Boy Scouts of America

Chemistry Merit Badge

Chemistry
Merit Badge

Boy Scouts of America Merit Badge Hub

Boy Scouts of America
Merit Badge Hub

Chemistry

Requirement Updates 2024

This Merit Badge’s Requirements have recently been updated in 2024 Scouts BSA Requirements (33216). Please read more about “Requirements” on the Merit Badge Hub homepage.

Chemistry Merit Badge Overview

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.
Chemistry_merit-badge-overview

Chemistry Merit Badge Requirements

The requirements will be fed dynamically using the scout book integration 22
1. Do EACH of the following:
  • (a) Describe three examples of safety equipment used in a chemistry laboratory and the reason each one is used.
  • (b) Describe what a safety data sheet (SDS) is and tell why it is used.
  • (c) Obtain an SDS for both a paint and an insecticide. Compare and discuss the toxicity, disposal, and safe-handling sections for these two common household products.
  • (d) Discuss the safe storage of chemicals. How does safe storage apply to your home, your school, your community, and the environment?
2. Do EACH of the following:
  • (a) Predict what would happen if you placed an iron nail in a copper sulfate solution. Then, put an iron nail in a copper sulfate solution. Describe your observations and make a conclusion based on your observations. Compare your prediction and original conclusion with what actually happened. Write the formula for the reaction that you described.
  • (b) Demonstrate how you would separate sand (or gravel) from water. Describe how you would separate table salt from water, oil from water, and gasoline from motor oil. Name the practical processes that require these kinds of separations and how the processes may differ.
  • (c) Describe the difference between a chemical reaction and a physical change. Observe one of each and share your observations with your counselor.
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:
  • (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. 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.

(a) Agricultural chemistry
(b) Atmospheric chemistry
(c) Computational chemistry
(d) Electrochemistry
(e) Environmental chemistry and green chemistry
(f) Flavor chemistry, fragrance chemistry, and food chemistry
(g) Medicinal and natural products chemistry
(h) Photochemistry
(i) Polymer chemistry
(j) Or another area of chemistry of your choosing
6. Do EACH of the following:
  • (a) Name two government agencies that are responsible for tracking the use of chemicals for commercial or industrial use. Pick one agency and briefly describe its responsibilities.
  • (b) Define pollution. Explain the chemical impacts on the ozone layer and global climate change.
  • (c) Using reasons from chemistry, describe the effect on the environment of ONE of the following:
  • (1) The production of aluminum cans
  • (2) Burning fossil fuels
  • (3) Single-use items, such as water bottles, bags, straws, or paper
7. Do ONE of the following activities:
  • (a) Visit a laboratory and talk to a chemist. Ask what that chemist does and what training and education are needed to work as a chemist.
  • (b) Using resources found at the library and in periodicals, books, and the internet (with your parent 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.
  • (c) Visit an industrial plant that makes chemical products or uses chemical processes and describe the processes used. What, if any, by-products are produced and how are they handled?
  • (d) Visit a county farm agency or similar governmental agency and learn how chemistry is used to meet the needs of agriculture in your county.

Get the Chemistry Merit Badge Pamphlet

Why do onions make you cry? How many recycled milk jugs does it take to make a plastic park bench?

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Bray Barnes

Director, Global Security Innovative
Strategies

Bray Barnes is a recipient of the Distinguished Eagle Scout Award, Silver
Beaver, Silver Antelope, Silver Buffalo, and Learning for Life Distinguished
Service Award. He received the Messengers of Peace Hero award from
the royal family of the Kingdom of Saudi Arabia, and he’s a life member of
the 101st Airborne Association and Vietnam Veterans Association. Barnes
serves as a senior fellow for the Global Federation of Competitiveness
Councils, a nonpartisan network of corporate CEOs, university presidents, and
national laboratory directors. He has also served as a senior executive for the
U.S. Department of Homeland Security, leading the first-responder program
and has two U.S. presidential appointments

David Alexander

Managing Member Calje

David Alexander is a Baden-Powell Fellow, Summit Bechtel Reserve philanthropist, and recipient of the Silver Buffalo and Distinguished Eagle Scout Award. He is the founder of Caljet, one of the largest independent motor fuels terminals in the U.S. He has served the Arizona Petroleum Marketers Association, Teen Lifeline, and American Heart Association. A triathlete who has completed hundreds of races, Alexander has also mentored the women’s triathlon team at Arizona State University.

Glenn Adams

President, CEO & Managing Director
Stonetex Oil Corp.

Glenn Adams is a recipient of the Silver Beaver, Silver Antelope, Silver Buffalo, and Distinguished Eagle Scout Award. He is the former president of the National Eagle Scout Association and established the Glenn A. and Melinda W. Adams National Eagle Scout Service Project of the Year Award. He has more than 40 years of experience in the oil, gas, and energy fields, including serving as a president, owner, and CEO. Adams has also received multiple service awards from the Texas Alliance of Energy Producers.