed and grew in the United States prior to 1940.
      
      1. Daniel Carter Beard
         
      2. William D. Boyce
         
      3. Waite Phillips
         
      4. Ernest Thompson Seton
         
      5. James E. West
         
   2. Discuss the significance to Scouting of any TWO of the following:
      
      1. Brownsea Island
         
      2. The First World Scout Jamboree
         
      3. Boy Scout Handbook
         
      4. Boys’ Life magazine
         
3. Discuss with your counselor how Scouting’s programs have developed over time and been adapted to fit different age groups and interests (Cub Scouting, Boy Scouting, Exploring, Venturing).
   
4. Do ONE of the following:
   
   1. Attend either a BSA national jamboree, OR world Scout jamboree, OR a national BSA high-adventure base. While there, keep a journal documenting your day-to-day experiences. Upon your return, report to your counselor what you did, saw, and learned. You may include photos, brochures, and other documents in your report.
      
   2. Write or visit the National Scouting Museum in Irving, Texas.* Obtain information about this facility. Give a short report on what you think the role of this museum is in the Scouting program.
      • *If you visit the BSA’s national traveling tour, Adventure Base 100, in 2010, you may use this experience to fulfill requirement 4b. Visit www.adventurebase100.org (with your parent’s permission) for the schedule and for more information.
        
5. Learn about the history of your unit or Scouting in your area. Interview at least two people (one from the past and one from the present) associated with your troop. These individuals could be adult unit leaders, Scouts, troop committee members, or representatives of your troop’s chartered organization. Find out when your unit was originally chartered. Create a report of your findings on the history of your troop, and present it to your patrol or troop or at a court of honor, and then add it to the troop’s library. This presentation could be in the form of an oral/written report, an exhibit, a scrapbook, or a computer presentation such as a slide show.
6. Make a collection of some of your personal patches and other Scouting memorabilia. With their permission, you may include items borrowed from family members or friends who have been in Scouting in the past, or you may include photographs of these items. Show this collection to your counselor, and share what you have learned about items in the collection. (There is no requirement regarding how large or small this collection must be.)
   
7. Reproduce the equipment for an old-time Scouting game such as those played at Brownsea Island. You may find one on your own (with your counselor’s approval), or pick one from the Scouting Heritage merit badge pamphlet. Teach and play the game with other Scouts.
8. Interview at least three people (different from those you interviewed for requirement 5) over the age of 50 who were Scouts. Find out about their Scouting experiences. Ask about the impact that Scouting has had on their lives. Share what you learned with your counselor.

Scuba Diving Merit Badge

1. Do the following:
   1. Show that you know first aid for injuries or illnesses that could
      occur while scuba diving, including hypothermia, hyperventilation,
      squeezes, decompression illness, nitrogen narcosis, motion
      sickness, fatigue, overexertion, heat reactions, dehydration,
      injuries by aquatic life, and cuts and scrapes.
   2. Identify the conditions that must exist before performing CPR
      on a person, and explain how to recognize such conditions.
      Demonstrate the proper technique for performing CPR using
      a training device approved by your counselor.
2. Before completing requirements 3 through 6, earn the Swimming
   merit badge.
3. Discuss the Scuba Diver’s Code with your merit badge counselor,
   and explain the importance of each guideline to a scuba diver’s safety.
4. Earn an Open Water Diver Certification from a scuba organization
   recognized by the Boy Scouts of America scuba policy.
5. Explain what an ecosystem is, and describe four aquatic ecosystems
   a diver might experience.
6. Find out about three career opportunities in the scuba industry. 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.

Sculpture Merit Badge

1. Explain to your counselor the precautions that must be followed for the safe use and operation of a sculptor's tools, equipment, and other materials.
2. Do TWO of the following:
   1. Model in clay a life-sized human head. Then sculpt in modeling clay (such as Plastine or Sculpey) or carve/rasp in wood or soft stone a small-scale model of an animal or person. Explain to your counselor the method and tools you used to sculpt the figure.
   2. Make a plaster mold of a fruit or vegetable. In this mold make a copy of the fruit or vegetable. Explain to your counselor the method and tools you used to make the copy.
   3. With your parent's permission and your counselor's approval, visit a museum, art exhibit, art gallery, artists' co-op, or artist's studio. After your visit, share with your counselor what you have learned. Discuss the importance of visual arts and how it strengthens social tolerance and helps stimulate cultural, intellectual, and personal development.
3. Find out about career opportunities in sculpture. 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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Shotgun Shooting Merit Badge

1. Do the following:
   1. Explain why BB and pellet air guns must always be treated with the same respect as firearms.
   2. Describe how you would react if a friend visiting your home asked to see your or your family's firearm(s).
   3. Explain the need for and use and types of eye and hearing protection.
   4. Explain the main points of the laws for owning and using guns in your community and state.
   5. Explain how hunting is related to the wise use of renewable wildlife resources.
   6. Successfully complete a state hunter education course, or obtain a copy of the hunting laws for your state, then do the following:
      1. Explain the main points of hunting laws in your state and give any special laws on the use of guns or ammunition, and
      2. List the kinds of wildlife that can be legally hunted in your state.
   7. Explain to your counselor the proper hygiene guidelines used in shooting.
   8. Identify and explain three shotgun sports. Identify places in your community where you could shoot these sports and explain how you can join or be a part of shooting sports activities.
   9. Give your counselor a list of sources that you could contact for information on firearms and their use.
2. Do ONE of the following options:
   
   OPTION A: SHOTGUN SHOOTING (Modern Shotshell Type)
   
   1. Identify the principal parts of a shotgun, action types, and how they function.
   2. Identify and demonstrate the rules for safely handling a shotgun.
   3. Demonstrate how to handle shotguns in a safe manner.
   4. Identify the parts of a shotgun shell and their functions.
   5. Identify the various gauges of shotguns. Explain which one you would use and why.
   6. Identify and demonstrate the fundamentals of safely shooting a shotgun. Explain what a misfire, hangfire, and squib fire are, and explain the procedures to follow in response to each.
   7. Identify and explain each rule for safely shooting a shotgun.
   8. Demonstrate the knowledge, skills, and attitude necessary to safely shoot moving targets, using the fundamentals of shotgun shooting.
   9. Identify the materials needed to clean a shotgun.
   10. Demonstrate how to clean a shotgun properly and safely.
   11. Discuss what points you would consider in selecting a shotgun.
   12. Shooting score required. - Hit at least 12 out of 25 targets (48 percent) in two 25-target groups. The two groups need not be shot in consecutive order.

   Shooting skill rules:

   • Targets may be thrown by a hand trap, manual mechanical trap, or on any trap or skeet field. Note: If using a hand trap or manual mechanical trap, the trap operator should be at least 5 feet to the right and 3 feet to the rear of the shooter. If throwing left-handed with a hand trap the trap operator should be at least 5 feet to the left and 3 feet to the rear of the shooter.
   • All targets should be thrown at a reasonable speed and in the same direction.
   • Targets should be generally thrown so as to climb in the air after leaving the trap.
   • Scores may be fired at any time, either in formal competition or in practice.
   • Any gauge shotgun not exceeding 12 gauge may be used.
   • Standard clay targets customarily used for trap and skeet are to be used.
   • Any ammunition, either factory or hand loaded, may be used.
   • Shooters must shoot in rounds of 25. Rounds need not be shot continuously or on the same day (the term ‘round’ refers to a single series of 25 shots).
   • If using a trap field, shoot station 3 with traps set to throw straightaway targets.
   • If using a skeet field, shoot station 7 low house.

    

   
   OPTION B: MUZZLE-LOADING SHOTGUN SHOOTING
   
   1. Discuss a brief history of the development of the muzzle-loading shotgun.
   2. Identify principal parts of percussion and flintlock shotguns and discuss how they function.
   3. Demonstrate and discuss the safe handling rules of a muzzle-loading shotgun.
   4. Identify the various grades of black powder and their proper and safe use.
   5. Discuss proper safety procedures pertaining to black powder use and storage.
   6. Discuss proper components of a load.
   7. Identify proper procedures and accessories used for safely loading a muzzle-loading shotgun.
   8. Demonstrate the knowledge, skills, and attitude necessary to safely shoot a muzzle-loading shotgun on a range, including range procedures. Explain what a misfire, hangfire, and squib fire are, and explain the procedures to follow in response to each.
   9. Shoot a moving target with a muzzle-loading shotgun using the five fundamentals of firing the shot.
   10. Identify the materials needed to clean a muzzle-loading shotgun properly and safely.
   11. Demonstrate how to clean a muzzle-loading shotgun safely, and how to clear a muzzle-loading shotgun's failure to fire and explain or demonstrate proper correction procedures.
   12. Identify the causes of a muzzle-loading shotgun's failure to fire and explain or demonstrate proper preventative procedures.
   13. Discuss what points you would consider in selecting a muzzle-loading shotgun.
   14. Shooting score required. : Hit at least 5 out of 15 targets in two 15-target groups. The two groups need not be shot in consecutive order.

   Shooting skill rules:

   • Targets may be thrown by a hand trap, manual mechanical trap, or on any trap or skeet field. Note: if using a hand trap or manual mechanical trap, the trap operator should be at least 5 feet to the right and 3 feet to the rear of the shooter. If throwing left-handed with a hand trap the trap operator should be at least 5 feet to the left and 3 feet to the rear of the shooter.
   • All targets should be thrown at a reasonable speed and in the same direction.
   • Targets should be generally thrown so as to climb in the air after leaving trap.
   • Scores may be fired at any time, either in formal competition or in practice.
   • Any gauge shotgun not exceeding 10 gauge may be used.
   • Standard clay targets customarily used for trap and skeet are to be used.
   • On a standard trap field, the shooter should be positioned 8 yards behind the trap house. The trap should be set to throw only straightaway targets.
   • If using a skeet field, shoot station 7 low house.

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Skating Merit Badge

1. Show that you know first aid for injuries or illnesses that may occur while skating, including hypothermia, frostbite, lacerations, abrasions, fractures, sprains and strains, blisters, heat reactions, shock, and cardiac arrest.
2. Complete ALL of the requirements for ONE of the following options.

   Ice Skating

   1. Do the following:
      1. Give general safety and courtesy rules for ice skating. Discuss preparations that must be taken when skating outdoors on natural ice. Explain how to make an ice rescue.
      2. Discuss the parts and functions of the different types of ice skates.
      3. Describe the proper way to carry ice skates.
      4. Describe how to store skates for long periods of time, such as seasonal storage.
   2. Do the following:
      1. Skate forward at least 40 feet and come to a complete stop. Use either a two-footed snowplow stop or a one-footed snowplow stop.
      2. After skating forward, glide forward on two feet, then on one foot, first right and then left.
      3. Starting from a T position, stroke forward around the test area, avoiding the use of toe picks if wearing figure skates.
   3. Do the following:
      1. Glide backward on two feet for at leaast two times the skater's height.
      2. Skate backward for at least 20 feet on two skates.
      3. After gaining forward speed, glide forward on two feet, making a turn of 180 degrees around a cone, first to the right and then to the left.
   4. Do the following:
      1. Perform a forward shoot-the-duck until you’re nearly stopped. Rise while still on one foot.
      2. Perform forward crossovers in a figure eight pattern.
      3. Take part in a relay race.
      4. Perform a hockey stop.

   Roller Skating

   1. Do the following:
      1. Give general safety and etiquette rules for roller skating.
      2. Discuss the parts and functions of the roller skate.
      3. Describe five essential steps to good skate care.
   2. Do the following:
      1. Skate forward with smooth, linked strokes on two feet for at least 100 feet in both directions around the rink and demonstrate proper techniques for stopping.
      2. Skate forward and glide at least 15 feet on one skate, then on the other skate.
   3. Do the following:
      1. Perform the crosscut.
      2. Skate backward for at least 40 feet on two skates, then for at least 15 feet on one skate.
      3. Skate forward in a slalom pattern for at least 40 feet on two skates, then for at least 20 feet on one skate.
      4. Skate backward in a slalom pattern for at least 15 feet on two skates.
   4. Do the following:
      1. Shuttle skate once around the rink, bending twice along the way without stopping.
      2. Perform a widespread eagle.
      3. Perform a mohawk.
      4. Perform a series of two consecutive spins on skates, OR hop, skip, and jump on skates for at least 10 feet.
   5. Do the following:
      1. Race on a speed track, demonstrating proper technique in starting, cornering, passing, and pacing.
      2. Perform the limbo under a pole placed at least chest-high OR shoot-the-duck under a waist-high pole and rise while still on one foot.
      3. Perform the stepover.
      4. While skating, dribble a basketball the length of the floor, then return to your starting position, OR push a hockey ball with a stick around the entire rink in both directions.

   In-Line Skating

   1. Do the following:
      1. Give general and in-line skating safety rules and etiquette.
      2. Describe the parts and functions of the in-line skate.
      3. Describe the required and recommended safety equipment.
      4. Describe four essential steps to good skate care.
   2. Do the following:
      1. Skate forward with smooth, linked strokes on two feet for at least 100 feet.
      2. Skate forward and glide at least 15 feet on one skate, then on the other skate.
      3. Stop on command on flat pavement using the heel brake.
   3. Do the following:
      1. Perform the forward crossover.
      2. Perform a series of forward, linked swizzles for at least 40 feet.
      3. Skate backward for at least 40 feet in a series of linked, backward swizzles.
      4. From a b pace, perform a lunge turn around an object predetermined by your counselor.
      5. Perform a mohawk.
   4. Do the following:
      1. Perform a series of at least four one-footed downhill slaloms on pavement with a gentle slope.
      2. Describe how to pass a pedestrian or another skater from behind.
      3. Describe at least three ways to avoid an unforeseen obstacle while skating.
      4. Describe two ways to get on and off a curb, and demonstrate at least one of these methods.

Small Boat Sailing Merit Badge

1. Do the following:
   1. Explain first aid for injuries or illnesses that could occur while small-boat sailing, including hypothermia, dehydration, heat reactions, motion sickness, cuts, scratches, abrasions, contusions, puncture wounds, and blisters.
   2. Identify the conditions that must exist before performing CPR on a person, and explain how to recognize such conditions. Demonstrate proper technique for performing CPR using a training device approved by your counselor.
2. Before doing the following requirements, successfully complete the BSA swimmer test.
3. Describe the boat you will be using for the sailing requirement, naming all of the major parts and the function of those parts.*
4. Before going afloat, do the following:
   1. Discuss the nine points of the BSA Safety Afloat plan.
   2. Explain the rules of the road in general and any specific rules or laws that apply to your area or state.
   3. Explain how water conditions, the hazards of weather, and heavy winds can affect both- safety and performance in sailing.
   4. Discuss the warning signs of inclement weather and what to do should heavy winds develop or a storm approach.
   5. Prepare a typical float plan.
   6. Discuss the proper clothing, footwear, and personal gear required for small-boat sailing in warm weather and in cool weather. Explain how choosing the proper clothing, footwear, and personal gear will help keep you comfortable and safe while sailing.
5. Discuss with your counselor how to identify the wind direction and wind indicators. Explain the importance of this task before setting sail.
6. Following the BSA Safety Afloat plan, show that you and a buddy can sail a boat properly. Do the following:
   1. Prepare a boat for sailing, including a safety inspection.
   2. Get underway from a dock, mooring, or beach.
   3. Properly set sails for a round-trip course approved by your counselor that will include running, beating, and reaching-the basic points of sail. While sailing, demonstrate good helmsmanship skills.
   4. Change direction by tacking; change direction by jibing.
   5. Demonstrate getting out of irons.
   6. Demonstrate the safety position.
   7. Demonstrate capsize procedures and. the rescue of a person overboard.§
   8. Demonstrate the procedure to take after running aground.
   9. Upon returning to the dock, mooring, or beach, properly secure all equipment, furl or stow sails, and prepare the craft for unattended docking or beaching overnight or longer.
7. Demonstrate a working knowledge of marlinespike seamanship. Do the following:
   1. Show how to tie a square (reef) knot, clove hitch, two half hitches, bowline, cleat hitch, and figure-eight knot. Demonstrate the use of each.
   2. Show how to heave a line, coil a line, and fake down a line.
   3. Discuss the kinds of lines used on sailboats and the types of fibers used in their manufacture. Explain the advantages and disadvantages of each.
8. Describe how you would care for and maintain a sailboat and its gear throughout the year.
9. With your counselor, review sailing terminology and the points of sail. Discuss various types of sailboats in use today and explain their differences.

*The skill demonstrated on any boat available to the Scout; sailboards are not acceptable. While no specific sail plan is recommended, it is suggested that the craft be smaller than 20 feet. The boat must be capsizable and have the capability of sailing to windward.

§ Capsize procedures should be conducted under the close supervision of the counselor. A rescue boat should be standing by to assist, if necessary, and to tow the capsized craft to shore. Self-bailing boats are acceptable for this requirement. Extreme care should be taken to avoid personal injury and damage to the boat or equipment.

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Snow Sports Merit Badge

1. Discuss winter sports safety, and show that you know first aid for injuries or illnesses that could occur while skiing or riding, including hypothermia, frostbite, shock, dehydration, sunburn, fractures, bruises, sprains, and strains. Tell how to apply splints.
2. Explain why every skier or snowboarder should be prepared to render first aid in the event of an accident.
3. Explain the procedure used to report an accident to the local ski patrol for the area where you usually ski or ride.
4. Do EACH of the following:
   1. Tell the meaning of the Your Responsibility Code for skiers and snowboarders. Explain why each rider must follow this code.
   2. Explain the Smart Style safety program. Tell why it is important and how it applies to skiers and snowboarders in terrain parks and pipes.
   3. Explain the precautions pertaining to avalanche safety, including the responsibility of individuals regarding avalanche safety.
   4. Tell the meaning of the Wilderness Use Policy. Explain why each skier and snowboarder must adopt this policy.
5. Complete ALL of the requirements for ONE of the following options: downhill (Alpine) skiing or cross-country (Nordic) or snowboarding.

   Downhill (Alpine) Skiing

   1. Show how to use and maintain your own release bindings and explain the use of two others. Explain the international DIN standard and what it means to skiers.
   2. Explain the American Teaching System and a basic snow-skiing progression.
   3. Name the major ski organizations in the United States and explain their functions.
   4. Discuss the five types of Alpine skis. Demonstrate two ways to carry skis and poles safely and easily.
   5. Explain the importance of strength, endurance, and flexibility in downhill skiing. Demonstrate exercises and activities you can do to get fit for skiing.
   6. Present yourself properly clothed and equipped for downhill skiing. Discuss how the clothing you have chosen will keep you warm and protected.
   7. Demonstrate how to ride one kind of lift and explain how to ride two others.
   8. Explain the international trail-marking system.
   9. On a gentle slope, demonstrate some of the beginning maneuvers learned in skiing. Include the straight run, gliding wedge, wedge stop, sidestep, and herringbone maneuvers.
   10. On slightly steeper terrain, show linked wedge turns.
   11. On a moderate slope, demonstrate five to 10 christies.
   12. Make a controlled run down an intermediate slope and demonstrate the following:
       1. Short-, medium-, and long-radius parallel turns
       2. A sideslip and safety (hockey) stop to each side
       3. Traverse across a slope
   13. Demonstrate the ability to ski in varied conditions, including changes in pitch, snow conditions, and moguls. Maintain your balance and ability to turn.

   Cross-Country (Nordic) Skiing

   1. Show your ability to select, use, and repair, if necessary, the correct equipment for ski touring in safety and comfort.
   2. Discuss classical and telemark skis. Demonstrate two ways to carry skis safely and easily.
   3. Discuss the basic principles of waxing for cross-country ski touring.
   4. Discuss the differences between cross-country skiing, ski touring, ski mountaineering, and downhill skiing.
   5. Explain the importance of strength, endurance, and flexibility in cross-country skiing. Demonstrate exercises and activities you can do to get fit for skiing.
   6. List items you would take on a one-day ski tour.
   7. Present yourself properly clothed and equipped for a one-day ski tour. Discuss the correct use of your clothing and equipment, and how the clothing you have chosen will keep you warm and protected.
   8. Demonstrate the proper use of a topographic map and compass.
   9. Show a degree of stamina that will enable you to keep up with an average ski-touring group your age.
   10. On a gentle, packed slope, show some basic ways to control speed and direction. Include the straight run, traverse, sideslip, step turn, wedge stop, and wedge turn maneuvers.
   11. On a cross-country trail, demonstrate effective propulsion by showing proper weight transfer from ski to ski, pole timing, rhythm, flow, and glide.
   12. Demonstrate your ability, on a tour, to cope with an average variety of snow conditions.
   13. Demonstrate several methods of dealing with steep hills or difficult conditions. Include traverses and kick turns going uphill and downhill, sidesteps, pole drag, and ski-pole "glissade."

   Snowboarding

   1. Discuss forward-fall injuries. Tell about prevention and what action must be taken in the event of any type of injury or accident.
   2. Do the following:
      1. Demonstrate your ability to select the correct equipment for snowboarding and to use it for safety and comfort.
      2. Present yourself properly clothed and equipped for snowboarding. Discuss how the clothing you have chosen will keep you warm and protected.
   3. Show how to use and maintain your own bindings, and explain the use of the different binding methods. Explain the need for leashes.
   4. Discuss the four types of snowboards. Demonstrate how to carry a snowboard easily and safely.
   5. Demonstrate exercises and activities that will get you fit for snowboarding.
   6. Demonstrate how to ride one kind of lift and explain how to ride two others.
   7. Explain the international trail-marking system.
   8. Demonstrate the basic principles of waxing a snowboard.
   9. Do the following:
      1. On a gentle slope, demonstrate beginning snowboarding maneuvers. Show basic ways to control speed and direction. Include the sideslipping maneuver.
      2. On slightly steeper terrain, show traversing.
   10. On a moderate slope, demonstrate an ollie, a nose-end grab, and a wheelie.
   11. Make a controlled run down an intermediate slope and demonstrate the following:
       1. Skidded, carved, and jump turns
       2. Stops
       3. Riding fakie
   12. Demonstrate your ability to ride in varied conditions, including changes in pitch, snow conditions, and moguls. Maintain your balance and ability to turn.
   13. Name the major snowboarding organizations in the United States and explain their functions.

Soil and Water Conservation Merit Badge

1. Do the following:
   1. Tell what soil is. Tell how it is formed.
   2. Describe three kinds of soil. Tell how they are different.
   3. Describe the three main plant nutrients in fertile soil. Tell how they can be put back when used up.
2. Do the following:
   1. Define soil erosion.
   2. Tell why soil conservation is important. Tell how it affects you.
   3. Name three kinds of soil erosion. Describe each.
   4. Take pictures of or draw two kinds of soil erosion.
3. Do the following:
   1. Tell what is meant by conservation practices.
   2. Describe the effect of three kinds of erosion-control practices.
   3. Take pictures or draw three kinds of erosion-control practices.
4. Do the following:
   1. Explain what a watershed is.
   2. Outline the smallest watershed that you can find on a contour map.
   3. Outline, as far as the map will allow, the next larger watershed which also has the smaller one in it.
   4. Explain what a river basin is. Tell why all people living in a river basin should be concerned about land and water use in the basin.
5. Do the following:
   1. Make a drawing to show the hydrologic cycle.
   2. Demonstrate at least two of the following actions of water in relation to soil: percolation, capillary action, precipitation, evaporation, transpiration.
   3. Explain how removal of vegetation will affect the way water runs off a watershed.
   4. Tell how uses of forest, range, and farmland affect usable water supply.
   5. Explain how industrial use affects water supply.
6. Do the following:
   1. Tell what is meant by water pollution.
   2. Describe common sources of water pollution and explain the effects of each.
   3. Tell what is meant by 'primary water treatment', 'secondary waste treatment', and 'biochemical oxygen demand'.
   4. Make a drawing showing the principles of complete waste treatment.
7. Do TWO of the following:
   1. Make a trip to two of the following places. Write a report of more than 500 words about the soil and water and energy conservation practices you saw.
      1. An agricultural experiment.
      2. A managed forest or woodlot, range, or pasture.
      3. A wildlife refuge or a fish or game management area.
      4. A conservation-managed farm or ranch.
      5. A managed watershed.
      6. A waste-treatment plant.
      7. A public drinking water treatment plant.
      8. Industry water use installation.
      9. Desalinization plant.
   2. Plant 100 trees, bushes and/or vines for a good purpose.
   3. Seed an area of at least one-fifth acre for some worthwhile conservation purpose, using suitable grasses or legumes alone or in a mixture.
   4. Study a soil survey report. Describe the things in it. Using tracing paperand pen, trace over any of the soil maps; and outline an area with three or more different kinds of soil. List each kind of soil by full name and map symbol.
   5. Make a list of places in your neighborhood, camps, school ground, or park having erosion, sedimentation, or pollution problems. Describe how these could be corrected through individual or group action.
   6. Carry out any other soil and water conservation project approved by your merit badge counselor.

Space Exploration Merit Badge

1. Tell the purpose of space exploration and include the following:
   1. historical reasons,
   2. immediate goals in terms of specific knowledge,
   3. benefits related to Earth resources, technology, and new products.
2. Design a collector's card, with a picture on the front and information on the back, about your favorite space pioneer. Share your card and discuss four other space pioneers with your counselor.
3. Build, launch, and recover a model rocket.* Make a second launch to accomplish a specific objective. (Rocket must be built to meet the safety code of the National Association of Rocketry. See the "Model Rocketry" chapter.) Identify and explain the following rocket parts:
   1. Body tube
   2. Engine mount
   3. Fins
   4. Igniter
   5. Launch lug
   6. Nose cone
   7. Payload
   8. Recovery system
   9. Rocket engine
4. Discuss and demonstrate each of the following:
   1. The law of action-reaction
   2. How rocket engines work
   3. How satellites stay in orbit
   4. How satellite pictures of Earth and pictures of other planets are made and transmitted
5. Do TWO of the following:
   1. Discuss with your counselor an unmanned space exploration mission and an early manned mission. Tell about each mission's major discoveries, its importance, and what we learned from it about the planets, moons, or regions of space explored.
   2. Using magazine photographs, news clippings, and electronic articles (such as from the Internet), make a scrapbook about a current planetary mission.
   3. Design an unmanned mission to another planet or moon that will return samples of its surface to Earth. Name the planet or moon your spacecraft will visit. Show how your design will cope with the conditions of the planet's or moon's environment.
6. Describe the purpose and operation of ONE of the following:
   1. Space shuttle
   2. International Space Station
7. Design an inhabited base on the Moon or Mars. Make drawings or a model of your base. In your design, consider and plan for the following:
   1. Source of energy
   2. How it will be constructed
   3. Life-support system
   4. Purpose and function.
8. Discuss with your counselor two possible careers in space exploration that interest you. Find out the qualifications, education, and preparation required and discuss the major responsibilities of those positions.

* If local laws prohibit the launching of model rockets, do the following activity: Make a model of a NASA rocket. Explain the functions of the parts. Give the history of the rocket.

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Sports Merit Badge

1. Show that you know first aid for and how to prevent injuries or illnesses that could occur while playing sports, including sprains, strains, contusions, abrasions, fractures, blisters, muscle cramps, dehydration, heat and cold reactions, injured teeth, nausea, and suspected injuries to the head, neck, and back.
2. Explain the importance of the following:
   1. The importance of the physical exam
   2. The importance of maintaining good health habits for life (such as exercising regularly), and how the use of tobacco products, alcohol, and other harmful substances can negatively affect your health and your performance in sports activities.
   3. The importance of maintaining a healthy diet
3. Discuss the following:
   1. The importance of warming up and cooling down
   2. The importance of weight training
   3. What an amateur athlete is and the differences between an amateur and a professional athlete
   4. The attributes (qualities) of a good sport, the importance of sportsmanship, and the traits of a good team leader and player who exhibits Scout spirit on and off the playing field
4. Take part for one season (or four months) as a competitive individual or as a member of an organized team in TWO of the following sports: baseball, basketball, bowling, cross-country, field hockey, football, ice hockey, lacrosse, soccer, softball, table tennis, tennis, volleyball, water polo. Your counselor may approve in advance other recognized sports, but not any sport that is restricted and not authorized by the Boy Scouts of America. Then with your chosen sports do the following:
   1. Give the rules and etiquette for the two sports you picked.
   2. List the equipment needed for the two sports you chose. Describe the protective equipment and appropriate clothing (if any) and explain why it is needed.
   3. Draw diagrams of the playing areas for your two sports.
5. With guidance from your counselor, establish a personal training program suited to the activities you chose for requirement 4. Then do the following:
   1. Organize a chart to track your training, practice, and development in these sports for one season (or four months).
   2. Demonstrate proper technique for your two chosen sports.
   3. At the end of the season, share your completed chart with your counselor and discuss how your participation in the sports you chose has affected you mentally and physically.

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Stamp Collecting Merit Badge

1. Do the following:
   1. Discuss how you can better understand people, places, institutions, history, and geography as a result of collecting stamps.
   2. Briefly describe some aspects of the history, growth, and development of the United States postal system. Tell how it is different from postal systems in other countries.
2. Define topical stamp collecting. Name and describe three other types of stamp collections.
3. Show at least ONE example of each of the following:
   1. Perforated and imperforate stamps
   2. Mint and used stamps
   3. Sheet, booklet, and coil stamps
   4. Numbers on plate block, booklet, coil, or marginal markings
   5. Overprint and surcharge
   6. Metered mail
   7. Definitive, commemorative, semipostal, and airmail stamps
   8. Cancellation and postmark
   9. First day cover
   10. Postal stationery (aerogramme, stamped envelope, and postal card)
4. Do the following:
   1. Demonstrate the use of ONE standard catalog for several different stamp issues. Explain why catalog value can vary from the corresponding purchase price.
   2. Explain the meaning of the term condition as used to describe a stamp. Show examples that illustrate the different factors that affect a stamp's value.
5. Demonstrate the use of at least THREE of the following stamp collector's tools:
   1. Stamp tongs
   2. Water and tray
   3. Magnifiers
   4. Hinges and stamp mounts
   5. Perforation gauge
   6. Glassine envelopes and cover sleeves
   7. Watermark fluid
6. Do the following:
   1. Show a stamp album and how to mount stamps with or without hinges. Show at least ONE page that displays several stamps.
   2. Discuss at least THREE ways you can help to preserve stamps, covers, and albums in first-class condition.
7. Do at least TWO of the following:
   1. Design a stamp, cancellation, or cachet.
   2. Visit a post office, stamp club, or stamp show with an experienced collector. Explain what you saw and learned.
   3. Write a review of an interesting article from a stamp newspaper, magazine, book, or web site (with your parent's permission).
   4. Research and report on a famous stamp-related personality or the history behind a particular stamp.
   5. Describe the steps taken to produce a stamp. Include the methods of printing, types of paper, perforation styles, and how they are gummed.
   6. Prepare a two- to three-page display involving stamps. Using ingenuity, as well as clippings, drawings, etc., tell a story about the stamps and how they relate to history, geography, or a favorite topic of yours.
8. Mount and show, in a purchased or homemade album, ONE of the following:
   1. A collection of 250 or more different stamps from at least 15 countries.
   2. A collection of a stamp from each of 50 different countries, mounted on maps to show the location of each.
   3. A collection of 100 or more different stamps from either one country or a group of closely related countries.
   4. A collection of 75 or more different stamps on a single topic. (Some interesting topics are Scouting, birds, insects, the Olympics, sports, flowers, animals, ships, holidays, trains, famous people, space, and medicine, etc.) Stamps may be from different countries.
   5. A collection of postal items discovered in your mail by monitoring over a period of 30 days. Include at least five different types listed in requirement 3.

Surveying Merit Badge

1. Show that you know first aid for the types of injuries that could occur while surveying, including cuts, scratches, snakebite, insect stings, tick bites, heat and cold reactions, and dehydration. Explain to your counselor why a surveyor should be able to identify the poisonous plants and poisonous animals that are found in your area.
2. Find and mark the corners of a five-sided lot that has been laid out by your counselor to fit the land available. Set an instrument over each of the corners and record the angle turned between each line and the distance measured between each corner, as directed by your counselor. With the assistance of the counselor, compute the error of closure from the recorded notes. The error of closure must not be more than 5 feet. From the corners, take compass readings or turn angles to trees, shrubs, and rocks and measure to them. All measurements should be made using instruments, methods, and accuracies consistent with current technology.
3. From the field notes gathered for requirement 2, draw to scale a map of your survey. Submit a neatly drawn copy.
4. Write a metes and bounds description for the five-sided lot in requirement 2.
5. Use one of the corner markers from requirement 2 as a benchmark with an assumed elevation of 100 feet. Using a level and rod, determine the elevation of the other four corner markers.
6. Get a copy of the deed to your property, or a piece of property assigned by your counselor, from the local courthouse or title agency.
7. Tell what GPS is; discuss with your counselor the importance of GPS and how it is changing the field of surveying.
8. Discuss the importance of surveying with a licensed surveyor. Also discuss the various types of surveying and mapping, and applications of surveying technology to other fields. Discuss career opportunities in surveying and related fields. Discuss qualifications and preparation for such a career.

Textile Merit Badge

1. Discuss with your merit badge counselor the importance of textiles. In your discussion define the terms fiber, fabric and textile. Give examples of textiles you use every day.
2. Do the following:
   1. Get swatches of two natural-fiber fabrics (100 percent cotton, linen, wool or silk; no blends). Get swatches of two synthetic-fiber fabrics (nylon, polyester, acrylic, olefin, or spandex). Get a sample of one cellulosic fabric (rayon, acetate or lyocell).
   2. Give the origin, major characteristics, and general content of each type of fiber obtained for 2(a). Explain the difference between a cellulosic manufactured fiber and a synthetic manufactured fiber.
   3. Describe the main steps in making raw fiber into yarn, and yarn into fabric.
   4. Assume you will soon buy a new garment or other textile item. Tell your counselor what fiber or blend of fibers you want the item to be, and give reasons for your choice.
3. Do TWO of the following:
   1. Visit a textile plant, textile products manufacturer or textile school or college. Report on what you saw and learned.
   2. Weave a belt, headband, place mat, or wall hanging. Use a simple loom that you have made yourself.
   3. With a magnifying glass, examine a woven fabric, a nonwoven fabric, and a knitted fabric. Sketch what you see. Explain how the three constructions are different.
   4. Make a piece of felt.
   5. Make two natural dyes and use them to dye a garment or a piece of fabric.
   6. Waterproof a fabric.
   7. Demonstrate how to identify fibers, using a microscope identification or the breaking test.
4. Explain the meaning of 10 of the following terms: warp, harness, heddle, shed, aramid, spandex, sliver, yarn, spindle, distaff, loom, cellulose, sericulture, extrusion, carbon fibers, spinneret, staple, worsted, nonwoven, greige goods.
5. List the advantages and disadvantages of natural plant fibers, natural animal fibers, cellulosic manufactured fibers, and synthetic manufactured fibers. Identify and discuss at least four ecological concerns regarding the production and care of textiles.
6. Explain to your merit badge counselor, either verbally or in a written report, five career possibilities in the textile industry. Tell about two positions that interest you the most and the education, cost of training, and specific duties those positions require.

Theater Merit Badge

1. See or read three full-length plays or scripts. These can be from the stage, movies, or television. Write a review of each. Comment on the story, acting, and staging.
2. Write a one-act play that will take at least eight minutes to perform. The play must have a main character, conflict, and a climax.
3. Do THREE of the following:
   1. Act a major part in a full-length play; or act a part in three one-act plays.
   2. Direct a play. Cast, rehearse, and stage it. The play must be at least 10 minutes long.
   3. Design the set for a play or a production of a circus. Make a model of it.
   4. Design the costumes for five characters in one play set in a time before 1900.
   5. Show skill in stage makeup. Make up yourself or a friend as an old man, a clown, an extraterrestrial, or a monster as directed.
   6. Help with the building of scenery for one full-length or two one-act plays.
   7. Design the lighting for a play; or handle the lighting for a play under guidance.
4. Mime or pantomime any ONE of the following chosen by your counselor.
   1. You have come into a large room. It is full of pictures, furniture, other things of interest.
   2. As you are getting on a bus, your books fall into a puddle. By the time you pick them up, the bus has driven off.
   3. You have failed a school test. You are talking with your teacher who does not buy your story.
   4. You are at a camp with a new Scout. You try to help him pass a cooking test. He learns very slowly.
   5. You are at a banquet. The meat is good. You don't like the vegetable. The dessert is ice cream.
5. Explain the following: proscenium arch, central or arena staging, spotlight, floodlight, flies, center stage, stage right, stage left, stage brace, stage crew, cyclorama, portal, sound board.
6. Do two short entertainment features that you could give either alone or with others for a troop meeting or campfire.

Traffic Safety Merit Badge

1. Do the following:
   1. Describe the top 10 mistakes new drivers frequently make. Name the two items you are required by law to carry with you whenever you operate a motor vehicle.
   2. Describe how alcohol and other drugs affect the human body and why a person should never drink and drive, or drive while under the influence of any mind-altering substances, including prescription drugs, cold medications, and illicit drugs. For the state where you live, find out what is the legal blood alcohol concentration and the consequences for driving while intoxicated or driving under the influence. Find out what the open-container law is in your state.
   3. Describe at least four factors to be considered in the design of a road or highway. Explain how roadside hazards and road conditions contribute to the occurrence and seriousness of traffic crashes.
   4. Explain why a driver who is fatigued or distracted should not operate a motor vehicle. List five common distractions, explain how driver distractions contribute to traffic accidents, and tell how drivers can minimize distractions. Describe how volunteer drivers can plan to be alert when transporting Scouting participants.
2. Do the following:
   1. Demonstrate how to properly wear a lap or shoulder belt. Explain why it is important for drivers and passengers to wear safety belts at all times.
   2. List five safety features found in motor vehicles besides occupant restraint systems. Describe each feature, how each works, and how each contributes to safety.
3. Do the following:
   1. Using your family car or another vehicle, demonstrate that all lights and lighting systems in the vehicle are working. Describe the function and explain why each type of light is important to safe driving.
   2. Using your family car or another vehicle, demonstrate how to check tire pressure and identify the correct tire pressure for the vehicle. Explain why proper tire pressure is important to safe driving.
   3. Demonstrate a method to check for adequate tire tread. Explain why proper tire tread is important to safe driving.
   4. Demonstrate with a smear-and-clear test if the windshield blades will clear the windshield completely or need to be replaced. Describe instances in good and bad weather when windshield washers are important to safe driving.
4. Do the following:
   1. In a location away from traffic hazards, measure with a tape measure : not in a car : and mark off with stakes the distance that a car will travel during the time needed for decision and reaction, and the braking distance necessary to stop a car traveling 30, 50, and 70 miles an hour on dry, level pavement. Discuss how environmental factors such as bad weather and road conditions will affect the distance.
   2. Demonstrate the difference in nighttime visibility between a properly lit bicycle and rider (or a pedestrian) wearing reflective material and a bicycle and rider with no lights (or a pedestrian) dressed in dark clothing, without reflective material.
   3. Explain how color and shape are used to help road users recognize and understand the information presented on traffic and roadway signs. Explain the purpose of different types of signs, signals, and pavement markings.
   4. Describe at least three examples of traffic laws that apply to drivers of motor vehicles and that bicyclists must also obey.
5. Do ONE of the following:
   1. Interview a traffic law enforcement officer in your community to identify what three traffic safety problems the officer is most concerned about. Discuss with your merit badge counselor possible ways to solve one of those problems.
   2. Using the Internet (with your parent's permission), visit five Web sites that cover safe driving for teenagers. As a group, discuss what you learn with your counselor and at least three other teenagers.
   3. Initiate and organize an activity to demonstrate the importance of traffic safety.
   4. Accompanied by an adult and a buddy, pick a safe place to observe traffic at a controlled intersection (traffic signal or stop sign) on three separate days and at three different times of the day, for 30 minutes on each visit. At this intersection, survey (1) such violations as running a red light or stop sign; or (2) seat belt usage. Count the number of violations or number of drivers not wearing a seat belt. Record in general terms if the driver was young or old, male or female. Keep track of the total number of vehicles observed so that you can determine the percentage of compliance vs. violations. Discuss the findings with your merit badge counselor.

Truck Transportation Merit Badge

1. List the major truck lines serving your town.
2. Do the following:
   1. Describe the role of truck transportation within commerce (the movement of goods, funds, and information).
   2. Describe how trucks fit into a company's supply chain. This could be a manufacturer, importer, wholesaler, or retailer.
   3. On paper, map out how goods that are manufactured overseas are transported to a retailer in this country.
3. Describe the difference between the gasoline engine and the diesel engine that power trucks. List the advantages of each.
4. Visit a truck terminal and complete items 4a through 4e. After your visit, share what you have learned with your counselor.
   1. Find out what kind of maintenance program the company follows to help keep its fleet, drivers, and the roadway safe.
   2. Find out how dispatchers maintain communication with drivers on the road.
   3. Talk with a professional truck driver about safety. Learn about the truck driver's rules of the road for safe driving. List five safe-driving rules every professional truck driver must follow.
   4. Review the driver's log and find out what kind of information the log contains.
   5. Learn about important federal regulations that help ensure public safety.
5. Do the following:
   1. Outline the general organization of a trucking company. Describe what each department does.
   2. List five positions with trucking companies and describe each one.
6. Name five government agencies that work closely with the trucking industry. Describe their role.
7. List five different kinds of trucks. Tell the service each provides.
8. Assume that you are going to ship by truck 500 pounds of goods (freight class 65) from your town to another town 500 miles away. Your shipment must arrive within three days. Explain in writing:
   1. How to prepare the shipment
   2. How to compare at least three carriers for time in transit and rates
   3. How to choose which carrier to use
   4. How to insure the shipment for damages
9. Define the following terms: bill of lading, ETA, logbook, intermodal, containers, tariff, shippers, carrier, consignee, drayage, cartage.
10. Learn about opportunities in the field of truck transportation. 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.

Veterinary Medicine Merit Badge

1. Discuss with your counselor the roles a veterinarian plays in the following:
   1. Companion or small animal medicine, and equine medicine
   2. Food animal or large animal medicine
   3. Exotic animal medicine
   4. Marine animal medicine (mammal and fish)
   5. Poultry medicine
   6. Wildlife medicine and aquaculture medicine
2. Discuss with your counselor the roles a veterinarian plays in the following:
   1. Public health medicine and zoonotic disease surveillance and control
   2. The military
   3. Food safety and inspection
   4. Laboratory animal medicine and research
   5. Teaching and government
3. Describe the training required to become a veterinarian. Where is the veterinary medical college nearest you? Describe the prerequisites for applying to veterinary school.
4. Tell your counselor what a registered veterinary technician (R.T.V.) or animal health technician (A.H.T.) is. Describe the training required to become an R.V.T. or A.H.T. Where is the school or facility for R.V.T. or A.H.T training nearest you? Describe the role an R.V.T. or A.H.T. would play in assisting a veterinarian working in three of the practice types listed in requirement 1.
5. Discuss with your merit badge counselor the role a veterinarian plays in the human-animal bond.
6. Do ONE of the following:
   1. Visit a veterinary clinic, hospital, or veterinary referral teaching hospital that does work in one of the practices listed in requirement 1. Spend as much time as you can observing the veterinarians and their staff. Write a report on what you observed and learned at the facility. Share your report with your counselor.
   2. Spend as much time as possible with a veterinarian who works in one of the fields listed in requirement 2. Learn what special training beyond veterinary medical school may have been required for that position. Learn about any special or unusual activities required of this position. Write a report on what you have learned about this field of veterinary medicine. Include in your report how this field serves the needs of the general public. Share your report with your counselor.

Water Sports Merit Badge

1. Show that you know first aid for injuries or illnesses that could occur while participating in water sports, including hypothermia, heatstroke, heat exhaustion, dehydration, sunburn, minor cuts, and blisters.
2. Do the following:
   1. Identify the conditions that must exist before performing CPR on a person. Explain how such conditions are recognized.
   2. Demonstrate proper technique for performing CPR using a training device approved by your counselor.
3. Before doing the following requirements, successfully complete the BSA swimmer test.
4. Do the following:
   1. Discuss the BSA Safety Afloat policy. Tell how it applies to Water Sports.
   2. Name the different types of personal flotation devices (PFDs), and explain when each type should be used. Show how to choose and properly fit a PFD.
   3. Know the Water Sports Safety Code. Promise that you will live up to it and follow it in all water work for this badge. Know the safety precautions that must be used by the boat operator in pulling water-skiers and wakeboarders.
5. Show the following skier signals to the safety observer in the boat: skier safe, faster, slower, turns, back to dock, cut motor, skier in water.
6. Showing reasonable control while using two skis, one ski, or a wakeboard, do EACH of the following:
   1. Show how to enter the water from a boat and make a deepwater start without help.
   2. Show you can cross both wakes four times and return to the center of the wake each time without falling.
   3. Show you can fall properly to avoid an obstacle. Also, show that you can drop handle and coast to a stop without loss of balance.
7. While on shore, show that you know how to properly adjust the bindings on your ski(s) or wakeboard to fit yourself. Then, in deep water, show that you can adjust bindings to fit. Recover and put on your ski(s) or wakeboard that has come off during a fall.

Weather Merit Badge

1. Define meteorology. Explain what weather is and what climate is. Discuss how the weather affects farmers, sailors, aviators, and the outdoor construction industry. Tell why weather forecasts are important to each of these groups.
2. Name five dangerous weather-related conditions. Give the safety rules for each when outdoors and explain the difference between a severe weather watch and a warning. Discuss the safety rules with your family.
3. Explain the difference between high and low pressure systems in the atmosphere. Tell which is related to good and to poor weather. Draw cross sections of a cold front and a warm front showing the location and movements of the cold and warm air, the frontal slope, the location and types of clouds associated with each type of front, and the location of precipitation.
4. Tell what causes wind, why it rains, and how lightning and hail are formed.
5. Identify and describe clouds in the low, middle, and upper levels of the atmosphere. Relate these to specific types of weather.
6. Draw a diagram of the water cycle and label its major processes. Explain the water cycle to your counselor.
7. Define acid rain. Identify which human activities pollute the atmosphere and the effects such pollution can have on people.
8. Do ONE of the following:
   1. Make one of the following instruments: wind vane, anemometer, rain gauge, hygrometer. Keep a daily weather log for 1 week using information from this instrument as well as from other sources such as local radio and television stations or NOAA Weather Radio, and Internet sources (with your parent's permission). Record the following information at the same time every day: wind direction and speed, temperature, precipitation, and types of clouds. Be sure to make a note of any morning dew or frost. In the log, also list the weather forecasts from radio or television at the same time each day and show how the weather really turned out.
   2. Visit a National Weather Service office or talk with a local radio or television weathercaster, private meteorologist, local agricultural extension service officer, or university meteorology instructor. Find out what type of weather is most dangerous or damaging to your community. Determine how severe weather and flood warnings reach the homes in your community.
9. Do ONE of the following:
   1. Give a talk of at least five minutes to a group (such as your unit or a Cub Scout pack) explaining the outdoor safety rules in the event of lightning, flash floods, and tornadoes. Before your talk, share your outline with your counselor for approval.
   2. Read several articles about acid rain and give a prepared talk of at least five minutes to a group (such as your unit or a Cub Scout pack) about the articles. Before your talk, share your outline with your counselor for approval.
10. Find out about a weather-related career opportunity that interests you. Discuss with and explain to your counselor what training and education are required for such a position, and the responsibilities required of such a position.

Whitewater Merit Badge

1. Do the following:
   1. Review with your counselor the first aid for injuries or illnesses that could occur while working on the Whitewater merit badge, including hypothermia, heat reactions, dehydration, insect stings, blisters, bruises, cuts, and shoulder dislocation.
   2. Identify the conditions that must exist before performing cardiopulmonary resuscitation (CPR) on a person. Explain how such conditions are recognized.
   3. Demonstrate proper technique for performing CPR using a training device approved by your counselor.
2. Do the following:
   1. Review and compare BSA Safety Afloat and the American Whitewater safety guidelines and demonstrate your understanding of these principles by answering questions from your counselor.
   2. Identify and explain the use and importance of safety equipment on moving water. Include in your explanation a discussion about throw ropes, whistles, and how to choose and properly fit PFDs (personal flotation devices) and helmets.
3. Before doing requirements 4 through 13 earn the Canoeing merit badge if you will be using a canoe to earn this merit badge. If you will be using a kayak, earn the Kayaking BSA Award.
4. Do ONE of the following:
   1. If you are completing these requirements as a tandem canoeist, demonstrate basic canoe-handling skills by completing the Scout gate test within 160 seconds while paddling tandem with a buddy. Then demonstrate the following strokes: cross forward, cross draw, bow pry, Duffek, high brace, and low brace,
   2. If you are completing these requirements as a solo canoeist, demonstrate basic solo canoe-handling skills by completing the Scout gate test within 160 seconds. Then demonstrate the following strokes: cross forward, cross draw, stern pry, Duffek, high brace, and low brace.
   3. If you are using a kayak to complete these requirements, demonstrate basic kayak-handling skills by completing the Scout gate test within 160 seconds. Demonstrate the following strokes: Duffek, high brace, low brace, and sculling draw. Then do the following:
      1. Move the kayak forward in a reasonably straight line for 10 yards.
      2. Move the kayak sideways to the right and to the left.
      3. Pivot 360 degrees to the right and left.
      4. Stop the kayak.
5. Do the following:
   1. Explain the importance of scouting before committing to running a rapid, and discuss good judgment when evaluating a stretch of river or a particular rapid.
   2. Explain the terms downstream V, riffle, strainer, eddy, eddy line, pillow, ledge, bend, shallows, falls, low-head dam, current, rock, drop, horizon line, wave, standing wave, hydraulic, and sleeper.
   3. Explain how to scout and read a river while ashore and while afloat, and discuss the importance of hazard recognition.
   4. Demonstrate your ability to read the river where you are practicing and demonstrating your whitewater skills.
6. Explain the International Scale of River Difficulty and apply the scale to the stretch of river where you are practicing and demonstrating your whitewater skills. Identify the specific characteristics of the river that are factors in your classification according to the International Scale.
7. Explain the importance of communication during every whitewater outing. Explain and then demonstrate using the following river signals: "Run right," "Run left," "Run down the center," "Stop," "Are you OK?" and "Help!"
8. Do the following:
   1. Explain the differences between flatwater and whitewater canoes; identify the advantages and special uses for kayaks and decked canoes in running water. Identify the different materials used in modern whitewater canoe construction and the advantages and disadvantages of each.
   2. Describe the various types of kayaks and how they differ in design, materials, and purpose.
   3. Identify the advantages and special uses for kayaks and decked canoes in moving water.
   4. Discuss the construction, safety, and functional features of paddles used in whitewater activities.

9. Discuss the personal and group equipment necessary for a safe whitewater outing and how and why it is used. Explain how to pack and protect these items.

10. Wearing the proper personal flotation device (PFD) and being appropriately dressed for the weather and water conditions, perform the following skills in moving water in a properly equipped whitewater craft of your choice (tandem canoe, solo canoe, or solo kayak). If a tandem canoe is used, the skills must be demonstrated from both the bow and stern positions.
    1. Launch and land.
    2. Paddle forward in a straight line.
    3. Backpaddle.
    4. Sideslip, both sides.
    5. Ferry upstream and downstream.
    6. Eddy turn.
    7. Peel out.
11. Explain and demonstrate:
    1. Self-rescue and procedures when capsized in moving water, including a wet exit if necessary
    2. Safe rescue of others in various whitewater situations situations using a throw rope.
    3. Portaging - when and how to do it.
    4. The whitewater buddy system using at least three persons and three craft.
12. Discuss the use of inflatable boats on moving water. Discuss the use of inflatable rafts on moving water. In your discussion, explain the special safety precautions that should be taken when using an inflatable raft and the risks of "tubing" on moving water.
13. Participate in a whitewater trip using either a canoe or kayak on a Class I or Class II river. Help to prepare a written plan specifying the route, schedule, equipment, safety precautions, and emergency procedures. Determine local rules and obtain permission from landowners and land managers in advance. Explain what steps you have taken to comply with BSA Safety Afloat and the American Whitewater safety guidelines. Execute the plan with others

Note to the Counselor

The instruction and experience necessary to complete the Whitewater merit badge requirements are intended to prepare the Scout for his initial whitewater experience. The objective is to introduce the skills and equipment with emphasis on safety and self-protection. A Scout earning this award will have taken the first step toward whitewater proficiency, but will achieve true proficiency only through further training and practice under proper supervision and conditions.

A Scout earning this merit badge should have a keen appreciation of the risks and precautions of whitewater sports to help ensure that future whitewater activity will be conducted in a safe manner. He must fully understand and appreciate the limits of his own ability and experience. A counselor who does not believe the Scout has reached this level of skill and understanding should not award the merit badge.

Whitewater instruction should follow all requirements, procedures, and techniques presented in this pamphlet. Supplemental Information and additional strokes should not be introduced until the basic requirements are met. The learning objectives emphasize safety and basic skills proficiency. It is the merit badge counselor's responsibility to follow all BSA safety policies, especially Safety Afloat and the safety guidelines set forth by American Whitewater.

On-the-water instruction and practice, including the whitewater trip specified in the requirements, should be limited only to rapids with a rating of Class I or Class II. The minimum time for training is that which leaves the Scout prepared. The time needed for the Scout to reach adequate proficiency will vary depending on several factors, including class size and previous flatwater skills. Plan on 15 to 20 hours of instruction and practice, plus the required trip. The instructor-to-pupil ratio should be kept small, around 8 to 10 Scouts per pair of instructors. A recommended merit badge course outline can be found in the aquatics section of the BSA publication Camp Program and Property Management, No. 20-920A.

A whitewater merit badge counselor must be designated by the local council service center. Persons trained as whitewater, canoeing, or kayaking instructors by the American Canoe Association, the American Whitewater, the U.S. Canoe Association, or by other agencies recognized by the BSA National Health and Safety Service are qualified for designation as Whitewater merit badge counselors. Persons currently trained as BSA Aquatics Instructors can assist local councils in planning for whitewater instruction and identifying whitewater counselors.

Wilderness Survival Merit Badge

1. Show that you know first aid for and how to prevent injuries or illnesses likely to occur in backcountry settings, including hypothermia, heat reactions, frostbite, dehydration, blisters, insect stings, tick bites, and snakebites.
2. From memory, list the seven priorities for survival in a backcountry or wilderness location. Explain the importance of each one with your counselor.
3. Describe ways to avoid panic and maintain a high level of morale when lost, and explain why this is important.
4. Describe the steps you would take to survive in the following conditions:
   1. Cold and snowy
   2. Wet (forest)
   3. Hot and dry (desert)
   4. Windy (mountains or plains)
   5. Water (ocean, lake, or river)
5. Put together a personal survival kit and be able to explain how each item in it could be useful. (Sample Kit)
6. Using three different methods (other than matches), build and light three fires.
7. Do the following:
   1. Show five different ways to attract attention when lost.
   2. Demonstrate how to use a signal mirror.
   3. Describe from memory five ground-to-air signals and tell what they mean.
8. Improvise a natural shelter. For the purpose of this demonstration, use techniques that have little negative impact on the environment. Spend a night in your shelter.
9. Explain how to protect yourself from insects, reptiles, and bears.
10. Demonstrate three ways to treat water found in the outdoors to prepare it for drinking.
11. Show that you know the proper clothing to wear in your area on an overnight in extremely hot weather and in extremely cold weather.
12. Explain why it usually is not wise to eat edible wild plants or wildlife in a wilderness survival situation.

Wood Carving Merit Badge

1. Show that you know first aid for injuries and illnesses that could occur while wood carving, including minor cuts and scratches and splinters.
2. Do the following:
   1. Earn the Totin' Chip recognition.
   2. Discuss with your merit badge counselor your understanding of the Safety Checklist for Carving.
3. Do the following:
   1. Explain to your counselor, orally or in writing, the care and use of five types of tools that you may use in a carving project.
   2. Tell your counselor how to care for and use several types of sharpening devices, then demonstrate that you know how to use these devices.
4. Using a piece of scrap wood or a project on which you are working, show your merit badge counselor that you know how to do the following:
   1. Paring cut
   2. Basic cut and push cut
   3. Score line
   4. Stop cut
5. Tell why different woods are used for different projects. Explain why you chose the type of wood you did for your projects in requirements 6 and 7.
6. Plan your own or select a project from this merit badge pamphlet and complete a simple carving in the round.
7. Complete a simple low-relief OR a chip carving project.

Woodwork Merit Badge

1. Do the following:
   1. Show that you know first aid for injuries that could occur while woodworking, including splinters, scratches, cuts, severe bleeding, and shock. Tell what precautions must be taken to help prevent loss of eyesight or hearing, and explain why and when it is necessary to use a dust mask.
   2. Earn the Totin' Chip recognition.
   3. Tell your counselor what precautions you take to safely use your tools.
2. Do the following:
   1. Describe how timber is grown, harvested, and milled. Tell how lumber is cured, seasoned, graded, and sized.
   2. Collect and label blocks of six kinds of wood useful in woodworking. Describe the chief qualities of each. Give the best uses of each.
3. Do the following:
   1. Show the proper care, use, and storage of all working tools and equipment that you own or use at home or school.
   2. Sharpen correctly the cutting edges of two different tools.
4. Using a saw, plane, plane, hammer, brace, and bit, make something useful of wood. Cut parts from lumber that you have squared and measured from working drawings.
5. Create your own carpentry project. List the materials you will need to complete your project, and then build your project. Keep track of the time you spend and the cost of the materials.
6. Do any TWO of the following:
   1. Make working drawings of a project needing (1) Beveled or rounded edges OR curved or incised cuttings, OR (2) miter, dowel, or mortise and tenon joints. Build this project.
   2. Make something for which you have to turn duplicate parts on a lathe.
   3. Make a cabinet, box or something else with a door or lid fastened with inset hinges.
   4. Help make and repair wooden toys for underprivileged children OR help carry out a carpentry service project approved by your counselor for a charitable organization.
7. Talk with a cabinetmaker or carpenter. Find out about the training, apprenticeship, career opportunities, work conditions, work hours, pay rates, and union organization that woodworking experts have in your area.