Chemistry

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{{Merit Badge header|Canoeing|Chess}}
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{{Otheruses|{{ThisMB}}{{WABearn|Scientist}}{{CSASearn|Science}}}}<br>
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{{Infobox_MeritBadge_Green
{{Infobox_MeritBadge_Green
|name= Chemistry
|name= Chemistry
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|discontinued= N/A
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|requirements revision= 2006
|requirements revision= 2006
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|pamphlet revision= 2004
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|pamphlet revision= 2008
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|field= Physical Science
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|id= 034
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|quote=Chemistry explores how substances react with each other, how they change, how certain forces connect molecules, and how molecules are made are all parts of chemistry. Stretch your imagination to envision molecules that cannot be seen—but can be proven to exist—and you become a chemist.
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{{Merit Badge introduction}}
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{{Original Merit Badge}}
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== Merit badge requirements ==
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{{reqs||merit badge }}
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<br>
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:1. Do EACH of the following activities:
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== Notes ==
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::a. Describe three examples of safety equipment used in a chemistry laboratory and the reason each one is used.
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::b. Describe what a material safety data sheet (MSDS) is and tell why it is used.
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<!-- Add general notes here, such as the link to the worksheet. -->
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::c. Obtain an MSDS for both a paint and an insecticide. Compare and discuss the toxicity, disposal, and safe-handling sections for these two common household products.
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::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?
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{{Merit Badge Notes}}
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:2. Do EACH of the following activities:
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::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.
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::b. Describe how you would separate sand from water, table salt from water, oil from water, and gasoline from motor oil. Name the practical processes that require these kinds of separations.
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::c. Describe the difference between a chemical reaction and a physical change.
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: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.
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:4. Do EACH of the following activities:
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::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 caramelized, 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.
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::b. Describe the chemical similarities and differences between toothpaste and an abrasive household cleanser. Explain how the end use or purpose of a product affects its chemical formulation.
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::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.
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:5. List the four classical divisions of chemistry. Briefly describe each one, and tell how it applies to your everyday life.
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:6. Do EACH of the following activities:
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::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 to the public and the environment.
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::b. Define pollution. Explain the chemical effects of ozone, global warming, and acid rain. Pick a current environmental problem as an example. Briefly describe what people are doing to resolve this hazard and to increase understanding of the problem.
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:c. Using reasons from chemistry, describe the effect on the environment of ONE of the following:
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:::1. The production of aluminum cans or plastic milk cartons
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:::2. Sulfur from burning coal
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:::3. Used motor oil
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:::4. Newspaper
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::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.
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:7. Do ONE of the following activities:
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::a. Visit a laboratory and talk to a practicing chemist. Ask what the chemist does, and what training and education are needed to work as a chemist.
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::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.
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::c. Visit an industrial plant that makes chemical products or uses chemical processes and describe the processes used. What, if any, pollutants are produced and how they are handled.
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::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.
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''Source: 2007 Boy Scout Requirements (33215)''
 
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== Notes ==
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== Requirement resources ==
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{{Merit Badge Requirement resources}}
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'''1b. & c'''. [http://www.ilpi.com/msds/ Material Safety Data Sheets (MSDS) Online] - [http://www.msdsxchange.com/english/index.cfm more]<br>
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'''3'''. [http://en.wikipedia.org/wiki/Cartesian_diver How to Make a Cartesian Diver]<br>
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'''5'''. [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-A/analytical_chemistry.html Definition of Analytical Chemistry]
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: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-I/inorganic_chemistry.html Definition of Inorganic Chemistry]
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: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-O/organic_chemistry.html Definition of Organic Chemistry]
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: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-P/physical_chemistry.html Definition of Physical Chemistry]
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: [http://chemistry.uconn.edu/undergraduate_studies.html University of Connecticut Chemistry Divisions]
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*6a: [http://www.chemsafety.gov/ U.S. Chemical Safety and Hazard Investigation Board]
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*6a: [http://www.osha.gov/ Occupational Safety and Health Administration]
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*6b: [http://www.pediatriconcall.com/kidscorner/whywhat/what_is_pollution.asp What is Pollution and How Does it Affect us?]
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*6b: [http://scifun.chem.wisc.edu/chemweek/ozone/ozone.html Chemical of the Week: Ozone]
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*6c2: [http://www.teachcoal.org/aboutcoal/articles/coalenv.html Coal and the Environment: Land and Air]
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*6d: [http://www.phosphatesfacts.org/what.asp Phosphate Facts]
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*7b: [http://www.princetonreview.com/cte/profiles/dayInLife.asp?careerID=33 A Day in the Life of a Chemical Engineer]
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*7b: [http://www.princetonreview.com/cte/profiles/dayInLife.asp?careerID=34 A Day in the Life of a Chemist]
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== Help with these requirements ==
 
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== External links ==
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== Related awards ==
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<!-- * [[other award]] requirement ## -->
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{{Science Award Links}}
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{{Professions Award Links}}
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*5: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-A/analytical_chemistry.html Definition of Analytical Chemistry]
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*5: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-I/inorganic_chemistry.html Definition of Inorganic Chemistry]
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== See also ==
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*5: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-O/organic_chemistry.html Definition of Organic Chemistry]
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*5: [http://www.biochem.northwestern.edu/holmgren/Glossary/Definitions/Def-P/physical_chemistry.html Definition of Physical Chemistry]
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<!-- Note similarities with other articles here such as: -->
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*5: [http://chemistry.uconn.edu/undergraduate_studies.html University of Connecticut Chemistry Divisions]
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<!-- * [[other article]] -->
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*[http://www.chemistry.org/portal/a/c/s/1/home.html ChemCenter] - the American Chemical Society
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{{Merit Badge See also}}
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== External links ==
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*[http://www.chemistry.org/portal/a/c/s/1/home.html ChemCenter] - The American Chemical Society
*[http://www.phmeters.com/basic_ph_tutorial.htm Basic pH Tutorial]
*[http://www.phmeters.com/basic_ph_tutorial.htm Basic pH Tutorial]
*[http://www.liv.ac.uk/Chemistry/Links/links.html WWW Virtual Library: Chemistry]
*[http://www.liv.ac.uk/Chemistry/Links/links.html WWW Virtual Library: Chemistry]
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*[http://www.ou.edu/research/electron/www-vl/ WWW Virtual Library: Microscopy]
*[http://www.ou.edu/research/electron/www-vl/ WWW Virtual Library: Microscopy]
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[[Category:Boy Scouts]] [[Category:Merit Badges]]
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{{Merit Badge footer}}

Current revision

Resources include the Chemistry merit badge worksheet Adobe Acrobat PDF, links, and cross-references to related badges and awards.  ◀Prev  -  Next ▶ 

This is the Chemistry merit badge for Boy Scouts, Varsity Scouts, and Venturers.
Webelos Scouts can earn the Scientist activity badge.
Cub Scouts and Webelos Scouts can earn the Cub Scout Science belt loop and pin.

Chemistry merit badge
Status: Elective
Created: 1911
Discontinued: no
BSA Advancement ID: 034
Requirements revision: 2006
Latest pamphlet revision: 2008

Contents

“ Chemistry explores how substances react with each other, how they change, how certain forces connect molecules, and how molecules are made are all parts of chemistry. Stretch your imagination to envision molecules that cannot be seen—but can be proven to exist—and you become a chemist. ”

The Chemistry merit badge was one of the original 57 merit badges issued by the Boy Scouts of America in 1911.


Chemistry merit badge requirements

  1. Do EACH of the following activities:
    a. Describe three examples of safety equipment used in a chemistry laboratory and the reason each one is used.
    b. Describe what a material safety data sheet (MSDS) is and tell why it is used.
    c. Obtain an MSDS 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. Describe how you would separate sand from water, table salt from water, oil from water, and gasoline from motor oil. Name the practical processes that require these kinds of separations.
    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.
  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 caramelized, 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. Explain 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 four classical divisions of chemistry. Briefly describe each one, and tell how it applies to your everyday life.
  6. Do EACH of the following activities:
    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 to the public and the environment.
    b. Define pollution. Explain the chemical effects of ozone, global warming, and acid rain. Pick a current environmental problem as an example. Briefly describe what people are doing to resolve this hazard and to increase understanding of the problem.
    c. Using reasons from chemistry, describe the effect on the environment of ONE of the following:
    1. The production of aluminum cans or plastic milk cartons
    2. Sulfur from burning coal
    3. Used motor oil
    4. Newspaper
    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 practicing chemist. Ask what the 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, pollutants are produced and how they are 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 official source for the information shown in this article or section is:
Boy Scout Requirements, 2012 Edition (BSA Supply No. 34765)

The text of these requirements is locked and can only be edited by an administrator.
Please note any errors found in the above requirements on this article's Talk Page.


Notes

Worksheet A FREE workbook for Chemistry is available here! Adobe Acrobat PDF
with the maps, charts, links, diagrams, and checklists you need!
Or click here to print just the Chemistry requirements. 		meritbadge.org has PDF and DOC versions of
Boy Scout merit badge workbooks,
Webelos workbooks, and Cub Scout workbooks.
  1. Per the BSA: "You should read the merit badge pamphlet on the subject." Pamphlets (books) are at local Scout Shops and online at ScoutStuff.org.
  2. "Get a signed Merit Badge application from your Scoutmaster." An online, printable Word doc file version is available.


Requirement resources

1b. & c. Material Safety Data Sheets (MSDS) Online - more
3. How to Make a Cartesian Diver
5. Definition of Analytical Chemistry

Definition of Inorganic Chemistry
Definition of Organic Chemistry
Definition of Physical Chemistry
University of Connecticut Chemistry Divisions


Related awards

Science-related awards

Profession-related awards


See also

Boy Scout portal
Varsity Scout portal
Venturing portal

Merit Badge information


External links



Retrieved from "http://www.meritbadge.org/wiki/index.php/Chemistry"
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