Become A Sponsor
|
Why Ads
2024 Scouts BSA Advancement Requirements Changes
 |
Scouts BSA
Advancement
Requirements Changes
Effective January 1, 2024
|
Please note that the 2024 report is not complete yet. As far as I can tell,
I have identified all of the changes to rank advancement requirements, and merit
badge requirements, I have prepared and published the usscouts.org web pages showing
the revised text for the merit badges and ranks that have changed and the web pages
highlighting the details of the changes have been uploaded to the website. As
I've done in the past, the details of the revisions are shown with deleted text
shown in red strike-through italics and additions shown in green underlined and
slightly larger. The workbooks for rank advancement and merit badges have been revised and are available
for download. However, other than
the revised requirements for Eagle Palms, and a note that the Cyber Chip has been
retired, I have not documented the changes to the other awards and insignia listed
in the "Special Opportunities" section of the requirements book. I hope to have
the rest of the report done as soon as possible.
Paul
BSA has released information on the 2024 changes to Scouts-BSA advancement requirements
on their website at
https://www.scouting.org/programs/scouts-bsa/advancement-and-awards/.
The 2024 edition of the Scouts BSA Requirements handbook
(BSA Publication No. 33216 - SKU No. 660535) should soon be available for purchase
on ScoutShop.org and in Scout Shops.
This web page shows the revisions made to requirements for rank advancements,
merit badges, and other awards (Special Opportunities) posted on Scouting.org and
which have been included in the 2024 edition of Scouts BSA Requirements
or on Scouting.org. In a few instances, due to editing errors, the requirements
posted on Scouting.org differ from those in the 2024 edition of the
Scouts BSA Requirements handbook. In most cases, we have noted those
issues in this report.
The 2024 list of advancements which have been revised, which appears
on the inside front cover of the Scouts BSA Requirements
handbook, includes 3 ranks and 30 of the 138 currently available merit badges. In
addition, we have identified changes to other ranks and merit badges with minor
changes that are not included in that list, In particular, over 30 other merit badges
have had minor changes to allow a Scout's guardian that is not a registered member
of BSA to approve or permit some activities such as use of the internet or meetings
with individuals. We have listed the merit badges that have had that modification
below.
While the list of changes on the inside front cover of the 2024
Scouts BSA Requirements book does not include information
on changes to the topics in the Special Opportunities section, there are
changes or deletions which we have listed below. Two particular items to note are:
- The requirements for Eagle Palms have changed and have been moved from the
section of the book which deals with rank advancement to the Special Opportunities
section, to emphasize that Eagle Palms are awards and not ranks., and
- The Cyber Chip has been phased out.
General Information
The Guide to Advancement (Publication No. 33088)
and information posted on Scouting.org,
specify that the Scouts BSA Requirements handbook,
and the information on Scouting.org are the official
Boy Scouts of America sources on Scouts BSA advancement procedures .However,
the current edition of the Guide to Advancement
was issued in 2021. Since then, BSA has specified that only the information
on Scouting.org will be considered the official
requirements. The statement at the top of the inside front cover of
Scouts BSA Requirements has been revised accordingly
and now reads as follows:
|
The requirements listed in this Scouts
BSA Requirements book for rank advancement and merit badges
are effective Jan. 1, 2024. However, the requirements on the following
pages might not match those in the Scouts BSA handbooks and the
merit badge pamphlets, because this publication is updated only
on an annual basis. The most current official merit badge requirements
can be found at www.scouting.org/meritbadges.
|
When there is a conflict between two published lists of requirements,
such as those posted on Scouting.org, in the current edition of
Scouts BSA Requirements, in a Merit Badge pamphlet, or
in the Scouts BSA handbooks, the requirements posted on Scouting.org
should normally be considered to be the controlling document.
No council, district, unit, or individual has the authority to
add to, or to subtract from, any advancement or merit badge requirements.
For more detailed information, see the Guide to Advancement,
which is available online at
www.scouting.org/resources/guide-to-advancement
The following excerpt from the 2021 edition of the Guide
to Advancement explains what to do when merit badge requirements
change.
7.0.4.3 What to Do When Requirements Change
Merit badge requirements, along with changes to them, can be found
at the Scouting.org Merit Badges web page:
www.scouting.org/programs/scouts-bsa/advancementand- awards/merit-badges.
Once new or revised requirements appears on that page, any Scout beginning
work on a merit badge must use the requirement as stated there.
Changes may also be introduced in a revised merit badge pamphlet,
youth handbook, or other official BSA publication or release before
appearing on the Merit Badges web page. In this case, unless official
communications set forth a different procedure or establish a date by
when use of the old requirements must cease, youth members have through
December 31 of that year to decide what to do. They may continue - or
begin work - using the old requirements, or they may switch to - or
begin work - using the new requirements. Scouts who choose to use the
old requirements may continue using them until the merit badge is completed.
Scouts who have not begun work on a badge by December 31 of the year
a change in its requirements is announced must use the new requirements.
Furthermore, the following statement on the inside front cover of
the 2024 edition of the Scouts BSA Requirements book
explains what to do when merit badge requirements change:
| |
|
When new or revised merit badge requirements appear
in this Scouts BSA Requirements book and on www.scouting.org/meritbadges,
any Scout beginning work on a merit badge must use the
requirements as stated therein. However, if changes
to merit badge requirements are introduced in a revised
merit badge pamphlet or at www.scouting.org/meritbadges
throughout the year, then the Scout has through the
end of the current calendar year to decide which set
of requirements to use.
Once a Scout begins work, the Scout may continue
using the requirements the Scout started with until
completion of the badge. Alternatively, the Scout may
choose to switch to the revised requirements. Sometimes,
however - especially for more significant changes -
the Scouts BSA handbooks, the Scouts BSA Requirements
book,
www.scouting.org/meritbadges. or official communications
from the National Council may set forth a different
procedure that must be used. The National Council may
establish a new date for when use of the existing requirements
must cease. When new or revised merit badge requirements
appear in this Scouts BSA Requirements book and on
www.scouting.org/meritbadges,
any Scout beginning work on a merit badge must use the
requirements as stated therein. However, if changes
to merit badge requirements are introduced in a revised
merit badge pamphlet or at
www.scouting.org/meritbadges
throughout the year, then the Scout has through the
end of the current calendar year to decide which set
of requirements to use. Once a Scout begins work, the
Scout may continue using the requirements the Scout
started with until completion of the badge. Alternatively,
the Scout may choose to switch to the revised requirements.
Sometimes, however - especially for more significant
changes - the Scouts BSA handbooks, the Scouts BSA Requirements
book,
www.scouting.org/meritbadges. or official communications
from the National Council may set forth a different
procedure that must be used. The National Council may
establish a new date for when use of the existing requirements
must cease.
|
|
|
There is no time limit between starting and completing a badge, although
a counselor may determine so much time has passed since any effort took
place that the new requirements must be used.
Please note that, as of January 7, 2024, we have
NOT updated the workbooks for these ranks.
* not included in the list on the inside front
cover
** requirements now moved to the Special Opportunities listing
|
MERIT BADGE CHANGES
Please note that, as of January 7, 2024, we have
NOT updated the workbooks for these merit badges,
We have NOT revised the listings of the merit badge psmphlet copywrite
dates, nor the stock numbers for the printed and digital versions
of these pamphlets.
Significant Changes
|
Other Changes
|
* not included in the list on the inside front
cover
|
Additional MINOR MERIT BADGE CHANGES
The following merit badges have had one or more
minor changes
to allow a Scout's guardian to approve or permit some activities
such as use of the internet or meeting with an individual that is
not a registered member of BSA.
In each case parent's
has been replaced by parent or guardian's
These are the only changes made in 2024 for these merit badges.
These merit badges are NOT included in the list of changes on the
inside front cover,
since the change does not directly affect the actual work by the
Scout.
*See the additional comment below
|
MERIT BADGES WITH REQUIREMENTS THAT CONFLICT
WITH THOSE ON SCOUTING.ORG
A change to requirement 4a and the order of requirements
8, 9, 10, and 11 were revised in 2021, but have not been changed
in the 2022-2024 Scouts BSA Requirements books.
The requirements available at
https://www.scouting.org/merit-badges/archaeology/
and those available when using the Scoutbook app are correct and
should be used.
In November, 2021, the Health Care Professions merit
badge was introduced and replaced the Medicine merit badge, and
the requirements for the new merit badge were included in the new
merit badge pamphlet, and in the requirement listings on Scouting.org
and Scoutbook. However, the requirements for the former Medicine
merit badge was mistakenly inserted in the 2022- 2024 editions of
the Scouts BSA Requirements books. The requirements available on
this website at https://usscouts.org/mb/mb161.asp,
and on Scouting.org, at
https://www.scouting.org/merit-badges/health-care-professions/
and those available when using the Scoutbook app are correct and
should be used.
We have prepared an insert with the
correct requirements. The insert is designed to fit in the book
when trimmed, and can be pasted over the incorrect requirements.
To download the insert,
Click Here.
In the 2023 edition of Scouts BSA Requirements,
the text of requirement 1d, which covers a Health and Safety issue,
was duplicated as requirement 2d (which should cover a "Nutrition"
issue. In the 2024 edition 2d was changed back, but the text of
requirement 1d was also changed (in error) to duplicate requirement
2d. The correct text is shown below and can be seen by downloading
the "Previous" requirements, as they appear in the Cooking merit
badge pamphlet, at:
https://filestore.scouting.org/filestore/Merit_Badge_ReqandRes/2023_Updates/35879(23)_Cooking_REQ.pdf
Requirement 1d:
Discuss with your counselor food allergies, food
intolerance, and food-related illnesses and diseases. Explain why
someone who handles or prepares food needs to be aware of these
concerns.
Requirement 2d:
Discuss your current eating habits with your counselor
and what you can do to eat healthier, based on the MyPlate food
guide..
In the 2023 and 2024 Scouts BSA Requirements
books, and on scouting.org, Scoutbook, and the Cooking merit badge
pamphlet, there is an apparent editorial error in the first sentence
of requirement 6a.Since the requirement specifies planning for "one
breakfast, one lunch, one dinner, and one snack.",
the instruction to "plan a meal
for trail hiking ..." should read "plan a
menu for trail hiking ...".
In the 2020 through 2024 editions of Scouts BSA
Requirements, Photography requirements 1a and 1b are in reverse
order from the official listing on Scouting.org. We have adjusted
the order of those requirements to show them in the correct order.
In 2021, revisions were made to the requirements
for the Sports merit badge. The revised requirements were posted on Scouting.org, and
printed in the Sports merit badge pamphlet (© 2021). BSA did not
publish a 2021 edition of Scouts BSA
Requirements, and announced that the official
text for all merit badge requirements would be the text as it
appears on scouting.org/meritbadges/.
When publication of annual editions of
Scouts BSA
Requirements resumed in 2022, instead of the revised text, the
previous version of the requirements for Sports merit badge was included
in the printed material.,
while the revised version was posted on Scouting.org.
In 2023, additional revisions were made, using the pre-2021 text
instead of the text as revised in 2021.That version now appears
in the 2024 edition of thee Scouts BSA Requirements book, and online
on Scouting.org, in the "merit badge HUB" and in the Scoutbook
"Resources" listing, and in the excerpt from the 2023 printing
of the Safety merit badge pamphlet (#35954).
We had posted two versions of the
requirements for Sports merit badge in 2023; one with the pre-2021
text as revised in 2023, and one with the 2021 text as revised in
2023, until we could obtain a clarification as to which version
should be used. We now have that clarification, that the current
requirements use the pre-2021 text as revised in
2023.
The version of the requirements using the 2021
text as revised in 2023 can be seen by Clicking Here:
|
11 other subjects have had changes but we have not completed
their analyses yet
|
A revision was made to requirement 1e. Requirement 6 and
footnote 1 were changed to reflect the phase out of the Cyber Chip. The
changes are shown below.
-
- Repeat from memory the Outdoor Code. List the
seven principles of Leave No Trace
Seven Principles. Explain the difference
between the two.
- With your parent or guardian, complete the exercises
in the pamphlet "How to Protect Your Children from Child
Abuse: A Parents Guide" and earn
the Cyber Chip Award for your grade or view the Personal
Safety Awareness videos (with your parent or guardian's permission).
1
1 If your family does
not have internet access at home AND you do not have ready internet
access at school or another public place or via a mobile device, the
Cyber Chip Personal Safety
Awareness videos portion of the requirement may be waived by
your Scoutmaster in consultation with your parent or guardian.
In 2022, Requirement 5d was added to the requirements listed
on Scouting.org and Scoutbook, as well as in the Scouts BSA Handbooks. However,
it did not appear in the 2023 Scouts BSA Requirements book. It was added
to the 2024 Scouts BSA Requirements book.
-
- Explain why it is important
to hike on trails or other durable surfaces, and give examples
of durable surfaces you saw on your outing.
A revision was made to requirement 1b, as shown below.
-
- Recite the seven principles
of Leave No Trace Seven Principles
from memory. Explain how you follow them on all outings.
A revision was made to requirement 1b, as shown below.
-
- Explain the potential impacts of camping, both
on the environment and on other outdoor users. Explain why the
Outdoor Code and Leave No Trace principles
Seven Principles are important for
protecting the outdoors.
Requirement 6 and footnote 7 were changed to reflect
the phase out of the Cyber Chip. The changes are shown below.
- With your parent or guardian, complete the exercises
in the pamphlet "How to Protect Your Children from Child
Abuse: A Parents Guide" and earn
the Cyber Chip Award for your grade or
view the Personal Safety Awareness videos (with your parent or guardian's
permission). 7
7 If your family does not have internet
access at home AND you do not have ready internet access at school or
another public place or via a mobile device, the Cyber
Chip view the Personal Safety Awareness videos
portion of the requirement may be waived by your Scoutmaster in consultation
with your parent or guardian.
Footnote 13 was revised as shown below
13 AGE REQUIREMENT ELIGIBILITY.
Merit badges,
and badges of rank, and Eagle
Palms may be earned by a registered Scout or a qualified Venturer
or Sea Scout. Scouts may earn these awards until their 18th birthday.
Any Venturer or Sea Scout who has achieved the First Class rank as a
Scout in a troop or as a Lone Scout may continue working up to their
18th birthday toward the Star, Life, and Eagle Scout ranks
and Eagle Palms.
An Eagle Scout board of review may occur, without
special approval, within 24 months after the 18th birthday.
Consult the Guide to Advancement, topic 8.0.3.1, if a board of review
is to be conducted more than 24 months after a candidate's 18th birthday.
If you have a permanent physical or mental disability,
or a disability expected to last more than two years or beyond age 18,
you may become an Eagle Scout by qualifying for as many required merit
badges as you can and qualifying for alternative merit badges for the
rest. If you seek to become an Eagle Scout under this procedure, you
must submit a special application to your local council service center.
Your application must be approved by your council advancement committee
before you can work on alternative merit badges.
A Scout Venturer, or Sea Scout with a disability
may also qualify to work toward rank advancement after reaching 18 years
of age if the guidelines outlined in section 10 of the Guide to Advancement
are met.
The note before the requirements and the headings of requirements
1, 2, and 3 have been revised. Requirements 1 & 2 have been rearranged.
1(c) and 1(d) were added, 2(a) was revised and moved to 1(e), 2(g)-2(i)
were moved to 1(f)-1(h). 2(b)-2(f) were renumbered as 2(a)-2(e). Requirement
3(c) was added, and requirement 8(a) was revised, with 3 options added as
8(a)(1)-(a)(3), and 8(e) and 8(f) were added. The changes are shown below.
You will need access to a car or truck and its owners manual
to meet some requirements for this merit badge.
If you do not have your own vehicle, you should work with your merit
badge counselor or
other trusted adult to obtain access to a vehicle and the owner's manual
for that vehicle.
- Safety and Registration. Do the following:
- Explain the different types
of motors you may encounter.
- Explain the safety considerations when
performing maintenance on a vehicle equipped with a high-voltage
electrical system.
- Review the maintenance chart in the vehicle
owner's manual. Explain the requirements and time limits.
- Explain the purpose, importance, and limitations
of safety belts and passive restraints.
- Find out the requirements for your state's
emissions and safety inspections (as applicable), including
how often a vehicle needs to be inspected.
- Explain the importance of registering
a vehicle and find out the annual registration fee for renewing
your family car's registration.
- General Maintenance, Safety and Registration
Do the following:
- Review the maintenance chart in the vehicle
owner's manual. Explain the requirements and time limits.
b. Demonstrate how to check the following:
- Brake Fluid
- Engine Oil
- Coolant
- Power steering fluid
- Windshield washer fluid
- Transmission fluid
- Battery fluid (if possible) and condition of the battery
terminals
- c. Locate the fuse boxes; determine
the type and size of fuses. Demonstrate the proper replacement
of burned-out fuses.
- d. Demonstrate how to check the
condition and tension of belts and hoses.
- d. Check the vehicle for proper
operation of its lights, including the interior overhead lights,
instrument lights, warning lights, and exterior bulbs.
- f. Locate and check the air filter(s).
g. Explain the purpose, importance, and limitations
of safety belts and passive restraints.
h. Find out the requirements for your state';s emissions and
safety inspections (as applicable), including how often a vehicle
needs to be inspected.
i. Explain the importance of registering a vehicle and find
out the annual registration fee for renewing your family car's
registration.
- Dashboard Dashboard/Driver
Information Center. Do the following:
- Explain the messages and alerts
that may be displayed on the dashboard/ driver information center
including maintenance-related reminders.
-
- Diagram and explain the parts of the
one of the following electrical
system. systems:
- Starting/charging system
- Hybrid or electric vehicle inverter
- Lighting system
- Discuss with your counselor
what factors can affect range on an electrified vehicle. Explain
the procedure for recharging an electric or plug-in hybrid vehicle.
- Explain what other vehicle systems are
dependent on a reliable electrical system.
Requirement 11b was revised as shown below:
-
- Using Leave No Trace principles, take the trek
you have planned and, while on the
as planned in requirement 11a that is at least
five full days, covering at least 30 miles and utilizing at
least three different campsites. While on trek, complete
at least one service project approved by your merit badge counselor.
Requirement 2 was revised and split into 2, 2a, and 2b,
Requirement 4g was deleted, and requirement 7 was revised, as shown below.
- Show that you are familiar with the terms used to
describe birds by sketching or tracing a perched
bird and then labeling 15 different parts of the bird. Sketch or
trace an extended wing and label types of wing feathers.
doing the following:
- Sketch or trace a perched bird and then
labeling 15 different parts of the bird.
- Sketch or trace an extended wing and label
types of wing feathers.
-
- Nonnative bird (introduced to
North America from a foreign country since 1800)
- Explain the function of a bird's song. Be able to
identify five of the 20 species in your field notebook by song or
call alone. Explain the difference between songs
and calls. For each of these five species enter a description
of the song or call, and note the behavior of the bird making the
sound. Note why you think the bird was making the call or song that
you heard.
A change was made to requirement 9c, as shown below.
-
- Perform
On any of these camping experiences, perform
a conservation project approved by the landowner or land managing
agency. This can be done alone or with others.
Requirements 3c, 7, 7a, 7b, 7c, 10, 11 and 12 were deleted.
Requirements 8 and 9 were renumbered as 7 and 8. Requirements 8, 8a, and
8d were revised, and 8e and 8f were added. Requirements 10-12 were replaced
with a new requirement 9. The changes are shown below:
-
- Discuss the advantages and disadvantages
of the different materials used to make canoes.
- Do the following:
- Discuss what personal and group equipment
would be appropriate for a canoe camping trip. Describe how personal
and group equipment can be packed and protected from water.
- Using the containers and packs from requirement
7a, demonstrate how to load and seure the containers and other equipment
in the canoe.
- Using appropriate knots, including
a trucker's hitch, tautline hitch, and bowline, demonstrate how
to secure a canoe to a vehicle or a trailer, or if these are not
available, a rack on land.
- 8. With a companion, use a properly
equipped canoe to demonstrate the following:
- 9. With a companion, use a properly equipped
canoe to demonstrate the following:
- In deep water, exit the canoe and get back
in without capsizing.
Safely exit the canoe in deep water without losing
contact with the canoe. Reenter the canoe with the assistance of
the other paddler without capsizing the boat.
- In deep water, rescue a swamped canoe and its paddlers.
After checking that those in the water do not need immediate assistance,
by emptying empty
the swamped canoe and helpng
help the paddlers safely reenter their
boat without capsizing.
- Perform a canoe rescue of a conscious swimmer.
- Using a rescue (throw) bag from shore, lay
the line within 3 feet of a conscious swimmer 30 feet away. Show
how to repack the bag when done.
- With a companion, using a properly equipped canoe
to demonstrate the following tandem maneuvers while paddling in unison
on opposite sides and without changing sides. Each paddler must demonstrate
these maneuvers in both the bow and stern and on both sides of the canoe
while maintaining trim and balance of the canoe.
- Pivot (spin) the canoe 180° (half circle) to the right from
a stationary position, stop, and return to the starting position
by pivoting to the left using draw and pushaway strokes or using
forward and reverse sweeps staying within 2 boat lengths of the
starting position.
- Move a canoe sideways (abeam) in one direction for 10 feet and
then return to the starting position using the draw and pushaway
strokes.
- While in forward motion, stop the canoe within two boat lengths
using the backstroke.
- While in the stern position and without assistance from the
bow paddler, paddle in a straight line 15-20 boat lengths using
an appropriate steering stroke, e.g., the J-stroke or thumb-down
rudder stroke with or without a stern pry.
- Move the canoe in a straight line 15-20 boat lengths with the
bow paddler using as necessary the forward stroke, draw stroke or
forward sweep and the stern paddler using an appropriate steering
stroke, e.g., the J-stroke or thumb-down rudder stroke with or without
a stern pry.
- While maintaining forward motion, turn the canoe 90° in an arc
to the right in 5-10 boat lengths with the bow paddler using as
necessary either the draw stroke or forward sweep and the stern
paddler using only the forward stroke. Repeat the maneuver turning
the canoe 90° to the left.
- Move the canoe backwards in a straight line 3-4 boat lengths
using as necessary the back stroke, reverse sweep or draw stroke
in the bow or the stern.
- Complete a figure of 8 course around markers 3-4 boat lengths
apart using appropriate strokes including the draw stroke, and the
forward and reverse sweeps.
- With a companion, use a properly equipped canoe to demonstrate the
following paddling strokes as both a bow and stern paddler:
- Forward stroke
- Backstroke
- Draw
For stern paddling only:
- J-stroke
- Pushaway
- Forward sweep
- Reverse sweep
- Rudder stroke
- Stern pry
- Using the strokes in requirement 10, and in an order determined
by your counselor, use a properly equipped canoe to demonstrate the
following tandem maneuvers while paddling on opposite sides and without
changing sides. Each paddler must demonstrate these maneuvers in both
the bow and stern and on opposite paddling sides:
- Pivot or spin the canoe in either direction.
- Move the canoe sideways or abeam in either direction.
- Stop the canoe.
- Move the canoe in a straight line for 50 yards.
-
- Launch from shore or a pier (both, if possible).
- Using a single-blade paddle and paddling only on one side, demonstrate
proper form and use of the forward stroke, backstroke, draw stroke,
pushaway stroke, forward sweep, reverse sweep, J-stroke, and rudder
stroke. Repeat while paddling on the other side.
- Using a single-blade paddle and paddling only on one side, demonstrate
proper form and use of a combination of a forward stroke, rudder
stroke, and stern pry by canoeing to a target 50 yards away. Repeat
while paddling on the other side.
- Make a proper landing at a dock or shore (both, if possible).
Store canoe properly (with assistance, if needed).
Changes were made to requirements 2c, 5, and 7b, and items
5a-5j were added, as shown below.
-
- 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. Observe
one of each and share your observations with your counselor.
- List the five classical divisions
of chemistry. Briefly describe each one, and tell how it applies
to your everyday life.
Discuss with your counselor the 5 classical areas
of chemistry (organic, inorganic, physical, analytical and biological),
and two others from the following list. Explain what they are, and
how they impact your daily life.
- Agricultural chemistry
- Atmospheric chemistry
- Computational chemistry
- Electrochemistry
- Environmental chemistry and green chemistry
- Flavor chemistry, fragrance chemistry, and food chemistry
- Medicinal and natural products chemistry
- Photochemistry
- Polymer chemistry
- Or another area of chemistry of your choosing
-
- Using resources found at the library and in periodicals,
books, and the Internet (with your parent's
parent or guardian's permission), learn
about two different kinds of work done by chemists, chemical
engineers, chemical technicians, or industrial chemists. For
each of the four positions, find out the education and training
requirements.
Requirements 3-10 were replaced, and renumbered as 3-7,
and completely rewritten. to see the old requirements 3-10,
click here. The new requirements
3-7 are as follows:
- Describe three different ways to store a collection,
and the benefits, drawbacks, and cost of each method.
- Do each of the following and explain to your counselor the design
features, designer name, designer initials, and where to find them
for each item:
- Collect a one-cent coin from the year group: 1959-2008 (that
is, dated between 1959 and 2008) and a one-cent coin from the
year group 2010-present. Explain how and why the one-cent coins
issued in 2009 were different from either of the other two year
groups.
- Collect two five-cent coins, one from each of these year
groups: 1959- 2003 and 2006-present. Explain how and why the
five-cent coins issued in 2004-2005 were different from either
of the other two year groups.
- Collect a ten-cent coin from 1965-present.
- Collect a twenty-five-cent coin from 1965-1998, two examples
from the 50-State Quarter®/territories Program 1999-2009,
two designs from the America the Beautiful® program
2012-2021 and two designs from the American Woman Quarter®
program (2022-2024). Explain the purpose of each of those programs.
- Collect a half dollar coin from 1965-present.
- Collect a dollar coin from each of these design groups:
Susan B. Anthony 1979-81, Sacagawea 1990-2005, U.S. Presidents
2000-2014.
- Describe and discuss with your counselor the special reverse
designs of the quarters, half dollar and dollar coin struck in 1975-1976
to honor the U.S. Bicentennial.
- Identify for your counselor the people depicted on current currency:
$1, $2, $5, $10, $20, $50, and $100 notes. Explain where United
States currency is printed.
- Do ONE of the following:
- Collect and identify for your counselor 20 different world
coins from at least 7 different countries. Identify the country,
major design elements, and denomination of each.
- Collect and identify for your counselor 20 different world
paper money from at least 7 different countries. Identify the
country, major design elements, and denomination of each.
- Collect and identify for your counselor 20 different tokens
and/or medals. Identify the issuer and use of each.
- Complete one of the following and report to your counselor
what you experienced:
- Attend a coin show
- Attend a coin club meeting
- Tour a U.S. Mint facility or museum
- Tour a virtual exhibit (with your parent or guardian's
permission) approved by your counselor.
In the 2023 edition of Scouts BSA Requirements, the text
of requirement 1d, which covers a Health and Safety issue, was duplicated
as requirement 2d (which should cover a "Nutrition" issue. In the 2024 edition
2d was changed back, but the text of requirement 1d was also changed (in
error) to duplicate requirement 2d. The correct text is shown below
and can be seen by downloading the "Previous" requirements, as they appear
in the Cooking merit badge pamphlet, at:
https://filestore.scouting.org/filestore/Merit_Badge_ReqandRes/2023_Updates/35879(23)_Cooking_REQ.pdf
In the 2023 and 2024 Scouts BSA Requirements
books, and on scouting.org, Scoutbook, and the Cooking merit badge pamphlet,
there is an apparent editorial error in the first sentence of requirement
6a.Since the requirement specifies planning for "one breakfast,
one lunch, one dinner, and one snack.", the instruction to
"plan a meal for trail hiking ..."
should read "plan a menu for trail hiking
...".
Changes were also made to requirements 5a, 5b, 5c, 5d and
5e as shown below.
-
- Discuss with your counselor food allergies, food
intolerance, and food- related illnesses and diseases. Explain
why someone who handles or prepares food needs to he aware of
these concerns. (Unchanged)
-
- Discuss your current eating
habits with your counselor food allergies,
food intolerance, and food- related illnesses and diseases.
Explain why someone who handles or prepares food needs to he
aware of these concerns. and what you
can do to eat healthier, based on the MyPlate food guide.
-
- Using the MyPlate food guide or the current USDA nutrition
model, plan five meals
a menu that includes four meals, one snack,
and one dessert for your patrol (or a similar size group
of up to eight youth, including you) for
on a camping trip.
These four meals must include two breakfasts,
one lunch, and one dinner. Additionally, you must plan one snack
and one dessert. your menus should include enough food
for each person, keeping in mind any special needs (such as
food allergies) and how you keep your foods safe and free from
cross-contamination. List the equipment and utensils needed
to prepare and serve these meals.
- Find or create recipes for at least three
meals, a dessert and a snack. the four
meals, the snack, and the dessert you have planned. Adjust
menu items in the recipes for the number to be served. Create
a shopping list and budget to determine the per-person cost.
- Share and discuss your meal plan
menu plans and shopping list with your
counselor.
- In the outdoors, using your menu plans and recipes for this
requirement, cook three of the five
two of the four meals you planned using
either a camp stove OR backpack stove. Use a skillet over campfire
coals OR a Dutch oven for the third
a fourth meal, and cook the
fifth fourth
meal in a foil pack OR on a skewer. Serve all of these meals
to your patrol or a group of youth.**
- In the outdoors, using your menu plans
and recipes for this requirement, prepare
a dessert OR snack and serve it
one snack and one dessert. Serve both of these
to your patrol or a group of youth.**
A change was made to requirement 1a (correcting a spelling
error) and requirement 1c was deleted (since it was a duplicate of requirement
3). These changes are shown below.
-
- Explain to your counselor the most likely hazards you may
encounter
while participating in cycling activities and what you should
do to anticipate, help prevent, mitigate, and respond to these
hazards. Explain to your counselor how to ride
predictability predictably,
be conspicuous, think ahead, and ride ready.
- Explain the importance of wearing
a properly sized and fitted helmet while cycling, and of wearing
the right clothing for the weather. Know the BSA Bike Safety
Guidelines.
Requirement 1 was replaced, and requirements 5b and
5c were changed, as shown below.
- Show your counselor your current, up-to-dnte
Cyber Chip.
View the Personal Safety Awareness "Digital Safety"
video (with your parent or guardian's permission).
-
- Using an internet search engine (with your
parent's parent or
guardian's permission), find ideas from at least three
different websites about how to conduct a troop court of honor
or campfire program. Present the ideas to your counselor, and
explain how you used a search engine to find this information.
- Use a web browser to connect to an HTTPS (secure) website
(with your parent's
parent or guardian's permission). Explain
to your counselor how to tell whether the site's security certificate
can be trusted, and what it means to use this kind of connection.
Changes were made to requirements 2 and 6c, and requirements
5, 5a, and 5b were replaced with a new requirement 5, as shown below.
- Select an engineering achievement that has had a major
impact on society. Using resources such as the internet (with your
parent&39;s parent or
guardian&39;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.
- Do ONE of the following:
Use the systems engineering approach to design
an original piece of patrol equipment, a toy or a useful device
for the home, office or garage.
- Use the systems engineering 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.
- 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.
-
- Understanding electronics. Using an electronic
device such as a mobile telephone or portable
digital media player smartphone or
tablet computer, find out how sound
travels sound, video, text or images
travel from one location to another. Explain how the
device was designed for ease of use, function, and durability.
Changes were made to requirements 1c, 2, 4,
(4a, 4b, and 4c addded), 6b, 6c, 6d, 6g, 7a, 9a, 10a and 11. The changes
are shown below.
-
- Explain how to safely discard
and store flammable liquids.
and combustible liquids. Describe the options
available for safely disposing of unwanted hazardous substances
in your community.
- Explain the chemistry and physics of fire.
Name concept of fire and name the
parts of the fire tetrahedron. Explain why vapors
are important to the burning process. Name the products of
combustion. Give an example of how fire grows
and what happens. Describe the life cycle
of a fire.
- Explain the role of human behavior
in the arson problem in this country.
Do the following:
- Explain the four classifications of fire
origin (accidental, natural, incendiary, or undetermined) and
give an example of each.
- Describe how a fire classified as incendiary
might lead to criminal prosecution of a person charged with
arson.
- Explain some of the social, economic and
environmental consequences that result from incendiary fires
that damage or destroy structures and wildlands.
-
- Identify the location of all
smoke alarms in your home and confirm that none are more than
10 years old. Test each smoke
alarm and demonstrate regular maintenance of a smoke alarm.
- Explain what to do when you smell natural
gas and when you smell smoke.
- Explain how you would report a fire alarm.
to have the fire department respond.
- Explain how to extinguish a
grease stovetop pan fire.
-
- Demonstrate lighting a match safely, the
proper way to extinguish it and to dispose of it.
-
- Describe for your counselor the safe way to refuel a liquid
fuel fueled
engine, such as a lawn mower, weed eater,
an outboard motor, farm machine, or
an automobile with
gas fuel from
an approved gas can.
gasoline container.
-
- Explain the cost of
costs associated with outdoor and wildland
fires and how to prevent them.
they can be prevented.
- Visit a fire station. Identify the various
types of fire trucks and describe the functions
of each. Find out about the fire prevention activities in
your community during your visit.
Changes were made to requirements 2c, 4, 7a-e, 8d, 10,
12, 13, 14, 15, and 16. Some requirements were deleted and some were added,
resulting in some changes to requirement numbering. All of the changes are
shown below.
-
- An activity on open water
- Explain the standard precautions
as applied to the transmission of infections. Discuss the ways you
should protect yourself precautions you
must take to reduce the risk of transmitting an infection between
you and the victim while administering first aid.
-
- Describe the conditions that must exist before performing
CPR on a person. Then demonstrate proper CPR
technique using a training device approved by your counselor.
- Explain the use of an automated external
defibrillator (AED). Identify the location of the AED at your
school, place of worship, and troop meeting place, if one is
present.
Demonstrate proper CPR technique using a training
device approved by your counselor.
- Explain the use of an automated external
defibrillator (AED).
- Demonstrate or simulate the proper use
of an automated external defibrillator (AED), using an AED training
device if available.
- Identify the location of the AED at your
school, place of worship, and troop meeting place, if one is
present.
-
- Describe the proper
Demonstrate the application of a tourniquet
without tightening it..
- Do the following:
a. Describe the signs and symptoms of an open or closed fracture
or dislocation.
b. Explain what measures should be taken to reduce the likelihood
of further complications of fractures and dislocations.
Describe the signs, symptoms, and potential complications
of a fracture and dislocation.
-
- Fingers
- a. Forearm
- b. Wrist
c. Hand and Fingers
- Describe the signs, symptoms, and possible
complications and demonstrate care for someone with a suspected
injury to the neck or back.
- 12. Describe signs and
Describe symptoms, proper first-aid procedures,
and possible prevention measures for the following conditions:
- Concussion
- a. Anaphylaxis/allergic reactions
- b. Asthma attack
- c. Bruises
- d. Sprains or strains
- e. Hypothermia
- f. Frostbite
- g. Burns—first, second, and third
degree
Concussion
- Convulsions/seizures
- Someone who is unconscious
k. Dehydration
- l. Muscle cramps
- m. Heat exhaustion
- n. Heat stroke
- o. Abdominal pain
- p. Broken, chipped, or loosened
tooth
- 13. Do the following:
- Describe the conditions under which an injured person should
be moved.
- If a sick or an injured person must be moved, tell how you
would determine the best method. Demonstrate this method.
- With helpers under your supervision, improvise a stretcher
and move a presumably unconscious person.
- Describe the following:
- The indications that someone might be
a danger to themselves or others.
- vWhat action you should take if you suspect
that someone might be a danger to themselves or others.
- 14.Teach another Scout a first-aid
skill selected by your counselor.
Changes were made to requirements 3b, 3c and 10, as shown
below.
-
- Tie backing to the fly line using a nail
(tube) knot.
- Attach a leader to the fly line using a nail
(tube) knot or a loop-to-loop connection.
- Catch at least one fish using
on a fly rod and a fly.
Identify and identify it
and quickly release it live back into the water.
Discuss this experience with your counselor.
Requirement 1 was revised. A new requirement 2 was added,
with two options for earning the badge using either traditional golf or
disc golf. Old requirements 2-4, and 6-8 were renumbered as Option 1 requirements
A-F. Old requirement 5 was deleted, and a new requirement G was added to
Option 1. Option 2 with requirements A-G was added to requirement 2. The
changes to requirements 1 and 2, the deleted requirement 5, and the new
Option 1 requirement G are shown below. For the rest of the requirements,
see the full text by Clicking Here or
Click Here to see the details
of all the changes, including the renumbering .
- Discuss safety on the golf course. Show that you know first
aid for injuries or illnesses that could occur while golfing, including
lightning, heat reactions, sunburn, dehydration,
blisters, animal or bug bites, poison ivy exposure,
sprains, and strains
- Study the USGA "Rules of Golf" now in use.
Complete ONE of the following options:
- Option 1: Traditional Golf
- 2. Study
the USGA "Rules of Golf" now in use.
5. Discuss with your counselor vocational
opportunities related to golf.
- Find out about three careers
related to traditional golf. Pick one and identify the education,
training, and experience required for this profession. Discuss
this with your counselor, and explain why this interests
you.
The requirements were almost completely rewritten. Please
click on the merit badge or badge name above to see the new requirements,
To see the previous requirements, Click
Here.
Changes were made to requirements 2, 4, 6a, 6b and 12,
as shown below.
- Tell how insects are different from
all other animals. Show how insects are
different from centipedes
millipedes and spiders.
- Describe the characteristics that distinguish the
principal families and
major orders of insects.
-
- From your scrapbook collection, identify
three select eight species of
insects helpful to humans and five species
of insects harmful to humans. and identify
what role they play in the ecosystem.
- Discuss the use of integrated pest management
vs. chemical methods of insect control. What are
Describe three alternatives to insecticides
as a way of preventing crop injury and subsequent yield loss.
Explain the advantages and disadvantages of
each? these alternatives.
- Tell how insects fit in the food
chains web of
other insects, fish, birds, and mammals.
Changes were made to requirements 2a, 2a1, 2b1, 3b and
3c, as shown below.
-
- Newspaper, magazine, and online journalism
(with your parent or guardian’s permission).
- All on On
the same day, read a local news source
or newspaper, a national news source
or newspaper, a newsmagazine,and
(with your parent's permission) an online news source.
news magazine (online or printed) and
a social media news feed. From each source, clip,
read, and compare a story about the same event. Tell your
counselor how long each story is and how fair and accurate
the stories are in presenting different points of view.
Tell how each source handled the story differently,
depending on its purpose or audience.
-
All on the same day, watch a local and national network
newscast, listen to a radio newscast, and (with your parent's
parent or guardian's permission) view a national broadcast
news source online. List the different news items and features
presented, the different elements used, and the time in
minutes and seconds and the online space devoted to each
story Compare the story lists, and discuss whether the stories
are fair and accurate. Explain why different news outlets
treated the stories differently and/or presented a different
point of view.
-
- With your parent's
parent or guardian's permission and
counselor's approval, interview someone in your community who
is influential because of his or her leadership, talent, career,
or life experiences. Then present to your counselor either a
written or oral report telling what you learned about this person.
- With your parent's
parent or guardian's permission and
counselor's approval, read an autobiography written by a journalist
you want to learn more about. Write an article that tells what
you learned about this person and the contributions this person
has made to the field of journalism.
Changes were made to requirements 1, 5 and 11a-11j, as
shown below.
- Define "law." Tell some of its sources. Describe
functions it serves.
what The "Rule of Law" is. Outline the functions the law serves.
- Tell about
Discuss with your counselor several laws
that were passed to protect the consumer and the seller.
Tell about Describe
several organizations that provide help to consumers and sellers.
-
- Environmental law
Administrative
- Computers and the Internet
Bankruptcy
- Copyright and the Internet
Environmental
- Space travel and satellites orbiting the
earth Family
- Patents Immigration
- Biotechnology
Information Technology
- Privacy law Intellectual
Property
- International law
- Privacy
The changes below were made in 2021, but were not included
in the 2022 or 2023 Scouts BSA Requirements books. That was corrected in
the 2024 edition. Changes were made to requirements 1, 2. 15, and 16. The
order of requirements 1 and 2 was reversed, and both are now prerequisites
for requirements 3-15. The requirements to complete the swimming requirements
for Second Class and First Class Ranks were replaced with a requirement
to earn the Swimming Merit Badge before working on most of the requirements
for this badge. The order of requirements 15 and 16 was also reversed. Requirements
16 and 17 no longer must be completed after requirements 1 and 2. The changes
are as follows:
- Before doing requirements 2
3 through 17
15, review with your counselor the principles
of Safe Swim Defense.
- Complete Second Class rank requirements 5a through 5d and
First Class rank requirements 6a, 6b, and 6e.**
- Second Class rank requirements 5a through 5d:
- (5a) Tell what precautions must be taken for a safe
swim
- (5b) Demonstrate your ability to pass the BSA beginner
test: Jump feetfirst into water over your head in depth,
level off and swim 25 feet on the surface, stop, turn
sharply, resume swimming, then return to your starting
place.
- (5c) Demonstrate water rescue methods by reaching
with your arm or leg, by reaching with a suitable object,
and by throwing lines and objects.
- (5d) Explain why swimming rescues should not be
attempted when a reaching or throwing rescue is possible.
Explain why and how a rescue swimmer should avoid contact
with the victim.
- First Class rank requirements 6a, 6b, and 6e:
- (6a) Successfully complete the BSA swimmer test.
- (6b) Tell what precautions must be taken for a safe
trip afloat.
- (6e) With a helper and a practice victim, show a
line rescue both as tender and as rescuer. (The practice
victim should be approximately 30 feet from shore in
deep water.
- Before doing requirements 3 through 15:
- Earn the Swimming merit badge.
- Swim continuously for 400 yards using each of the following
strokes in a strong manner, in good form with rhythmic breathing,
for at least 50 continuous yards: front crawl, sidestroke, breaststroke,
and elementary backstroke.
Discuss and review with your counselor the
principles of BSA Safe Swim Defense.
- Demonstrate knowledge of resuscitation
procedures:
- Describe how to recognize the need for
rescue breathing and CPR.
- Demonstrate CPR knowledge and skills,
including rescue breathing, consistent with current guidelines.*
16. Demonstrate management
of a spinal injury to your counselor:
- Discuss the causes, signs, and symptoms of a spinal injury.
- Support a faceup subject in calm water of standing depth.
- Turn a subject from a facedown to a faceup position in water
of standing depth while maintaining support.
- Demonstrate knowledge of resuscitation procedure:
- Describe how to recognize the need for
rescue breathing and CPR.
- Demonstrate CPR knowledge and skills,
including rescue breathing, on a mannequin under the guidance
of a current CPR/AED instructor trained by a nationally certified
provider.
Changes were made to requirements 5a, 5b, 5c, 5d, 7d, 8a
and 8c as shown below.
-
- With your parent's
parent or guardian's approval and your
counselor's assistance, use the Internet to find and take a
virtual tour of two types of mines. Determine the similarities
and differences between them regarding resource exploration,
mine planning and permitting, types of equipment used, and the
minerals produced. Discuss with your counselor what you learned
from your Internet-based mine tours.
- With your parent's
parent or guardian's permission and
counselor's approval, visit a mining or minerals exhibit at
a museum. Find out about the history of the museum's exhibit
and the type of mining it represents. Give three examples of
how mineral resources have influenced history.
- With your parent's
parent or guardian's permission and
counselor's approval, visit an active mine.* Find out about
the tasks required to explore, plan, permit, mine, and process
the resource mined at that site. Take photographs if allowed,
and request brochures from your visit. Share photos, brochures,
and what you have learned with your counselor.
- With your parent's
parent or guardian's permission and
counselor's approval, visit a mining equipment manufacturer
or supplier.* Discuss the types of equipment produced or supplied
there, and in what part of the mining process this equipment
is used. Take photographs if allowed, and request brochures
from your visit. Share photos, brochures, and what you have
learned with your counselor.
-
- With your parent's
parent or guardian's permission, use
the Internet and other resources to determine the current price
of gold, copper, aluminum, or other commodities like cement
or coal, and find out the five-year price trend for two of these.
Report your findings to your counselor.
-
- With your parent's
parent or guardian's and counselor's
approval, meet with a worker in the mining industry. Discuss
the work, equipment, and technology used in this individual's
position, and learn about a current project. Ask to see reports,
drawings, and/or maps made for the project. Find out about the
educational and professional requirements for this individual's
position. Ask how the individual's mining career began. Discuss
with your counselor what you have learned.
- With your parent's
parent or guardian's permission and
counselor's approval, visit a career academy
or community college college, university,
or trade school to learn about educational and training
requirements for a position in the mining industry that interests
you. Find out why this position is critical to the mining industry,
and discuss what you learned with your counselor.
Changes were made to requirements 1a (replaced), 1b, 1c,
1d, 1e (added), 2b, 3a, 3b, 4, 4c (replaced), 4d , 6a, 6b and 6c (deleted),
as shown below.
-
- Tell what radiation is.
Explain radiation and the difference between
ionizing and non-ionizing radiation.
- Describe the hazards of radiation to humans,
the environment, and wildlife. Explain the difference between
radiation exposure and contamination. In your explanation, discuss
the nature and magnitude of radiation risks to humans from nuclear
power, medical radiation (e.g., chest or dental X-ray), and
background radiation including radon. Explain the ALARA
principle and measures required by law to minimize these risks.
Describe what safety requirements you will
need to consider while performing the requirements in this merit
badge.
- Describe the radiation hazard symbol and explain where it
should be used. Tell why and how people must
use radiation or radioactive materials carefully.
- Compare the amount of radiation exposure
of a nuclear power plant worker to that of someone receiving
a chest and dental X-ray.
Explain how we are exposed to ionizing radiation
from outside the earth as well as on earth every day. List four
examples of Naturally Occurring Radioactive Materials. NORM,
that are in your house or grocery store and explain why they
are radioactive.
- Explain the difference between radiation
exposure and contamination. Describe the hazards of radiation
to humans, the environment, and wildlife. Calculate your approximate
annual radiation dose and compare to that of someone who works
in a nuclear power plant.
-
- Tell the meaning of the following: atom, nucleus, proton,
neutron, electron, quark, isotope; alpha particle, beta particle,
gamma ray, X-ray, ionization, radioactivity, radioisotope, and
stability
- Choose an element from the periodic table. Construct 3-D
models for the atoms of three isotopes of this element, showing
neutrons, protons, and electrons. Use the
three models to explain the difference between atomic number
and mass number and the difference between the atom and nuclear
and quark structures of isotopes. Write
down the isotope notation for each model including the atomic
and mass numbers. In a separate model or diagram, explain or
show how quarks make up protons and neutrons.
-
- Visit an accelerator (research lab) or university where
people scientists
study the properties of the nucleus or nucleons.
- Name List
three particle accelerators and describe several experiments
that each accelerator performs, including
basic science and practical applications.
- Do TWO of the following; then discuss with your counselor
the different kinds of radiation and how they
can be used:
- Obtain a sample of irradiated
and non-irradiated foods. Prepare the two foods and compare
their taste and texture. Store the leftovers in separate containers
and under the same conditions. For a period of 14 days, observe
their rate of decomposition or spoilage, and describe the differences
you see on days 5,10, and 14.
Perform an experiment demonstrating half-life.
Discuss decay chains
- Visit a place where radioisotopes are
being used. Using a drawing, explain how and why they are used.
-
- Make a drawing showing how nuclear fission happens,
labeling all details. Draw another picture
showing Observe a mousetrap reactor
(setup by an adult) and use it to explain how a chain
reaction could be started. Explain how a chain
reaction and how it could be
stopped or controlled in a nuclear reactor.
Explain what is meant by a "critical mass."
- Build a model of a nuclear reactor. Show
the fuel, control rods, shielding, moderator, and cooling material.
Explain how a reactor could be used to change nuclear energy
into electrical energy or make things radioactive.
Visit a local nuclear power plant or nuclear
reactor either in person or online (with your parent's permission).
Leam how a reactor works and how the plant generates electricity.
Find out what percentage of electricity in the United States
is generated by nuclear power plants, by coal, and by gas.
- Find out how many nuclear power plants
exist in the United States. Locate the one nearest your home.
Find out what percentage of electricity in the United States
is generated by nuclear power plants, by coal, and by gas.
The only change was in the note. References to the Cyber
Chip were removed, since it is no loner being used. The revision is
shown below:
* Always be sure to have proper permission before using the internet.
To learn about appropriate behavior and etiquette while online
, consider earning the BSA Cyber Chip. Go to
www.scouting.org/training/youth-protection/cyber-chip/
www.scouting.org/training/youth-protection
for more information.
The order of requirements 1a and 1b has been adjusted to
match the listing on Scouting.org., and a change was made to requirement
1a, since the Cyber Chip has been phased out. The changes are shown below.
-
- Explain to your counselor the most likely
hazards you may encounter while working with photography and
what you should do to anticipate, mitigate, prevent, and respond
to these hazards. Explain how you would prepare for exposure
to environmental situations such as weather, sun, and water.
View the Personal Safety Awareness "Digital
Safety" video (with your parent or guardian's permission)
- Show your counselor your current, up-to-date
Cyber Chip.
Explain to your counselor the most likely
hazards you may encounter while working with photography and
what you should do to anticipate, mitigate, prevent, and respond
to these hazards. Explain how you would prepare for exposure
to environmental situations such as weather, sun, and water.
Changes were made to requirements 8-Option 1-E5c and 8-OPTION
3 -F4a, as shown below.
-
- Option 1
-
-
- Explain why a killing
hard frost
can be dangerous to soybeans
just after emergence is critical
for soybeans .
- OPTION 3
-
-
- Write ahead and arrange to visit an herbarium
at a university, park or botanical garden; OR, visit
an herbarium website (with your
parent's
parent or guardian's permission).
A change, as shown below, was made to requirement 1a, since
the Cyber Chip has been phased out.
-
- Show your counselor your current, up-to-date
Cyber Chip.
View the Personal Safety Awareness "Digital
Safety"; video (with your parent or guardian's permission.
Changes were made to requirement 9a5, as shown below.
-
-
- Explain the differences between handheld
transceivers and home "base"
, mobile, and base station transceivers
and their uses. Explain the
uses of mobile
use of amateur radio
transceivers and amateur radio
repeaters.
Changes were made to requirements1a and 1c, and new requirements
2c, 2d, and 2e were added, as shown below.
-
- Newspaper, internet (with parent's
parent or guardian's permission), or
other articles, facts, and statistics showing common types and
causes of injuries in the home and in the workplace, and how
these injuries could be prevented.
- A paragraph or more, written by you, explaining
how a serious fire, accident, or crime,
or a natural disaster could change your family life.
-
- Develop a family emergency action
plan for a natural disaster.
- Explain what risk assessment is and its
purpose.
- Explain the BSA's Commitment to Safety.
Changes were made to requirements 2b3, 2b4, 3, and 4c as
shown below.
-
-
- Boy Scout
Scouts BSA Handbook
- Boys'
Scout Life magazine (formerly
Boys' Life)
- Discuss with your counselor how Scouting's programs have developed
time and been adapted to fit different age groups and interests
(Cub Scouting, Boy Scouting
Scouts BSA, Exploring, Venturing).
-
- Visit an exhibit of Scouting memorabilia or a
local museum with a Scouting history gallery, or (with your
parent's permission and counselor's approval) visit with someone
in your council who is recognized as a dedicated Scouting historian
or memorabilia collector. Learn what you can about the history
of Boy Scouting the
BSA. Give a short report to your counselor on what you
saw and learned.
Changes were made to requirements 2, Ice Skating Option
b1 and d2, Roller Skating Option c1, d2 and d3 (deleted), d4 (renumbered),
and a new option for Skateboarding was added. The changes and new
option are shown below.
- Complete
Working under the supervision of an experienced
adult, complete all of the requirements for ONE of the following
options.
- Ice Skating Option
-
- Skate forward at least 40 feet and come to a complete
stop. Use either a two-footed
two-foot snowplow stop or a
one-footed
two-foot snowplow stop.
-
- Explain to your counselor the safety considerations
for running or participating
in an ice skating race.
- Roller Skating Option
-
- Perform a crosscut
forward crossover.
-
- Perform a widespread
eagle.
3. Perform a mohawk.
4. Perform a series of two consecutive spins
on skates, OR hop, skip, and jump on skates for at least
10 feet.
- Skateboarding Option
- Explain the following to your counselor:
- History and evolution of skateboarding
- Benefits of skateboarding (physical fitness, balance,
coordination, perseverance, and creativity)
- Purpose of skateboarding safety and protective gear
(helmets, knee pads, elbow pads, wrist guards)
- Explain the following to your counselor:
- Rules and regulations of skateparks
- Understanding skatepark zones (street, bowl, and
ramp)
- Right-of-way and respect for others
- Communication signals and warnings
- Do the following:
- Explain skateboard anatomy (deck, trucks, wheels,
bearings)
- Build a board by assembling all pieces (deck, wheels,
trucks, bearing, and grip tape) in the proper order
- Explain skateboard maintenance (cleaning, tightening
bolts, and replacing parts)
- Demonstrate the following skateboarding skills:
- Stance and fool placement (regular and goofy)
- Pushing and balance
- Turning and carving
- Braking and stopping techniques
- Ollies (basic and variations)
- Demonstrate a total of three skateboarding tricks from
the following types
- Flatland tricks
- Flip and shove-it tricks
- Grind and slide tricks
- Air, grab, bowl and ramp tricks
- Footplant tricks
- Balance tricks
Requirement 6d was deleted, as shown below.
- Tell the meaning of the
Wilderness Use Policy.
Explain why each skier and snowboarder must adopt this policy.
To see information regarding the previous
versions of the requirements for this merit badge,
Click here.
In 2023, changes were made to requirement 5 and a note was added which applies to that requirement. The changes are shown below.
- Take part for one season (or four months) as a competitive
individual or as a member of an organized team in TWO of the following
sports: baseball, basketball, bowling, cross-country,
field hockey, football,
diving, field hockey, flag football, flagteam,
golf, gymnastics, ice hockey, lacrosse, soccer, softball,
swimming, spirit/cheerleading,
swimming, tackle football, table tennis, tennis, track
and & field, volleyball,
water polo, and wrestling,
and/or badminton. Your counselor may approve in advance other
recognized sports.* ,
but not any sport that is restricted and not authorized by the Boy
Scouts of America. Then with your chosen sports do the following:
* The BSA has prohibited as official Scouting activities
intramural, interscholastic, or club-sport competitions or activities.
However, they can be acceptable for your individual participation in
an organized school, league, or club activity if approved by your counselor.
The following changes were made to requirements 2-6, as
shown below.
- Requirement 2 was rewritten and split into parts 2a and 2b.
- Requirement 3 was revised.
- Requirement 4 was deleted and replaced with new requirement 6.
- Requirements 5 and 6 were revised and renumbered as 4 and 5.
- 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.
Do the following:
- Set an instrument over one of the corners of a five-sided
lot laid out by your counselor and sighting one of the other
corners for reference and, using radial measurement methods,
record the angle turned and the distance measured to each of
the remaining corners, as directed by your counselor. Record
the angle and distance to five topographic features (trees,
shrubs, rocks, etc.) near your work area.
- Measure to three of the same points with GPS measurement
and compare the distances between the points measured.
- From the field notes gathered for requirement 2,
and using a protractor and scale, plot the points
you measured and draw to scale a map of your survey
which includes a north arrow, scale bar, title,
date and a diagram of the lot you measured. Submit a neatly
drawn copy.
- 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, collect and record measurements, and
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 approved
by your counselor, from the local courthouse or title agency.
Discuss with your counselor the different parts
of the deed and their importance.
- Discuss emerging surveying technology such
as drones and laser scanning and the strengths and weaknesses of
each.
The requirements were almost completely rewritten. Please
click on the merit badge or badge name above to see the new requirements,
To see the previous requirements, Click
Here.
A new requirement 3 was added, and as a result of that
change, requirements 3-8 were renumbered as 4-9. Changes were also
made to requirement 4. The new requirement, and the changes to requirement
4 are shown below. However, for requirements 5-9, we have only included
the numbering changes and the first few words of the requirement, since
the wording was not revised.
- Correctly perform the following
strokes:
- Demonstrate the front crawl or the trudgen using good form.
- Demonstrate the back crawl using good form.
- Demonstrate the sidestroke using good form.
- Demonstrate the breaststroke using good form.
- Demonstrate the elementary backstroke using good form.
- 3. Swim continuously for 150 yards
in a strong manner using
each of the following strokes in
good form and in a strong manner
any order: front crawl or trudgen
for 25 yards, back crawl
for 25 yards, sidestroke
for 25 yards, breaststroke
for 25 yards, and elementary backstroke
for 50 yards.
- 4. Do the following:...
- 5.Do the following:...
- 6.In water over your head...
- 7.Following the guidelines...
- 8.Explain the health benefits...
Changes to Special Opportunities
The Cyber Chip award was discontinued.
The requirements for Eagle Palms were moved from the Rank
Requirements section of the Scouts BSA Requirements
book, to the Special Opportunities section, since the Eagle Palms are awards,
not rank advancements. The introduction was revised, obsolete material pertaining
to previous changes were deleted, and requirements 1 and 5 were deleted,
removing the 3 month minimum period between awarding Eagle Palms, and removing
the requirement for additional Scoutmaster conferences. Requirements 2-4
were renumbered as 1-3, and the footnotes were deleted. The changes are
shown below.
After successfully completing your
an Eagle Scout board of review
on or after Aug. 1, 2017, and being validated
as an Eagle Scout by the National Service Center,
you will be entitled to receive a Scout can
be recognized immediately with an Eagle Palm for each additional
five merit badges you completed before your Eagle
board of review beyond those they have earned
beyond the 21 merit badges required for the
rank of Eagle. In addition, all current Scouts
who have completed their Eagle board of review and who had not passed
their 18th birthday before Aug. 1, 2017, are entitled as well to receive
Eagle Palms. For these Palms only, it will not be necessary for you
to complete the requirements stated below.
After becoming an Eagle Scout and receiving the
Eagle Palms you are entitled to, you Subsequently,
they may earn additional Palms by completing the following requirements:
- Be active in the Boy Scouts of America for
at least three months after becoming an Eagle Scout or after the
last Palm was earned.15
2. Since earning the Eagle Scout rank or your last Eagle
Palm, demonstrate Scout spirit by living the Scout Oath and Scout
Law. Tell how you have done your duty to God and how you have lived
the Scout Oath and Scout Law in your everyday life.
- 3. Continue to set a satisfactory example
of accepting responsibility or demonstrating leadership ability.
- 4. Earn five additional merit badges
beyond those required for Eagle or last Palm.
16
5. While an Eagle Scout participate in a Scoutmaster
conference.
Notes:
For Venturers working on Scouts BSA Requirements,
replace "troop" with "crew" and "Scoutmaster" with "Crew Advisor."
For Sea Scouts working on Scouts BSA Requirements, replace "troop"
with "ship" and "Scoutmaster" with "Skipper."
15 Eagle Palms must be earned in
sequence, and the three-month tenure requirement must be observed
for each Palm.
16 Merit Badges earned any time
since joining Scouts BSA may be used to meet this requirement.
|
|
Page updated on:
February 23, 2024
|
Scout
Tenderfoot
Second Class
First Class
Star
Eagle
Scout
Automotive
Maintenance
Backpacking
Bird
Study
Camping
Canoeing
Chemistry
Coin
Collecting
Cooking
Cycling
Digital
Technology
Engineering
Fire
Safety
First
Aid
Fly
Fishing 
Golf
Indian
Lore
Insect
Study
Journalism
Law
Lifesaving
Mining
in Society 
Nuclear
Science
Personal
Management
Photography
Plant
Science
Programming
Radio
Safety
Scouting
Heritage
Skating
Snow
Sports
Sports
Surveying
Sustainability
Swimming
Cyber
Chip
Eagle
Palms
