BOY SCOUT
ADVANCEMENT
REQUIREMENT CHANGES

Effective: January 1, 2004

When there is a conflict between two published lists of requirements, such as the Requirements Book and a Merit Badge Pamphlet, the Requirements Book should be considered to be the controlling document, until a newer edition of the Requirements Book is issued, EXCEPT when the pamphlet has a later issue date.

Most of those revisions are in the new 2004 Boy Scout Requirements Book (33215) and took effect when the new booklets were issued.  However, Cycling is NOT listed on the Inside Front Cover of the book, and the revised text which appears in the merit badge pamphlet does not appear in the requirements book .  Although Electronics is listed as being changed, and new requirements appeared in the merit badge pamphlet, the changed requirements do not appear in the requirements book. In addition, a minor change to the requirements for Camping which was made when a new printing of the Camping pamphlet was issued in 2003 does not appear in the requirements book. (We assume these are all editorial errors and have notified BSA of the issue.).  In addition to the badges listed above, requirements for 9 other merit badges were revised effective on January 1, 2004., listed below:

REVISED RANK REQUIREMENTS

First Class

REVISED MERIT BADGE REQUIREMENTS
(in the 2004 Requirements Book)

Archery
Basketry
Bugling
Collections
Communications
Dog Care
Emergency Preparedness
Fingerprinting
Horsemanship
Mammal Study
Model Design and Building
Music
Nature
Oceanography
Orienteering
Personal Management
Railroading
Reading
Salesmanship
Textile
Woodwork

REVISED MERIT BADGE REQUIREMENTS
(But NOT in the 2004 Requirements Book)

Camping
Cycling
Electronics

OTHER AWARDS

Kayaking BSA

In some of the revisions below, the wording changes are shown with added wording in bold underlined text, and deleted wording in red strikeout text).

First Class

Requirement 4a was revised as follows:

4. a. Help plan a patrol menu for one campout including that includes at least one breakfast, one lunch, and one dinner and that requires cooking at least two meals.  Tell how the menu includes the foods from the food pyramid and meets nutritional needs.

Archery

The requirements were completely rewritten, and now read as follows:

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 range safety whistle commands 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, bow weight, string height (fistmele), aiming, spine, mechanical release, freestyle, and barebow.
   3. Make a bowstring for the bow you are shooting and use it..
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 FITA/NAA Olympic (outdoor) round and make a score of 80 points.
      4. A Junior indoor* round I and make a score of 180 points.
      5. A FITA/NAA indoor* round and make a score of 80 points.
      6. An NFAA indoor* round and make a score of 50 points.

      OR

   2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 10 yards and using the 10 scoring regions, make a score of 150.
      OR
   3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      OR
   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 Olympic (outdoor) round and make a score of 90 points.
      5. A FITA/NAA indoor* round I and make a score of 90 points.
      6. An NFAA indoor* round and make a score of 60 points.

      OR

   2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 10 yards and using the 10 scoring regions, make a score of 170.
      OR
   3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      OR
   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.

Basketry

The requirements were completely rewritten, and now read as follows:

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.

Bugling

Requirement 2 was replaced with the following:

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.

Requirements 3 & 4 were reversed in order, and the order of the calls in the list was revised, but the requirements themselves remain unchanged.

Camping

A minor change was made to requirement 9(a), to clarify that the use of pre-erected tents at long term camps is excluded from the requirement to pitch your own tent or sleep under the stars.  This change was made with the release of a new printing of the Camping merit badge pamphlet in 2003. However, the change to Item 9(a) does not appear in the 2004 Boy Scout Requirements Book.  We assume the omission is an editorial error. The requirement now reads as follows:

9. a. Camp a total of at least 20 days and 20 nights. You may use a week of long-term camp toward this requirement. Sleep each night under the sky or in a tent you have pitched (long-term camp excluded).

 The following item appeared as 9(b)6 in the 2000 edition of the Camping merit badge booklet and Boy Scout Requirements 2000, but was changed to 9(c) in the 2001 and subsequent editions of Boy Scout Requirements and in the 2003 edition of the merit badge booklet. It has now been confirmed that the original numbering was an error, and the conservation project is required.

9. c. On one of your campouts, perform a conservation project approved in advance by the private landowner or public land management agency.

Collections

Item 1 was revised by adding the following sentence

Be sure to include why you chose that particular type of collecting and what you enjoy and have learned from your collection.

The footnote to item 1 was changed to read as follows:

*Stamp and coin collecting are excluded from eligibility for this merit badge.

Item 3 was rewritten to read as follows:

3. Demonstrate your knowledge of preserving and displaying your collection.

   1. Explain the precautions that you need to take to preserve your collection, including

      1. Handling

      2. Cleaning

      3. Storage

   2. Explain how best to display your collection, keeping in mind preserving as discussed above.

   3. Explain to your counselor the events available for a hobbyist of this collection, including shows, seminars, conventions, contests, and museum programs or exhibits.

Item 5 (b), (d), and (e) were rewritten to read as follows:

2. Show your counselor any two groups from your collection. Explain how you organized your collection and why you chose that method. (Note: if your collection is too large to transport and your counselor is unable to view your collection directly, photographs should be available to share.)

4. Explain how your collection is graded for value, physical defects, size and age. Show the various grading classifications or ratings used in your collection.

5. List the national, state, or local association for collectors in your field of interest.

Item 7 was rewritten to read as follows:

7. Discuss with your counselor the plans you have to continue with the collection in the future.

The following was added as item 9:

9. Discuss with your counselor why and how collecting has changed and how this applies to your collection.

Communications

The requirements were completely rewritten, and now read as follows:

1. Do ONE of the following:

   1. For one day, keep a log in which you describe your communication activities. Keep track of the time and different ways you spend communicating, such as talking person-to-person, listening to your teachers or the radio, watching television, reading books, and other print media, and communicating online. Discuss with your counselor what your log reveals about the importance of communication in your life.  Think of ways to improve your communications skills.

   2. For three days, keep a journal of your listening experiences. Identify one example of each of the following, and discuss with your counselor when you have listened to:

      1. Obtain information

      2. A persuasive argument

      3. Appreciate or enjoy something

      4. Understand someone's feelings

   3. In a small-group setting, meet with other scouts or with friends. Have them share personal stories about significant events in their lives that affected them in some way. Take note of how each scout participates in the group discussion and how effective each one is in telling his story. Report what you have learned to your counselor about the differences you observed in effective communication.

   4. List as many ways as you can think of to communicate with others (face-to-face, by telephone, letter, e-mail, fax). For each type of communication discuss with your counselor an instance when that method might not be appropriate or effective.

2. Do ONE of the following:

   1. Think of a creative way to describe yourself, using, for example, a collage, short story or autobiography, drawing or series of photographs, or a song or skit. Using the aid you created, make a presentation to your counselor about yourself.

   2. Choose a concept, product, or service in which you have great confidence. Build a sales plan based on its good points. Try to persuade the counselor to agree with, use, or buy your concept, product or service.  After your sales talk, discuss with your counselor how persuasive you were.

3. Write a five-minute speech. Give it at a meeting of a group.

4. Interview someone you know fairly well, like, or respect because of his or her position, talent, career or life experiences. Listen actively to learn as much as you can about the person. Then prepare and deliver to your counselor an introduction of the person as though this person were to be a guest speaker, and include reasons why the audience would want to hear this person speak.  Show how you would call to invite this person to speak.

5. Attend a public meeting (city council, school board, debate) approved by your counselor where several points of view are given on a single issue. Practice active listening skills and take careful notes of each point of view. Present an objective report that includes all points of view that were expressed, and share this with your counselor.

6. With your counselor's approval, develop a plan to teach a skill or inform someone about something. Prepare teaching aids for your plan. Carry out your plan. With your counselor, determine whether the person has learned what you intended.

7. Do ONE of the following:

   1. Write to the editor of a magazine or your local newspaper to express your opinion or share information on any subject you choose. Send your message by fax, email or regular mail.

   2. Create a web page for your scout troop, school, or other organization. Include at least one article and one photograph or illustration, and one link to some other web page that would be helpful to someone who visits the web page you have created. It is not necessary to post your web page to the internet, but if you decide to do so, you  must first share it with your parents and counselor and get their permission.

   3. Use desktop publishing to produce a newsletter, brochure, flier or other printed material for your scout troop, class at school, or other group. Include at least one  article and one photograph or illustration.

8. Plan a troop court of honor or campfire program. Have the patrol leaders' council approve it, then write the script and prepare the program.  Serve as master of ceremonies.

9. Learn about opportunities in the field of communication.  Choose one career in which you are interested and discuss with your counselor the major responsibilities of that position and the qualifications, education, and preparation it requires.

Cycling

The changes listed below were made with the release of a new edition of the Cycling merit badge pamphlet in 2003. However, the changes do not appear in the 2004 Boy Scout Requirements Book.  We assume the omission is an editorial error.

In requirement 1, the terms "heatstroke", "heat exhaustion", and "sunburn" were replaced with "heat reactions".

In requirement 3c, the term "steering post" was replaced with "steering tube".

In requirement 6a, the phrase "Proper mounting, pedaling, and braking"  was replaced by "Properly mount, pedal, and brake"

The footnote to Requirement 8 now begins, "The bicycle ..."

Dog Care

Requirements 1, 3, 4, 6, & 8 were completely rewritten, and minor changes or additions were made to each of the other requirements.

The requirements now read as follows:

1. Do the following:
   1. Briefly discuss the historical origin and domestication of the dog.
   2. Describe some common characteristics of the dogs that make up each of the seven major dog groups.
   3. Tell some specific characteristics of seven breeds of dogs (one from each major group), OR give a short history of one breed.
2. Point out on a dog or a sketch at least 10 body parts. Give the correct name of each one.
3. Do the following:
   1. Explain the importance of house-training, obedience training, and socialization training for your dog.
   2. Explain what "responsible pet ownership" means.
   3. Explain what issues (including temperament) must be considered when deciding on what breed of dog to get as a family pet.
4. For two months, keep and care for your dog.* Maintain a log of your activities during this period that includes these items: feeding schedule, types of food used, amount fed, exercise periods, training schedule, a weekly body weight record, grooming and bathing schedules, veterinary care, if necessary, and costs. Also include a brief description of the type of housing/shelter arrangements you have for your dog.
5. Explain the correct way to obedience train a dog and what equipment you would need. Show with your dog any three of these commands: "come", "sit", "down", "heel", "stay", "fetch" or "get it", and "drop it".
6. Do the following:
   1. Discuss the proper vaccination schedule for a dog in your area from puppyhood through adulthood.
   2. Discuss the control methods for preventing fleas, ticks, heartworms, and intestinal parasites (worms) for a dog in your area from puppyhood through adulthood.
   3. Explain the importance of dental care and tooth brushing to your pet's health.
   4. Discuss the benefits of grooming your dog's coat and nails on a regular basis.
   5. Discuss with your counselor any seasonal conditions (like hot summers, cold winters, or extreme humidity) where you live that need to be considered for your dog.
7. Do the following:
   1. Explain the precautions to take in handling a hurt dog.
   2. Show how to put on an emergency muzzle.
   3. Explain how to treat wounds. Explain first aid for a dog bite.
   4. Show how to put on a simple dressing and bandage the foot, body, or head of your dog.
   5. Explain what to do if a dog is hit by a car.
   6. List the things needed in every dog owner's first-aid kit.
   7. Tell the dangers of home treatment of a serious ailment.
   8. Briefly discuss the cause and method of spread, the signs and symptoms and the methods of prevention of rabies, parvovirus, distemper, and heartworms in dogs.
8. Visit a veterinary hospital or an animal shelter and give a report about your visit to your counselor.
9. Know the laws and ordinances involving dogs that are in force in your community.

* The activities used to fulfill the requirements for the Dog Care merit badge may not be used to help fulfill the requirements for other merit badges.

Electronics

The changes listed below were made with the release of a new edition of the Electronics merit badge pamphlet in 2003. However, the changes do not appear in the 2004 Boy Scout Requirements Book, even though the badge is listed as having been revised.  We assume the omission is an editorial error.

The requirements now read as follows:

1. Describe the safety precautions you must exercise when using, building, altering, or repairing electronic devices.
2. Do the following:
   1. Draw a simple schematic diagram. It must show resistors, capacitors, and transistors or integrated circuits, Use the correct symbols. Label all parts.
   2. Tell the purpose of each part.
3.  Do the following:
   1. Show the right way to solder and desolder.
   2. Show how to avoid heat damage to electronic components.
   3. Tell about the function of a printed circuit board. Tell what precautions should be observed when soldering printed circuit boards.
4. Discuss each of the following with your merit badge counselor, and then choose ONE of the following and build a circuit to show the techniques used:
   1. Tell how you can use electronics for a control purpose, and then build a control device circuit.
   2. Tell about the basic principles of digital techniques, and then build a digital circuit. Show how to change three decimal numbers into binary numbers, and three binary numbers into decimal numbers.
   3. Tell about three audio applications of electronics, and then build an audio circuit.

   Show how to read the schematic diagram of the project you choose and, to the best of your ability, explain to your counselor how the circuit you built operates.

5. Do the following:
   1. Show how to solve a simple problem involving current, voltage, and resistance using Ohm's law.
   2. Tell about the need for and the use of test equipment in electronics.  Name three types of test equipment. Tell how they operate.
6. Find out about three career opportunities in electronics that interest you. Discuss with and explain to your counselor what training and education are needed for each position.

Emergency Preparedness

Requirements 2, 4-7, and 9 were completely rewritten, and minor changes or additions were made to requirements 3 and 8. (Requirement 1 was unchanged.)

The requirements now read as follows:

1. Earn the First Aid Merit Badge.
2. Do the following:
   1. Discuss with your counselor these three aspects of emergency preparedness:
      1. Recognition of a potential emergency situation
      2. Prevention of an emergency situation
      3. Reaction to an emergency situation

      Include in your discussion the kinds of questions that are important to ask yourself as you consider each of these.

   2. Make a chart that demonstrates your understanding of each of the three aspects of emergency preparedness in requirement 2a (recognition, prevention, and reaction) with regard to 10 of the situations listed below. You must use situations 1, 2, 3, 4, and 5* but may choose any other five for a total of 10 situations. Discuss this chart with your counselor.
      1. Home kitchen fire*
      2. Home basement/storage room/garage fire*
      3. Explosion in the home*
      4. Automobile accident*
      5. Food-borne disease (food poisoning)*
      6. Fire or explosion in a public place
      7. Vehicle stalled in the desert
      8. Vehicle trapped in a blizzard
      9. Flash flooding in town or the country
      10. Mountain/backcountry accident
      11. Boating accident
      12. Gas leak in a building
      13. Tornado or hurricane
      14. Major flood
      15. Nuclear power plant emergency
      16. Avalanche (snowslide or rockslide)
      17. Violence in a public place
   3. Meet with and teach your family how to recognize, prevent, and reactto the situations on the chart you created for requirement 2b. Then meet with your counselor and report on your family meeting, discussing their responses.
3. Show how you could safely save a person from the following:
   1. Touching a live electric wire.
   2. A room with carbon monoxide
   3. Clothes on fire.
   4. Drowning using nonswimming rescues (including accidents on ice).
4. Show three ways of attracting and communicating with rescue planes/aircraft.
5. With another person, show a good way to move an injured person out of a remote and/or rugged area, conserving the energy of rescuers while ensuring the well-being and protection of the injured person.
6. Do the following:
   1. Tell the things a group of Scouts should be prepared to do, the training needed, and the safety precautions they should take for the following emergency services:
      1. Crowd and traffic control
      2. Messenger service and communication.
      3. Collection and distribution services.
      4. Group feeding, shelter, and sanitation.
   2. Identify the government or community agencies that normally handle and prepare for the emergency services listed under 4a, and explain to your counselor how a group of Scouts could volunteer to help in the event of these types of emergencies.
   3. Find out who is your community's disaster/emergency response coordinator and learn what this person does to recognize, prevent and respond to emergency situations in your community. Discuss this information with your counselor and apply what you discover to the chart you created for requirement 2b.
7. Take part in an emergency service project, either a real one or a practice drill, with a Scouting unit or a community agency.
8. Do the following:
   1. Prepare a written plan for mobilizing your troop when needed to do emergency service. If there is already a plan, explain it. Tell your part in making it work.
   2. Take part in at least one troop mobilization. Before the exercise, describe your part to your counselor. Afterward, conduct an "after-action" lesson, discussing what you learned during the exercise that required changes or adjustments to the plan.
   3. Prepare a personal emergency service pack for a mobilization call. Prepare a family kit (suitcase or waterproof box) for use by your family in case an emergency evacuation is needed. Explain the needs and uses of the contents.
9. Do ONE of the following:
   1. Using a safety checklist approved by your counselor, inspect your home for potential hazards. Explain the hazards you find and how they can be corrected.
   2. Review or develop a plan of escape for your family in case of fire in your home.
   3. Develop an accident prevention program for five family activities outside the home (such as taking a picnic or seeing a movie) that includes an analysis of possible hazards, a proposed plan to correct those hazards, and the reasons for the corrections you propose.

Fingerprinting

The requirements were substantially rewritten, and now read as follows:

1. Give a short history of fingerprinting. Tell the difference between civil and criminal identification.
2. Explain the difference between the automated fingerprint identification systems (AFIA) now used by some law enforcement agencies and the biometric fingerprint systems used to control access to places like buildings, airports, and computer rooms.
3. Do the following:
   1. Name the surfaces of the body where friction or papillary ridges are found.
   2. Name the two basic principles supporting the science of fingerprints and give a brief explanation of each principle.
   3. Explain what it takes to positively identify a person using fingerprints.
4. Take a clear set of prints using ONE of the following methods:
   1. Make both rolled and plain impressions. Make these on an 8-by-8-inch fingerprint identification card available from your local police department or counselor.
   2. Using clear adhesive tape, a pencil, and plain paper, record your own fingerprints or those of another person.
5. Show your merit badge counselor you can identify the three basic types of fingerprint patterns and their subcategories. Using your own hand, identify the types of patterns you see.

Horsemanship

The requirements were substantially rewritten, and now read as follows:

1. Do the following:
   1. Describe the safety precautions you should take when handling and caring for a horse.
   2. Explain and demonstrate how to approach and lead a horse safely from a stall, corral, or field and how to tie the horse securely.
   3. Demonstrate how to safely mount and ride a horse and how to safely dismount a horse after your ride.
2. Name 15 parts of a horse.
3. Name four leading breeds of horses. Explain the special features for which each breed is known.
4. Show how to care for a Western and English saddle and bridle. Name10 parts of the saddle and bridle that you will use.
5. Show how to groom, pick out hooves, prepare a horse for a ride, and care for a horse after a ride.
6. Describe the symptoms of colic. Describe four other horse health problems.
7. Name three main conformation faults of the feet and legs, and explain how to detect them. Explain the difference between lameness and unsoundness.
8. Explain how to trim and shoe a horse's foot and how to make adjustments according to its conformation, the season of the year, and the riding conditions.
9. Demonstrate the right way to feed a horse. Explain how you determined what and how much to feed the horse and why the amount and kind of feed will be changed according to activity level and the kind of horse it is.
10. Show how to saddle and bridle a horse.
11. On level ground, continuously do the following movements. Do them correctly, at ease, and in harmony with the horse:
    1. Mount the horse.
    2. Walk the horse in a straight line for 60 feet.
    3. Make a half circle of not more than 16 feet in radius.
    4. Trot or jog in a straight line for at least 60 feet.
    5. Make a half circle of not more than 30 feet in radius at a jog or trot.
    6. Halt straight.
    7. Back up straight four paces.
    8. Halt and dismount.

Mammal Study

Minor wording changes were made to requirements 3b, 3c, 4g, and 5. These changes were not identified on the inside cover of Boy Scout Requirements. The revised wording for these requirements is as follows:

3. 2. Spend 3 hours on each of 5 days on at least a 25- acre area (about the size of 3 1/2 football fields). List the mammal species you identified by sight or sign.
   3. From study and reading, write a simple history of one nongame mammal that lives in your area. Tell how this mammal lived before its habitat was affected in any way by man humans. Tell how it reproduces, what it eats, what eats it, and its natural habitat. Describe its dependency upon plants, upon other animals (including man humans), and how they depend upon it. Tell how it is helpful or harmful to man humankind.
4. 7. Trace two possible food chains of carnivorous mammals from the soil through four stages to the mammal.
5. Work Working with your counselor, select and carry out one project that will influence the numbers of one or more mammals.

Model Design and Building

Requirement 1 was rewritten, minor changes or additions were made to requirement 4, and new requirement 5 was added (old requirement 5 was renumbered as 6). The revised wording for these requirements is as follows:

1. Study and understand the requirements for personal safety when using such modelmaker hand tools such as: knives, handsaws, vices, files, hammers, screwdrivers, hand drills and drill bits, pliers, and portable power tools, and when to use protective equipment such as goggles when grinding or drilling. Know what precautions to take when using flammable or hazardous products such as: glue, epoxy, paint, thinners. Discuss these with your counselor before you begin your model-making project and tell why they are important.
4. Do ONE of the following:
   1. Make an architectural model. Build a model of a house to a scale of 1/4"=1'0" (50:1 metric). Discuss with your counselor the materials you intend to use, the amount of detail required, outside treatment (finish, shrubbery, walks, etc.) and color selections. After completing the model, present it to your counselor for approval.
   2. Build a structural model. Construct a model showing corner construction of a wood frame building to a scale of 1 1/2"=1'0" (8:1 Metric). All structures shown must be to scale. Cardboard or flat sheet wood stock may be used for sheeting or flooring on the model. Review with your counselor the problems you encountered in gathering the materials and supporting the structure. Be able to name the parts of the floor and wall frames, such as intermediate girder, joist, bridging, subfloor, sill, sole plate, stud and rafter.

   3. Make a process model. Build a model showing the plumbing system in your house. Show hot and cold water supply, all waste returns, and venting to a scale of 3/4"=1'0" (15:1 Metric). Talk to your counselor about how to begin this model, and present the scale and the materials you will use. After completion, present the model to your counselor and be prepared to discuss any problems you had building this model.

   4. Complete a mechanical model. Build a model of a mechanical device that uses at least two of the six simple machines. After completing the the model, present it to your counselor. Be prepared to discuss materials used, the machine's function, and any particular difficulty you may have encountered.

   5. Make an industrial model. Build a model of an actual passenger-carrying vehicle to a scale of 1"=1'0" or ½" = 1'0" (10:1 or 25:1 Metric). Take the dimensions of the vehicle, and record the important dimensions. Draw the top, front, rear, and sides of the vehicle to scale. From your plans, build a model of the vehicle to scale. From your plans, build a model of the vehicle and finish in a craftsmanlike manner. Discuss with your counselor the most difficult part of completing the model.
5. Build a special-effects model of a fantasy spacecraft that might appear in a Hollywood science-fiction movie. Determine an appropriate scale for your design - one that makes practical sense. Include a cockpit or control area, living space, storage unit, engineering spaces, and propulsion systems. As you plan and build your model, do the following
   1. Study aircraft, submarines, and naval ships for design ideas.
   2. Arrange and assemble the parts.
   3. Sketch your completed model.
   4. Write a short essay in which you discuss your design, scale, and materials choices. Describe how you engineered your model and discuss any difficulties you encountered and what you learned.
6. List at least six occupations in which modelmaking is used and discuss with your counselor some career opportunities in this field.

Music

Requirements 2 and 3 were rewritten, and changes were made to requirement 4.

Those requirements now read as follows:

2. Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.
3. Do TWO of the following:
   1. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.
   2. Interview your parents and grandparents about music. Find out what the most popular music was when they were your age. Find out what their favorite music is now, and listen to three of their favorite tunes with them. How do their favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for them, and explain to them why you like these songs. Ask them what they think of your favorite music.
   3. Serve for six months as a member of a school band, choir, or other local musical group; or perform as a soloist in public six times.
   4. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.
4. Do ONE of the following:
   1. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.
   2. Compose and write the score for a piece of music of 12 measures or more.
   3. Make a traditional instrument and learn to play it.
   4. Catalog your own or your family's collection of 12 or more compact discs, tapes or records. Show how to handle and store them.

Nature

Requirements 1 & 2 each had a sentence added regarding protected species.  They now read as follows.

1. Name three ways in which plants are important to animals. Name a plant that is important to animals that is protected in your state or region, and explain why it is at risk.
2. Name three ways in which animals are important to plants. Name an animal that is protected in your state or region, and explain why it is at risk.

In Requirement 4, the following changes were made:

Under (a) BIRDS, the second item was revised to read:

Make and set out a birdhouse OR a feeding station OR a birdbath. List what birds used it during a period of one 1 month.

Under (b) MAMMALS, "wild mammal" was replaced by "wild animal" in the first requirement.

(c) "REPTILES OR AMPHIBIANS" was changed to "REPTILES and AMPHIBIANS", and  a new second item was added, and the second item became third.. The new second item reads:

In the field, identify three species of reptiles or amphibians.

(d) INSECTS OR SPIDERS was changed to INSECTS and SPIDERS

(Note that Requirement 4 is no longer numbered differently in the Merit Badge pamphlet than in the Requirements Booklet.)

Requirement 5 was deleted completely.

The note at the end had two new paragraphs added and the existing wording revised slightly.  The note now reads:

NOTE:
In most cases all specimens should be returned to the wild at the location of original capture after the requirements have been met. Check with your merit badge counselor for those instances where the return of these specimens would not be appropriate.
Under the Endangered Species Act of 1973, some plants and animals are or may be protected by federal law. The same ones and/or others may be protected by state law. Be sure that you do not collect protected species.
Your state may require that you purchase and carry a license to collect certain species. Check with the wildlife and fish and game official in your state regarding species regulations before you begin to collect.

Oceanography

Requirements 5 & 7(c) were rewritten, minor changes or additions were made to requirements 4, 7(a), 7(c), and 8(c), and requirements 8(f) and 9 were added. The revised and new requirements read as follows:

4. Draw a cross-section of underwater topography. Show what is meant by:
   1. Continental shelf
   2. Continental slope, and
   3. Abyssal plain

   Name and put on your drawing the following: seamount, guyot, rift valley, canyon, trench, and oceanic ridge. Compare the depths in the oceans with the heights of mountains on land.

5. List the main salts, gases, and nutrients in sea water. Describe some important properties of water. Tell how the animals and plants of the ocean affect the chemical composition of seawater. Explain how differences in evaporation and precipitation affect the salt content of the oceans.
7. Do ONE of the following:
   1. Make a plankton net*. Tow the net by a dock, wade with it, hold it in a current, or tow it from a rowboat. Do this for about 20 minutes. Save the sample. Examine it under a microscope or high-power glass. Identify the three most common types of plankton in the sample.
   3. Measure the water temperature at the surface, midwater, and bottom of a body of water four times daily for five consecutive days. You may measure depth with a rock tied to a line. Make a Secchi disk to measure turbidity (how much suspended sedimentation is in the water). Measure the air temperature. Note the cloud cover and roughness of the water. Show your findings (air and water temperature, turbidity) on a graph. Tell how the water temperature changes with air temperature.
   4. Make a model showing the inshore sediment movement by littoral currents, tidal movement, and wave action. Include such formations as high and low waterlines, low tide terrace, berm, and coastal cliffs. Show how the offshore bars are built up and torn down.
   6. Track and monitor satellite images available on the Internet for a specific location for three weeks. Describe what you have learned to your counselor.
8. Do ONE of the following:
   3. Explain to your troop in a five minute prepared speech "Why Oceanography Is Important" or describe "Career Opportunities in Oceanography." (Before making your speech, show your speech outline to your counselor for approval.)
9. Describe four methods that marine scientists use to investigate the ocean, underlying geology, and organisms living in the water.

Orienteering

A new first aid requirement was added as number 1, old requirement 1 became requirement 2, and old requirement 2 became part of requirement 4.

Requirements 3-6 were rewritten, and minor changes were made to requirements 7-10.

The requirements now read as follows.

1. Show that you know first aid for the types of injuries that could occur while orienteering, including cuts, scratches, blisters, snakebite, insect stings, tick bites, heat and cold reactions (sunburn, heatstroke, heat exhaustion, hypothermia), and dehydration. Explain to your counselor why you should be able to identify poisonous plants and poisonous animals that are found in your area.
2. Explain what orienteering is.
3. Do the following:
   1. Explain how a compass works. Describe the features of an orienteering compass.
   2. In the field, show how to take a compass bearing and follow it.
4. Do the following:
   1. Explain how a topographic map shows terrain features. Point out and name five terrain features on a map and in the field.
   2. Point out and name 10 symbols on a topographic map.
   3. Explain the meaning of declination. Tell why you must consider declination when using map and compass together.
   4. Show a topographic map with magnetic north-south lines.
   5. Show how to measure distances using an orienteering compass.
   6. Show how to orient a map using a compass.
5. Set up a 100-meter pace course. Determine your walking and running pace for 100 meters. Tell why it is important to pace-count.
6. Do the following:
   1. Identify 20 international control description symbols. Tell the meaning of each symbol.
   2. Show a control description sheet and explain the information provided.
   3. Explain the following terms and tell when you would use them: attack point, collecting feature, aiming off, contouring, reading ahead, handrail, relocation, rough versus fine orienteering.
7. Do the following:
   1. Take part in three orienteering events. One of these must be a cross-country course.
   2. After each event, write a report with
      1. a copy of the master map and control description sheet ,
      2. a copy of the route you took on the course,
      3. a discussion of how you could improve your time between control points, and
      4. a list of your major weaknesses on this course . Describe what you could do to improve.
8. Do ONE of the following:
   1. Set up a cross-country course of at least 2,000 meters long with at least five control markers. Prepare the master map and control description sheet.
   2. Set up a score-orienteering course with 12 control points and a time limit of at least 60 minutes. Prepare the master map and control description sheet.
9. Act as an official during an orientation. This may be during the running of the course you set up for requirement 8.
10. Teach orienteering techniques to your patrol, troop or crew.

The following note was also added:

Note to the Counselor:
While orienteering is primarily an individual sport, BSA Youth Protection procedures call for using the buddy system. Requirement 7a can be completed by pairs or groups of Scouts.

Personal Management

The requirements were completely rewritten, and now read as follows:

1. Do the following:
   1. Choose an item that your family might want to purchase that is considered a major expense.
   2. Write a plan that tells how  your family would save money for the purchase identified in requirement 1a.
      1. Discuss the plan with your merit badge counselor
      2. Discuss the plan with your family
      3. Discuss how other family needs must be considered in this plan.
   3. Develop a written shopping strategy for the purchase identified in requirement 1a.
      1. determine the quality of the item or service (using consumer publications or rating systems).
      2. Comparison shop for the item. Find out where you can buy the item for the best price. (Provide prices from at least two different price sources.) Call around; study ads. Look for a sale or discount coupon. Consider alternatives. Can you buy the item used? Should you wait for a sale?
2. Do the following:
   1. Prepare a budget reflecting your expected income (allowance, gifts, wages), expenses, and savings. Track your actual income, expenses, and savings for 13 consecutive weeks. (You may use the forms provided in this pamphlet, devise your own, or use a computer generated version.) When complete, present the results to your merit badge counselor.
   2. Compare expected income with expected expenses.
      1. If expenses exceed income, determine steps to balance your budget.
      2. If income exceeds expenses, state how you would use the excess moiney (new goal, savings).
3. Discuss with your merit badge counselor FIVE of the following concepts:
   1. The emotions you feel when you receive money.
   2. Your understanding of how the amount of money you have with you affects your spending habits.
   3. Your thoughts when you buy something new and your thoughts about the same item three months later. Explain the concept of buyer's remorse.
   4. How hunger affects you when shopping for food items (snacks, groceries).
   5. Your experience of an item you have purchased after seeing or hearing advertisements for it. Did the item work as well as advertised?
   6. Your understanding of what happens when you put money into a savings account.
   7. Charitable giving. Explain its purpose and your thoughts about it.
   8. What you can do to better manage your money.
4. Explain the following to your merit badge counselor:
   1. The differences between saving and investing, including reasons for using one over the other.
   2. The concepts of return on investment and risk.
   3. The concepts of simple interest and compound interest and how these affected the results of your investment exercise.
5. Select five publicly traded stocks from the business section of the newspaper. Explain to your merit badge counselor the importance of the following information for each stock:
   1. Current price
   2. How much the price changed from the previous day
   3. The 52-week high and the 52-week low prices
6. Pretend you have $1,000 to save, invest, and help prepare yourself for the future. Explain to your merit badge counselor the advantages or disadvantages of saving or investing in eachof the following:
   1. Common stocks
   2. Mutual funds
   3. Life insurance
   4. A certificate of deposit (CD)
   5. A savings account or U.S. savings bond
7. Explain to your merit badge counselor the following:
   1. What a loan is, what interest is, and how the annual percentage rate (APR) measures the true cost of a loan.
   2. The different ways toborrow money
   3. The differences between a charge card, debit card, and credit card. What are the costs and pitfalls of using these financial tools? Explain why it is unwise to make only the minimum payment on your credit card.
   4. Credit reports and how personal responsibility can affect your credit report.
   5. Ways to eliminate debt.
8. Demonstrate to your merit badge counselor your understanding of time management by doing the following:
   1. Write a "to do" list of tasks or activities, such as homework assignments, chores, and personal projects, that must be done in the coming week. List these in order of importance to you.
   2. Make a seven-day calendar or schedule. Put in your set activities, such as school classes, sports practices or games, jobs or chores, and/or Scout or church or club meetings, then plan when you will do all the tasks from your "to do" list between your set activities.
   3. Follow the one-week schedule you planned. Keep a daily diary or journal during each of the seven days of this week's activities, writing down when you completed each of the tasks on your "to do" list compared to when you scheduled them.
   4. Review your "to do" list, one-week schedule, and diary/journal tounderstand when your schedule worked and when it did not work. With your merit badge counselor, discuss and understand what you learned from this requirement and what you might do differently the next time.
9. Prepare a written project plan demonstrating the steps below, including the desired outcome. This is a project on paper, not a real-life project. Examples could include planning a camping trip, developing a community service project or a school or religious event, or creating an annual patrol plan with additional activities not already included in the troop annual plan. Discuss your completed project plan with your merit badge counselor.
   1. Define the project. What is your goal?
   2. Develop a timeline for your project that shows the steps you must take from beginning to completion.
   3. Describe your project.
   4. Develop a list of resources. Identify how these resources will help you achieve your goal.
   5. If necessary, develop a budget for your project.
10. Do the following:
    1. Choose a career you might want to enter after high school or college graduation.
    2. Research the limitations of your anticipated career and discuss with your merit badge counselor what you have learned about qualifications such as education, skills, and experience.

Railroading

The requirements were completely rewritten, and now read as follows:

1. Do THREE of the following:
   1. Name three types of modern freight trains. Explain why unit trains are more efficient than mixed freight trains.
   2. Name one Class I or regional railroad. Explain what major cities it serves, the locations of major terminals, service facilities, and crew change points, and the major commodities it carries.
   3. Using models or pictures, identify 10 types of railroad freight or passenger cars. Explain the purpose of each type of car.
   4. Explain how a modern diesel or electric locomotive develops power. Explain the terms dynamic braking and radial steering trucks.
2. Do the following:
   1. Explain the purpose and formation of Amtrak. Explain, by the use of a timetable, a plan for making a trip by rail between two cities at least 500 miles apart. List the times of departure and arrival at your destination, the train number, and the type of service you want.
   2. List and explain the various forms of public/mass transit using rail as the fixed guide path.
3. Do ONE of the following:
   1. Name four departments of a railroad company. Describe what each department does.
   2. Tell about the opportunities in railroading that interest you most and why.
   3. Name four rail support industries, Describe the function of each one.
   4. With your parent's and counselor's approval, interview someone employed in the rail industry. Learn what that person does and how this person became interested in railroading. Find out what type of schooling and training are required for this position.
4. Explain the purpose of Operation Lifesaver and its mission.
5. Do THREE of the following:
   1. List five safety precautions that help make trains safer for workers and passengers.
   2. Explain to your merit badge counselor why railroad rights-of-way are important for safety.
   3. List 10 safety tips to remember when you are near a railroad track (either on the ground or on a station platform) or aboard a train.
   4. Tell your counselor about the guidelines for conduct that should be followed when you are near or on railroad property. Explain the dangers of trespassing on railroad property.
   5. Tell what an automobile driver can do to safely operate a car at grade crossings, and list three things an automobile driver should never do at a grade crossing.
   6. Tell how to report a malfunction of grade crossing warning devices.
   7. List safety precautions a pedestrian should follow at a public crossing.
6. Explain the appearance and meaning of the following warning signs and devices: advance warning sign, pavement markings, crossbucks, flashing red lights, crossing gates.
7. Do EACH of the following:
   1. Explain how railroad signals operate and show two basic signal tyes using color and configuration.
   2. Explain the meaning of three whistle signals.
   3. Describe a way to signal a train for an emergency stop.
   4. Explain the use and function of the EOTD (end-of-train device) or FRED (Flashing rear end device) used on the last car of most trains.
8. Select ONE of the following special-interest areas and complete the requirements:
   1. Model Railroading
      With your parent's and counselor's approval, do TWO of the following:
      1. Draw a layout of your own model railroad; or one that could be built in your home. Design a point-to-point track or loop with different routings. Include one of the following: turnaround or terminal or yard or siding.
      2. Build one model railroad car kit or one locomotive kit.
      3. Name the scale of four popular model railroad gauges. Identify the scale of four model cars or locomotives.
      4. Locate the Web site of four model railroad - related manufacturers or magazine publishers. Print information on their products and services and discuss the information with your counselor.
      5. Build one railroad structure (from scratch or using a kit), paint and weather the structure, mount it on your layout or diorama, and make the surrounding area on a diorama scenic.
      6. Alone or with others, build a model railroad or modular layout, including ballast and scenery. Make electrical connections and operate a train. Describe what you enjoyed most.
      7. Participate in a National Model Railroad Association switching contest on a timesaver layout and record your time.
   2. Railfanning
      With your parent's and counselor's approval, do TWO of the following:
      1. Visit a railroad museum, historical display, or a prototype railroad-sponsored public event. With permission, photograph, videotape, or sketch items of interest. Explain what you saw and describe your photos, sketches, or videotape.
      2. Purchase tickets and ride a scenic or historic railroad. Under supervision, photograph the equipment and discuss with your counselor the historic significance of the operation.
      3. Locate the Web site of four rail historical groups, then find information on the history of the rail preservation operations and purpose of each group. Talk with a member of one of the groups and find out how you might help.
      4. Plan a trip by rail between two points. Obtain a schedule and explain when the train should arrive at two intermediate points. Purchase the tickets and make the trip. Explain to your counselor what you saw.

Reading

The requirements were completely rewritten, and now read as follows:

1. Do EACH of the following:
   1. Learn how to search your library's card catalog or computerized catalog by author, title, and subject.
   2. With the assistance of your merit badge counselor or a librarian, select six books of four different types such as poetry, drama/plays, fiction, nonfiction, biographies, etc.). Ask your librarian or counselor about award-winning books that are recommended for readers your age and include at least one of those titles.
   3. Find the books in the library catalog. With your counselor's or a librarian's assistance, locate the books on the shelves.
   4. Read each book. Keep a log of your reading that includes the title of the book, the pages or chapters read, the date you completed them, and your thoughts about what you have read so far. Discuss your reading with your counselor. Using your log as a reference, explain why you chose each book and tell whether you enjoyed it and what it meant to you.
2. Read about the world around you from any two sources—books, magazines, newspapers, the Internet (with your parent's permission), field manuals, etc. Topics may include sports, environmental problems, politics, social issues, current events, nature, religion, etc. Discuss what you have learned with your counselor.
3. Do ONE of the following:
   1. From a catalog of your choice, fill out an order form for merchandise as if you intended to place an order. Share the completed form with your counselor and discuss it.
   2. With your parent's permission, locate at least five Web sites that are helpful for your scouting or other activities. Write the Internet addresses of these sites in your log. Talk with your counselor or a librarian about safety rules for using the Internet.
4. With your counselor's and parent's permission, choose ONE of the following activities and devote at least four hours of service to that activity. Discuss your participation with your counselor.
   1. Read to a sick, blind, or homebound person in a hospital or in an extended-care facility.
   2. Perform volunteer work at your school library or a public library.
   3. Read stories to younger children, in a group or individually.

Salesmanship

The requirements were completely rewritten, and now read as follows:

1. Explain the responsibilities of a salesman, 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 to confirm their satisfaction and discuss their concerns about the product or service.
   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 either 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 person 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 the 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.

Textile

The requirements were completely rewritten, and now read as follows:

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.

Woodwork

A new safety requirement was added as item 1. Old items 1-6 were renumbered as 2-7, and minor changes or additions were made to most of them.  The requirements now read as follows:

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 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. Use 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, pay rates, and union organization for woodworking experts in your area.

Kayaking BSA

1. Before fulfilling the following requirements, successfully complete the BSA Swimmer test.
2. Do the following:
   1. Describe various types of kayaks and how they differ in design, materials, and purpose.
   2. Name the parts of the kayak you are using for this exercise.
   3. Demonstrate how to choose an appropriately sized kayak paddle and how to position your hands.
3. Do the following:
   1. Tell what precautions must be taken for a safe trip afloat.
   2. Demonstrate how to select and properly fit a PFD.
   3. Explain the importance of safety equipment such as PFD's, air bags, grab loops, and helmets.
4. Demonstrate your ability to aid yourself and others in the event of a capsize:
   1. Capsize your kayak in water at least seven feet deep, perform a wet exit if necessary, and swim the boat to shore.
   2. With assistance, if needed, ready the capsized craft for use.
   3. Show how to approach a capsized paddler in your kayak and tow him to shore.
   4. While upright in your kayak, right a capsized kayak, empty it of water, and assist the paddler aboard without returning to shore.
5. As a solo paddler, demonstrate the following:
   1. Entering and launching a kayak from shore or dock.
   2. Landing or docking and exiting a kayak.
   3. Forward stroke
   4. Sweep stroke
   5. Reverse sweep

This analysis was prepared as a service to Scouts and Scouters nationwide
Paul S. Wolf
Advancement Webmaster
US Scouting Service Project, Inc.

Thanks to Ida Lively and Dirk Christensen
for their assistance in preparing this analysis.

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