1. Watch or read. Choose a, b, or c and complete all the requirements:
a. Watch an episode or episodes (about an hour total) of NOVA or other media
production* about animals, rockets, tornadoes and hurricanes, the environment, or
anything science related.
i. Make a list of at least two questions or ideas from each production
ii. Discuss the ideas and questions with your counselor
b. Read one long or two short magazine articles** about animals, rockets, tornadoes
and hurricanes, the environment, or anything science related.
i. Make a list of at least two questions or ideas from the article(s)
ii. Discuss the ideas and questions with your counselor
c. Do a combination of reading and watching
i. Make a list of at least two questions or ideas from the article or production
ii. Discuss the ideas and questions with your counselor
2. Complete one belt loop or pin from the following list. (Choose one that you do not
have.)
Cub Scout NOVA
[SCIENCE EVERYWHERE COUNSELOR EDITION]
Astronomy
Collecting
Geography
Geology
Map & Compass
Nutrition
Pet Care
Photography
Science
Weather
Wildlife Conservation
3. Act like a scientist!
a. With your counselor, choose a question you would like to investigate.
Examples (you may get other ideas from your belt loop activities):
1. Why do rockets have fins? Is there any connection between the
feathers on arrows and fins on rockets?
Arrow feathers and rocket fins serve the same purpose – they provide aerodynamic stability
during flight through the atmosphere.
2. Why do some cars have spoilers? How do spoilers work?
In theory, spoilers on cars use Bernoulli’s principle in the opposite way that an airplane does.
An airplane wing is designed for the air to flow faster over the top than under the bottom, thus
creating lift. A spoiler on a regular car is supposed to force the air to move more quickly under
the spoiler than over the top, thus pushing the car down to give the drive wheels more traction
and increase stability. The faster the cargoes, the faster the air moves under the spoiler, the more
anti-lift is generated, which provides more stability. Without a spoiler, the only way to increase
stability would be to increase the weight of the car, but increasing the weight of the car increases
its inertia, causing problems at corners and turns. Designers of spoilers have to balance the antilift with the drag created by using a spoiler.
http://www.physlink.com/education/askexperts/ae496.cfm
3. Where does water from the creek in your neighborhood go? Does
your stream flow to the Atlantic or the Pacific Ocean? (You may
wish to use Google maps to follow the streams and rivers to the
ocean. Keep track of the names of the streams, lakes, and rivers
connecting your stream to the ocean. A fun book to read is Paddle
to the Sea by Holling C. Holling.)
4. Is the stream in your neighborhood or park polluted? (You can do
a stream sample to investigate what kinds of things are living in the
water and under the rocks – some things live in polluted water,
others can only live in clean water. You can discover if a stream is
polluted by investigating what lives there.)
Cub Scout NOVA
[SCIENCE EVERYWHERE COUNSELOR EDITION]
Many states have stream studies based on macro-invertebrate identification and populations.
Some states use data collected by volunteers for incorporation into stream quality reports. Check
the internet or with your state’s Natural Resource Department for more information.
An on-line guide to macro-invertebrate stream quality organisms for Ohio.
http://rol.freenet.columbus.oh.us/PDF_guide.pdf
University of Virginia Stream Study Guide http://people.virginia.edu/~sos-iwla/StreamStudy/StreamStudyHomePage/StreamStudy.HTML
Maryland Stream Study http://www.dnr.state.md.us/streams/pubs/freshwater.html
California information http://www.krisweb.com/aqualife/insect.htm
Washington information http://www.bgsd.k12.wa.us/hml/jr_cam/macros/resources.html
b. With a parent or your counselor, use the scientific method to investigate your
question. (You may do this section with another Cub Scout if you wish, but you
need to do and record your own work.)
Keep records of your question, what information you found, how you
investigated, and what you found out about your question.
Scientific Method:
•
•
•
•
Problem or Question – what are you trying to find out?
Information – what do you already know about the problem?
Hypothesis – what do you think is the answer to your question?
Procedure or Experimental set-up – how will you find the answer to your question
and test your hypothesis?
• Data and Analysis – what did you find out by doing your experiment? This
includes charts, graphs, and any results.
• Conclusion – what did you find to be the answer to your question? If you did not
find the answer, why not? How could you find out or expand on the answer(s)
you discovered? Communicate your findings.
c. Discuss your investigation and findings with your counselor.
4. Visit
a. Visit a place where science is being done, used, or explained.
i. Examples:
1. Zoo
2. Aquarium
3. Water treatment plant
4. Observatory
5. Science museum
6. Weather Station
7. Fish Hatchery
b. Talk to someone in charge about science.
c. Discuss with your counselor the science done, used, or explained at the place you
visited.
Cub Scout NOVA
[SCIENCE EVERYWHERE COUNSELOR EDITION]
*(Some media examples are the Discovery Channel, Science Channel, National Geographic, and
the History Channel.)
**(Examples of magazine sources include Odyssey, Know : the Science Magazine for Curious
Kids, Kids Discover, National Geographic Kids, Owl or OWLkids Online. You may wish to
look at an article from Popular Mechanics or Popular Science with one of your parents.)
1. Look up a definition of Technology and discuss it with your counselor.
Technology is the process by which humans modify nature to meet their needs
and wants; it is a product of engineering and science.
http://www.members.nae.edu/nae/techlithome.nsf/weblinks/KGRG-55A3ER?OpenDocument
Sometimes people refer to something as “high tech” or “low tech”. “High tech”
refers to the most currently advanced technology, but high techs become low tech
with longevity and familiarity and as old technologies are replaced.
2. Watch or read. Choose a, b, or c and complete all the requirements:
a. Watch an episode or episodes (about an hour total) of NOVA or other media
production* that involves technology or how technology is used.
Many boys will watch episodes on airplanes, space flight, computers, and
other “high tech” products.
i. Make a list of at least two questions or ideas from each production
ii. Discuss the ideas and questions with your counselor
b. Read one long or two short magazine articles** that talk about technology or how
it is used.
i. Make a list of at least two questions or ideas from the article(s)
ii. Discuss the ideas and questions with your counselor
Cub Scout NOVA
[TECH TALK COUNSELOR EDITION]
c. Do a combination of reading and watching
i. Make a list of at least two questions or ideas from the article or production
ii. Discuss the ideas and questions with your counselor
3. Complete a belt loop or pin from the following list. (Choose one that you do not have.)
Astronomy
Map and Compass
BB Gun Shooting Music
Bicycling
Photography
Bowling
Snow Ski and Board Sports
Computers
Video Games
4. What technology is used in your belt loop or pin?
Astronomy
Telescopes, Binoculars, Maps
BB Gun Shooting
Gun
Bicycling
Bicycle, Safety equipment, Protective gear
Bowling
Pin re-setter, Ball return equipment,
Scoring equipment
Computers
Computers
Map and Compass
Maps, Compasses
Music
Musical instruments, Tape recorders
Photography
Cameras, Light meters
Snow Ski and Board Sports
Skis and poles, Snow boards, Cold weather
gear, Ski lifts
Video Games
Game systems, Monitors
a. How do you think this technology
i. Was invented?
ii. Could be made better?
b. Discuss your ideas with your counselor
5. Discuss with your counselor, then
a. Visit a place of your choice that uses technology and
b. Talk to someone in charge about
i. The technologies used where you are visiting
ii. Why they use these technologies
Places you might like to visit may include
• An amusement park
Computers, rides, entry gates, camera monitors …
• A police or fire station
Computers, vehicles, rescue equipment, sirens, jaws of life, fingerprint ink,
handcuffs, hoses…
• A radio or television station
Computers, printers, broadcast equipment, fax machines, telephones…
Cub Scout NOVA
[TECH TALK COUNSELOR EDITION]
•
A newspaper office
Computers, printers, rollers, folding machines, telephones, tape recorders,
voice recognition…
• A factory or store
Computers, cash registers, scanning equipment, lights, machinery, vehicles…
6. Discuss with your counselor
a. how technology is used in
i. Communication (radio, TV, newspapers and magazines)
ii. Business
iii. Construction
iv. Sports
v. Entertainment
b. Why technology is important
Technology is important because it is how human modify nature to meet their
needs and wants; it is how we make our surroundings more comfortable, make
our work easier, communicate, conduct business, travel…
*(Some media examples are the Discovery Channel, Science Channel, National Geographic, and
the History Channel.)
**(Examples of magazine sources include Odyssey, Know: the Science Magazine for Curious
Kids, Kids Discover, National Geographic Kids, Owl or OWLkids Online. You may wish to
look at an article from Popular Mechanics or Popular Science with one of your parents.)
1. Watch or read. Choose a, b, or c and complete all the requirements:
a. Watch an episode or episodes (about an hour total) of NOVA or other media
production* that involves motion or machines.
i. Make a list of at least two questions or ideas from each production
ii. Discuss the ideas and questions with your counselor
b. Read one long or two short magazine articles** that show(s) how motion or
machines is/are measured, used, created or how machines work. (How does a gun
work?)
i. Make a list of at least two questions or ideas from the article(s)
ii. Discuss the ideas and questions with your counselor
c. Do a combination of reading and watching
i. Make a list of at least two questions or ideas from the article or production
ii. Discuss the ideas and questions with your counselor
2. Complete a Belt loop or Pin from the following list. (Choose one that you do not have.)
Badminton
Baseball
BB Gun Shooting
Fishing
Golf
Hockey
Softball
Table Tennis
Tennis
Cub Scout NOVA
[SWING! COUNSELOR EDITION]
3. Levers
a. Make a list or drawing of the three types of levers
(a lever is one kind of simple machine; there are three classes of levers.)
Click here for more information
b. Be able to tell your counselor
i. The class of each lever
ii. How it works.
A lever is a rigid bar that turns around a fulcrum (a fixed point). The force, a push or a pull,
which is applied to the lever is called the effort. The farther the effort is from the fulcrum, the
easier it is to use the lever. What the lever moves is called the load or the resistance. Levers can
change the direction of motion, make it easier to move something, or cause something to move a
greater distance. There are three classes of levers.
Class 1 lever - First Class lever. The fulcrum is located between the effort and the load. The
direction the load moves is opposite to the direction of the effort. Depending on where the
fulcrum is placed, a first class lever can either make the load move more easily or move a greater
distance. Examples of first class levers include seesaws, crowbars, scissors, and pliers.
Class 2 lever - Second Class lever. The fulcrum is at one end, the effort is at the other end, and
the load is in the middle. The effort and the load move in the same direction. A Class 2 lever
makes an object easier to move. Examples of second class levers include catapults,
screwdrivers, nutcrackers, staplers, and wheelbarrows.
Class 3 lever – Third Class lever. The fulcrum is at one end. The effort is applied between the
fulcrum and the load. The effort and the load move in the same direction. A third class lever
makes an object harder to move, but moves the object through a much greater distance than the
effort force moves. Because the load end moves faster than the effort (it has to travel farther
during the same time length) the load gains speed. Many sporting activities use Class 3 levers.
Class 3 levers include bats, rackets, paddles, clubs, clubs, fishing poles, and brooms.
http://www.fi.edu/pieces/knox/automaton/lever.htm
Cub Scout NOVA
[SWING! COUNSELOR EDITION]
c. With your counselor, discuss
i. The type of lever involved with the motion in your chosen Pin
All the Cub Scout pins for this award use third class levers except BB Gun shooting. BB guns
use a first class lever for the trigger.
The fulcrum (pivot point) is between the
effort (applied by the trigger finger) and
where the pressure (the load or
resistance) is applied to the spring.
http://en.wikipedia.org/wiki/File:Trigger_mechanism_bf_1923.jpg
ii. What you learned about levers and motion from doing your Pin
iii. Why we use levers
Levers can be used to:
•
Make things easier to move – small force applied over a large distance results in a large
force moving a small distance. (First Class levers where the applied force is farther away
from the fulcrum than the resultant force and Second Class levers.)
• Change the direction of the applied force. (First Class levers)
• Increase the distance an object moves - a large force applied over a small distance yields
small force moving a large distance. (Third Class levers and First Class levers where the
fulcrum is closer to the applied force than is the resultant force.)
4. Visit –
a. A playground
i. Discuss with your counselor what playground or sports equipment uses
levers
Seesaws – first class
Swings – second class levers
Sandbox shovels – third class
Bats, clubs, rackets, paddles, and fishing poles are third class levers.
Playgrounds have other simple machines, including incline planes (slides) and wheel and
axles (merry-go-rounds).
5. Design
a. Design, including a drawing or sketch, one of the following
i. A new playground fixture that uses a lever
ii. A new game or sport using a lever
b. Discuss with your counselor
i. How the lever in your design will move something
*(Some media examples are the Discovery Channel, Science Channel, National Geographic, and
the History Channel.)
**(Examples of magazine sources include Odyssey, Know : the Science Magazine for Curious
Kids, Kids Discover, National Geographic Kids, Owl or OWLkids Online. You may wish to
look at an article from Popular Mechanics or Popular Science with one of your parents.)
1. Watch or read. Choose a, b, or c and complete all the requirements:
a. Watch an episode or episodes (about an hour total) of NOVA or other media
production* that involve math or physics (math and physics are in almost every
kind of invention – cars, airplanes, telescopes. Math also includes cryptology).
i. Make a list of at least two questions or ideas from each production
ii. Discuss the ideas and questions with your counselor
b. Read one long or two short magazine articles** that show(s) how scientists use
math.
i. Make a list of at least two questions or ideas from the article(s)
ii. Discuss the ideas and questions with your counselor
c. Do a combination of reading and watching
i. Make a list of at least two questions or ideas from the article or
production
ii. Discuss the ideas and questions with your counselor
2. Complete the Mathematics pin
Cub Scout NOVA
[DESIGNED TO CRUNCH COUNSELOR EDITION]
3. Calculate. Choose two options from a, b, and c and complete all the requirements for
those options. Keep your work to show your counselor – the necessary information to
make your calculations may be found in a book or on the internet. (You may work with a
parent or your counselor on these calculations.)
a. Choose two places and calculate how much you would weigh there.
Earth’s gravity is the standard, so it is set at 1, one gravity. When astronauts and pilots talk
about pulling G’s, they are referring to how much gravity they are experiencing related to Earth’s
gravity. On earth, we are pulling 1g. If a pilot is pulling 2g’s, it is as if he weighs twice as much
as he normally weighs. In outer space, our bodies are not affected strongly by gravity; there are
0g’s, and we feel weightless. Other solar bodies have different gravities. Weight on another
planet or the moon is calculated by multiplying an earth weight by the fraction of the gravity on
the other planet or moon.
i. On the sun or the moon
Earth weight (in pounds) X 28 (27.97) = Sun weight
Earth weight (in pounds) X 0.166 = Moon weight
ii. On Jupiter or Pluto
Earth weight (in pounds) X 2.36 = Jupiter weight
Pluto is no longer considered a planet because it is so small. Pluto is
now considered a planetoid. A human would weigh less on Pluto than on
Earth’s moon. Earth weight (in pounds) X 0.059 = Pluto weight
iii. On a planet that you choose
Earth weight (in pounds) X 0.378 = Mercury weight
Earth weight (in pounds) X 0.907 = Venus weight
Earth weight (in pounds) X 1.000 = Earth weight
Earth weight (in pounds) X 0.377 = Mars weight
Earth weight (in pounds) X 2.36 = Jupiter weight
Earth weight (in pounds) X 0.016 = Saturn weight
Earth weight (in pounds) X 0.889 = Uranus weight
Earth weight (in pounds) X 1.12 = Neptune weight
b. The height of (Do one)
http://www.associatedcontent.com/article/5588962/how_to_calculate_the_height_of_a_tree.html
i. A tree
ii. Your house
iii. A building of your choice
Step 1:
On a sunny day, choose a tree that casts a clear shadow. Trees and other
tall objects that stand by themselves are easiest to work with.
Cub Scout NOVA
[DESIGNED TO CRUNCH COUNSELOR EDITION]
Step 2:
Hold a ruler perpendicular to the ground, right next to the tree.
Step 3:
Measure the shadow of the ruler, and record the measurement. Call this
measurement "A."
Step 4:
Measure the shadow of the tree. Call the tree shadow measurement "B."
Step 5:
Multiply measurement "B" by 12. Then divide that answer by
measurement "A." This answer is the height of the tree in inches.
c. The volume of air in your bedroom (Volume=length x width x height. Make sure
your measurements have the same units – all feet or all inches.) The answer will
be in cubic feet or cubic inches. (ft3 or in3)
4. Design – Secret Codes
a. Look up, then tell your counselor
i. About Cryptography
The first recorded use of cryptography, the practice and study of hiding information, was when
Julius Caesar used a substituted letter code to hide information. Cryptography has been very
useful during wars, transmitting information without revealing it to the enemy (unless the code is
broken). The major use of cryptography today is with computers, especially in finance and
electronic data transmissions. ATM cards, computer passwords, PIN and TIN numbers depend
on cryptography.
ii. At least three ways secret codes or ciphers are made
A code is a symbol or signal used to represent or communicate something else. A cipher is a
way to make a secret message by changing or rearranging the letters in the message. Codes
replace words, phrases, or sentence with groups of letters or numbers; ciphers rearrange or
substitute letters. Examples of codes and ciphers include, but are not limited to:
•
•
•
•
•
•
•
Transposition ciphers - rearrange the letters in a word.
Book Code/Dictionary Code – Use two of the same book (dictionaries work best). For
each word in the code, give the page number, (column number for a dictionary), row
number, and word number. Usually it is best to use two or three digits for each coded
word, using zeros as place holders.
Letter shifts – shift every letter in the alphabet a set number of places.
Number substitutions - Assign every letter a number. This can be combined with letter
shift.
Keyboard ciphers – using a keyboard, shift a set number of places.
Date shift ciphers - http://www.wikihow.com/Create-Secret-Codes-and-Ciphers
Stacked ciphers – combine two or more codes and/or ciphers
Cub Scout NOVA
[DESIGNED TO CRUNCH COUNSELOR EDITION]
iii. How secret codes and ciphers relate to mathematics
Many ciphers can be broken by using frequency analyses, for example, the letter e is the most
frequently used letter in the English language. Ciphers are pairs of algorithms, rules or set of
rules to solve a problem, to encrypt and decrypt information. Since the early 20th century,
cryptography is makes a much more extensive use of mathematics, including information theory,
computational complexity, statistics, number theory, and abstract algebra.
b. Design a secret code or cipher
i. Write a message in your code/cipher
ii. Share your code/cipher with your counselor
Links – to start your study
1. Calculations
a. Weight on other planets
i. http://www.essortment.com/all/weightonplan_rvrp.htm
ii. http://www.intrepidmuseum.org/Education/TeacherResources/documents/Space_9-12Post.aspx
b. Height of trees or other tall things
i. http://www.associatedcontent.com/article/5588962/how_to_calculate_the_
height_of_a_tree.html
c. Volume of a room
i. http://www.ehow.com/how_2266390_calculate-volume-room.html
2. Secret Codes
a. http://www.nsa.gov/kids/
b. http://www.cerias.purdue.edu/education/k12/teaching_resources/lessons_presentations/cryptology.html
c. http://nrich.maths.org/2197
d. http://www.wikihow.com/Create-Secret-Codes-and-Ciphers
*(Some media examples are the Discovery Channel, Science Channel, National Geographic, and
the History Channel.)
**(Examples of magazine sources include Odyssey, Know: the Science Magazine for Curious
Kids, Kids Discover, National Geographic Kids, Owl or OWLkids Online. You may wish to
look at an article from Popular Mechanics or Popular Science with one of your parents.)