Everyone familiar with the Star Trek series knows how much they like to beam people back and forth the transporter, despite all of the weird episodes which seem to result from transporter incidents. So sing this Star Trek song as a tribute to the series.

The Noble Captain Kirk song is sung to the same tune as the Grand Old Duke of York. And the actions are also similar. When you say “Up” everyone stands up. When you say “Down” everyone squats down. And when you say “Halfway Up” you are somewhere in the middle.

This song would go well with a  science theme .

The Noble Captain Kirk Star Trek Song

Sing to the tune of  Grand Old Duke of York

The noble Captain Kirk, he had 500 men.
He beamed them up to the Enterprise,
And he beamed down again.

And when they’re up, they’re up,
And when they’re down, they’re down,
And when they’re only halfway up,
They’re nowhere to be found.

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STEM stands for Science, Technology, Engineering, and Mathematics. Today’s students will need to become proficient in these areas in order to excel in our changing world. The NOVA award program is part of the BSA’s STEM Initiative. It encourages youth to engage in STEM activities and provides a way for them to be recognized for their efforts.

There is an award for each discipline at each level of Scouting. The technology Nova award for Cub Scouts is called Tech Talk:

This module is designed to help you explore how technology affects your life each day.

It provides an age appropriate program to get Cub Scouts interested in technology.

The requirements are listed below to give you an idea what is involved, but I encourage you to pick up the Nova award booklet at your local Scout shop. It will have additional ideas and comments. While you are there, ask about what other STEM resources are available in your council.

STEM Award for Cub Scouts (Technology)

Tech Talk Nova Award

1.  Look up a definition of the word “technology” and discuss the meaning with your counselor.
2. Discuss EACH of the following with your counselor.
   1. How technology is used in EACH of the following fields:
      1. Communication
      2. Business
      3. Construction
      4. Sports
      5. Entertainment
   2. Tell why technology is important.
3. Choose A or B or C and complete ALL the requirements.
   1. Watch an episode or episodes (about one hour total) of a show about anything related to technology. Then do the following:
      1. Make a list of at least two questions or ideas from what you watched.
      2. Discuss two of the questions or ideas with your counselor.
   2. Read (about one hour total) about anything related to technology. Then do the following:
      1. Make a list of at least two questions or ideas from what you read.
      2. Discuss two of the questions or ideas with your counselor.
   3. Do a combination of reading and watching (about one hour total) about anything related to technology. Then do the following:
      1. Make a list of at least two questions or ideas from what you read and watched.
      2. Discuss two of the questions or ideas with your counselor.
4. Complete ONE belt loop or pin from the following list. (Choose one that you have not already earned.)
   • Astronomy
   • BB-Gun Shooting
   • Bicycling
   • Bowling
   • Computers
   • Map and Compass
   • Mathematics
   • Music
   • Photography
   • Snow Ski and Board Sports
   • Video Games
5.  What technology is used in your belt loop or pin?
   1. Discuss with your counselor how you think this technology:
      1. Was invented
      2. Could be made better
   2. Discuss your ideas about technology with your counselor.
6. Visit a place where technology is being designed, used, or explained, such as one of the following: an amusement park, a police or fire station, a radio or television station, a newspaper office, a factory or store, or any other location where technology is being designed, used, or explained.
   1.  During your visit, talk to someone in charge about the following:
      1.  The technologies used where you are visiting
      2.  Why the organization is using these technologies
   2. Discuss with your counselor the technology that is designed, used, or explained at the place you visited.
7.  Discuss with your counselor how technology affects your everyday life.

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BSA provides Webelos den meeting ideas for Cub Scout den leaders on the Scouting.org website.  The fifth in the Arrow of Light series of Webelos den meeting plans covers part of the Scientist Activity Badge.

This meeting plan covers a lot. Consider splitting the material into two meetings. See my Scientist Activity Badge page for additional information about how to cover these requirements.

If you don’t already have the BSA Webelos den meeting plans, download BSA Arrow of Light Meeting Plan 5 to follow along with this article.

Arrow of Light Den Meeting Plans: BSA Plans #5 - Scientist

Preparation and Before the Meeting

Arrange to meet at a location suitable for doing the various experiments and demonstrations.  Most are not too messy, but there is water involved so be prepared for spills. Get your materials ready beforehand.  Do a runthrough of each demonstration so you will know what to expect during the meeting.

Gathering

See my gathering activities page for some ideas.

Opening

Do a simple indoor flag ceremony and say the Scout Law.

Business

Hand out recognitions.

Activities

You will be working on Scientist requirements 1, 2, 3, 4, 5, 6, 7, 9, 11, and 12. Start with the first requirement:

Scientist Requirement 1: Read Bernoulli’s Principle. Show how it works.

The downloadable meeting plan gives several examples of how you can do this. For a more detailed explaination of the Magnetic Table Tennis Balls see my article Bernoulli’s Principle Demonstration.

Now do the second requirement:

Scientist Requirement 2: Read Pascal’s Law. Tell about some inventions that use Pascal’s law.

The meeting plan has several good examples.

Next do the third requirement:

Scientist Requirement 3: Read Newton’s first law of motion. Show in three different ways how inertia works.

There are examples of how to do this in the Webelos handbook and in the meeting plan. See my Inertia Demonstration article for a way to show three different ways with some coins and a cup.

For the fourth requirement, your Webelos must work on their Science Belt Loop:

Scientist Requirement 4: While you are a Webelos Scout, earn the Cub Scout Academics belt loop for Science.

The belt loop has three parts:

1. Explain the scientific method to your adult partner.
2.  Use the scientific method in a simple science project. Explain the results to an adult.
3. Visit a museum, a laboratory, an observatory, a zoo, an aquarium, or other facility that employs scientists. Talk to a scientist about his or her work.

See my article A Simple Explanation of the Scientific Method to help with the first requirement. I like to use the Ziploc Bag vs Pencil Experiment as a science project. The third part you will probably need to do at another time. Hopefully there are plenty of choices in your area of places you can visit. If one of the parents is a scientist and you can visit his or her work place, that might be fun.

Next up – the fifth, sixth, and seventh requirements. These can be done together.

Scientist Requirement 5:  Show the effects of atmospheric pressure.
Scientist Requirement 6: Show the effects of air pressure.
Scientist Requirement 7: Show the effects of water pressure. This may be combined with atmospheric pressure or with air pressure.

See Air Pressure Demonstration for a really simple way to demonstrate air pressure and atomospheric pressure. Water pressure and atmospheric pressure can also be demonstrated with the  Ziploc Bag vs Pencil Experiment .

Next use the demonstration in the meeting plan to do the ninth requirement:

Scientist Requirement 9:  Explain what causes fog. Show how this works.

Now move on to center of gravity. The examples in the Webelos handbook are straightforward and easy to do.

Scientist Requirement 11: Explain how you use your center of gravity to keep your balance. Show three different balancing tricks.

Are you worn out yet? Finally, do some optical illusions.

Scientist Requirement 12: Show in three different ways how your eyes work together, and show what is meant by an optical illusion.

There are some easy examples in the Webelos handbook and in the meeting plan. Here are some other helpful links:

• What Are Optical Illusions?
• The Blind Spot and Optical Illusions
• Optical Illusions – Circles from Lines

Closing

Close with the Scout Oath and a closing flag ceremony.

After the Meeting

Have the Webelos help clean up the area and recruit some adult help for the next meeting.

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A while back, I posted the Fast Food Song. This week, in honor of the upcoming Star Wars day (“May the fourth be with you”), I have a Star Wars song with the same tune. It would also fit in well with a science theme or a  space theme. Sure, Star Wars isn’t science, but it is science fiction and it’s fun. That’s enough reason to use it to add some pizazz to any science themed meeting.

When singing this song, use the following actions:

• Luke Skywalker – swing your imaginary light saber
• C-3PO – swing your robot arms
• Darth Vader – peekabo hands (covering and uncovering your “mask”)

Star Wars Song

Sing to the same tune as the Fast Food Song (see that post for a You Tube video)

Luke Skywalker, Luke Skywalker
C-3PO , Luke Skywalker
Luke Skywalker, Luke Skywalker
C-3PO , Luke Skywalker
Darth Vader, Darth Vader,
C-3PO , Luke Skywalker
Darth Vader, Darth Vader,
C-3PO , Luke Skywalker

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The Weather merit badge might be a good one for all of those Boy Scouts who spend a lot of time worrying about and checking the weather before they go camping.

Meteorology is the study of Earth’s atmosphere and its weather and the ways in which temperature, wind, and moisture act together in the environment. In addition to learning how everyday weather is predicted, Scouts can learn about extreme weather such as thunderstorms, tornadoes, and hurricanes, and how to stay safe.

Weather Merit Badge Requirements

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 one week using information from this instrument as well as from other sources such as local radio and television stations, 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.

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STEM stands for Science, Technology, Engineering, and Mathematics. Today’s students will need to become proficient in these areas in order to excel in our changing world. The NOVA award program is part of the BSA’s STEM Initiative. It encourages youth to engage in STEM activities and provides a way for them to be recognized for their efforts.

There is an award for each discipline at each level of Scouting. The science Nova award for Venturers is called Launch!:

This module is designed to help you explore how science affects your life each day.

It provides an age appropriate program to get young men and women interested in science.

The requirements are listed below to give you an idea what is involved, but I encourage you to pick up the Nova award booklet at your local Scout shop. It will have additional ideas and comments. While you are there, ask about what other STEM resources are available in your council.

STEM Award for Venturers (Science)

Launch! Nova Award

1. Choose A or B or C and complete ALL the requirements.
   1. Watch about three hours total of science-related shows or documentaries that involve projectiles, aviation, weather, astronomy, or space technology. Then do the following:
      1. Make a list of at least two questions or ideas from each show.
      2. Discuss two of the questions or ideas with your counselor.
   2. Read (about three hours total) about projectiles, aviation, space, weather, astronomy, or aviation or space technology. Then do the following:
      1. Make a list of at least two questions or ideas from each article.
      2. Discuss two of the questions or ideas with your counselor.
   3. Do a combination of reading and watching (about three hours total). Then do the following:
      1. Make a list of at least two questions or ideas from each article or show.
      2. Discuss two of the questions or ideas with your counselor.
2. Choose ONE STEM field of interest from the following list. Complete ALL the requirements for a Venturing STEM exploration in that field.  (If you have already completed a Venturing STEM exploration in one of these fields, please choose a different field for this award.)
   • Archery
   • Astronomy
   • Aviation
   • Athletics
   • Rifle Shooting
   • Robotics
   • Shotgun Shooting
   • Space Exploration
   • Weather
3. Choose A or B and complete ALL the requirements.
   1. Simulations. Find and use a projectile simulation applet on the Internet (with your parent’s or guardian’s permission). Then design and complete a hands-on experiment to demonstrate projectile motion.
      1. Keep a record of the angle, time, and distance.
      2. Graph the results of your experiment. (Note: Using a high-speed camera or video camera may make the graphing easier, as will doing many repetitions using variable heights from which the projectile can be launched.)
      3. Discuss with your counselor:
         1. What a projectile is
         2. What projectile motion is
         3. The factors affecting the path of a projectile
         4. The difference between forward velocity and acceleration due to gravity
   2. Discover. Explain to your counselor the difference between escape velocity (not the game), orbital velocity, and terminal velocity. Then answer TWO of the following questions. (With your parent’s or guardian’s permission, you may explore websites to find this information.)
      1. Why are satellites usually launched toward the east, and what is a launch window?
      2. What is the average terminal velocity of a skydiver? (What is the fastest you would go if you were to jump out of an airplane?)
      3. How fast does a bullet, baseball, airplane, or rocket have to travel in order to escape Earth’s gravitational field? (What is Earth’s escape velocity?)
4. Choose A or B and complete ALL the requirements.
   1. Visit an observatory or a flight, aviation, or space museum.
      1. During your visit, talk to a docent or person in charge about a science topic related to the site.
      2. Discuss your visit with your counselor.
   2. Discover the latitude and longitude coordinates of your current position. Then do the following:
      1. Find out what time a satellite will pass over your area. (A good resource to find the times for satellite passes is the Heavens Above website at www.heavens-above.com .)
      2. Watch the satellite using binoculars. Record the time of your viewing, the weather conditions, how long the satellite was visible, and the path of the satellite. Then discuss your viewing with your counselor.
5. Choose A or B or C and complete ALL the requirements.
   1. Design and build a catapult that will launch a marshmallow a distance of 4 feet. Then do the following:
      1. Keep track of your experimental data for every attempt. Include the angle of launch and the distance projected.
      2. Make sure you apply the same force every time, perhaps by using a weight to launch the marshmallow. Discuss your design, data, and experiments—both successes and failures – with your counselor.
   2. Design a pitching machine that will lob a softball into the strike zone. Answer the following questions, then discuss your design, data, and experiments – both successes and failures—with your counselor.
      1. At what angle and velocity will your machine need to eject the softball in order for the ball to travel through the strike zone from the pitcher’s mound?
      2. How much force will you need to apply in order to power the ball to the plate?
      3. If you were to use a power supply for your machine, what power source would you choose and why?
   3. Design and build a marble run or roller coaster that includes an empty space where the marble has to jump from one part of the chute to the other. Do the following, then discuss your design, data, and experiments—both successes and failures—with your counselor.
      1. Keep track of your experimental data for every attempt. Include the vertical angle between the two parts of the chute and the horizontal distance between the two parts of the chute.
      2. Experiment with different starting heights for the marble. How do the starting heights affect the velocity of the marble? How does the starting height affect the jump distance?
6. Discuss with your counselor how science affects your everyday life.

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Boy Scouts who earn the Surveying merit badge will learn about calculating the distance and angles between different points and how this skill is used.

While earning this merit badge, Scouts will discover how land is measured and how it is described so that others can know where boundary lines are. They will have a chance to use some fine measuring instruments, apply advanced mathematics, operate computing equipment, and create a survey map.

Surveying Merit Badge Requirements

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. 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 the qualifications and preparation for such a career.

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BSA provides Bear den meeting ideas for den leaders on the Scouting.org website. These Cub Scout Bear den meeting plans are step by step guides to carrying out a den meeting. In addition to the basic den meeting plans, there are supplemental plans which can be used if you have additional meetings left. Today’s plan covers Bear Achievement 21 – Build a Model

If you don’t already have the BSA den meeting plans, download BSA Bear Den Meeting Supplemental Plan D to follow along with this article.

Bear Den Meeting Plans: Build a Model (Rockets)

Preparation and Before the Meeting

You will be making rockets using plastic bottles, so start saving beforehand. Ask the other families to help. You will need to gather the other supplies listed in the plan a few days ahead of time.

I recommend you try this on your own ahead of time so you are sure you know how to assemble and launch the rockets. The instructions in the den meeting plan are good, but doing it yourself will ensure that you understand each step and are able to explain it to the Bears.

Launching the rockets is an outdoor activity, so get permission to use an appropriate space.

Gathering

Check out my gathering activities page for ideas. The Astronomy Terms Scramble Puzzle would go well with this theme.

Opening

Have a flag ceremony. Say the Scout Law.

Business

Keep business to a minimum. Your Bears will want to move on to the hands on activities.

Activities

The den will be working on Bear Achievement 21f

Achievement 21f: Make a model of a rocket, boat, car, or plane.

Complete instructions are given in the den meeting plan

You are also doing Achievement 21g

Achievement 21g: Complete the Character Connection for Resourcefulness.

I recommend you do the Character Connection first, at the beginning of the meeting. Once they get into building and launching rockets it might be difficult to get them to settle down for a discussion.

Closing

Close with the Scout Oath.

After the meeting

The Bears should help clean up. Have them look around where you launched the rockets and pick up any bits that fell off.

Copyright Scouter Mom - A resource for adults and youth involved in Scouting

While we might not see robots like in the Jetsons or Star Wars, automation and robotics are becoming more and more a part of the world. Scouts who complete the Robotics merit badge requirements will have a better understanding of how different types of robots are created and what they can or cannot do.

Earning the Robotics merit badge requires a Scout to understand how robots move (actuators), sense the environment (sensors), and understand what to do (programming); he should demonstrate robot design in building a robot. You should help ensure that the Scout has sufficiently explored the field of robotics to understand what it is about, and to discover whether this may be a field of interest for him as a career.

Robotics Merit Badge Requirements

1. Safety. Do each of the following:
   1. Explain to your counselor the most likely hazards you may encounter while working with robots and what you should do to anticipate, mitigate and prevent, and respond to these hazards. Describe the appropriate safety gear and clothing that should be used when working with robotics.
   2. Discuss first aid and prevention for the types of injuries that could occur while participating in robotics activities and competitions, including cuts, eye injuries, and burns (chemical or heat).
2. Robotics industry. Discuss the following with your counselor:
   1. The kinds of things robots can do and how robots are best used today.
   2. The similarities and differences between remote-control vehicles, telerobots, and autonomous robots.
   3. Three different methods robots can use to move themselves other than wheels or tracks. Describe when it would be appropriate to use each method.
3. General knowledge. Discuss with your counselor three of the five major fields of robotics (human-robot interface, mobility, manipulation, programming, sensors) and their importance to robotics development. Discuss either the three fields as they relate to a single robot system OR talk about each field in general. Find pictures or at least one video to aid your discussion.
4. Design, build, program, test. Do each of the following:
   1. With your counselor’s approval, choose a task for the robot or robotic subsystem that you plan to build. Include sensor feedback and programming in the task. Document this information in your robot engineering notebook.
   2. Design your robot. The robot design should use sensors and programming and have at least 2 degrees of freedom. Document the design in your robot engineering notebook using drawings and a written description.
   3. Build a robot or robotic subsystem of your original design to accomplish the task you chose for requirement 4a.
   4. Discuss with your counselor the programming options available for your robot. Then do either option 1 OR option 2.
      1. Option 1. Program your robot to perform the task you chose for your robot in 4a. Include a sample of your program’s source code in your robot engineering notebook.
      2. Option 2. Prepare a flowchart of the desired steps to program your robot for accomplishing the task in 4a. Include procedures that show activities based on sensor inputs. Place this in your robot engineering notebook.
   5. Test your robot and record the results in your robot engineering notebook. Include suggestions on how you could improve your robot, as well as pictures or sketches of your finished robot.
5. Demonstrate. Do the following:
   1. Demonstrate for your counselor the robot you built in requirement 4.
   2. Share your robot engineering notebook with your counselor. Talk about how well your robot accomplished the task, the improvements you would make in your next design, and what you learned about the design process.
6. Competitions. Do ONE of the following.
   1. Attend a robotics competition and report to your counselor what you saw and learned about the competition and how teams are organized and managed.
   2. Learn about three youth robotics competitions. Tell your counselor about these, including the type of competition, time commitment, age of the participants, and how many teams are involved.
7. Careers. Name three career opportunities in robotics. 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.

Copyright Scouter Mom - A resource for adults and youth involved in Scouting

STEM stands for Science, Technology, Engineering, and Mathematics. Today’s students will need to become proficient in these areas in order to excel in our changing world. The NOVA award program is part of the BSA’s STEM Initiative. It encourages youth to engage in STEM activities and provides a way for them to be recognized for their efforts.

There is an award for each discipline at each level of Scouting. The science Nova award for Boy Scouts is called Shoot!:

This module is designed to help you explore how science affects your life each day.

It provides an age appropriate program to get Boy Scouts interested in science.

The requirements are listed below to give you an idea what is involved, but I encourage you to pick up the Nova award booklet at your local Scout shop. It will have additional ideas and comments. While you are there, ask about what other STEM resources are available in your council.

STEM Award for Boy Scouts (Science)

Shoot! Nova Award

1. Choose A or B or C and complete ALL the requirements.
   1. Watch about three hours total of science-related shows or documentaries that involve projectiles, aviation, weather, astronomy, or space technology. Then do the following:
      1. Make a list of at least five questions or ideas from the show(s) you watched.
      2. Discuss two of the questions or ideas with your counselor.
   2. Read (about three hours total) about projectiles, aviation, space, weather, astronomy, or aviation or space technology. Then do the following:
      1. Make a list of at least two questions or ideas from each article.
      2. Discuss two of the questions or ideas with your counselor.
   3. Do a combination of reading and watching (about three hours total). Then do the following:
      1. Make a list of at least two questions or ideas from each article or show.
      2. Discuss two of the questions or ideas with your counselor.
2. Complete ONE merit badge from the following list. (Choose one that you have not already used toward another Nova award.) After completion, discuss with your counselor how the merit badge you earned uses science.
   • Archery Merit Badge
   • Astronomy Merit Badge
   • Athletics Merit Badge
   • Aviation Merit Badge
   • Rifle Shooting Merit Badge
   • Robotics Merit Badge
   • Shotgun Shooting Merit Badge
   • Space Exploration Merit Badge
   • Weather Merit Badge
3. Choose A or B and complete ALL the requirements.
   1. Simulations. Find and use a projectile simulation applet on the Internet (with your parent’s or guardian’s permission). Then design and complete a hands-on experiment to demonstrate projectile motion.
      1. Keep a record of the angle, time, and distance.
      2. Graph the results of your experiment. (Note: Using a high-speed camera or video camera may make the graphing easier, as will doing many repetitions using variable heights from which the projectile can be launched.)
      3. Discuss with your counselor:
         1. What a projectile is
         2. What projectile motion is
         3. The factors affecting the path of a projectile
         4. The difference between forward velocity and acceleration due to gravity
   2. Discover. Explain to your counselor the difference between escape velocity (not the game), orbital velocity, and terminal velocity. Then answer TWO of the following questions. (With your parent’s or guardian’s permission, you may explore websites to find this information.)
      1. Why are satellites usually launched toward the east, and what is a launch window?
      2. What is the average terminal velocity of a skydiver? (What is the fastest you would go if you were to jump out of an airplane?)
      3. How fast does a bullet, baseball, airplane, or rocket have to travel in order to escape Earth’s gravitational field? (What is Earth’s escape velocity?)
4. Choose A or B and complete ALL the requirements.
   1. Visit an observatory or a flight, aviation, or space museum.
      1. During your visit, talk to a docent or person in charge about a science topic related to the site.
      2. Discuss your visit with your counselor.
   2. Discover the latitude and longitude coordinates of your current position. Then do the following:
      1. Find out what time a satellite will pass over your area. (A good resource to find the times for satellite passes is the Heavens Above website at www.heavens-above.com .)
      2. Watch the satellite using binoculars. Record the time of your viewing, the weather conditions, how long the satellite was visible, and the path of the satellite. Then discuss your viewing with your counselor.
5. Choose A or B or C and complete ALL the requirements.
   1. Design and build a catapult that will launch a marshmallow a distance of 4 feet. Then do the following:
      1. Keep track of your experimental data for every attempt. Include the angle of launch and the distance projected.
      2. Make sure you apply the same force every time, perhaps by using a weight to launch the marshmallow. Discuss your design, data, and experiments—both successes and failures – with your counselor.
   2. Design a pitching machine that will lob a softball into the strike zone. Answer the following questions, then discuss your design, data, and experiments – both successes and failures—with your counselor.
      1. At what angle and velocity will your machine need to eject the softball in order for the ball to travel through the strike zone from the pitcher’s mound?
      2. How much force will you need to apply in order to power the ball to the plate?
      3. If you were to use a power supply for your machine, what power source would you choose and why?
   3. Design and build a marble run or roller coaster that includes an empty space where the marble has to jump from one part of the chute to the other. Do the following, then discuss your design, data, and experiments—both successes and failures—with your counselor.
      1. Keep track of your experimental data for every attempt. Include the vertical angle between the two parts of the chute and the horizontal distance between the two parts of the chute.
      2. Experiment with different starting heights for the marble. How do the starting heights affect the velocity of the marble? How does the starting height affect the jump distance?
6. Discuss with your counselor how science affects your everyday life.

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STEM stands for Science, Technology, Engineering, and Mathematics. Today’s students will need to become proficient in these areas in order to excel in our changing world. The NOVA award program is part of the BSA’s STEM Initiative. It encourages youth to engage in STEM activities and provides a way for them to be recognized for their efforts.

There is an award for each discipline at each level of Scouting. The science Nova award for Cub Scouts is called Science Everywhere:

This module is designed to help you explore how science affects your life each day.

It provides an age appropriate program to get Cub Scouts interested in science.

The requirements are listed below to give you an idea what is involved, but I encourage you to pick up the Nova award booklet at your local Scout shop. It will have additional ideas and comments. While you are there, ask about what other STEM resources are available in your council.

STEM Award for Cub Scouts (Science)

Science Everywhere Nova Award

1. Choose A or B or C and complete ALL the requirements.
   1. Watch an episode or episodes (about one hour total) of a show about anything related to science. Then do the following:
      1. Make a list of at least two questions or ideas from what you watched.
      2. Discuss two of the questions or ideas with your counselor.
   2. Read (about one hour total) about anything related to science. Then do the following:
      1. Make a list of at least two questions or ideas from what you read.
      2. Discuss two of the questions or ideas with your counselor.
   3. Do a combination of reading and watching (about one hour total) about anything related to science. Then do the following:
      1. Make a list of at least two questions or ideas from what you read and watched.
      2. Discuss two of the questions or ideas with your counselor.
2. Complete ONE belt loop or pin from the following list. (Choose one that you have not already earned.)
   1. Astronomy
   2. Nutrition
   3. Collecting
   4. Pet Care
   5. Geography
   6. Photography
   7. Geology
   8. Science
   9. Map and Compass
   10. Weather
   11. Mathematics
   12. Wildlife Conservation
3. Act like a scientist! Do EACH of the following:
   1. With your counselor, choose a question you would like to investigate.
      • Here are some examples only (you may get other ideas from your belt loop or pin activities):
        • Why do rockets have fins? Is there any connection between the feathers on arrows and fins on rockets?
        • Why do some cars have spoilers? How do spoilers work?
        • If there is a creek or stream in your neighborhood, where does it go? Does your stream flow to the Atlantic or the Pacific ocean?
        • Is the creek or stream in your neighborhood or park polluted?
        • What other activity can you think of that involves some kind of scientific questions or investigation?
   2. With a parent or your counselor, use the scientific method/process to investigate your question. Keep records of your question, the information you found, how you investigated, and what you found out about your question. You may do this with another Cub Scout if you would like, but you need to do and record your own work.
   3. Discuss your investigation and findings with your counselor.
4. Visit a place where science is being done, used, or explained, such as one of the following: zoo, aquarium, water treatment plant, observatory, science museum, weather station, fish hatchery, or any other location where science is being done, used, or explained.
   1. During your visit, talk to someone in charge about science.
   2. Discuss with your counselor the science done, used, or explained at the place you visited.
5. Discuss with your counselor how science affects your everyday life.

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Even in a world where the internet is becoming a favorite method of communication, radio still plays a vital role. Boy Scouts can learn more by earning the Radio merit badge.

Radio is a way to send information, or communications, from one place to another. Broadcasting includes both one-way radio (a person hears the information but can’t reply) as well as two-way radio (where the same person can both receive and send messages).

Radio Merit Badge Requirements

1. Explain what radio is. then discuss the following:
1. The differences between broadcast radio and hobby radio
2. The differences between broadcasting and two-way communications
3. Radio station call signs and how they are used in broadcast radio and amateur radio
4. The phonetic alphabet and how it is used to communicate clearly
2. Do the following:
1. Sketch a diagram showing how radio waves travel locally and around the world. Explain how the broadcast radio stations WWV and WWVH can be used to help determine what you will hear when you listen to a shortwave radio.
2. Explain the difference between a DX and a local station. Discuss what the Federal Communications Commission (FCC) does and how it is different from the International Telecommunication Union.
3. Do the following:
1. Draw a chart of the electromagnetic spectrum covering 100 kilohertz (kHz) to 1,000 megahertz (MHz).
2. Label the MF, HF, VHF, UHF, and microwave portions of the spectrum on your diagram.
3. Locate on your chart at least eight radio services, such as AM and FM commercial broadcast, citizens band (CB), television, amateur radio (at least four amateur radio bands), and public service (police and fire).
4. Explain how radio waves carry information. Include in your explanation: transceiver, transmitter, receiver, amplifier, and antenna.
5. Do the following:
1. Explain the differences between a block diagram and a schematic diagram.
2. Draw a block diagram for a radio station that includes a transceiver, amplifier, microphone, antenna, and feed line.
3. Explain the differences between an open circuit, a closed circuit, and a short circuit.
4. Draw eight schematic symbols. Explain what three of the represented parts do. Find three electrical components to match to three of these symbols.
6. Explain the safety precautions for working with radio gear, including the concept of grounding for direct current circuits, power outlets, and antenna systems.
7. Visit a radio installation (an amateur radio station, broadcast station, or public service communications center, for example) approved in advance by your counselor. Discuss what types of equipment you saw in use, how it was used, what types of licenses are required to operate and maintain the equipment, and the purpose of the station.
8. Find out about three career opportunities in radio. 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.
9. Do ONE of the following (a OR b OR c):
1. Amateur radio
1. Tell why the FCC has an amateur radio service. Describe some of the activities that amateur radio operators can do on the air, once they have earned an amateur radio license.
2. Using proper call signs, Q signals, and abbreviations, carry on a 10-minute real or simulated amateur radio contact using voice, Morse code, or digital mode. (Licensed amateur radio operators may substitute five QSL cards as evidence of contacts with amateur radio operators from at least three different call districts.) Properly log the real or simulated ham radio contact and record the signal report.
3. Explain at least five Q signals or amateur radio terms you hear while listening.
4. Explain some of the differences between the Technician, General, and Extra Class license requirements and privileges. Explain who administers amateur radio exams.
5. Explain how you would make an emergency call on voice or Morse code.
6. Explain the differences between handheld transceivers and home “base” transceivers. Explain the uses of mobile amateur radio transceivers and amateur radio repeaters.
2. Broadcast radio
1. Prepare a program schedule for radio station “KBSA” of exactly one-half hour, including music, news, commercials, and proper station identification. Record your program on audiotape or in a digital audio format, using proper techniques.
2. Listen to and properly log 15 broadcast stations. Determine the program format and target audience for five of these stations.
3. Explain at least eight terms used in commercial broadcasting, such as segue, cut, fade, continuity, remote, Emergency Alert System, network, cue, dead air, PSA, and playlist.
3. Shortwave listening
1. Listen across several shortwave bands for four one-hour periods—at least one period during daylight hours and at least one period at night. Log the stations properly and locate them geographically on a globe.
2. For several major foreign stations (BBC in Great Britain or HCJB in Ecuador, for example), list several frequency bands used by each.
3. Compare your daytime and nighttime logs; note the frequencies on which your selected stations were loudest during each session. Explain differences in the signal strength from one period to the next.

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The Cub Scout core value for the month of February is  Resourcefulness. BSA has a Cub Scout pack meeting plan called Invention Convention related to this core value. The Invention Convention  meeting plan features ideas for the core value of resourcefulness – games, group activities, songs, and more which enable Cub Scouts to use their creativity.

For more ideas for use with this program theme, see my Invention Convention page.

The core value of Resourcefulness should still be the focus for the month.  Here is how the BSA plan suggests tying together this theme with February’s core value of  Resoucefulness:

This month’s theme promotes creativity, imagination, and resourcefulness. Close your eyes and dream. Cub Scouts will learn that the sky’s the limit when it comes to a great idea. The boys will also see that anyone with an idea and the desire can be an inventor.

Cub Scout Pack Meeting Plan for February – Invention Convention (Resourcefulness)

This Cub Scout pack meeting plan includes the following – all within a respect theme. See the meeting plan for details.

• Gathering activity – Genius Kit Displays
• Opening ceremony – “Lightbulb” Opening Ceremony
• Resourcefulness Prayer
• Carpenter Cheer, Stamp of Approval Cheer
• Inventions Run Ons
• Telegraph applause, Light Bulb applause, Genius applause, Ford Model T applause
• Song – Be a Genius (To the tune of Are You Sleeping)
• Activity – Inventions Contest and  Den Demonstrations
• Puzzling Advancement Ceremony
• “Contributions” Cubmaster Minute
• “Genius at Being a Boy” Closing Ceremony

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Metalwork involves both art and science. Boy Scouts can learn all about it when they earn the Metalwork merit badge.

Scouts will begin their work on this merit badge by learning about the properties of metal, how to use simple metalworking tools, and the basic metalworking techniques. Then they will practice using these tools and techniques before concentrating on the more intricate skills of one of four metalworking options.

Metalwork Merit Badge Requirements

1. Read the safety rules for metalwork listed in the Metalwork merit badge pamphlet. Discuss how to be safe while working with metal. Discuss with your counselor the additional safety rules that apply to the metalwork option you choose for requirement 5.
2. Define the terms native metal, malleable, metallugry, alloy, nonferrous, and ferrous. Then do the following:
1. Name two nonferrous alloys used by pre-Iron Age metalworkers. Name the metals that are combined to form these alloys.
2. Name three ferrous alloys used by modern metalworkers.
3. Describe how to work-harden a metal.
4. Describe how to anneal a nonferrous and a ferrous metal.
3. Do the following:
1. Work-harden a piece of 26- or 28-gauge sheet brass or sheet copper. Put a 45-degree bend in the metal, then heavily peen the area along the bend line to work-harden it. Note the amount of effort that is required to overcome the yield point in this unworked piece of metal.
2. Soften the work-hardened piece from requirement 3a by annealing it, and then try to remove the 45-degree bend. Note the amount of effort that is required to overcome the yield point.
3. Make a temper color index from a flat piece of steel. Using hand tools, make and temper a center punch of medium-carbon or high-carbon steel.
4. Find out about three career opporuntities in metalworking. 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.
5. After completing the first four requirements, complete at least ONE of the options listed below.
1. Option 1—Sheet Metal Mechanic/Tinsmith
1. Name and describe the use of the basic sheet metalworking tools.
2. Create a sketch of two objects to make from sheet metal. Include each component’s dimensions on your sketch, which need not be to scale.
3. Make two objects out of 24- or 26-gauge sheet metal. Use patterns either provided by your counselor or made by you and approved by your counselor. Construct these objects using a metal that is appropriate to the object’s ultimate purpose, and using cutting, bending, edging, and either soldering or brazing.
4. One object also must include at least one riveted component.
5. If you do not make your objects from zinc-plated sheet steel or tin-plated sheet steel, preserve your work from oxidation.
2. Option 2—Silversmith
1. Name and describe the use of a silversmith’s basic tools.
2. Create a sketch of two objects to make from sheet silver. Include each component’s dimensions on your sketch, which need not be to scale.
3. Make two objects out of 18- or 20-gauge sheet copper. Use patterns either provided by your counselor or made by you and approved by your counselor. Both objects must include a soldered joint. If you have prior silversmithing experience, you may substitute sterling silver, nickel silver, or lead-free pewter.
4. At least one object must include a sawed component you have made yourself.
5. At least one object must include a sunken part you have made yourself.
6. Clean and polish your objects.
3. Option 3—Founder
1. Name and describe the use of the basic parts of a two-piece mold. Name at least three different types of molds.
2. Create a sketch of two objects to cast in metal. Include each component’s dimensions on your sketch, which need not be to scale.
3. Make two molds, one using a pattern provided by your counselor and another one you have made yourself that has been approved by your counselor. Position the pouring gate and vents yourself. Do not use copyrighted materials as patterns.
4. Using lead-free pewter, make a casting using a mold provided by your counselor.
5. Using lead-free pewter, make a casting using the mold that you have made.
4. Option 4—Blacksmith
1. Name and describe the use of a blacksmith’s basic tools.
2. Make a sketch of two objects to hot-forge. Include each component’s dimensions on your sketch, which need not be to scale.
3. Using low-carbon steel at least 1/4-inch thick, perform the following exercises:
4. Draw out by forging a taper.
5. Use the horn of the anvil by forging a U-shaped bend.
6. Form a decorative twist in a piece of square steel.
7. Use the edge of the anvil to bend metal by forging an L-shaped bend.
8. Using low-carbon steel at least 1/4-inch thick, make the two objects you sketched that require hot-forging. Be sure you have your counselor’s approval before you begin.
9. Include a decorative twist on one object.
10. Include a hammer-riveted joint in one object.
11. Preserve your work from oxidation.

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Having a science themed meeting with your Scouts? Instead of a craft, make up a batch of silly putty. This stuff is stretchy and the Scouts will enjoy playing with it. Have some small containers ready so they can take it home.

I encourage you to do a test run on your own first, so you get the hang of it and can judge the messiness and have an appropriate work space.

Homemade Silly Putty

Equipment

• 2 bowls
• 2 spoons for stirring

Ingredients:

• 1 tsp. borax
• 1 cup white or transparent school glue
• 1 1/4 cups water
• optional: food coloring

Instructions

1. Put 3/4 cup water in one bowl.
2. Add the food coloring and borax.
3. Stir until the borax is dissolved.
4. Put 1/2 cup of the water and the glue in the second bowl.
5. Stir the glue and water until combined.
6. Slowly add the glue mixture into the borax mixture, stirring while you do so.
7. The mixture will form a ball. Continue to mix it with your hands. (They will enjoy this part!)
8. Observe the qualities of the silly putty.

Explanation

You’ve made a polymer. Polymers are long chains of molecules. The chains move around each other easily. This, along with the types of links in the chain, explains how it is a solid, but can slowly flow, like a liquid. Plastics are polymers.

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BSA offers supplemental pack program ideas for each month. One theme for the February core value of Resourcefulness is a Invention Convention theme.

Here is what the  program helps say about this theme:

This month’s theme promotes creativity, imagination, and resourcefulness. Close your eyes and dream. Cub Scouts will learn that the sky’s the limit when it comes to a great idea. The boys will also see that anyone with an idea and the desire can be an inventor.

So this theme will revolve around ideas and invention.  This fits in well with STEM programs also.  Below you’ll find some ways to form your pack and den programs around this theme.

See my Invention Convention page for more ideas related to this theme.

February Cub Scout Theme – Invention Convention (Resourcefulness)

Tiger Cub Scouts

• Tiger Elective 39 – Go to Work

Wolf Cub Scouts

• Wolf Elective 3 – Make It Yourself
• Wolf Elective 5 – Spare Time Fun
• Wolf Elective 7 – Foot Power
• Wolf Elective 8 – Machine Power

Bear Cub Scouts

• Bear Elective 3 – Radio
• Bear Elective 4 – Electricity
• Bear Elective 7 – Things That Go

Webelos

• Engineer Activity Badge

Academics and Sports Program

• Science Belt Loop and Pin

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STEM stands for science, technology, engineering, and mathematics. These disciplines are considered by many to be the foundation of an advanced society. In many forums-including political, governmental, and academic-the strength of the STEM workforce is viewed as an indicator of a nation’s ability to sustain itself.

The BSA NOVA Awards program combines knowledge of STEM concepts with hands on activities and investigation of  science, technology, engineering and mathematics. There are award programs for Cub Scouts, Boy Scouts, and Venturers. Scouts are offered opportunities to work with counselors and mentors from STEM fields.

There are four Nova awards for each program level – one each for science, technology, engineering and mathematics. When a Scout earns the first Nova award, he or she earns a patch. For each award after that he or she earns a pi device to put on the patch.

For more information and guidebooks, check your local Scout shop.

The Nova Awards (STEM Awards)

Cub Scout Nova awards:

• Science Everywhere
• Tech Talk
• Swing!
• 1-2-3 Go!

Boy Scout Nova awards

• Shoot!
• Start Your Engines
• Whoosh!
• Designed to Crunch

Venturer Scout Nova awards

• Launch!
• Power Up
• Hang On!
• Numbers Don’t Lie

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Engineers use their knowledge to solve a wide variety of problems. Boy Scouts can investigate this profession by earning the Engineering merit badge.

Engineers use both science and technology to turn ideas into reality, devising all sorts of things, ranging from a tiny, low-cost battery for your cell phone to a gigantic dam across the mighty Yangtze River in China.

Engineering Merit Badge Requirements

1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information.
2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent’s permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned.
3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related.
4. Visit with an engineer (who may be your counselor or parent) and do the following:
1. Discuss the work this engineer does and the tools the engineer uses.
2. Discuss with the engineer a current project and the engineer’s particular role in it.
3. Find out how the engineer’s work is done and how results are achieved.
4. Ask to see the reports that the engineer writes concerning the project.
5. Discuss with your counselor what you learned about engineering from this visit.
5. Do ONE of the following:
1. Use the engineering systems approach to make step-by-step plans for your next campout. List alternative ideas for such items as program schedule, campsites, transportation, and costs. Tell why you made the choices you did and what improvements were made.
2. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it.
6. Do TWO of the following:
1. Transforming motion. Using common materials or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical elements like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product.
2. Using electricity. Make a list of 10 electrical appliances in your home. Find out approximately how much electricity each uses in one month. Learn how to find out the amount and cost of electricity used in your home during periods of light and heavy use. List five ways to conserve electricity.
3. Understanding electronics. Using an electronic device such as a mobile telephone or portable digital media player, find out how sound travels from one location to another. Explain how the device was designed for ease of use, function, and durability.
4. Using materials. Do experiments to show the differences in strength and heat conductivity in wood, metal, and plastic. Discuss with your counselor what you have learned.
5. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings.
6. Moving people. Find out the different ways people in your community get to work. Make a study of traffic flow (number of vehicles and relative speed) in both heavy and light traffic periods. Discuss with your counselor what might be improved to make it easier for people in your community to get where they need to go.
7. Building an engineering project. Enter a project in a science or engineering fair or similar competition. (This requirement may be met by participation on an engineering competition project team.) Discuss with your counselor what your project demonstrates, the kinds of questions visitors to the fair asked you, and how well you were able to answer their questions.
7. Explain what it means to be a registered Professional Engineer (P.E.). Name the types of engineering work for which registration is most important.
8. Study the Engineer’s Code of Ethics. Explain how it is like the Scout Oath and Scout Law.
9. Find out about three career opportunities in engineering. Pick one and research 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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This demonstration can be used to fulfill Webelos Scientist activity badge requirement 3:

Read Newton’s first law of motion. Show in three different ways how inertia works.

It could also be used as part of a demonstration of the scientific method or a science experiment for the Science belt loop and pin from the Cub Scout Academics and Sports program. So it fits in well with a science theme.

Newton’s first law of motion

An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Inertia Demonstration

Materials

• Ten pennies
• Jar or glass with a wide mouth
• Piece of cardboard slightly larger than the mouth of the jar
• A strip of paper approximately 1” by 11”
• Plastic cup
• water

Instructions

1. Place one of the pennies in the center of the piece of cardboard.
2. Place the cardboard with the penny on it over the mouth of the jar.
3. Quickly slide the cardboard out from under the penny.
4. Observe that the penny drops into the jar.
5. Next, stack up nine of the pennies on a smooth flat surface, like a table.
6. Put the last penny on the surface a few inches away from the stack.
7. Flick the penny toward the stack of pennies with your finger.
8. Observe that the penny strikes the bottom penny out of the stack, but the other pennies remain stacked up.
9. Finally, fill the plastic cup half full with water.
10. Place the cup of water on the strip of paper, about four inches from the end of the strip.
11. Quickly pull the strip of paper out from under the cup of water.
12. Observe that the cup of water remains where it was placed.

Explanation

In each case, an object did not move, even though the object beneath it was pulled or pushed away. This is inertia. An object tends to stay at rest (where it is) unless a sufficient force acts on it.

In the first case, the penny over the mouth of the jar fell into the jar. When the cardboard was pulled out from under it, instead of moving with the cardboard, it stayed in position until the force of gravity caused it to fall into the jar.

In the second case, the bottom penny on the stack was pushed out of the way by the force of the penny striking it. But the other pennies in the stack remained where they were.

In the third case, the cup of water remained in place even though it was sitting directly on top of the strip of paper which was pulled out from underneath it.

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Boy Scouts learn about marine science and the delicate balance of life in our oceans while earning the Oceanography merit badge.

The oceans cover more than 70 percent of our planet and are the dominant feature of Earth. Wherever you live, the oceans influence the weather, the soil, the air, and the geography of your community. To study the oceans is to study Earth itself.

Oceanography Merit Badge Requirements

1. Name four branches of oceanography. Describe at least five reasons why it is important for people to learn about the oceans.
2. Define salinity, temperature, and density, and describe how these important properties of seawater are measured by the physical oceanographer. Discuss the circulation and currents of the ocean. Describe the effects of the oceans on weather and climate.
3. Describe the characteristics of ocean waves. Point out the differences among the storm surge, tsunami, tidal wave, and tidal bore. Explain the difference between sea, swell, and surf. Explain how breakers are formed.
4. Draw a cross-section of underwater topography. Show what is meant by:
   1.  Continental shelf
   2.  Continental slope
   3.  Abyssal plain
   4. Name and put on your drawing the following: seamount, guyot, rift valley, canyon, trench, and oceanic ridge. Compare the depts in the ocean with the heights of mountains on land.
5. List the main salts, gases, and nutrients in seawater. 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.
6. Describe some of the biologically important properties of seawater. Define benthos, nekton, and plankton. Name some of the plants and animals that make up each of these groups. Describe the place and importance of phytoplankton in the oceanic food chain.
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.
   2. Make a series of models (clay or plaster and wood) of a volcanic island. Show the growth of an atoll from a fringing reef through a barrier reef. Describe the Darwinian theory of coral reef formation.
   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, lowtide terrace, berm, and coastal cliffs. Show how offshore bars are built up and torn down.
   5. Make a wave generator. Show reflection and refraction of waves. Show how groins, jetties, and breakwaters affect these patterns.
   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:
   1. Write a 500-word report on a book about oceanography approved by your counselor.
   2. Visit one of the following:
      1. Oceanographic research ship
      2. Oceanographic institute
      3. Write a 500-word report about your visit.
   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.

*May be done in lakes or streams.

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