 Chemistry
This Merit Badge requires 1 session to complete.
The Pathways to Eagle preparation work items for the Chemistry merit badge are: 1, 2a, 3, 4a, 5, 6, 7a, 7b, 7c, 7d
- Items in RED - MUST be completed before the session starts to make it possible to complete the merit badge at Pathways to Eagle. Bring proof of completion (item, written work, note, photo, etc.)
- Items in GREEN - Can be completed before the session starts or done during merit badge session.
- Items in BLACK - MUST be ready to demonstrate your knowledge of these requirements during the merit badge session.
Scouts are strongly encouraged to use a Merit Badge worksheet to show that they have done the preparation work for the merit badge.
Download the workbook for the
Chemistry Merit Badge
in Adobe PDF format from the U.S. Scouting Service Project website.
Scouts MUST be able to discuss any items completed as preparation works or as written work.
Note: Some requirements contain items that fall into more that one category and are listed as the higher category.
1. |
Do EACH of the following: |
| a. |
Describe three examples of safety equipment used
in a chemistry laboratory and the reason each one
is used. |
| b. |
Describe what a safety data sheet (SDS) is and
tell why it is used. |
| c. |
Obtain an SDS for both a paint and an insecticide.
Compare and discuss the toxicity, disposal, and
safe-handling sections for these two common
household products. |
| d. |
Discuss the safe storage of chemicals. How does
the safe storage of chemicals apply to your home,
your school, your community, and the environment? |
2. |
Do EACH of the following activities: |
| a. |
Predict what would happen if you placed an iron
nail in a copper sulfate solution. Then, put an
iron nail in a copper sulfate solution. Describe
your observations and make a conclusion based on
your observations. Compare your prediction and
original conclusion with what actually happened.
Write the formula for the reaction that you
described. |
| b. |
Demonstrate how you would separate sand (or
gravel) from water. Describe how you would
separate table salt from water, oil from water,
and gasoline from motor oil. Name the practical
processes that require these kinds of separations
and how the processes may differ. |
| c. |
Describe the difference between a chemical reaction and a physical change. |
3. |
Construct a Cartesian diver. Describe its
function in terms of how gases in general behave
under different pressures and different
temperatures. Describe how the behavior of gases
affects a backpacker at high altitudes and a
scuba diver underwater. (P2E note - please
bring picture to show proof of completion for
sign off) |
4. |
Do EACH of the following activities: |
| a. |
Cut a round onion into small chunks. Separate
the onion chunks into three equal portions.
Leave the first portion raw. Cook the second
portion of onion chunks until the pieces are
translucent. Cook the third portion until the
onions are carmelized, or brown in color. Taste
each type of onion. Describe the taste of raw
onion versus partially cooked onion versus
caramelized onion. Explain what happens to
molecules in the onion during the cooking
process. |
| b. |
Describe the chemical similarities and differences between toothpaste and an abrasive household cleanser. Explan how the end use or purpose of a product affects its chemical formulation. |
| c. |
In a clear container, mix a half-cup of water with a tablespoon of oil. Explain why the oil and water do not mix. Find a substance that will help the two combine, and add it to the mixture. Describe what happened, and explain how that substance worked to combine the oil and water. |
5. |
List the five classical divisions of chemistry.
Briefly describe each one, and tell how it applies
to your everyday life. |
6. |
Do EACH of the following: |
| a. |
Name two government agencies that are responsible
for tracking the use of chemicals for commercial
or industrial use. Pick one agency and briefly
describe its responsibilities. |
| b. |
Define pollution. Explain the chemical impacts on
the ozone layer and global climate change. |
| c. |
Using reasons from chemistry, describe the
effect on the environment of ONE of the
following:
(1) The production of aluminum cans
(2) Burning fossil fuels
(3) Single-use items, such as water bottles,
bags, straws, or paper |
| d. |
Briefly describe the purpose of phosphates in
fertilizer and in laundry detergent. Explain
how the
use of phosphates in fertilizers affects the
environment. Also, explain why phosphates have
been
removed from laundry detergents. |
7. |
Do ONE of the following activities: |
| a. |
Visit a laboratory and talk to a chemist. Ask what
that chemist does and what training and education
are needed to work as a chemist. |
| b. |
Using resources found at the library and in
periodicals, books, and the Internet (with your
parent's permission), learn about two different
kinds of work done by chemists, chemical
engineers, chemical technicians, or industrial
chemists. For each of the four jobs, find out
the education and training requirements. |
| c. |
Visit an industrial plant that makes chemical
products or uses chemical processes and describe
the processes used. What, if any, by-products are
produced and how are they handled? |
| d. |
Visit a county farm agency or similar governmental agency and learn how chemistry is used to meet the needs of agriculture in your county. |
|
The requirements listed on this web site are believed to be correct.
The official requirements can be found in the current edition of
"Boy Scout Requirements Book 2024"
Download the workbook for the
Chemistry Merit Badge
in Adobe PDF format from, The U.S. Scouting Service Project website.
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