RabbitRasing

Radio

1. Explain what radio is. Include in your explanation: the differences between broadcast radio and hobby radio, and the differences between broadcasting and two-way communicating. Also discuss broadcast radio and amateur radio call signs and using phonetics.
2. Sketch a diagram showing how radio waves travel locally and around the world. How do the broadcast radio stations, WWV and WWVH, help determine what you will hear when you listen to a radio?
3. Do the following:
   1. Draw a chart of the electromagnetic spectrum covering 100 kilohertz (khz) to 1000 megahertz (Mhz).
   2. Label the LF, MF, HF, VHF, UHF, and microwave portions of the spectrum on your diagram.
   3. Locate on your chart at least eight radio services such as AM and FM commercial broadcast, CB, television, amateur radio (at least four ham radio bands), and police.
   4. Discuss why some radio stations are called DX and others are called local. Explain who the FCC and the ITU are.
4. Explain how radio waves carry information. Include in your explanation: transceiver, transmitter, amplifier, and antenna.
5. Learn the safety precautions for working with radio gear, particularly Dc and Rf grounding.
6. Do the following:
   1. Explain the differences between a block diagram and a schematic diagram.
   2. Draw a block diagram that includes a transceiver, amplifier, microphone, antenna, and feedline.
   3. Explain the differences between an open circuit, a closed circuit, and a short circuit.
   4. Draw ten schematic symbols. Explain what three of the represented parts do. Find three electrical components to match to three of these symbols.
7. Do ONE of the following (a, b, or c):
   1. Amateur radio
      • Describe some of the activities that amateur radio operators can do on the air, once they have earned an amateur radio license.
      • Carry on a 10-minute real or simulated ham radio contact using voice or Morse code; use proper call signs, Q signals, and abbreviations. (Licensed ham radio operators may substitute five QSL cards as evidence of contacts with amateur radio operators from at least three different call districts.)
      • With the help of a local amateur radio operator, talk to and properly log at least two Morse code radio contacts. Record signal reports. Explain how often amateur radio operators must give their call signs during a radio contact.
      • Explain at least five Q signals or amateur radio terms you hear while listening.
      • Explain some differences between the Novice Class license and the Technician Class license requirements and privileges. Explain who gives amateur radio exams.
      • Explain how you would make an emergency call on voice or Morse code. Tell why the FCC has an amateur radio service.
      • Explain handheld transceiver versus home "base" stations. Explain about mobile amateur radios and amateur radio repeaters.
   2. Broadcast radio
      • Prepare a program schedule for radio station "KBSA" of exactly one-half hour, including music, news, commercials, and proper station identification. Record your program on audio tape using proper techniques.
      • Listen to and properly log fifteen broadcast stations; determine for five of these their transmitting power and general areas served.
      • Explain at least eight terms used in commercial broadcasting such as segue, cut, and fade.
      • Discuss the educational and licensing requirements and career opportunities in broadcast radio.
   3. Shortwave listening
      • Listen across several shortwave bands for two four-hour periods, one in the early morning, the other in the early evening. Log the stations properly and locate them geographically on a globe.
      • For several major foreign stations (BBC in Great Britain or HCJB in Ecuador, for example), list several frequency bands used by each.
      • Compare your morning and evening logs, noting the frequencies on which your selected stations were loudest during each session. Explain the differences in signal strength from one period to the next.
      • Discuss the purpose of and careers in shortwave communications.
8. Visit a radio installation approved in advance by your counselor (ham radio station, broadcast station, or public service communications center, for example). Discuss what types of equipment you saw in use, how it was used, what types of licenses required to operate and maintain the equipment, and the purpose of the station.

Railroading

1. Do TWO of the following:
   1. Know the name, scale, and track gauge for four model railroad gauges. Show the correct way to clean and oil model train equipment.
   2. Draw to scale the layout of your own model railroad; or one that could be built in your home. Have a point-to-point or loop road with different routings. Include a turnaround, a terminal, a yard, and a siding.
   3. Alone or with others, build a model railroad layout. Lay track with ties, ballast, and scenery. Make connections from power supply to track and accessories.
   4. Build a scale model of a locomotive (with or without power) or make two cars (Kits with extra detail may be used.)
   5. Draw scale plans and build two accessories.
2. Do the following:
   1. Explain how real electric and diesel locomotives develop power.
   2. Identify by model or picture six different kinds of railroad cars.
   3. Show two basic signals used either by color or configuration. Explain the meaning of five whistle signals. Describe an emergency way to signal a train to stop.
3. Do ONE of the following:
   1. Name four departments of a railroad company. Describe what each does.
   2. Name and explain 10 jobs in railroading. Tell which job interests you most. Tell why.
4. Explain six rules of safety to use aboard trains; on platforms; at crossings; and around bridges, yards, and tunnels. Explain the use and function of the "EOTD" or "FRED" now used in place of cabooses.
5. Explain the use of a timetable by making a written plan for a trip by rail between two cities 500 miles apart. List the times of departure and of arrival at your destination, the number of the train, and the service you want.
6. Do ONE of the following:
   1. Visit a railroad museum or an operating model railroad and explain what you saw.
   2. View a video showing the operation of a railroad, such as THIS IS MY RAILROAD or ASSOCIATION OF AMERICAN RAILROADS by Pentrax.
   3. Plan and take a rail trip of at least 25 miles. Buy your own ticket. Read the timetables and footnotes correctly.
7. Name three types of modern freight trains and explain why they are more efficient than mixed freights.

Reading

1. Learn how to use the library (card file or computer), and with the assistance of your counselor or your librarian, select six books of four diverse types (such as poetry, drama/plays, fiction, nonfiction, and biographies). After you have read this material, discuss your reading with the counselor or librarian. Using a log as a reference, explain why you chose the material, whether you enjoyed it and what it meant to you.
2. Read two books or material from any two sources (Magazines, newspapers, field manuals, etc.) about the world around you (sports, environmental problems, politics, religion, etc.) and discuss your reading with your counselor.
3. From a catalog of your choice, fill out the application as if you intended to place an order, and discuss it with your counselor.
4. Choose ONE of the following activities and devote 4 hours of service to that activity.
   1. Read to a sick blind (contact the American Foundation for the Blind at 1-800-232-5463), or homebound person, in a hospital, or in an extended care facility.
   2. Perform volunteer work at your school or public library.
   3. Read stories to younger children in a group or individually.
   4. Assist in a literacy program (Project Literacy may be contacted at 1-800-228-8843 for information about the nearest library center) and discuss your participation with your counselor.

Reptile and Amphibian Study

1. Describe the identifying characteristics of six species of reptiles and four species of amphibians found in the United States. For any four of these, make sketches from your own observations or take photographs. Show markings, color patterns, or other characteristics that are important in the identification of each of the four species. Discuss the habits and habitats of all ten species.
2. Discuss with your merit badge counselor the approximate number of species and general geographic distribution of reptiles and amphibians in the United States. Prepare a list of the most common species found in your local area or state.
3. Describe the main differences between
   1. Amphibians and reptiles
   2. Alligators and crocodiles
   3. Toads and frogs,
   4. Salamanders and lizards, and
   5. Snakes and lizards.
4. Explain how reptiles and amphibians are an important component of the natural environment. List four species that are officially protected by the federal government or by the state you live in, and tell why each is protected. List three species of amphibians found in your local area that are not protected. Discuss the food habits of all ten species.
5. Describe how reptiles and amphibians reproduce.
6. From observation, describe how snakes move forward. Describe the functions of the muscles, ribs, and belly plates.
7. Describe in detail six venomous snakes and the one venomous lizard found in the United States. Describe their habits and geographic range. Tell what you should do in case of a bite by a venomous species.
8. Maintain one or more reptiles or amphibians for at least a month. Record the food accepted, eating methods, changes in coloration, shedding of skins, and general habits; OR keep the eggs of a reptile from the time of laying until hatching; OR keep the eggs of an amphibian from the time of laying until the transformation of the tadpoles (frogs) or larvae (salamander).
9. Do TWO of the following:
   1. Identify at night three kinds of toads or frogs by their voices. Imitate the song of each for your counselor. Stalk each with a flashlight and discover how each sings and from where.
   2. Find and identify (by sight) eight species of reptiles or amphibians.
   3. Give a brief talk to a small group on the subject of reptiles and amphibians. Use at least three living specimens you have collected.
10. Give five superstitions about reptiles and amphibians and a correct explanation for each. Give seven examples of unusual behavior or other true facts about reptiles and amphibians.

NOTE: Scouts must use only nonvenomous reptiles in fulfilling requirements 8 and 9. Species listed by federal or state law as endangered, protected, or threatened must not be used as live specimens in completing requirements 8 or 9c unless official permission had been given. In most cases all specimens should be returned to the wild at the location of original capture after the requirements have been met. Check with your merit badge counselor for those instances where the return of these specimens would not be appropriate.

Rifle Shooting

1. Do the following:
   1. Explain why BB and pellet air guns must always be treated with the same respect as firearms.
   2. Describe how you would react if a friend visiting your home asked to see your or your family's firearm(s).
   3. Explain the need, use, and types of eye and ear protection.
   4. Give the main points of the laws for owning and using guns in your community and state.
   5. Explain how hunting is related to the wise use of renewable wildlife resources.
   6. Explain the main points of hunting laws in your state and give any special laws on the use of guns or ammunition.
   7. List the kinds of wildlife that can be legally hunted in your state.
   8. Identify and explain the rifle sports shot in the Olympic Games. Identify places in your community where you could shoot these sports.
   9. List the sources that you could contact for information on firearms and their use.
2. Do ONE of the following options:
   1. OPTION A --- RIFLE SHOOTING (Modern Cartridge Type)
      1. Identify the principal parts of a rifle, action types, and how they function.
      2. Identify and demonstrate the three rules for handling a rifle safely.
      3. Identify rifle ammunition parts and their function.
      4. Identify seven different calibers of rifle ammunition. Explain which one you would use and why.
      5. Identify and demonstrate the five fundamentals of shooting a rifle.
      6. Identify and explain each rule for shooting a rifle safely.
      7. Demonstrate the knowledge, skill and attitude necessary to safely shoot a target from the bench rest position, using the five fundamentals of rifle shooting.
      8. Identify the materials needed to clean a rifle.
      9. Demonstrate how to clean a rifle safely.
      10. Demonstrate the standing, kneeling, prone, and sitting positions.
      11. Discuss what points you would consider in selecting a rifle.
      12. Using a .22 caliber rimfire rifle and shooting from a bench rest (supported) position at 50 feet, fire five groups (three shots per group) that can be covered by a quarter. Adjust sights to center the group on the target and fire five groups (five shots per group). According to the target used, each shot in the group must meet the following minimum score:
          • A-32 targets - 9
          • A-17 or TQ-1 targets - 8,
          • A-36 targets - 6.
   1. OPTION B --- AIR RIFLE SHOOTING (BB or Pellet)
      1. Identify the principal parts of an air rifle, action types, and how they function.
      2. Identify and demonstrate the three rules for handling a rifle safely.
      3. Identify various types of air rifle ammunition.
      4. Identify different calibers of air rifle ammunition.
      5. Identify and demonstrate the five fundamentals of shooting a rifle.
      6. Identify and explain each rule for shooting an air rifle safely.
      7. Demonstrate the knowledge, skill and attitude necessary to safely shoot a target from the bench rest position, using the five fundamentals of rifle shooting.
      8. Identify the materials needed to clean an air rifle.
      9. Demonstrate how to clean an air rifle safely.
      10. Demonstrate the standing, kneeling, prone, and sitting positions.
      11. Discuss what points you would consider in selecting an air rifle.
      12. Using a BB or pellet air rifle and shooting from a bench rest (supported) position at 50 feet, fire five groups (three shots per group) that can be covered by a quarter. Adjust sights to center the group on the target and fire five groups (five shots per group). According to the target used, each shot in the group must meet the following minimum score:
          • BB rifle at 15 feet or 5 meters using TQ - 5 targets - 8.
          • Pellet air rifle at 25 feet using TQ - 5 target - 8, at 33 feet or 10 meters using AR-1 targets - 6.
   1. OPTION C --- MUZZLE-LOADING RIFLE SHOOTING
      1. Discuss a brief history of the development of muzzle-loading rifles.
      2. Identify principal parts of percussion and flintlock rifles and discuss how they function.
      3. Demonstrate and discuss the safe handling rules of muzzle-loading rifles.
      4. Identify the various grades of black powder and their proper use.
      5. Discuss proper safety procedures pertaining to black powder use and storage.
      6. Discuss proper components of a load.
      7. Identify proper procedures and accessories used for loading a muzzle-loading rifle.
      8. Demonstrate the knowledge, skill, and attitude necessary to safely shoot a muzzle-loading rifle on a range, including a range procedure.
      9. Shoot a target with a muzzle-loading rifle using the five fundamentals of firing the shot.
      10. Identify the materials needed to clean a muzzle-loading rifle safely.
      11. Demonstrate how to clean a muzzle-loading rifle safely.
      12. Identify the causes of a muzzle-loading rifle's failing to fire and explain or demonstrate proper correction procedures.
      13. Discuss what points you would consider in selecting a muzzle-loading rifle.
      14. Using a muzzle-loading rifle of any caliber and shooting from a bench rest (supported) position, fire three groups (three shots per group) that can be covered by the base of a standard-sift soft drink can. Center the group on the target and fire three groups (five shots per group). According to the target used, each shot in the group must meet the following minimum score:
          • at 50 feet using NRA A-23 or NMLRA 50-yard targets - 8;
          • at 50 yards using NRA A-25 or NMLRA 100 yard targets - 8.

Rowing

1. Show that you know first aid for injuries or illnesses that could occur while rowing, including hypothermia, heatstroke, heat exhaustion, dehydration, sunburn, insect stings, tick bites, blisters, and hyperventilation.
2. Do the following:
   1. Identify the conditions that must exist before performing CPR on a person. Explain how such conditions are recognized.
   2. Demonstrate proper technique for performing CPR on an adult mannequin for at least three minutes.
3. Before doing the following requirements, successfully complete the BSA swimmer test. Jump feetfirst into water over your head in depth, swim 75 yards in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards using an easy resting backstroke. The 100 yards must be swum continuously and include at least one sharp turn. After completing the swim, rest by floating as motionless as possible.
4. Review and discuss Safety Afloat and demonstrate the proper fit and use of personal flotation devices (PFDs).
5. Do the following correctly in either a fixed seat or sliding seat rowboat:
   1. Launch and land from and to shore.
   2. Row in a straight line for a quarter mile. Stop, make a pivot turn, and return to the starting point.
   3. Backwater in a straight line for 50 yards. Make a turn under way and return to the starting point.
   4. Properly moor or rack your craft. Demonstrate your ability to tie the following mooring knots: clove hitch, roundturn with two half hitches, bowline, and hitching tie or mooring hitch.
6. In a fixed seat rowboat, do the following:
   1. Come alongside a dock and help a passenger into the boat. Row 50 feet, stop, pivot, and come back to the dock. Help the passenger from the boat.
   2. Show sculling in good form over the stern for 10 yards. Turn under way, and return to starting point.
7. Alone, or with one other person who is a swimmer, tip over a rowboat. Turn it right side up, get in, and row or paddle 10 yards with hands or oars. Tell why you should stay with a swamped boat.
   1. This requirement can be met in shallow water.
8. Alone in a rowboat push off from shore or dock. Row 10 yards to a swimmer. While giving instructions to the swimmer, turn the boat so that the swimmer may hold onto the stern. Tow him to shore.
9. Show and explain the proper use of anchors for rowboats.
10. Describe the following:
    1. Types of craft used in commercial, competitive, and recreational rowing.
    2. Four common boatbuilding materials. Give some good and bad points of each.
    3. Types of oarlocks used in commercial, competitive, and recreational rowing.
11. Discuss the following:
    1. The advantage of feathering oars while rowing.
    2. How to handle a rowboat in a storm.
    3. How to properly fit out and maintain a boat in season, and how to prepare and store a boat for winter.
    4. How to calculate the weight a boat may carry under normal conditions.
    5. The differences between fixed seat and sliding seat rowing.
    6. The different meaning of the term "sculling" in fixed- and sliding-seat rowing.
    7. The health benefits from rowing for exercise.