Intro to Oceanography & Ecology Parent Lesson Planner 0890517312, 9780890517314

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Overview: This Intro to Oceanography & Ecology PLP contains materials for use with The Ocean Book and The Ecology Book in the Wonders of Creation series. Materials are organized by each book in the following sections: Study guide worksheets Q Quizzes T Semester Tests Answer Key Features: Each suggested weekly schedule has three easy-to-manage lessons which combine reading, worksheets, and vocabulary-building opportunities. Worksheets, quizzes, and tests are perforated and three-hole punched – materials are easy to tear out, hand out, grade, and store. As always, you are encouraged to adjust the schedule and materials as you need to in order to best work within your educational program. Workflow: Students will read the pages in their book and then complete each section of the PLP. They should be encouraged to complete as many as possible, especially those they have a special interest in. Older students should complete as many of the activities and projects as possible. Tests are given at regular intervals with space to record each grade. Younger students may be given the option of taking open book tests.

INTRO TO OCEANOGRAPHY & ECOLOGY

Lessons for a 36-week course!

Calculating Credits: This course should take between 60 to 90 hours to complete, depending on any additional hours spent on added research, essay writing assignments, or suggested lab work, if assigned. Elective courses that take 60 hours are commonly assigned ½ credit, while those 120 hours or more are assigned a full credit; core courses require over 150 hours for a credit. Based on whether this is being used as a core or elective course, make your final credits calculation based on the total hours of coursework completed in the year.

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Approximately 30 to 45 minutes per lesson, three days a week Includes answer keys for worksheets, quizzes, and semester tests

Quizzes are included to help reinforce learning and provide assessment opportunities; Optional semester tests included Designed for grades 7 to 9 in a oneyear course to earn 1/2 science credit

Tom Hennigan (The Ecology Book) is an Associate Professor of Organismal Biology at Truett-McConnell College and has an M.S. in Education from Syracuse University, and an M.P.S. in Environmental and Forest Biology from SUNY College of Environmental Science and Forestry. Dr. Jean Lightner (The Ecology Book) is an adjunct professor with Liberty University Online. She has a B.S. in Agriculture, a D.V.M., and an M.S. in veterinary preventive medicine, all from the Ohio State University. STUDY GUIDE/General SCIENCE/General

$12.99 U.S.

ISBN-13: 978-0-89051-731-4

EAN

Suggested Labs (if applicable)

Parent Lesson Planner

Worksheets for each chapter

Frank Sherwin (The Ocean Book) received his bachelors degree in biology from Western State College and later obtained a masters degree in zoology. He is currently a Research Associate, Senior Lecturer, and Science Writer for the Institute for Creation Research.

Weekly Lesson Schedule Student Worksheets Quizzes & Test Answer Key

First printing: March 2013 Third printing: June 2014

Copyright © 2013 by Master Books®. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher, except in the case of brief quotations in articles and reviews. For information write: Master Books®, P.O. Box 726, Green Forest, AR 72638 Master Books® is a division of the New Leaf Publishing Group, Inc.

ISBN: 978-0-89051-731-4 Unless otherwise noted, Scripture quotations are from the New King James Version of the Bible. Printed in the United States of America Please visit our website for other great titles: www.masterbooks.net For information regarding author interviews, please contact the publicity department at (870) 438-5288

Since 1975, Master Books has been providing educational resources based on a biblical worldview to students of all ages. At the heart of these resources is our firm belief in a literal six-day creation, a young earth, the global Flood as revealed in Genesis 1–11, and other vital evidence to help build a critical foundation of scriptural authority for everyone. By equipping students with biblical truths and their key connection to the world of science and history, it is our hope they will be able to defend their faith in a skeptical, fallen world. If the foundations are destroyed, what can the righteous do? Psalm 11:3; NKJV As the largest publisher of creation science materials in the world, Master Books is honored to partner with our authors and educators, including: Ken Ham of Answers in Genesis Dr. John Morris and Dr. Jason Lisle of the Institute for Creation Research Dr. Donald DeYoung and Michael Oard of the Creation Research Society Dr. James Stobaugh, John Hudson Tiner, Rick and Marilyn Boyer, Dr. Tom Derosa, and so many more! Whether a pre-school learner or a scholar seeking an advanced degree, we offer a wonderful selection of award-winning resources for all ages and educational levels. But sanctify the Lord God in your hearts, and always be ready to give a defense to everyone who asks you a reason for the hope that is in you, with meekness and fear. 1 Peter 3:15; NKJV

Permission to Copy Permission is granted for copies of reproducible pages from this text to be made for use within your own homeschooling family activities or for small classrooms of ten or fewer students. Material may not be posted online, distributed digitally, or made available as a download. Permission for any other use of the material must be requested prior to use by email to the publisher at [email protected].

Contents Overview and Course Description..............................................................................6–7 Suggested Daily Schedules................................................................................................ 8 Locations of the Various Oceans and Seas.................................................................... 14 Ocean Worksheets............................................................................................................ 15 Ecology Worksheets......................................................................................................... 43 Quizzes and Tests .

Ocean Quizzes..................................................................................................... 65

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Ocean Test............................................................................................................ 73

.

Ecology Quizzes.................................................................................................. 77

.

Ecology Test......................................................................................................... 87

Answer Keys .

Ocean Worksheets............................................................................................... 91

.

Ecology Worksheets..........................................................................................101 Ocean Quizzes...................................................................................................109

.

Ocean Test..........................................................................................................113

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Ecology Quizzes................................................................................................114

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Ecology Test.......................................................................................................118

Suggested Optional Science Lab There are a variety of companies that offer science labs that complement our courses. These items are only suggestions, not requirements, and they are not included in the daily schedule. We have tried to find materials that are free of evolutionary teaching, but please review any materials you may purchase. The following items are available from www.HomeTrainingTools.com. The Ocean Book LM-SEAMONK Sea Monkey Ocean Zoo PM-OSTRACO “Sea-Firefly” Bioluminescence Kit (requires microscope) BE-SEACOLL Sea Life Shell Collection The Ecology Book PM-BOTANY Botany Survey Set BE-TREERNG Tree Ring Kit

Lessons for a 36-week course: Overview: This Intro to Oceanography & Ecology PLP contains materials for use with The Ocean Book and The Ecology Book in the Wonders of Creation series. Materials are organized by book in the following sections: Study guide worksheets Q Quizzes T Semester Tests Answer Key Features: Each suggested weekly schedule has three easy-to-manage lessons which combine reading, worksheets, and vocabulary-building opportunities. Designed to allow your student to be independent, materials in this resource are divided by section so you can remove quizzes, tests, and answer keys before beginning the coursework. As always, you are encouraged to adjust the schedule and materials needed to in order to best work within your educational program. Workflow: Students will read the pages in their book and then complete each section of the PLP. They should be encouraged to complete as many of the activities and projects as possible as well. Tests are given at regular intervals with space to record each grade. If used with younger students, they may be given the option of only choosing activities or projects of interest to them and taking open book tests. Lesson Scheduling: Space is given for assignment dates. There is flexibility in scheduling. For example, the parent may opt for a M–W schedule rather than a M, W, F schedule. Each week listed has five days but due to vacations the school work week may not be M–F. Adapt the days to your school schedule. As the student completes each assignment, he/she should put an “X” in the box.

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Approximately 30 to 45 minutes per lesson, three days a week Includes answer keys for worksheets, quizzes, and semester tests

Worksheets for each chapter Quizzes are included to help reinforce learning and provide assessment opportunities; optional semester exams included Designed for grades 7 to 9 in a oneyear course to earn 1/2 science credit 6 

Frank Sherwin (The Ocean Book) received his bachelors degree in biology from Western State College and later obtained a masters degree in zoology. He is currently a Research Associate, Senior Lecturer, and Science Writer for the Institute for Creation Research. Tom Hennigan (The Ecology Book) is an Associate Professor of Organismal Biology at Truett-McConnell College and has an A.A.S. from the New York State Forest Ranger School, a B.S. in Natural Resources Management from the University of Alaska, an M.S. in Education from Syracuse University, and an M.P.S. in Environmental and Forest Biology from SUNY College of Environmental Science and Forestry. Dr. Jean Lightner (The Ecology Book) is an adjunct professor with Liberty University Online. She has a B.S. in Agriculture, a D.V.M., and an M.S. in veterinary preventive medicine, all from the Ohio State University. She is a member of the Creation Biology Society, Christian Veterinary Mission, and the National Animal Health Emergency Response Corps.

Introduction to Ocean and Ecology Course Description This is the suggested course sequence that allows one core area of science to be studied per semester. You can change the sequence of the semesters per the needs or interests of your student; materials for each semester are independent of one another to allow flexibility.

Semester 1: Oceans The oceans may well be earth’s final frontier. These dark and sometimes mysterious waters cover 71 percent of the surface area of the globe and have yet to be fully explored. Under the waves, a watery world of frail splendor, foreboding creatures, and sights beyond imagination awaits. In The Ocean Book you will study a variety of topics: giant squid and other “monsters” of the seas; centuries of ocean exploration; hydrothermal vents; the ingredients that make up the ocean; harnessing the oceans’ energy; icebergs; coral reefs; ships, submarines, and other ocean vessels; the major ocean currents; El Niño; whirlpools and hurricanes; harvesting the ocean’s resources; whales, dolphins, fish, and other sea creatures. Learning about the oceans and their hidden contents is exciting and rewarding. The abundance and diversity of life, the wealth of resources, and the simple mysteries there have intrigued explorers and scientists for centuries,. A better understanding of our oceans ensures careful conservation of their grandeur and beauty for future generations, and a deeper respect for the delicate balance of life on planet Earth.

Semester 2: Ecology Study the relationship between living organisms and our place in God’s wondrous creation! Learn important words and concepts from different habitats around the world to mutual symbiosis as a product of the relational character of God. This is a powerful biology-focused course specially designed for multi-age teaching. Students will: • Study the intricate relationship between living organisms and our place in God’s wondrous creation • Examine important words and concepts, from different habitats around the world to our stewardship of the world’s resources • Gain insight into influential scientists and their work • More fully understand practical aspects of stewardship • Investigate ecological interactions and connections in creation The Ecology Book encourages an understanding of a world designed not as a series of random evolutionary accidents but as a wondrous, well-thought out system of life around the globe created to enrich and support its different features. Activities provide additional ways to make the learning experience practical.

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7

First Semester Suggested Daily Schedule Date

Day

Assignment

First Semester-First Quarter — The Ocean Book Day 1

Read Pages 4-5 • Ocean Book (OB) • Sample map • Page 14 • (LP) Ocean: Intro Worksheet 1 • Terms to Know • Page 17 • (LP)

Day 2 Week 1

Day 3

Introduction - Short Answer, Discussion Questions Ocean: Intro Worksheet 1 • Page 17 • (LP)

Day 4 Day 5 Day 6 Day 7 Week 2

Day 8

Introduction - Activities Ocean: Intro Worksheet 1 • Page 18 • (LP) Read Pages 6-9 • (OB) Research & the Deep Oceans - Terms to Know and Spell Ocean Ch 1: Worksheet 1 • Page 19 • (LP)

Day 9 Day 10 Day 11

Research & the Deep Oceans - Short Answer, Discussion Questions Ocean Ch 1: Worksheet 1 • Page 19 • (LP) Research & the Deep Oceans - Activities Ocean Ch 1: Worksheet 1 • Page 20 • (LP)

Day 12 Week 3

Day 13 Day 14 Day 15 Day 16

Research & the Deep Oceans - Projects Ocean Ch 1: Worksheet 1 • Page 20 • (LP) Read Pages 10-15 • (OB) Physical Characteristics of the Ocean - Terms to Know and Spell Ocean Ch 2: Worksheet 1 • Page 21 • (LP)

Day 17 Week 4

Day 18

Physical Characteristics of the Ocean - Short Answer, Discussion Ocean Ch 2: Worksheet 1 • Page 21 • (LP)

Day 19 Day 20 Day 21 Day 22 Week 5

Day 23

Physical Characteristics of the Ocean - Activities Ocean Ch 2: Worksheet 1 • Page 22 • (LP) Read Pages 16-21 • (OB) Composition of the Oceans - Terms to Know and Spell Ocean Ch 3: Worksheet 1 • Page 23 • (LP)

Day 24 Day 25 Day 26 Week 6

8 

Day 27 Day 28 Day 29 Day 30

Composition of the Oceans - Short Answer, Discussion Questions Ocean Ch 3: Worksheet 1 • Page 23 • (LP) Composition of the Oceans - Activities Ocean Ch 3: Worksheet 1 • Page 24 • (LP) Ocean Intro - Ch. 3 Study Day Ocean Intro - Ch. 3 Quiz 1 • Page 65 • (LP)

Due Date

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Grade

Date

Day Day 31

Assignment

Due Date



Grade

Read Pages 22-33 • (OB)

Day 32 Week 7

Day 33

Tides, Waves, and Currents - Terms to Know and Spell Ocean Ch 4: Worksheet 1 • Page 25 • (LP)

Day 34 Day 35 Day 36

Tides, Waves, and Currents - Short Answer, Discussion Questions Ocean Ch 4: Worksheet 1 • Page 25 • (LP) Tides, Waves, and Currents - Activities Ocean Ch 4: Worksheet 1 • Page 26 • (LP)

Day 37 Week 8

Day 38

Read Pages 34-37 • (OB) Weather - Terms to Know and Spell Ocean Ch 5: Worksheet 1 • Page 27 • (LP)

Day 39 Day 40 Day 41 Week 9

Day 42 Day 43 Day 44 Day 45

Weather - Short Answer, Discussion Questions Ocean Ch 5: Worksheet 1 • Page 27 • (LP) Weather - Activities Ocean Ch 5: Worksheet 1 • Page 28 • (LP) Ocean Book Chs 4-5: Study Day Ocean Book Chs 4-5 Quiz 2 • Page 67

First Semester — Second Quarter — The Ocean Book Day 46

Read Pages 38-43 • (OB) Harvesting the Ocean - Terms to Know and Spell Ocean Ch 6: Worksheet 1 • Page 29 • (LP)

Day 47 Week 1

Day 48

Harvesting the Ocean - Short Answer, Discussion Questions Ocean Ch 6: Worksheet 1 • Page 29 • (LP)

Day 49 Day 50

Week 2

Day 51 Day 52 Day 53 Day 54 Day 55 Day 56

Harvesting the Ocean - Activities Ocean Ch 6: Worksheet 1 • Page 30 • (LP) Read Pages 44-49 • (OB) Read Pages 50-55 • (OB) Marine Life - Terms to Know and Spell Ocean Ch 7: Worksheet 1 • Page 31 • (LP) Marine Life - Short Answer, Discussion Questions Ocean Ch 7: Worksheet 1 • Pages 31-32 • (LP)

Day 57 Week 3

Day 58 Day 59 Day 60

Marine Life - Activities Ocean Ch 7: Worksheet 1 • Page 33 • (LP) Ocean Book Chs 6-7: Study Day

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9

Date

Week 4

Day Day 61 Day 62 Day 63 Day 64 Day 65 Day 66

Assignment Ocean Book Chs 6-7 Quiz 3 • Page 69 • (LP) Read Pages 56-59 • (OB) Exploring the Coral Reef - Terms to Know and Spell Ocean Ch 8: Worksheet 1 • Page 35 • (LP) Exploring the Coral Reef - Short Answer, Discussion Questions Ocean Ch 8: Worksheet 1 • Page 35 • (LP)

Day 67 Week 5

Day 68 Day 69 Day 70 Day 71

Exploring the Coral Reef - Activities Ocean Ch 8: Worksheet 1 • Page 36 • (LP) Read Pages 60-65 • (OB) Ocean Vessels – Terms to Know and Spell Ocean Ch 9: Worksheet 1 • Page 37 • (LP)

Day 72 Week 6

Day 73

Ocean Vessels- Short Answer, Discussion Questions Ocean Ch 9: Worksheet 1 • Pages 37-38 • (LP)

Day 74 Day 75 Day 76 Day 77 Week 7

Day 78

Ocean Vessels - Activities Ocean Ch 9: Worksheet 1 • Page 38 • (LP) Read Pages 66-71 • (OB) The Genesis Flood - Terms to Know and Spell Ocean Ch 10: Worksheet 1 • Page 39 • (LP)

Day 79 Day 80 Day 81 Week 8

Week 9

10  

The Genesis Flood - Short Answer, Discussion Questions Ocean Ch 10: Worksheet 1 • Pages 39-40 • (LP) The Genesis Flood - Activities Ocean Ch 10: Worksheet 1 • Page 40 • (LP)

Day 82 Day 83 Day 84

Ocean Book Chs 8-10 Study Day

Day 85

Ocean Book Chs 8-10 Quiz 4 Page 71 (LP)

Day 86 Day 87 Day 88 Day 89 Day 90

Ocean Book Intro – Ch 10 Study Day Ocean Book Intro –Ch 10 Study Day Ocean Book Intro – Ch 10 Mid-Term Test (Optional) • Page 73 Mid-Term Grade

Due Date

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Grade

Second Semester Suggested Daily Schedule Date

Day

Assignment

Due Date



Grade

Second Semester-First Quarter — The Ecology Book Day 91

Read Pages 6-9 • The Ecology Book • (EB)

Day 92 Week 1

Day 93

Harmony in Creation - Vocabulary Words Ecology Ch 1: Worksheet 1 • Page 43 • Lesson Planner (LP)

Day 94

Week 2

Day 95

Harmony in Creation - Multiple Choice, Discussion Questions Ecology Ch 1: Worksheet 1 • Page 43 • (LP)

Day 96

Harmony in Creation - Projects Ecology Ch 1: Worksheet 1 • Page 44 • (LP)

Day 97 Day 98

Read Pages 10-13 • (EB)

Day 99 Day 100

Read Pages 14-17 • (EB)

Day 101

Ecology: The Study of “Our House” - Vocabulary Words Ecology Ch 2: Worksheet 1 • Page 45 • (LP)

Day 102 Week 3

Day 103

Ecology: The Study of “Our House”- Multiple Choice, Discussion Ecology Ch 2: Worksheet 1 • Pages 45-46 • (LP)

Day 104 Day 105

Ecology: The Study of “Our House”- Projects Ecology Ch 2: Worksheet 1 • Page 46 • (LP)

Day 106

Read Pages 18-23 • (EB)

Day 107 Week 4

Day 108

The Dominion Mandate - Vocabulary Words Ecology Ch 3: Worksheet 1 • Page 47 • (LP)

Day 109

Week 5

Day 110

The Dominion Mandate - Multiple Choice, Discussion Questions Ecology Ch 3: Worksheet 1 • Pages 47-48 • (LP)

Day 111

The Dominion Mandate - Projects Ecology Ch 3: Worksheet 1 • Page 48 • (LP)

Day 112 Day 113

Ecology Ch 1-3: Study Day

Day 114 Day 115

Ecology Ch 1-3: Unit 1 Quiz • Page 77 • (LP)

Day 116

Read Pages 24-27 • (EB)

Day 117 Week 6

Day 118

Read Pages 28-31 • (EB)

Day 119 Day 120

What’s on the Menu Today? - Vocabulary Words Ecology Ch 4: Worksheet 1 • Page 49 • (LP)

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11

Date

Day

Assignment

Day 121

What’s on the Menu Today?- Multiple Choice, Discussion Questions Ecology Ch 4: Worksheet 1 • Pages 49-50 • (LP)

Due Date

Day 122 Week 7

Day 123

What’s on the Menu Today? - Projects Ecology Ch 4: Worksheet 1 • Page 50 • (LP)

Day 124 Day 125

Read Pages 32-36 • (EB)

Day 126

Read Pages 37-41 • (EB)

Day 127 Week 8

Day 128

Taking a Liking to Lichens - Vocabulary Words Ecology Ch 5: Worksheet 1 • Page 51 • (LP)

Day 129 Day 130 Day 131 Week 9

Taking a Liking to Lichens - Multiple Choice, Discussion Questions Ecology Ch 5: Worksheet 1 • Pages 51-52 • (LP) Taking a Liking to Lichens - Projects Ecology Ch 5: Worksheet 1 • Page 52 • (LP)

Day 132 Day 133

Ecology Ch 4-5: Study Day

Day 134 Day 135

Ecology Ch 4-5: Unit 2 Quiz • Page 79 • (LP)

Second Semester — Second Quarter — The Ecology Book Day 136

Read Pages 42-46 • (EB)

Day 137 Week 1

Day 138

Read Pages 47-51 • (EB)

Day 139 Day 140 Day 141

A Fungus Among Us - Vocabulary Words Ecology Ch 6: Worksheet 1 • Page 53 • (LP) A Fungus Among Us - Multiple Choice, Discussion Questions Ecology Ch 6: Worksheet 1 • Page 53-54 • (LP)

Day 142 Week 2

Day 143

A Fungus Among Us - Projects Ecology Ch 6: Worksheet 1 • Page 54 • (LP)

Day 144 Day 145 Day 146

Read Pages 52-61 • (EB) The Plant-Bacteria Connection - Vocabulary, Multiple Choice Ecology Ch 7: Worksheet 1 • Pages 55-56 • (LP)

Day 147 Week 3

Day 148

The Plant-Bacteria Connection - Discussion Questions, Projects Ecology Ch 7: Worksheet 1 • Page 56 • (LP)

Day 149 Day 150

12  

Ecology Ch 6-7: Study Day



Grade

Date

Day Day 151

Assignment

Due Date



Grade

Ecology Ch 6-7: Unit 3 Quiz • Page 81 • (LP)

Day 152 Week 4

Day 153

Read Pages 62-69 • (EB)

Day 154 Day 155 Day 156

Of Bacteria, Cattle, and Men - Vocabulary Words Ecology Ch 8: Worksheet 1 • Page 57 • (LP) Of Bacteria, Cattle, & Men - Multiple Choice, Discussion Questions Ecology Ch 8: Worksheet 1 • Pages 57-58 • (LP)

Day 157 Week 5

Day 158

Of Bacteria, Cattle, and Men - Projects Ecology Ch 8: Worksheet 1 • Page 58 • (LP)

Day 159 Day 160 Day 161

Read Pages 70-75 • (EB) To the Root of the Matter - Vocabulary Words Ecology Ch 9: Worksheet 1 • Page 59 • (LP)

Day 162 Week 6

Day 163

To the Root of the Matter - Multiple Choice, Discussion Questions Ecology Ch 9: Worksheet 1 • Pages 59-60 • (LP)

Day 164 Day 165 Day 166 Day 167 Week 7

Day 168

To the Root of the Matter - Projects Ecology Ch 9: Worksheet 1 • Page 60 • (LP) Read Pages 76-83 • (EB) Ecology in God’s Creation - Vocabulary Words Ecology Ch 10: Worksheet 1 • Page 61 • (LP)

Day 169 Day 170 Day 171 Week 8

Week 9

Ecology in God’s Creation - Multiple Choice, Discussion Ecology Ch 10: Worksheet 1 • Page 61 • (LP) Ecology in God’s Creation - Projects Ecology Ch 10: Worksheet 1 • Page 62 • (LP)

Day 172 Day 173 Day 174

Ecology Ch 8-10: Study Day

Day 175

Ecology Ch 8-10: Unit Quiz 4 • Page 83 • (LP)

Day 176

Tips for Good Science Experiments Simplified Ecological Sampling Methods Study Appendix A & B • Pages 84-87 • (EB)

Day 177 Day 178 Day 179 Day 180

Ecology Ch 1-10: Study Day Ecology Ch 1-10: Final Test (optional) • Page 87 • (LP) Final Grade

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13

Arctic Ocean

Pacific Ocean

Southern Ocean

Indian Ocean

Locations of the Various Oceans and Seas

Atlantic Ocean

Southern Ocean

Arctic Ocean

Pacific Ocean

14  

Ocean Worksheets for use with The Ocean Book

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15

The Ocean Book

Introduction p. 4–5

Day 1, 3, 5

Introduction Worksheet 1

Name

Terms to Know and Spell Locations of the various oceans and seas (see page 14.) Short Answer 1. The oceans cover ____ percent of the earth’s surface area and contain ____ percent of all the surface water on the planet. 2. How do the oceans protect the earth? 3. How do the oceans provide both food and oxygen for mankind? 4. What are some of the sources of power in the ocean? 5. About how much of the current production of oil and petroleum comes from the ocean? 6. The oceans have been used throughout history as a means of _________________; this is one of the reasons that three-fourths of the American population lives within ______ miles of a seacoast. Discussion Questions 1. How might life on earth be different if the oceans were larger or smaller than they are now?

2. Why should we care about what lives in the oceans when we can only live on land?

3. Should one country have a say in how another country cares for its neighboring marine habitats?

Ocean Worksheets

First Semester/First Quarter   17

Activity Label the following bodies of water on the map. You may use a world ocean map (www.mapsofworld. com/world-ocean-map.htm) in addition to the map on page 5 of The Ocean Book: Arabian Sea East China Sea Norwegian Sea Sea of Japan

Bay of Bengal Greenland Sea Philippine Sea Sea of Okhotsk

Bering Sea Labrador Sea Red Sea South China Sea

Coral Sea North Sea Scotia Sea Weddell Sea

a.__________

h.__________

b.__________

i.___________

c.__________

j.___________

d.__________

k.__________

e.__________

l.___________

f.__________

m._________

g.__________

n.__________ o.__________ p.__________

18  

The Ocean Book

Research and the Deep Oceans, p. 6–9

Day 8, 10, 11, 13

Chapter 1 Worksheet 1

Name

Terms to Know and Spell petrology sedimentology seismic profile oceanography Short Answer 1. What are the four major branches of oceanography, and how are they differentiated?

2. Name seven human endeavors that benefit from knowledge of oceanography.

3. How was the Challenger expedition able to disprove Professor Edward Forbes’ theory that life below 1,800 feet was impossible?

4. Name two other discoveries made by the Challenger.

5. What is a seismic profile?

6. In what ways have ocean exploration methods been enhanced since the 1990s?

Discussion Questions 1. Compare the attitudes of earth’s citizens toward the ocean 50 to 100 years ago with attitudes in the 21st century.

2. Discuss the human endeavors that benefit from knowledge of oceanography in greater depth.

Ocean Worksheets

First Semester/First Quarter   19

Activities 1. Memorize and recite Psalm 107:23–31. 2. Prepare an outline as shown. Complete the outline, using the letters to represent the four branches of oceanography listed in the terms above, and the numbers to categorize the sub-topics for each (see page 6 of The Ocean Book). I. Branches of Oceanography A. 1. 2. 3. 4. B.

1. 2. 3. 4. 5. 6. 7. 8.

C.

1. 2. 3. 4.

D. 1. 2. Projects to Do on Your Own Rewrite Psalm 107:23–31, paraphrased in your own words. Choose one branch of oceanography that interests you. Do 1–3 hours of research on the subject and jot down some notes. Turn in a one-page reflection on what you learned to your teacher, or discuss the principles with family or classmates.

20  

The Ocean Book

Physical . . . of Day 16, 18, 20 the Oceans, p. 10–15

Chapter 2 Worksheet 1

Name

Terms to Know and Spell abyssal plain coast continental margin estuary hydrothermal vent inlet oceanic ridges seamount shoreline trench Short Answer 1. Explain what forces cause coastlines to differ in appearance. 2. What difference(s) exist between a fjord and a lagoon? 3. List and describe the 4 parts of the continental margin. 4. Trenches, oceanic ridges, and hydrothermal vents are all part of the ___________________. 5. Contrast trenches with oceanic ridges. 6. Describe three creatures that thrive near hydrothermal vents. 7. What formed the trenches on the ocean floor? Discussion Questions 1. Describe guyots and seamounts in terms of their appearance. How or why is each one thus shaped?

2. Discuss which weather forces can cause coastlines to differ in appearance.

3. Tell how the geological activity in Iceland can be used to support the biblical view of special creation.

Ocean Worksheets

First Semester/First Quarter   21

Activities 1. This chapter is full of fascinating trivia. Divide into groups of 2–3, and copy interesting statements, leaving out a key word. Conduct a “sea bee,” much like a spelling bee, and see who can remember the most information. 2. Gather information from news media or the Internet about beach cities affected by erosion or suddenly changing coastlines. 3. Use papier-mâché, play dough, or modeling clay to construct a model showing the five major physical characteristics of the ocean floor. When dry, label each of the features with a letter (A–E). On a sheet of paper, make a key to your model which names each of your features and gives a brief description of each. 4. Research and find out if Juan de Fuca Strait, which lies between the Olympic peninsula of Washington State and Vancouver Island, British Columbia, Canada, is formed by the Juan de Fuca Ridge.

22  

The Ocean Book

Composition of . . . Waters, p. 16–21

Day 23, 25, 26

Chapter 3 Worksheet 1

Name

Terms to Know and Spell commodity dehydration desalination plant salinity iceberg Short Answer 1. What are the most common elements of seawater? 2. Since every 1,000 grams of ocean water contains 35 grams of salt, what percentage of seawater is salt? 3. Where does the salt in seawater come from? 4. Why is it dangerous for humans to drink seawater? 5. Why is seawater not of uniform salinity all over the world? 6. Only ____ percent of an iceberg can be seen above water; ____ percent of its bulk endangers ships because it is hidden below. 7. Most pinnacle icebergs are formed in the __________. Tabular icebergs break off of ice sheets formed near the ___________. 8. Why is April 14–15, 1912, considered as one of the most disastrous events in maritime history? Discussion Questions 1. Discuss the causes of the Titanic tragedy.

2. Consider why salt was such an important commodity in history. Then consider Jesus’ words in Matthew 5:13. Why do you think Christ compared His followers to salt?

Ocean Worksheets

First Semester/First Quarter   23

Activities 1. Memorize and recite Matthew 5:13. 2. Use an etymological (word origins, www.etymonline.com) dictionary to find the origin of the word “salary.” What did you learn about the importance of salt throughout history that would explain what the words “not worth his salt” or “salary” means in today’s culture? 3. Float an ice cube in a clear glass or measuring cup. Using a centimeter ruler, measure how much of the ice cube protrudes above the water’s surface and how much extends below. Compare your data to the 10%/90% ratio of icebergs. Would you expect results to be the same? Why or why not? 4. Research how submarines and aircraft carrier crews are able to furnish a large number of soldiers with fresh water while they are at sea for extended periods. Construct a model of a desalination plant or experiment with a simplified evaporation system. 5. Do research to locate the various “salt flats” of the world. Which countries produce and/or export the most salt? 6. Find out which oceans are the least salty and the most salty.

24  

The Ocean Book

Tides, Waves, and Currents, p. 22–33

Day 33, 35, 36

Chapter 4 Worksheet 1

Name

Terms to Know and Spell current neap tide quadrature riptide surf syzygy tide tsunami undertow wave Short Answer 1. The rising and falling of the level of the ocean near a shore is called the _________. 2. What combination of factors produces the surf along the shoreline? 3. The force of gravity can be described as the measurable and descriptive function of the mass of the objects involved and ___ ___________ ______________ _______. 4. Who was the first scientist to apply the law of gravita­tional forces to the predictable nature of the tides? 5. Syzygy occurs when the sun, moon, and earth all line up in a row, which results in very high or very low _____ tides. 6. When the positions of the sun, moon, and earth form a 90-degree angle, ________ tides occur. This ____________ causes the lowest _____ and the _________ ____. 7. ______-_____________ tides form two high tides and two low tides each day. 8. Most waves are formed by _____________________________________. Discussion Questions 1. Why is it important that seafarers be aware of the tides? 2. What kind of person is compared to waves? Read James 1:5–8 and discuss its implications.

Ocean Worksheets

First Semester/First Quarter   25

Activities 1. Memorize and recite James 1:5–8. 2. Locate “no tide” Tahiti and the infamous high-tide Bay of Fundy on a map or globe. Have various students discuss their personal (humorous) experiences with tides or surf. 3. Role-play tides, currents, quadrature, and syzygy. Choose one student to “stir” invisible water up and down in a vertical circle. Position another student nearby who will stir the water around and around in horizontal fashion. Select two more students to act the part of the sun and the moon and position them in alignment or at 90-degree angles to the “currents.” The currents should lean closer to the moon and the sun as directed, to model the gravitational effects on the tides. 4. Divide the class into three groups: the waves, the tides, and the currents. Have students write questions or true/false trivia statements pertaining to their subject area. Conduct a “sea-bee,” much like a spelling bee, or “whirl-pool” like a knowledge bowl, and see who can remember the most information. Celebrate the success of the winner by doing a group “wave” cheer. 5. Research the life and writings of Sir Isaac Newton. Find out if he was a creation scientist because it was the fashion of the day, because scientific observation supported his conclusions or because of some other matter. 6. Construct an artificial beach with clay, sand, and water in a large pan and experiment with the force and motion of waves. 7. Study the diagram and explanation of the tides on page 24. Gather balls of various sizes and use them to symbolize the gravitational forces on the tides at the various positions. If possible, use a digital camera to record the sequence. Share the images with classmate(s) as you describe the tidal terminology.

26  

The Ocean Book

Weather p. 34–37

Day 38, 40, 41

Chapter 5 Worksheet 1

Name

Terms to Know and Spell Coriolis effect El Niño hurricane La Niña storm surge thermocline Short Answer 1. Devastating Hurricane Andrew pummeled _________ with winds gusting up to 177 mph in August 1992. 2. List two to four effects of El Niño. 3. At the equator, the earth turns at a rate of approximately _______ mph. 4. Since the earth spins to the _______, waters tend to accumulate at the _________ shores of the continents. 5. An area of warm air with low pressure over a large body of water is called a _____________________. 6. A tropical depression with winds greater than 50 mph is called a _____________________. 7. A hurricane is rated as a category 1 to 5 storm based on its ________________. 8. A hurricane in the Indian Ocean is called a _________. 9. A hurricane in the South China Sea is called a ____________. 10.  Due to the Coriolis effect, hurricane winds spin __________ in the Northern Hemisphere and __________in the Southern Hemisphere. (clockwise/counterclockwise) Discussion Questions 1. Compare and contrast the times, locations, causes and effects of El Niño and La Niña weather phenomena.

Ocean Worksheets

First Semester/First Quarter   27

2. Ask students who have weathered a hurricane to retell their experiences. Then conduct a discussion as to what various people’s responses should be toward preparedness and cleanup (i.e., a home builder, a property owner, a parent, a businessman, a law enforcement officer, etc.).

Activities 1. Memorize and recite Matthew 7:24–27. 2. Prepare small hurricane pinwheels and label each with the name and date of the most devastating hurricanes of the last century. Plot the pinwheels on a map to show where major hurricanes have struck coastlines on North America or Asia. 3. The high-speed winds in a hurricane are circular in nature. At the same time, the vortex can travel in another direction. To simulate this, fill a pan or sink with water and stir up a vortex with a straw or spoon handle. Then try moving the vortex to a different location in the pan without dissipating it. 4. Obtain and study a week-long series of weather maps or satellite photos. Find high-pressure areas and low-pressure areas. Does the air in the high-pressure area move directly to the low-pressure area? Why or why not? 5. If a hurricane is currently developing somewhere in the ocean, obtain several satellite photos that show its progression. See if you can predict its precise landfall before it is reported by newscasters. 6. Experience the Coriolis Effect for yourself. Have 2 people stand on a merry-go-round. With the merry-go-round moving try to toss a ball back and forth. The ball follows a straight path but appears to curve away due to the rotation of the merry-go-round.

28  

The Ocean Book

Harvesting the Ocean, p. 38–43

Day 46, 48, 50

Chapter 6 Worksheet 1

Name

Terms to Know and Spell trawling dredging overfishing bykill aquaculture Short Answer 1. Most of the ocean’s living creatures are found in the upper ___ feet of the sea. 2. Name 3 major minerals mined from the sea.

3. What happens to caught fish that are not used for food?

4. How has modern equipment and technology helped fishermen?

5. Name two sources of energy that are harvested from the sea.

6. What is an “aquaculture” farm, and what is produced there?

7. Name 2 of the most abundant “crops” from mariculture.

8. Put the following terms in order of their importance in producing energy from the ocean: tides, salinity, thermal gradients, currents, waves. Ocean Worksheets

First Semester/Second Quarter   29

Discussion Questions 1. From 1950 to 1990, the world fish catch increased from 20 million tons to more than 90 million tons. Discuss whether or not this increase can continue, and the implications of overfishing. Should fishing restrictions be imposed and enforced? If so, by whom?

2. Read Genesis 1:26-27. Discuss ways that mankind can be good stewards of the ocean.

3. Discuss the benefits and detractions of offshore oil or gas production.

Activities 1. Memorize and recite Luke 5:3–7a, the great draught of fish. 2. Form small groups to learn more about fishing techniques such as dredging, drift netting, gill netting, longlining, purse seining, and trapping. Research the purpose, equipment, method and product of the technique, as well as statistics on the amount of marine produce harvested (in tons). Share your data with the class. 3. Research and discuss the fishing production from the Grand Banks by decade over the last hundred years. How have changes in fishing affected the lives of area residents? 4. What kinds of fish or shellfish are sold at your local supermarket? Do research to determine how they are harvested and brought to market. 5. Learn more about how hydroelectricity is produced from tidal power. 6. Find out why manganese nodules are so valuable.

30  

The Ocean Book

Marine Life p. 44–55

Day 55, 56, 58

Chapter 7 Worksheet 1

Name

Terms to Know and Spell algae aquatic mammals bioluminescence crustacean horizontal zone mollusk plankton vertical zone Short Answer 1. Why do most living marine organisms inhabit the sunlit zone?

2. Why is an abundance of plankton so vital to marine biology?

3. What are the major differences between phytoplankton and zooplankton?

4. What is a kelp forest?

5. Name and describe the four kinds of marine algae.

6. What is the food web?

7. How are fish classified? Ocean Worksheets

First Semester/Second Quarter   31

8. Identify the zones, tides, and ocean depths on the diagram.

___________ _________ ___________ ___________

___________ ___________

_______

____

_______

____

_______

__

____

__

_______

_

__

__

__

____

_______

____

Discussion Questions 1. Although many more creatures inhabit warmer waters (phytoplankton), diatoms are abundant in coldwater regions. How could this be one of God’s special provisions for Arctic or Antarctic ecosystems? Can your answer help to refute evolutionary ideas?

2. How can a jawless fish eat if it has no jaws?

3. How are whales like fish? How are they different from fish?

4. What does the fossil record reveal concerning the origin of fish?

32  

Activities 1. Make a mural with pictures of commonly harvested marine life. 2. Memorize and recite Genesis 1:20–22. 3. On a large map, label the various productive fishing areas of the world. If possible, list the types of fish harvested from each area and the fishing techniques employed. 4. If you live near the coast, plan a field trip to a tidal pool, aquarium, or other marine park. If possible, have students touch the invertebrates found in a tidal pool. 5. Purchase, prepare, and taste some of the varieties of fish available for human consumption. 6. Read the labels on pet food and yard fertilizers to see if they contain marine products. 7. Some sharks look like bony fish. Research the swimming and “breathing” capabilities of sharks and bony fishes to discover identifying behaviors. 8. Do further reading on recent research concerning whale migration patterns and use of echolocation.

Ocean Worksheets

First Semester/Second Quarter   33

The Ocean Book

Exploring the Coral Reef, p. 56–59

Day 65, 66, 68

Chapter 8 Worksheet 1

Name

Terms to Know and Spell atoll barrier reef coral bleaching fringing reef mangrove polyp shoal coral Short Answer 1. Where is the Great Barrier Reef located? 2. Sinking underwater volcanoes formed _________ and ____________ reefs. 3. Masses of dead coral skeletons harden and turn into ________________. 4. A jellylike creature that will grow into a mature coral is called a __________. 5. What do corals eat? 6. What are the skeletons of corals made of? Discussion Questions 1. Give several examples to describe how particular characteristics of a mangrove tree helps tropical habitats to flourish.

2. Why are coral reefs dangerous to ships?

3. Explain how coral growth rate measured in 1997 helps to refute evolutionary uniformitarianism and supports the special creation model of origins.

Ocean Worksheets

First Semester/Second Quarter   35

Activities 1. If you live near the coast, plan a field trip to a salt marsh, intertidal zone or marine park; or have experienced students describe their experiences with snorkeling or diving in the sea. 2. If you live in a “land-locked” state, contact a local pet store to find the location of the nearest saltwater aquarium. If possible, obtain a specimen of a living coral or sea anemone for students to observe. An alternative would be to view a documentary on an underwater excursion at a coral reef. 3. There are many different kinds and colors of coral. Have groups or individual students study geographic regions to determine which areas sport various types of coral and pertinent reef formations. If possible, make a wall chart to compare and contrast the type of reef, type of coral, pattern of growth, and examples of other life supported by the coral reef. A good place to start is with popular tourism spots that advertise snorkeling or scuba diving. 4. Research your local library for more information about the types of fish that inhabit coral reefs. Where do they live? What do they eat? Why are they suited for living among coral? 5. Search the Internet for photos and information about atolls, fringing reefs and barrier reefs, as well as the forms of life dwelling there. Compile a scrapbook with pictures and captions. Include pertinent labels regarding geographic locations. 6. Plan a trip to a major aquarium or tropical reef. Popular tourist attractions include the Hawaiian Islands, Bermuda, and the Virgin Islands. Some major U.S. cities such as San Diego, San Francisco, Denver, Orlando, and New Orleans have marine parks or aquariums. 7. Further develop your computer technology skills and design a tri-fold travel brochure to a luxurious location near a coral reef. Include tantalizing descriptions and visuals of a snorkeling expedition to the reef.

36  

The Ocean Book

Oceanic Vessels p. 60–65

Day 71, 73, 75

Chapter 9 Worksheet 1

Name

Terms to Know and Spell ballast displace diving plane hull mid-water drifter oceanographic research ships Short Answer 1. A _________________ is any device that can successfully venture into the deep and return to the surface carrying information about the underwater world. 2. What kinds of equipment can be found on most submersibles? 3. How does a bathysphere differ from a bathyscape? 4. What is a Nansen bottle? 5. What was the Trieste? 6. The study of liquids and the forces of pressure is called _________________. 7. Archimedes principle states that the force holding a vessel in water is __________ to the __________ of the fluid being displaced (pushed out of the way). Discussion Questions 1. How have advances in technology improved marine research techniques in the last 70 years?

Ocean Worksheets

First Semester/Second Quarter   37

2. How does a submarine dive and surface?

3. Submersibles, oceanic research vessels, and submarines are very costly to construct, use, and maintain. Is oceanic research really worth it? Why or why not?

Activities 1. Memorize and recite Psalm 139:9–10. 2. Obtain articles with photos of various kinds of submersibles. Have students write summary paragraphs about special features (capabilities) and pertinent information obtained in research expeditions. 3. Prepare a chart from a large sheet of butcher paper or newsprint that lists all of the submersibles named in the list of terms below. Then list the purpose or mission for each one and the particular equipment used. Tell whether it is manned or remotely operated. If possible, include a picture example of each. diving bell  bathysphere  bathyscaph  DSV  ROV  DSRV  submarine 4. Have small groups of students observe the Archimedes principle, using objects of various sizes and shapes. If desired, used calibrated containers and measure the weight of water displaced. 5. Read the book Kon-Tiki by Thor Heyerdahl to learn about this man’s determination to sail across the Pacific Ocean in a balsa wood craft. 6. Contact a personal acquaintance or Navy recruiter to learn about the particular training or preparation needed to live and work on a submarine for extended tours at sea. 7. Visit a dry dock area at a seaport. Study the size of the ships and the shapes of their hulls. Notice the color variations painted on the sides of a ship, indicating fill-weight limitations. If possible, observe a ship being loaded and setting out to sea. Consider how the Archimedes principle applies to these ocean-going vessels.

38  

The Ocean Book

The Genesis Flood p. 66–71

Day 78, 80, 81

Chapter 10 Worksheet 1

Name

Terms to Know and Spell dimensions sediment halocline density gradient submarine canyon uniformitarianism catastrophism Short Answer 1. _____ ___ was designed by God to withstand the ravages of the Genesis Flood. 2. What chapters in the Bible lead to the conclusion that the Flood was worldwide? 3. Recently scientists discovered evidence of “water roaring out of an overfilled lake [that] carved an instant Grand Canyon” not on Earth, but on the planet _____. 4. What is the name of the diagram that shows the density gradient between salt and fresh water? 5. Massive underwater avalanches are also called ______. 6. In one day of geologic activity in 1982, a 1/40 scale model of Grand Canyon was formed where? 7. According to Genesis 7 and 8, the Flood lasted ___ year(s). Discussion Questions 1. Is it logical to assume that massive layers of sediment found spread across the United States, are due to slow processes over millions of years of time (uniformitarianism)? Would a catastrophic event (i.e., a flood) better explain what is found, such as the St. Peter sandstone described on page 71?

2. If one were to reinterpret the biblical teaching of a worldwide flood to that of only a local event, what Ocean Worksheets

First Semester/Second Quarter   39

would this do to interpreting other important doctrines in Scripture?

3. Why did God send the Flood?

Activities 1. Memorize and recite Genesis 7:21–22. 2. Prepare a drawing of Noah’s ark on a large sheet of paper. Use the principle of ratios to determine the approximate size of the ark compared to people and animals such as horses and cows. How many doors would you put on the ark? Why? 3. Look up the 2002 article of a grand canyon on Mars by Paul Recer. After doing some cross-referencing in different publications, write a report of this amazing geological event on the Red Planet. 4. Research the Mount St. Helens eruptions of 1980 and 1982. Although the sediments laid down were of volcanic origin, scientists know the thousands of layers were clearly formed over a short time period. See if you can find pictures of these sediment layers. Do they look like the layers of sediment found at the Grand Canyon?

40  

Ecology Worksheets for use with The Ecology Book



41

The Ecology Book

Harmony in Creation, p. 6–9

Day 93, 95, 96

Chapter 1 Worksheet 1

Name

Vocabulary Words commensalism harmony hypotheses mutualism (symbiosis) parasitism Trinity Multiple Choice Choose the best answer: 1. “Trinity” is a) a word found in the Bible. b) a concept taught in the Bible that has nothing to do with understanding our world. c) a concept taught in the Bible that can help us understand God and the world He created. d) a recent New Age teaching. 2. In our world today a) we see only perfect harmonious relationships. b) we see not only harmonious relationships but also harmful relationships. c) we don’t see relationships at all. d) we see only harmful relationships. Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. Explain how an understanding of the Trinity can help us understand the world God created. 2. What happened that broke the harmony found in the original creation?

Ecology Worksheets

Second Semester/Third Quarter   43

Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. You might use these words to help you search for answers to the questions under Reflections at the end of the chapter. 2. Memorize Genesis 1:26–31. You should be able to recite the passage and explain what it means in relation to the material studied in this chapter.

44  

The Ecology Book

Ecology: Study of Day 101, 103, 105 Our House, p. 10–17

Chapter 2 Worksheet 1

Name

Vocabulary Words abiotic baraminology biodiversity biome biosphere biotic condensation ecological system (ecosystem) ecology evaporation evapotranspiration hybridization (hybrids) population precipitation protocol recharge species sublimation watershed Multiple Choice 1. Ecology is a. the study of animals and plants in relation to each other and to their environments. b. an underwater environment. c. a concept opposed to the Bible. d. a and c. 2. Scientific names (e.g., Strix varia for the barred owl) a. have two words which together refer to a single species. b. include a first word naming the genus and a second naming the species. c. are generally in Latin or Greek. d. all of the above. Ecology Worksheets

Second Semester/Third Quarter   45

3. 4. 5.

Ecologists use Latin and/or Greek to name creatures in order to a. help ecologists be consistent in the naming of organisms. b. help ecologists speak the same language with one another. c. further identify the creature into genus and species. d. all of the above. Which of the following ecosystems would not be considered a biome? a. desert b. drop of water c. tropical rainforest d. tundra Which of the following statements is false. a. The earth’s water is always moving and is a crucial player in an ecosystem. b. The water of the earth has been used and reused since the beginning and has no beginning or end to its cycle. c. God designed the water cycle in such a way that water would become less important to ecosystems over time. d. Water access and availability determines creature design, biodiversity, and symbiotic relationships. Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2)Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. What is baraminology? How does it differ from the species concept? 2. Compare/contrast the contributions of Ernst Haeckel and William Derham to ecology. Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Do the Building Memories activity and memorize Isaiah 45:18. Discuss your experiences in light of the memory verse and other things you have learned from your studies. 3. Memorize Jeremiah 14:22. What other passages in Scripture refer to the water cycle? Several were given in the chapter. Use a concordance and see if you can find more. Memorize one of these passages, too.

46  

The Ecology Book

The Dominion Mandate, p. 18–23

Day 108, 110, 111

Chapter 3 Worksheet 1

Name

Vocabulary Words: dominion mandate organism protocols stewardship Multiple Choice Choose the best answer: 1. The dominion mandate a. was given to us by God (Genesis 1:18). b. is a command to rule over the earth and the creatures in it. c. should be carried out in a caring way, just as God cares for us. d. all of the above. 2. Biblical stewardship a. means caring for God’s creation in a way that honors Him. b. is a solid vessel for crossing the ocean. c. is an evolutionary idea. d. all of the above. 3. Based on the Shepherd King analogy, which of the following statements is false?

a. a shepherd runs away when his sheep are in danger.



b. a shepherd leads with wisdom.



c. a shepherd keeps a watchful eye on his sheep.



d. a shepherd needs courage, patience, vigilance and compassion.

Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3)Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. What does it mean to be created in God’s image? Are there ways we are like Him? Are there ways we represent Him here on earth? Ecology Worksheets

Second Semester/Third Quarter   47

2. What concepts from this chapter help you understand what it means to be a good steward of God’s creation? How would you explain what it means to be a good steward of creation to someone else?

Projects 1. Memorize/review Genesis 1:26–31. You should be able to recite the passage and explain what it means in relation to the material studied in this chapter. 2. Using the resources mentioned under Ecology in Practice or your local parks system, find a citizen science project to participate in.

48  

The Ecology Book

What’s on the Menu Today? p. 24–31

Day 120, 121, 123

Chapter 4 Worksheet 1

Name

Vocabulary Words abiotic autotroph biodiversity biotic carnivore chemoautotroph decomposer ecological pyramid food chain food web habitat herbivore heterotroph niche omnivore photoautotroph photosynthesis saprophyte scavenger trophic level Multiple Choice Choose the best answer: 1. When God created animals and people, He gave them a . nothing. b. venison. c. every seed-bearing plant and every tree that has fruit. d. only wild mushrooms.

Ecology Worksheets

Second Semester/Third Quarter   49

2. Abiotic refers to a. the non-living part of an ecosystem. b. fungi. c. things like sunlight, temperature, water, rocks, and soil, etc. d. a and c. 3. A habitat consists of a. shelter b. food and water c. space d. all of the above 4. Which of the following is not a heterotroph? a. mushroom b. deer c. bunchberries d. bear 5. Which of the following statements is false? a. plants need sunlight in a process used to make food b. human beings use sunlight to produce vitamin D c. God is the ultimate source of life d. You can never get too much sun! Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. What did God create that is the source of energy for life on earth? Does this help explain the original diet? 2. Who was Eugene Odum? What are ways that living things interact? What are abiotic (non-living) aspects of the environment that are important? Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Do the Building Memories activity. Memorize Isaiah 11:6–9 or another passage that you find meaningful; be able to explain to a friend why you find it meaningful. 3. Do the Ecology in Practice exercise. You may need to do some library or Internet research to help you through it.

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The Ecology Book

Taking a Liking to Lichens, p. 32–41

Day 128, 130, 131

Chapter 5 Worksheet 1

Name

Vocabulary Words asexual reproduction bioindicator biomonitoring fragmentation hypha (plural: hyphae) lichen lichenologist mycelium mycobiont photobiont photomorph soredia spore symbiont thallus Multiple Choice 1. Lichens are a. an abiotic factor in the environment. b. people who like to study ecology. c. are made up of two organisms, one of which is a fungus. d. both a and b. 2. Algae and cyanobacteria a. have no pigment. b. can produce food via photosynthesis. c. are never part of an ecosystem. d. both a and b.

Ecology Worksheets

Second Semester/Third Quarter   51

3. Lichens have unique chemical compounds that can

a. repel herbivores



b. prevent plant growth



c. kill microscopic parasites



d. all of the above

4. Lichens reproduce via

a. sexual reproduction



b. fragmentation



c. both a and b



d. the production of usnic acid

5. Some important function of lichens are

a. preventing soil from wasting away



b. providing material for bird and squirrel nests



c. providing food to certain insects



d. all of the above

Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. Name the symbionts that make up a lichen. Do they look any different when they are together compared to when they are separate? How? 2. What parallels do you see between how God created us as the Body of Christ (1 Corinthians 12–14) and how He created lichens? Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Complete the Building Memories activity. Part of this activity includes completing the Ecology in Practice and/or How to Find a Water Bear activities.

52  

The Ecology Book

A Fungus Among Us Day 140, 141, 143 p. 42–51

Chapter 6 Worksheet 1

Name

Vocabulary Words arbuscular mycorrhizae bioremediation botanist ectomycorrhiza (plural: ectomycorrhizae) endomycorrhiza (plural: endomycorrhizae) fungus (plural: fungi) hypha (plural: hyphae) mycorrhiza (plural: mycorrhizae) mycoheterotroph orchid pelotons phloem phytoremediation succession symbiosis vascular plants xylem Multiple Choice 1. A mycorrhiza is a. a tiny bug that lives in the water. b. a symbiotic relationship between a fungus and a plant. c. a word that literally means fungus roots. d. both b and c. 2. Plants can communicate a. using Morse code. b. by talking to each other in French. c. using chemical signals. d. using semaphore. Ecology Worksheets

Second Semester/Fourth Quarter   53

3. Which of the following statements regarding phosphorus is false?

a. phosphorus is an important element needed for all organism development and growth



b. phosphorus cannot be used in the chemical form phosphate



c. phosphates are absorbed by plants



d. none of the above

Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2)Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. What are some of the important roles played by fungi in a mycorrhiza relationship? 2. How might arbuscular mycorrhizae be important in biblical stewardship? Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Do the Building Memories activity.

54  

The Ecology Book

The Plant-Bacteria Day 146, 148 Connection, p. 52–61

Chapter 7 Worksheet 1

Name

Vocabulary Words biomatrix/ organosubstrate diazotroph endosymbiosis legume mutualistic nitrogen fixation nutrient rhizobia Multiple Choice 1. We get the nitrogen we need a. by breathing it in from the air. b. from eating plants or animals; it is in proteins or other molecules. c. from nitrogen-fixing bacteria that live on our toes. d. — we don’t need nitrogen. 2. If all bacteria on earth were to suddenly cease to exist a. the world would be a healthier, happier place. b. plants wouldn’t be able to grow, but that wouldn’t affect us. c. we would die, but plants would be able to survive. d. life on earth would not be possible. Plants could not make proteins for us to eat, and there would be no way to break down proteins when something dies. 3. Which of the following would not be a good addition to compost?

a. eggshells



b. coffee grounds



c. charcoal ash



d. leaves

Ecology Worksheets

Second Semester/Fourth Quarter   55

4. Why did God tell the Israelites not to plant crops every seventh year?

a. so they could learn that God is ultimately our provider



b. as a testimony to unbelievers



c. to provide the land with a rest



d. all of the above

5. Which of the following is considered a legume plant?

a. bean



b. corn



c. wheat



d. black walnut

Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2)Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3) Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. Discuss the questions under the Reflections heading. 2. Explain the importance of rotating crops or resting the soil.

Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Memorize Colossians 1:16–17. Give several examples of how God upholds His creation today. 3. Do the Building Memories project for this chapter. 4. Research George Washington Carver and find at least ten uses he found for a peanut.

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The Ecology Book

Of Bacteria, Cattle, and Men, p. 62–69

Day 155, 156, 158

Chapter 8 Worksheet 1

Name

Vocabulary Words: commensal fermentation gnotobiotic microbiota pathogenic Multiple Choice 1. Microbiota a. help the immune system develop normally. b. help the digestive system develop normally. c. help digest food and produce some B vitamins. d. all the above. 2. Fermentation a. is an important process by which bacteria can breaks down carbohydrates. b. is used to make yogurt, sauerkraut, and pickles. c. can result in short chain fatty acids that are used for energy. d. all of the above. 3. Which of the following animals is a foregut fermenter?

a. goat



b. horse



c. elephant



d. wild rabbit

4. Which of the following animals is a hindgut fermenter?

a. mule deer



b. cow



c. coypus



d. New Zealand sheep

Ecology Worksheets

Second Semester/Fourth Quarter   57

Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2)Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3)Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. Do you believe it is ethical to use animals in research? If so, are there any restrictions you think are appropriate? Projects 1. Memorize the words defined in the chapter. Be able to use them in a sentence and/or give examples. 2. Memorize Proverbs 12:10. What do you think it means? Does it apply to animal research? Does it apply anywhere else?

3. Identify at least three different ruminants that are mentioned in the Bible. Use a concordance if you need to. What is special about these animals as compared to others?

58  

The Ecology Book

To the Root of the Matter, p. 70–75

Day 161, 163, 165

Chapter 9 Worksheet 1

Name

Vocabulary Words organism pantheism recycled symbiosis Multiple Choice Choose the best answer: 1. Symbiosis is a word that refers to a. organisms living together. b. long-term organic relationships where each organism is benefitted. c. two Greek words meaning “with” (syn) and “life” (bios). d. all of the above. 2. Jesus used the parable of the branches and grapevine to demonstrate a. the vital nature of bearing good fruit. b. the importance of us remaining in a relationship with Him. c. forgiveness and grace in the garden of the world. d. how the fruit of the spirit grows so powerfully in our lives. 3. Which of the following statements represents a Christian world view?

a. we were created by a loving God who has a purpose for our lives



b. all creation is part of the divine



c. human beings developed through a process called natural selection



d. you cannot reconcile science with the Bible

Discussion Question The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3)Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. Read John 15:5–8. How are you abiding in the Lord on a daily basis to ensure that you are bearing much fruit? Ecology Worksheets

Second Semester/Fourth Quarter   59

Projects Plant some seeds or a small plant in a pot. Place this in a window and care for it. Over the days and weeks to come, consider how much one must nurture a single plant for it to thrive, and how much God must care for the whole world.

60  

The Ecology Book

Doing Ecology in God’s. . . , p. 76–83

Day 168, 170, 171

Chapter 10 Worksheet 1

Name

Vocabulary Words anthropic principle biogeochemical cycles nephesh hayim Multiple Choice Choose the best answer: 1. A worldview a. describes how a person views the world. b. helps to give meaning to what we see. c. is the same for every person. d. a and b. 2. The Bible a. gives us a basis for understanding God. b. gives us a basis for understanding life and the world around us. c. gives us a basis for understanding some important history. d. all of the above Discussion Questions The following approaches may be used for answering the questions below: (1) The questions may be answered on a sheet of paper as essay questions; (2) Depending on the class size, the students may be organized in discussion groups to discuss answers to the questions; (3)Depending on the class size, the parent or teacher may guide a class discussion to answer the questions. 1. How do worldviews differ? Give some examples.

2. How does the Bible affect your view of the world?

Projects Memorize Psalm 1:1–6 and John 15:5–15. You should be able to recite these passages and explain what they mean in relation to the material studied in this chapter. Ecology Worksheets

Second Semester/Fourth Quarter   61

Quizzes and Tests Section

Q

The Ocean Book Concepts & Comprehension

Define

Quiz 1

Scope: Intro – Ch. 3

Total score: ____of 100

Name: Date:

(2 Points Each Answer)

1. petrology 2. abyssal plain 3. salinity 4. desalination plant Multiple Answer Questions (2 Points Each Blank) 5. What are the four major branches of oceanography, and how are they differentiated? a. b. c. d. 6. Name seven human endeavors that benefit from knowledge of oceanography. a. b. c. d. e. f. g. 7. Describe three creatures that thrive near hydrothermal vents. a. b. c. 8. List six of the ten most common elements of seawater. a. b. c. d. e. f. Fill-in-the-Blank Questions (3 Points Each Blank) 9. The oceans cover ____% of the earth’s surface area and contain ____% of all the surface water on the planet. 10. The oceans have been used throughout history as a means of _________________; this is one of the reasons that three-fourths of the American population lives within ______ miles of a seacoast. 11. Trenches, oceanic ridges, and hydrothermal vents are all part of the _______ _______. Ocean Quizzes/Tests



65

12. Only ____% of an iceberg can be seen above water; ____% of its bulk threatens ships because it is hidden below. 13. Most pinnacle icebergs are formed in the __________. Tabular icebergs break off ice sheets formed near the ___________. Short Answer Questions

(2 Points Each Question)

14. What is a seismic profile? 15. What formed the trenches in the ocean floor? 16. Where does the salt in seawater come from? Applied Learning Activity

(1 Point Each Answer)

17. Label the following bodies of water on the map.: Arabian Sea Bay of Bengal East China Sea Greenland Sea Norwegian Sea Philippine Sea Sea of Japan Sea of Okhotsk

Bering Sea Labrador Sea Red Sea South China Sea

Coral Sea North Sea Scotia Sea Weddell Sea

a.__________

h.__________

b.__________

i.___________

c.__________

j.___________

d.__________

k.__________

e.__________

l.___________

f.__________

m._________

g.__________

n.__________ o.__________ p.__________

66  

Ocean Quizzes/Tests

Q

The Ocean Book Concepts & Comprehension

Quiz 2

Scope: Chapters 4–5

Total score: ____of 100

Name: Date:

Define (5 Points Each Answer) 1. Coriolis effect 2. neap tide 3. tsunami 4. El Niño 5. La Niña 6. thermocline Multiple Answer Questions

(2 Points Each Blank)

7. What combination of factors produce the surf along the shoreline? _______________ _______________ _______________ 8. The force of gravity can be described as the measurable and descriptive function of the mass of the objects involved and the _______________ _______________ them. 9. _______ ____________ tides form two high tides and two low tides each day. Fill-in-the-Blank Questions

(2 Points Each Blank)

10. The rising and falling of the level of the ocean near a shore is called the _________. 11. Syzygy occurs when the sun, moon, and earth all line up in a row, which results in very high or very low _____ tides. 12. When the positions of the sun, moon, and earth form a 90-degree angle, ________ tides occur. This ____________ causes the lowest _____ and the _________ ____. 13. Most waves are formed by _________ moving just the top layer of water. 14. Since the earth spins to the _______, waters tend to accumulate at the _________ shores of the continents. 15. Hurricanes form over a ________ sea surface. 16. A hurricane in the Indian Ocean is called a _________. 17. A hurricane in the South China Sea is called a ____________. Short Answer Questions

(5 Points Each Question)

18. Who was the first scientist to apply the law of gravitational forces to the predictable nature of the tides?

Ocean Quizzes/Tests



67

19. Why do hurricanes become so strong in the open sea?

Applied Learning Activity

(20 Points)

Write 2 paragraphs comparing the times, locations, causes and effects of El Niño and La Niña weather phenomena.

68  

Ocean Quizzes/Tests

Q

The Ocean Book Concepts & Comprehension

Define

Quiz 3

Scope: Chapters 6–7

Total score: ____of 100

Name: Date:

(5 Points Each Answer)

1. bykill 2. horizontal zone 3. overfishing 4. trawling 5. plankton 6. algae Multiple Answer Questions

(4 Points Each Blank)

7. Name and describe the four kinds of marine algae. a. b. c. d. Short Answer Questions

(4 Points Each Question)

8. What happens to caught fish that are not used for food? 9. Name 2 sources of energy harvested from the ocean. 10. Name 3 major minerals mined from the sea. 11. Why do most living marine organisms inhabit the sunlit zone? 12. What is a kelp forest? 13. How are fish classified? 14. What does the fossil record reveal concerning the origin of fish?

Ocean Quizzes/Tests



69

Applied Learning Activity (2 Points Each Answer) 15. Name 3 ways that mankind can be good stewards of the ocean.

16. The vertical and horizontal zones of the ocean. Fill in the blanks on the diagram with the following information:

600 ft. Intertidal Zone Benthic Zone

3,000 ft. Oceanic Midnight Zone

high tide Pelagic

___________ _________ ___________ ___________

low tide Sunlit Zone

___________ ___________

_______

____

_______

____

_ __ __ __ __ __

70  

Twilight Zone Neritric

_______

____

_______

____

_______

____

Ocean Quizzes/Tests

Q

The Ocean Book Concepts & Comprehension

Define

Quiz 4

Scope: Chapters 8–10

Total score: ____of 100

Name: Date:

(5 Points Each Answer)

1. coral bleaching 2. diving plan 3. mid-water drifter 4. density gradient 5. barrier reef Fill-in-the-Blank Questions

(2 Points Each Blank)

6. Sinking underwater volcanoes formed _________ and ____________ reefs. 7. Masses of dead coral skeletons harden and turn into ___________ reefs. 8. The study of liquids and the forces of pressure is called _________________. 9. Archimedes principle states that the force holding a vessel in water is __________ to the __________ of the fluid being displaced (pushed out of the way). 10. _____ ___ was designed by God to withstand the ravages of the Genesis Flood. 11. Recently scientists discovered evidence of “water roaring out of an overfilled lake [that] carved an instant Grand Canyon” not on Earth, but on the planet _____. 12. According to Genesis 7 and 8, the Flood lasted ___ year(s). Short Answer Questions

(5 Points Each Question)

13. Where is the Great Barrier Reef located?

14. What kinds of equipment can be found on most submersibles?

15. How does a bathysphere differ from a bathyscape?

Ocean Quizzes/Tests



71

16. What is the name of the diagram that shows the density gradient between salt and fresh water?

17. Massive underwater avalanches are also called______________.

18. In one day of geologic activity in 1982, a 1/40 scale model of Grand Canyon was formed where?

Applied Learning Activity

(5 Points Each Question)

19. Is it logical to assume that massive layers of sediment found spread across the United States, are due to slow processes over millions of years of time (uniformitarianism)? 20. Would a catastrophic event (i.e., a flood) better explain what is found — such as the St. Peter sandstone? 21. If one were to reinterpret the biblical teaching of a worldwide flood to that of only a local event, what would this do to interpreting other important doctrines in Scripture? 22. Why did God send the Flood? 23. Explain how the coral growth rate measured in 1997 helps to refute evolutionary uniformitarianism and supports the special creation model of origins.

72  

Ocean Quizzes/Tests

T

The Ocean Book Concepts & Comprehension

Define

Test 1

Scope: Intro – Chapter 10

Total score: ____of 100

Name: Date:

(4 Points Each Answer)

1. petrology 2. abyssal plain 3. neap tide 4. tsunami 5. El Niño 6. diving plane 7. mid-water drifter 8. salinity 9. overfishing 10. Coriolis effect 11. plankton Multiple Answer Questions

(1 Point Each Blank)

12. What are the four major branches of oceanography, and how are they differentiated? a. b. c. d. 13. Name and describe the four kinds of marine algae. a. b. c. d. Fill-in-the-Blank Questions

(1 Point Each Blank)

14. The oceans cover ____% of the earth’s surface area and contain ____% of all the surface water on the planet. 15. The oceans have been used throughout history as a means of _________________; this is one of the reasons that three-fourths of the American population lives within ______ miles of a seacoast.

Ocean Quizzes/Tests

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73

16. Syzygy occurs when the sun, moon, and earth all line up in a row, which results in very high or very low _____ tides. 17. When the positions of the sun, moon and earth form a ninety-degree angle, ________ tides occur. This ____________ causes the lowest _____ and the _________ ____. 18. Sinking underwater volcanoes formed _________ and ____________ reefs. 19. Masses of dead coral skeletons harden and turn into ___________ reefs. 20. The study of liquids and the forces of pressure is called _________________. 21. Archimedes principle states that the force holding a vessel in water is __________ to the __________ of the fluid being displaced (pushed out of the way). Short Answer Questions

(2 Points Each Question)

22. What is a seismic profile?

23. What formed the trenches in the ocean floor?

24. Where does the salt in seawater come from?

25. Who was the first scientist to apply the law of gravitational forces to the predictable nature of the tides?

26. Why do hurricanes become so strong in the open sea?

27. How are fish classified?

28. What does the fossil record reveal concerning the origin of fish?

29. Where is the Great Barrier Reef located?

74  

Ocean Quizzes/Tests

Applied Learning Activity

(1 Point Each Answer)

30. Label the following bodies of water on the map.: Arabian Sea Bay of Bengal East China Sea Greenland Sea Norwegian Sea Philippine Sea Sea of Japan Sea of Okhotsk

Bering Sea Labrador Sea Red Sea South China Sea

Coral Sea North Sea Scotia Sea Weddell Sea

a.__________

h.__________

b.__________

i.___________

c.__________

j.___________

d.__________

k.__________

e.__________

l.___________

f.__________

m._________

g.__________

n.__________ o.__________ p.__________

Ocean Quizzes/Tests



75

Q

The Ecology Book Concepts & Comprehension

Vocabulary

Quiz 1

Scope: Chapters 1–3

Total score: ____of 100

Name: Date:

(4 Points Each)

1. Hypotheses 2. mutualism (symbiosis) 3. parasitism 4. abiotic 5. baraminology 6. biodiversity 7. biome 8. ecology 9. evaporation 10. evapotranspiration 11. hybridization (hybrids) 12. sublimation 13. watershed 14. dominion mandate 15. protocols 16. stewardship Multiple Choice Questions

(4 Points Each Question)

17. “Trinity” is a) a word found in the Bible. b) a concept taught in the Bible that has nothing to do with understanding our world. c) a concept taught in the Bible that can help us understand God and the world He created. d) a recent New Age teaching. 18. In our world today a) we see only perfect harmonious relationships. b) we see not only harmonious relationships but also harmful relationships. c) we don’t see relationships at all. d) we see only harmful relationships. Ecology Quizzes/Tests



77

19. Ecology is a) the study of animals and plants in relation to each other and to their environments. b) an underwater environment. c) a concept opposed to the Bible. d) a and c. 20. Scientific names (e.g., Strix varia for the barred owl) a) have two words which together refer to a single species. b) include a first word naming the genus and a second naming the species. c) are generally in Latin or Greek. d) all of the above. 21. The dominion mandate a) was given to us by God (Genesis 1:18). b) is a command to rule over the earth and the creatures in it. c) should be carried out in a caring way, just as God cares for us. d) all of the above. 22. Biblical stewardship a) means caring for God’s creation in a way that honors Him. b) is a solid vessel for crossing the ocean. c) is an evolutionary idea. d) `all of the above. Short Answer

(4 Points Each Question)

23. What happened that broke the harmony found in the original creation? 24. Compare/contrast the contributions of Ernst Haeckel and William Derham to ecology. 25. What does it mean to be created in God’s image? Are there ways we are like Him? Are there ways we represent Him here on earth?

78  

Ecology Quizzes/Tests

Q

The Ecology Book Concepts & Comprehension

Vocabulary

Quiz 2

Scope: Chapters 4–5

Total score: ____of 100

Name: Date:

(4 Points Each)

1. carnivore 2. chemoautotroph 3. decomposer 4. ecological pyramid 5. food chain 6. food web 7. omnivore 8. photoautotroph 9. asexual reproduction 10. bioindicator 11. fragmentation 12. mycobiont 13. soredia 14. spore 15. symbiont 16. thallus Multiple Choice Questions

(4 Points Each Question)

17. When God created animals and people, He gave them a) nothing. b) venison. c) every seed-bearing plant and every tree that has fruit. d) only wild mushrooms. 18. Abiotic refers to a) the non-living part of an ecosystem. b) fungi. c) things like sunlight, temperature, water, rocks, soil, etc. d) a and c. Ecology Quizzes/Tests



79

19. Lichens are a) an abiotic factor in the environment. b) people who like to study ecology. c) are made up of two organisms, one of which is a fungus. d) a and b. 20. Algae and cyanobacteria a) have no pigment. b) can produce food via photosynthesis. c) are never part of an ecosystem. d) a and b. Short Answer

(2 Points Each Answer)

21. a. What did God create that is the source of energy for life on earth?    b. Does this help explain the original diet? 22. a. Who was Eugene Odum?    b. What are ways that living things interact?    c. What are abiotic (non-living) aspects of the environment that are important? 23. a. Name the symbionts that make up a lichen.    b. Do they look any different when they are together compared to when they are separate?    c. How? Ecology in Practice

(2 Points Each)

24. How fast do lichens grow? 25. What do lichens grow on?

80  

Ecology Quizzes/Tests

Q

The Ecology Book Concepts & Comprehension

Vocabulary

Quiz 3

Scope: Chapters 6–7

Total score: ____of 100

Name: Date:

(4 Points Each)

1. arbuscular mycorrhizae 2. bioremediation 3. mycoheterotroph 4. pelotons 5. phloem 6. succession 7. symbiosis 8. vascular plant 9. biomatrix/ organosubstrate 10. diazotroph 11. endosymbiosis 12. legume 13. mutualistic 14. nitrogen fixation 15. nutrient 16. rhizobia Multiple Choice Questions

(4 Points Each Question)

17. A mycorrhiza is a) a tiny bug that lives in the water. b) a symbiotic relationship between a fungus and a plant. c) a word that literally means fungus roots. d) b and c. 18. Plants can communicate a) using Morse code. b) by talking to each other in French. c) using chemical signals. d) using semaphore. Ecology Quizzes/Tests



81

19. We get the nitrogen we need a) by breathing it in from the air. b) from eating plants or animals; it is in proteins or other molecules. c) from nitrogen-fixing bacteria that live on our toes. d) — we don’t need nitrogen. 20. If all bacteria on earth were to suddenly cease to exist a) the world would be a healthier, happier place. b) plants wouldn’t be able to grow, but that wouldn’t affect us. c) we would die, but plants would be able to survive. d) life on earth would not be possible. Plants could not make proteins for us to eat, and there would be no way to break down proteins when something dies. Short Answer

(2 Points Each)

21. What are some of the important roles played by fungi in a mycorrhiza relationship?

22. How might arbuscular mycorrhizae be important in biblical stewardship?

23. The nitrogen cycle is one of many natural cycles. When you look at natural cycles, do you see evidence of a Creator? If so, how can understanding the relationship between rhizobia and legumes be helpful to Christians exercising biblical stewardship of creation?

24. Explain the importance of rotating crops or resting the soil.

Ecology in Practice

(2 Points Each Answer)

25. From your research on George Washington Carver, list six uses he found for a peanut. a. b. c. d. e. f. 82  

Ecology Quizzes/Tests

Q

The Ecology Book Concepts & Comprehension

Vocabulary

Quiz 4

Scope: Chapters 8–10

Total score: ____of 100

Name: Date:

(4 Points Each)

1. commensal 2. fermentation 3. gnotobiotic 4. microbiota 5. pathogenic 6. organism 7. pantheism 8. recycle 9. symbiosis 10. anthropic principle 11. biogeochemical cycles 12. nephesh hayim Multiple Choice Questions

(4 Points Each Question)

13. Microbiota a) help the immune system develop normally. b) help the digestive system develop normally. c) help digest food and produce some B vitamins. d) all of the above. 14. Fermentation a) is an important process by which bacteria breaks down carbohydrates. b) is used to make yogurt, sauerkraut, and pickles. c) can result in short chain fatty acids that are used for energy. d) all of the above. 15. Symbiosis is a word that refers to a) organisms living together. b) long-term organic relationships where each organism is benefitted. c) two Greek words meaning “with” (syn) and “life” (bios). d) all of the above. Ecology Quizzes/Tests



83

16. Jesus used the parable of the branches and grapevine to demonstrate a) the vital nature of bearing good fruit. b) the importance of us remaining in a relationship with Him. c) forgiveness and grace in the garden of the world. d) how the fruit of the spirit grows so powerfully in our lives. 17. A worldview a) describes how a person views the world. b) helps to give meaning to what we see. c) is the same for every person. d) a and b. 18. The Bible a) gives us a basis for understanding God. b) gives us a basis for understanding life and the world around us. c) gives us a basis for understanding some important history. d) all of the above. Short Answer

(4 Points Each)

19. Do you believe it is ethical to use animals in research? If so, are there any restrictions you think are appropriate?

20. What is symbiosis? Give some examples.

21. How do worldviews differ? Give some examples.

22. How does the Bible affect your view of the world?

84  

Ecology Quizzes/Tests

Ecology in Practice

(3 Points Each Answer)

23. List the Step-by-Step Recycling Process: a. Step 1:

b. Step 2:

c. Step 3:

d. Step 4:

Ecology Quizzes/Tests



85

86  

Ecology Quizzes/Tests

T

The Ecology Book Concepts & Comprehension

Vocabulary

Test 1

Scope: Chapters 1–10

Total score: ____of 100

Name: Date:

(2 Points Each)

1. Hypotheses 2. baraminology 3. biodiversity 4. sublimation 5. ecological pyramid 6. food chain 7. mycobiont 8. soredia 9. pelotons 10. phloem 11. diazotroph 12. endosymbiosis 13. microbiota 14. pathogenic 15. symbiosis 16. anthropic principle Multiple Choice Questions

(2 Points Each Question)

17. Ecology is a) the study of animals and plants in relation to each other and to their environments. b) an underwater environment. c) a concept opposed to the Bible. d) a and c. 18. The dominion mandate a) was given to us by God (Genesis 1:18). b) is a command to rule over the earth and the creatures in it. c) should be carried out in a caring way, just as God cares for us. d) all of the above. Ecology Quizzes/Tests



87

19. Lichens are a) an abiotic factor in the environment. b) people who like to study ecology. c) are made up of two organisms, one of which is a fungus. d) a and b. 20. Algae and cyanobacteria a) have no pigment. b) can produce food via photosynthesis. c) are never part of an ecosystem. d) a and b. 21. We get the nitrogen we need a) by breathing it in from the air. b) from eating plants or animals; it is in proteins or other molecules. c) from nitrogen-fixing bacteria that live on our toes. d) — we don’t need nitrogen. 22. If all bacteria on earth were to suddenly cease to exist a) the world would be a healthier, happier place. b) plants wouldn’t be able to grow, but that wouldn’t affect us. c) we would die, but plants would be able to survive. d) life on earth would not be possible. Plants could not make proteins for us to eat, and there would be no way to break down proteins when something dies. 23. Jesus used the parable of the branches and grapevine to demonstrate a) the vital nature of bearing good fruit. b) the importance of us remaining in a relationship with Him. c) forgiveness and grace in the garden of the world. d) how the fruit of the spirit grows so powerfully in our lives. 24. A worldview a) describes how a person views the world. b) helps to give meaning to what we see. c) is the same for every person. d) a and b.

88  

Ecology Quizzes/Tests

Short Answer

(4 Points Each Answer)

25. What happened that broke the harmony found in the original creation? 26. Compare/contrast the contributions of Ernst Haeckel and William Derham to ecology. 27. a. What did God create that is the source of energy for life on earth?     b. Does this help explain the original diet? 28. a. Name the symbionts that make up a lichen.     b. Do they look any different when they are together compared to when they are separate?    c. How? 29. How might arbuscular mycorrhizae be important in biblical stewardship? 30. Explain the importance of rotating crops or resting the soil. 31. What is symbiosis? Give some examples. 32. How does the Bible affect your view of the world? Ecology in Practice

(2 Points Each Answer)

33. List the Step-by-Step Recycling Process:

a. Step 1:



b. Step 2:



c. Step 3:



d. Step 4:



89

Answer Keys

The Ocean Book

Worksheet Answer Keys

Introduction Short Answer 1. 71%, 97% 2. The oceans help to distribute heat and cold; without the oceans, climate variations would be much more severe. 3. Half of the world’s supply of fresh oxygen is produced by marine micro-organisms, and many fish and other food products are harvested from the ocean. 4. Ocean breakers, tides, currents, natural gas and petroleum 5. Approximately one-third 6. Transportation; 50 Discussion Questions 1. The discussion should compare temperature fluctuations in various areas; drought; lack of oxygen; possible food shortages. 2. Discussion should elaborate that ecology is a concern because pollution destroys marine habitats; also, everyone needs the oxygen that fragile phytoplankton produce. 3. Discussion should conclude that there must be certain international agreements (and enforcements) to see that one country’s fishing practices or pollution does not inhibit another country’s marine resources. Activity Please see the map on page 5 of The Ocean Book. Additional labels can be found at www.mapsofworld. com/world-ocean-map.htm

Lesson 1 Terms to Know and Spell petrology — the study of the origin, composition, structure, and properties of rocks associated with the oceans sedimentology — the study of marine sediments seismic profile — pictures made by sound waves oceanography — the exploration and scientific study of phenomena associated with the world’s seas, oceans, and their surrounding environment Short Answer 1. Although they overlap somewhat, the four differentiations include: Chemical oceanography focuses on the properties of seawater. Physical oceanography relates seawater to its physical characteristics such as temperature, motion, and ability to transmit energy. Biological oceanography focuses on marine flora and fauna. Geological/geophysical oceanography concerns the larger geological features of the marine systems of the earth. Answer Keys



91

2. Shipping products between nations; navies for defense; engineering — construction of seagoing structures; communications — laying cables; iceberg location for safety; mineral and petroleum exploration; meteorology — weather patterns. 3. The scientists found a variety of bizarre creatures that had never been seen before from depths of over 5 miles down. 4. manganese nodules shaped like potatoes and the midoceanic ridge 5. a picture made by sound waves 6. Exploration used to be done by ship, but now satellites and deep sea robots are used. Discussion Questions 1. People used to consider the ocean a good place to dump their garbage, but now we understand the dangers of pollution and the importance of taking care of the oceans. 2. The discussion leader should draw a connection between this discussion and Introduction, question 2, that a healthy ocean is a benefit for all people. Activities 2. (Outline) I. Branches of Oceanography A. Chemical Oceanography 1. Chemical composition of seawater 2. Nature of dissolved gases and solids 3. Chemical cycles 4. Acidity of seawater B. Physical Oceanography 1. Temperature 2. Density 3. Waves 4. Currents 5. Tides 6. Sea ice 7. Air-sea interaction 8. Ability to transmit sound and light C. Biological Oceanography 1. Animal and plant life 2. Chemical and physical changes 3. Food webs 4. Interaction of life with its surroundings D. Marine Geology and Geophysics 1. Oceanic sediments and rocks 2. Properties of magnetism, gravity, electricity, heat flow and seismic methods

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Lesson 2 Terms to Know and Spell abyssal plain — basin on the bottom of the ocean which extends for miles coast — the region behind the shoreline; the geographic line where land ends and sea begins continental margin — the wide area between a continent’s coast and the deep-sea floor; the bottom of the ocean, as opposed to its ridges estuary — an area at the mouth of a river, where fresh water mixes with salt water hydrothermal vent — a chimney-shaped formation that releases jets of poisonous, dark, mineral-rich water from the ocean floor; a black smoker chimney inlet — any waterway going into land from a larger, open body of water; harbors, bays, lagoons, and fjords are inlets oceanic ridges — underwater mountain ranges seamount — geologic formation which protrudes from the seafloor shoreline — the high-water mark of the tide; the constantly shifting dividing line between land and sea trench — a deep area of the ocean; some have steep sides Short Answer 1. The shaping influences are wave action, currents, tides, actions of oysters, mussels, other sea creatures, and various types of vegetation. 2. A lagoon is a shallow body of brackish or ocean water separated from the ocean by a sandy ridge. Fjords may be hundreds of feet deep. The sides of a fjord are U-shaped and steep. 3. The continental margin includes the continental shelf, or submerged land adjacent to the continent; the continental slope, or the true edge of the continent; the continental rise, the distance between the slope and the plain; and abyssal plain, the greater depth of the ocean. 4. sea floor or deep ocean 5. Oceanic ridges are underwater mountain ranges, some higher than Mount Everest; trenches descend deep into the sea floor, deeper than the tallest mountains. Trenches are located at the base of continental slopes, whereas oceanic ridges form a chain of mountain ranges which protrude from the sea floor. 6. There are high numbers of individuals that have a large body size, such as 10–13 foot-long tubeworms, giant white clams, translucent jellyfish, and blind crabs and shrimp. 7. Creation scientists believe that trenches, the deepest areas of the oceans, are what’s left from subduction activity of crustal movement at the time of the Genesis Flood. (See Genesis 8:2.) Discussion Questions 1. Seamounts are mountains on the seafloor that have pointed peaks and are at least 3,280 feet high. Guyots are flat-topped seamounts with peaks close to the surface which have had their peaks eroded by wave action. 2. Discussion should include hurricanes, typhoons, cyclones, etc... any major weather event with high winds and heavy rain or tides can change the appearance of the coast. 3. In Iceland, a new island with new shorelines appeared in the early 1960s, but with the appearance of having been formed long before. Answer Keys

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Lesson 3 Terms to Know and Spell commodity — a resource that is sold or traded dehydration — the process of removing water; drying out desalination plant —machinery designed to remove salt from seawater to prepare it for human consumption salinity — the measure of the amount of dissolved salt in seawater iceberg — huge chunk of ice that breaks off of a glacier and floats away to sea Short Answer 1. Oxygen, hydrogen, chlorine, sodium, magnesium, sulfur, calcium, potassium, bromine, carbon 2. 35/1000 = 3.5% 3. God may have formed seawater with salt in it from the beginning. Other salts are deposited through erosion. 4. Humans do not possess a “salt gland.” To process the salt in ingested seawater, people must drink three times as much water as an amount of salt water for their kidneys to do the same job as a seafaring animal’s salt gland. Without a supply of freshwater, the human body will die of dehydration. 5. The water near the mouth of (especially) large rivers is diluted with fresh water. 6. 10%; 90% 7. Arctic; Antarctic 8. The RMS Titanic sank after it struck an iceberg which tore open its hull and left 1,500 people in frigid waters. Discussion Questions 1. Because the Titanic was traveling at a high rate of speed at night, navigators were unable to discern the projected underwater bulk of the fateful iceberg in time for the massive ship to take elusive measures to avoid a collision. 2. “You are the salt of the earth” refers to both a Christian’s importance as a commodity and as a way to prevent the rottenness of depraved man from spreading. Just as salt that is no longer salty is worthless, so is a Christian who mars his testimony with sin and excuses. Activities 2. “Salary” became the term we use for the fixed amount of money paid to a person on a regular basis for services. Indeed, a lazy man is “not worth his salt.” 3. While most of the ice cube will be below the surface, we would not expect the ratio to be the same because the ice cube and water have no salt and are therefore different in basic constitution.

Lesson 4 Terms to Know and Spell tide — the periodic rise and fall of the level of water relative to the beach wave — movement of surface water, noticed mostly at the beach current — massive movement of water beneath the surface neap tide —lower high and higher low tides because of quadrature 94  

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tsunami — a gigantic, devastating wave caused by landslides, earthquakes, volcanic activity, or hurricanes riptide — a dangerous surface current that carries large amounts of water back to sea surf — surface water that crashes onto shore in rhythmic fashion syzygy — occurs when the sun, moon, and earth all line up, resulting in very high or very low spring tides quadrature — when the positions of the sun, moon, and earth form a 90-degree angle undertow — a type of current that occurs after a breaker crashes on a beach Short Answers 1. Tide 2. Wind strength, tides, length and depth of the continental shelf 3. the distance between them 4. Sir Isaac Newton (a noted creation scientist) 5. spring 6. neap; quadrature; high; highest low 7. semi-diurnal 8. winds moving just the top layer of water Discussion Questions 1. It is safer to launch or dock a ship at high tide, especially if the bay is shallow; many a ship has run aground at low tide. Unusually high or low tides can occur monthly or seasonally. 2. A double-minded man is compared to the instability of waves which move to and fro constantly. A double-minded man is always subject to changing his nature because of circumstances or opinions but a man of faith will trust in Gods unchanging truths.

Lesson 5 Terms to Know and Spell Coriolis effect — a force produced by the eastward rotation of the earth that influences the circulation of ocean currents, winds, and all moving objects El Niño — a warm-water current that appears at Christmastime hurricane — a severe storm characterized by very strong winds and heavy rainfall La Niña — a cold-water condition that may interfere with the role of plankton in the food chain storm surge — the high waves and pronounced surf that accompanies a heavy storm thermocline — an area of seawater where the temperature decreases sharply in comparison to its depth Short Answer 1. Florida 2. Warm water temperatures; dead fish; starving sea birds and mammals; heavy rains in some areas, drought in others 3. 1,000 4. east; west 5. depression 6. tropical storm Answer Keys

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7. wind speed 8. cyclone 9. typhoon 10. counterclockwise; clockwise Discussion Questions 1. Example: El Niño tends to bring extra rain to the western coast of North America, while eastern Asia suffers heat and drought. La Ñina mostly affects South America. (See page 35 of The Ocean Book.) 2. Discussions will vary. Students may want to research hurricane preparedness prior to the discussion.

Lesson 6 Terms to Know and Spell trawling — a fishing technique which drags lines or nets to the side or stern of a ship dredging — a fishing technique which harvests bottom dwellers overfishing — harvesting more fish than can reproduce for population maintenance bykill — other creatures that are inadvertently caught with the intended prey aquaculture — raising ocean animals and plants in an aquatic environment under controlled conditions Short Answer 1. 600 2. magnesium, bromine and salt 3. They are used for bait, pet food, fertilizer and glue. Sometimes they are simply dumped overboard and wasted. 4. Electronic detection devices help to locate schools of fish. Some vessels can process and can or freeze their catch while still at sea. 5. Natural gas and oil 6. An aquaculture farm is an area near shore where marine animals are grown under protected conditions for the purpose of human consumption. 7. algae, oysters, salmon 8. waves, tides, currents, salinity, thermal gradients Discussion Questions 1. The discussion should consider that living resources have their bounds, and that overfishing can affect other populations as well as local economies. Some fishing restrictions should be incorporated, but how they would be regulated is difficult to determine. God puts a priority on the needs of human life, but He also mandates a proper stewardship of earth’s resources. 2. Discussion should include topics like overfishing, the use of aquaculture and mariculture, and the effects of pollution 3. Offshore drilling brings a boon to the local economy, with jobs and money aplenty. However, both construction and production disturb the marine environment which can bring pollution to local shores. Many U.S. states have a proximity limit on offshore drilling enterprises. Do other countries as well? 96  

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Lesson 7 Terms to Know and Spell algae — various kinds of oceanic plants; includes yellow, red, brown, and green aquatic mammals — warm-blooded, air-breathing sea creatures; includes whales, dolphins, seals, sea lions, sea otters, walruses, and more bioluminescence —a living organism’s ability to produce its own light, usually via electricity crustacean — marine arthropods commonly called shellfish; includes krill, barnacles, shrimp, crayfish, lobster, crab, daphnia horizontal zone — marine area which extends from the shoreline low-tide mark to the open sea; includes the neritic and oceanic zones mollusk — univalve and bivalve creatures, as well as cephalopods and gastropods; includes cockles, scallops, mussels, oysters, octopuses plankton — tiny organisms that inhabit the sunlit zone and function as a food source for other marine life vertical zone — area where marine life exists, from the surface to the sea floor; includes the sunlit, twilight, and midnight zones Short Answer 1. Light penetration enables photosynthesis and results in an abundance of food for both plant eaters and carnivores. 2. Plankton are tiny plant and animal organisms that inhabit the ocean. Phytoplankton produce oxygen through photosynthesis. Zooplankton and phytoplankton are the base of oceanic food chains. 3. Phytoplankton are plants that undergo photosynthesis. Zooplankton are animals that do not produce their own food. 4. A kelp forest is a proliferation of giant brown algae that can grow up to 200 feet in length. 5. Yellow algae are mostly diatoms, the base of the marine food chain. Red algae grow in coral reefs and are used to produce scientific agar and chemical or food additives. Brown algae include several kinds of seaweed, grass and kelp. Green algae, such as plankton and sea lettuce, may grow near shore. 6. The food web is a complex series of food chains in which plants and animals are connected by their food relationships 7. There are three main classifications of fish: jawless, cartilaginous, and bony. 8. Neritric

Intertidal Zone

high tide

Pelagic

Sunlit Z one Twilight Zone

low tide

i nth

Be

600 ft. 3,000 ft.

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Discussion Questions 1. Example: Diatoms are the main food source for krill, which, in turn, are the major food source for many other Arctic creatures, such as squid, petrils, penguins, and various whales. If diatoms could not survive in frigid conditions, these other animals could not flourish either. Evolutionary principles cannot explain how these creatures, each dependent upon its food source, could evolve and survive without the food evolving at just the right time also. These organisms were clearly designed to co-exist. 2. Jawless marine fish are akin to freshwater leeches; they obtain their food by sucking body fluids from their prey. 3. Whales live their entire lives in water, swim, and are predatory. While most fish hatch from eggs, some types of fish and all whales bear live young. However, whales breathe air with lungs, while fish breathe through gills. (Not mentioned in this book: Fish have fins and swim with a side-to-side motion, and whales have fins and tail flukes that enable them to swim with an up and down undulating motion.) 4. Evolutionists would maintain that lampreys and sharks are precursors to bony fish. However, fossils of rays and sharks like their modern counterparts have been discovered. Clearly, if evolution was to adhere to its meaning of “change,” these fish should have changed in form from pre-history to today. Microevolution enables small changes that allow new species of fish to form, but the three scientific classes of fish remain — jawless, cartilaginous, and bony.

Lesson 8 Terms to Know and Spell atoll — circle-shaped coral reefs that enclose a lagoon; often formed around sunken volcanoes barrier reef — an offshore coral reef with a deep, wide lagoon between it and the shore coral bleaching — an unhealthy condition which occurs when algae no longer grows on a coral reef and it loses its brilliant color fringing reef — a reef of both hard and living coral, usually formed around volcanic islands, such as in Hawaii mangrove — a tropical tree that flourishes in tropical salt marshes polyp — free-floating immature stage of a coral that will attach itself to a rock or dead coral, feed, and grow shoal — an underwater sandbar or land ridge, not always covered with coral, that posts a hazard to ships coral — tiny marine invertebrates with a tubular mouth and tentacles Short Answer 1. Australia 2. atolls; fringing 3. coral reefs 4. polyp 5. plankton 6. limestone

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Discussion Questions 1. A mangrove tree is able to live along the shoreline. It tolerates brackish water. Its twisted, entangled roots keep sand from washing away and encourage other vegetative growth. Its fruit is a berry that germinates before planting, anchors quickly in the mud and provides a haven for many coral reef animals, such as tropical fish, shrimp, and crabs. 2. When large groups of coral die, their formations harden into limestone with sharp, rough edges that can do serious damage if a ship forcefully hits it. 3. Based on the measured growth rate of the coral, scientists determined that the Great Barrier Reef could have been formed in only a few thousand years, rather than several million years, as stated by evolutionists.

Lesson 9 Terms to Know and Spell ballast — extra weight used to help a submersible sink displace — to move something aside; in marine terms, “displaced” refers to the water that must part to let a vessel through diving plane — a horizontal rudder on a submarine used when diving or surfacing hull — the outer shape or shell of a boat mid-water drifter — a submersible that can drift along with a current, below the surface oceanographic research ships — a working scientific platform with special equipment, such as radar, satellite tracking gear, helicopter landing pads, deep sea vehicles, cranes, cable and crew members — all used for the purpose of obtaining particular information from the marine world Short Answer 1. submersible 2. Most oceanographic research vessels have mechanical arms, video cameras, sonar instruments, and coring devices 3. A bathyscape has no cables and can be independently controlled. A bathysphere is attached to a mother ship via cables and maneuverability is usually controlled by devices on the mother ship. 4. A Nansen bottle is a device which can be submerged from an oceanographic research vessel to gather data, such as temperature or salinity, at specified depths. 5. The Trieste was a bathyscape that enabled researchers to descend seven miles into the deep for the first time in 1960. 6. hydrostatics 7. equal; weight Discussion Questions 1. The first submersibles were remotely operated, significantly limiting the human experience with the marine world. Later, manned vessels were developed. Sonar enables tracking and mapping; satellite technology enhances communications of pertinent information. Computer technology enables scientists to record and process data efficiently. 2. A submarine has a space between its two hulls or ballast tanks on its outside, as well as a horizontal rudder called a diving plane. When descending, the ballast space is flooded with water, and the Answer Keys

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increased weight enables the submarine to descend in compliance with the law of gravity. To surface, the diving plane is angled upward, and the water is pumped out by means of compressed air, making the submarine more buoyant. 3. Yes. Advances in knowledge about the oceans has made transportation routes safer, given populations advance notice of weather or water temperature changes and led to more protective measures for marine animals. (See other chapters.) Some core sample research has led scientists to believe that special creation is more plausible than evolution.

Lesson 10 Terms to Know and Spell dimensions — the height, width, and length of an object sediment — particles of varying sizes transported and deposited in a liquid environment to later form rock halocline — an illustration of the gradient in ocean salinity density gradient — the distribution of salt at different levels of the ocean submarine canyon — a deep, steep-sided underwater valley uniformitarianism — the philosophy that the slow geological processes seen today have always been in effect in the unobserved past, slowly changing the face of the earth catastrophism — the belief that past catastrophic processes have changed the physical features of the earth Short Answer 1. Noah’s ark 2. Genesis 6-9, Matthew 24, Luke 17 3. Mars 4. halocline diagram 5. sediment gravity flows 6. Mount St. Helens 7. one Discussion Questions 1. The physical evidence points to a catastrophe on a very large scale. Even evolutionary geologists are turning away from a slow and gradual geologic process (uniformitarianism) in favor of catastrophism — although they still deny the scriptural teaching of a Flood (Genesis 6–9). 2. It would show even the plain language of Scripture to be suspect and that God is unable to clearly express to His people what He is saying. The clear teaching of a worldwide judgment can also be “interpreted” as just a minor, local event. Other basic biblical teachings could also be radically reinterpreted. 3. Because of the wickedness of mankind, the earth was “filled with violence.”

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The Ecology Book

Worksheet Answer Keys

Chapter 1 Vocabulary Words commensalism — a type of symbiosis between two or more different organisms where one is benefited and the other is not affected one way or the other harmony — a pleasing and beneficial relationship hypotheses — educated guesses mutualism (symbiosis) — a type of symbiosis where two or more organisms benefit from one another. Some researchers equate symbiosis and mutualism as the same relationship and others do not. parasitism — a type of symbiosis of two different organisms where one benefits by the relationship and the other is harmed Trinity — God exists as a Trinity, so His is, by nature, relational Multiple Choice 1. c   2. b Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. The Trinity encompasses the concept that God is relational and Father, Son, and Holy Spirit have always existed in perfect loving harmony. God created the world with harmonious relationships, reflecting who He is. 2. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. Projects 1. See the glossary for the word definitions. Answers for Reflections question will vary. An Internet search may be helpful if no specific examples come to mind. 2. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied.

Chapter 2 Vocabulary Words abiotic — the non-living portion of an ecosystem; examples include water, air, and rocks. baraminology — a uniquely creationist study of the biodiversity of organisms and how they are grouped from a biblical perspective. The word baraminology comes from the Hebrew: bara [to create] and mín [kind] and means the study of the created “kind.” biodiversity — ­the number and variety of organisms and habitats in an area (also includes the genetic differences between creatures in an environment). biome — a very large ecosystem; examples include the tropical rain forest, desert, and eastern deciduous forest. biosphere — the living portion of planet Earth. biotic — the living portion of an ecosystem; examples include bacteria, animals, plants, protists, and fungi. Answer Keys

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condensation — the process by which water changes from a gas to a liquid. ecological system (ecosystem) — location where the relationships of organisms with each other and their environment takes place. It can be as small as a drop of water to as large as earth’s biosphere. ecology — the study of the relationships of living things with each other and with their non-living environment. evaporation — the process by which water changes from a liquid to a gas. evapotranspiration — part of the water cycle where plants lose their water to the atmosphere by the process of evaporation, mostly through the leaves. hybridization (hybrids) — when two different organisms (different species or genera) mate and have offspring. Examples include tiger/lion, camel/llama, false killer whale/bottlenose dolphin, polar bear/grizzly bear. population — the population concept is difficult to define, but it can be simply described as the group of one species in an area that have equal chances of mating with one another. precipitation — water falling from clouds in the form of rain, sleet, hail, or snow. protocol — a detailed plan for doing a science experiment. recharge — the process by which water moves down through the soil to the groundwater, which is the part of the soil that is soaked with water. species — the species concept is complicated and controversial, but most ecologists would agree that, at its basic level, a species is a group of creatures that have a stable structure and that can reproduce with each other. The offspring of these parents are then able to reproduce with each other. sublimation — the process by which water changes from a solid directly into a gas, without going through the liquid phase. watershed — the land area that drains into a particular lake, river, or ocean. Multiple Choice 1. a   2. d

3. d

4. b

5. c

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. Baraminology is a uniquely creationist study of the biodiversity of organisms and how they are grouped from a biblical perspective — the word baraminology comes from the Hebrew: bara [to create] and mín [kind] and means the study of the created “kind.” It differs from species because different species, especially if they can hybridize, may be from the same baramin or created kind. 2. Ernst Haeckel coined the word ecology (oecologie). Despite the fact that he studied creation, he never acknowledged the Creator. William Derham also studied God’s creation. He understood it from a biblical worldview. In some ways he could be considered a father (founder) of modern ecology. Projects 1. See the glossary for the word definitions. 2. Answers will vary. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. 3. Psalm 65:9–13 and 104:10–15 are mentioned in the text. Ecclesiastes 1:7 is probably the most obvious reference to the whole cycle. Isaiah 55:10–11, Matthew 5:45, and many other verses refer to it as well. 102  

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Chapter 3 Vocabulary Words dominion mandate — God’s command for the humans He created to take care of and rule over the earth and all the other creatures of the planet. organism — an individual animal, plant, or single-celled life form. protocols — a detailed plan for doing a science experiment. stewardship — comes from the old English word stigweard, which means “guard of the hall.” The word implies that a steward is responsible for taking care of something for someone else. In this case, humans have been given responsibility to take care of God’s creation for Him. Multiple Choice 1. d    2. a

3. a

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. Being created in God’s image means we are like Him in some ways. We are to rule the earth in a compassionate way that reflects how He rules. Our spirits are created to exist eternally. Other answers are possible, too (e.g., we are creative like our Maker). 2. Answers will vary. Projects 1. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. 2. Available projects may vary with locality.

Chapter 4 Vocabulary Words abiotic — the non-living portion of an ecosystem. Examples include water, air, and rocks. autotroph — organisms that can take in energy from the sun or other chemicals and use them to make important nutrients for life. biotic — the living portion of an ecosystem. Examples include bacteria, animals, plants, protists, and fungi. biodiversity — the number and variety of organisms and habitats in an area (also includes the genetic differences between creatures in an environment). carnivore — consumers that kill and eat other consumers. chemoautotroph — organisms that convert sulfur compounds into carbohydrate nutrients where there is no light. decomposer — organisms that break down chemical compounds into important nutrients and make them available for other organisms in the ecosystem. They are God’s recyclers. ecological pyramid — a model used by ecologists to show how energy moves through an ecosystem. food chain — a simple model showing how energy moves through a simple feeding relationship. food web — a model showing many interconnected food chains. Answer Keys

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habitat — where an organism lives. herbivore — a consumer organism that eats only plants. heterotroph — organisms that must get their energy by eating other organisms. niche — the role or position the organism has in its environment. It can be defined as how the organism feeds, finds shelter, and reproduces. It can also be defined as what the creature needs in terms of living space, amount of water, temperature, and other environmental conditions. omnivore — consumer organisms that eat both plants and animals. photoautotroph — organisms able to produce organic compounds, like carbon nutrients, using light. photosynthesis — the process by which producers (like plants) get their energy from light in order to build important carbon nutrients. saprophyte — a heterotrophic organism that grows on formerly living organisms and gets needed nutrients from them. scavenger — a heterotroph that eats already dead organisms. trophic level — each step in a food chain or food web. For example, autotrophs make up the first trophic level in all ecosystems. Multiple Choice 1. c

2. d

3. d

4. c

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. The sun provides the energy for life on earth. Plants were created to capture the energy from the sun and make food, which can be used by the plant itself, animals, and/or people. Therefore, plants are the logical food source for life on earth. 2. See the discussion in the text on Eugene Odum and the paragraph preceding it. In this chapter, interactions have focused largely on food webs and the niche of living things. Abiotic factors include temperature, sunlight, water, and type of soil. Projects 1. See the glossary for the word definitions. 2. Answers will vary. Consult the text where the passage is cited for ideas about its significance in relation to the material being studied.

Chapter 5 Vocabulary Words asexual reproduction — a way of making new individuals without sexual relations between a male and female. bioindicator — a living creature that can be used to determine the health of an environment and how the environment changes over time. biomonitoring — the process of studying areas where bioindicators live, and over time, measuring how changing environmental conditions affect them. fragmentation — a type of asexual reproduction in lichens that happens when a little piece of lichen breaks off, gets blown away to a new location, and a new lichen grows from it. 104  

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hypha (plural: hyphae) — a long, thin, and branching structure of most fungi. It may be involved with processes like digesting and/or absorbing food nutrients, asexual reproduction, or protection, depending on the fungus. lichen — an organism made of two or three organisms working as one. A lichen can be a relationship with a fungus and alga, fungus and cyanobacterium, or a fungus, alga, and cyanobacterium. lichenologist — a scientist who studies lichens. mycelium — a large number of hyphae on a fungus. mycobiont — the fungal partner or symbiont of a lichen. photobiont — the photosynthetic partner or symbiont (alga or cyanobacterium) of a lichen. photomorph — different forms of the same lichen depending on photobiont. soredia — an asexual method for making new lichens, made of one or more algal cells surrounded by fungal hyphae. Wind can blow them great distances, and if they land in the right habitat, they can produce new lichens. spore — a small, asexual reproductive cell that can develop into a new individual. symbiont — an organism that is a partner in a symbiotic relationship. thallus — the body of a lichen. Multiple Choice 1. c

2. b

3. d

4. c

5. d

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. The fungus is the mycobiont. The alga and/or cyanobacterium is the photobiont. They look different when growing together; the hyphae from the fungus grows around and into the photobiont. 2. Each part has its own task to do for the benefit of all. Projects 1. See the glossary for the word definitions. 2. Responses will vary.

Chapter 6 Vocabulary Words arbuscular mycorrhizae — fungal symbionts of plants that form branching structures from their hyphae called arbuscles. These arbuscles form in little compartments within root cells and are the location of nutrient transfer between the fungus and plant. bioremediation — the technology that uses organisms to clean polluted environments. botanist — a scientist who studies plants. ectomycorrhiza (plural: ectomycorrhizae) — fungal symbionts of plants that generally form on the outside of roots by making a sheath or covering over the root. fungus (plural: fungi) — lives within a mutual relationship with plants. hypha (plural: hyphae) — a long, thin, and branching structure of most fungi. It may be involved with processes like digesting and/or absorbing food nutrients, asexual reproduction, or protection, depending on the fungus. Answer Keys

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mycoheterotroph — a plant that does not photosynthesize and has to get its carbon nutrients from mycorrhizae, which must get them from photosynthesizing plants. mycorrhiza (plural: mycorrhizae) — a fungal symbiont of plants; literally means “fungus root.” orchid — a flowering plant that is absolutely dependent on fungal mycorrhizae for its survival. pelotons — fungal hyphae of orchid mycorrhizae found in orchid cells. They are short lasting and digested by the orchid to get nutrients provided by the fungus. phloem — a type of vascular tissue where groups of cells are working together to transport sugars and other materials throughout a vascular plant. phytoremediation — is a form of bioremediation where plants are used to take toxins out of soil, as in the case with arbuscular mycorrhizae. succession — a process that demonstrates God as sustainer; the changing of ecological communities of a particular area over time. symbiosis — a long-term relationship between two or more organisms. vascular plant — a plant that contains the vascular tissue of xylem and phloem. xylem — a type of vascular tissue where groups of cells are working together to transport water up the plant from the roots. Multiple Choice 1. d

2. c

3. b

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. The fungi communicate with the plants to set up a relationship, get water and minerals from the soil, and share nutrients with the plants, including nitrogen and phosphorus. 2. Arbusular mycorrhizae have the ability to absorb toxins and heavy metals from the soil and may be useful in restoring polluted soils. Projects 1. See the glossary for the word definitions. 2. Experiences will vary.

Chapter 7 Vocabulary Words biomatrix/ organosubstrate — a creation biology term that refers to organisms, like nitrogen-fixing bacteria, that bridge the gap between the living and non-living — also called an organosubstrate. diazotroph — bacteria that have special enzyme systems that allow them to directly use nitrogen gas and make it available to plants. Azo comes from the French word for nitrogen (azote). endosymbiosis — a symbiosis in which one organism lives inside the body of another and both work together as a single organism. legume — plants like beans, peas, clover, and alfalfa that form small nodules (little balls) on their roots where nitrogen-fixing bacteria live and fix nitrogen for the plant to use. mutualistic — a type of symbiosis where two or more organisms benefit from one another. Some researchers equate symbiosis and mutualism as the same relationship and others do not. 106  

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nutrient — a substance, like nitrogen, that provides nourishment for an organism. nitrogen fixation — the process done by bacteria or cyanobacteria in which nitrogen is combined with other elements so it is in a form that plants can use. rhizobia — certain nitrogen-fixing bacteria that form a very close relationship with legume plants. Multiple Choice 1. b 2. d 3. c

4. d

5. a

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. Natural cycles are impressive and enable life on earth to exist. They must have been created/sustained by a wise and powerful Creator who cares about life. Understanding relationships between rhizobia and legumes may help us better manage soils for good productivity. 2. Both rotating crops and resting the soil are means to preserve soil fertility. See text for a fuller explanation. Projects 1. See the glossary for the word definitions. 2. Answers will vary, though any of the cycles (water, nitrogen, etc.) would make a good example.

Chapter 8 Vocabulary Words commensal — a type of symbiosis between two or more different organisms where one is benefited and the other is not affected one way or the other. fermentation — the process by which certain bacteria or fungi break down carbohydrates to produce an acid (as in yogurt) or an alcohol (as in winemaking). gnotobiotic — the study of living things that have never been exposed to micro-organisms except those selected by the researcher. microbiota — the micro-organisms that normally live on the skin or inside the digestive system. Microorganisms are so tiny a microscope is needed to see them. pathogenic — an organism that causes disease. Multiple Choice 1. d 2. d Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. Answers may vary. The Dig Deeper section provides an explanation of why animal research can be acceptable biblically. Projects 1. See the glossary for the word definitions. 2. Consideration for the well-being of animals is important for anyone keeping them. This is true for pets, livestock, and research animals. Answer Keys

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3. Cattle, sheep, goats, deer, and gazelle are mentioned in the Bible. They are clean animals and may be eaten (Leviticus 11:1–8).

Lesson 9 Vocabulary Words organism — an individual animal, plant, or single-celled life form. pantheism — suggests that all creation is part of the divine. recycled — an item that has been reprocessed for another use. symbiosis — a long-term relationship between two or more organisms. Multiple Choice 1. d

2. b

3. a

4. c

Suggested Answers for Discussion Questions Answers may vary. Projects 1. See the glossary for the word definitions. 2. Consideration for the well-being of animals is important for anyone keeping them. This is true for pets, livestock, and research animals. 3. Cattle, sheep, goats, deer, and gazelle are mentioned in the Bible. They are clean animals and may be eaten (Leviticus 11:1–8).

Chapter 10 Vocabulary Words anthropic principle — principle that earth and the universe seem designed with man in mind. biogeochemical cycles — cycles created by God to make nutrients available at the right time, right place, and in just the right amounts. nephesh hayim — Hebrew words meaning “soul life”; the life given by God to animals and men only. Can be thought of as biblical or soul life. Multiple Choice 1. d

2. d

3. a

Suggested Answers for Discussion Questions The answers below are condensed. Actual discussion or essay answers may be much longer. 1. Worldviews differ in their history and in the understanding of the world that logically follows. A biblical worldview recognizes God as a Creator who knows everything and can tell us what to do. An atheistic worldview requires that life came about by chance and there is no god to answer to. 2. Individual responses will vary. Projects Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. 108  

Answer Keys

The Ocean Book

Quiz Answer Keys

Unit One Quiz, introduction–chapter 3

1. petrology — the study of the origin, composition, structure, and properties of rocks associated with the oceans 2. abyssal plain — basin on the bottom of the ocean which extends for miles 3. salinity — the measure of the amount of dissolved salt in seawater 4. desalination plant — machinery designed to remove salt from seawater to prepare it for human consumption 5. Although they overlap somewhat, the four differentiations include: a. Chemical oceanography focuses on the properties of seawater. b. Physical oceanography relates seawater to its physical characteristics such as temperature, mo- tion and ability to transmit energy. c. Biological oceanography focuses on marine flora and fauna. d. Geological/geophysical oceanography concerns the larger geological features of the marine systems of the earth. 6. a. Shipping products between nations   b. navies for defense   c. engineering—construction of seagoing structures   d. communications—laying cables   e. iceberg location for safety   f. mineral and petroleum exploration   g. meteorology—weather patterns 7. Answers may include 10–13 foot-long tubeworms, giant white clams, translucent jellyfish, and blind crabs and shrimp. 8. Answers may include: oxygen, hydrogen, chlorine, sodium, magnesium, sulfur, calcium, potassium, bromine, carbon 9. 71%, 97% 10. transportation; 50 11. sea floor or deep ocean 12. 10%; 90% 13. Arctic; Antarctic 14. a picture made by sound waves

Answer Keys

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15. Creation scientists believe that trenches, the deepest areas of the oceans, are what’s left from subduction activity of crustal movement at the time of the Genesis Flood. (See Genesis 8:2.) 16. God may have formed seawater with salt in it from the beginning. Other salts are deposited through erosion. 17. Please see the map on page 5 of The Ocean Book. Additional labels can be found at www.mapsofworld.com/world-ocean-map.htm

Unit Two Quiz, chapters 4–5

1. Coriolis effect — a force produced by the eastward rotation of the earth that influences the circulation of ocean currents, winds, and all moving objects. 2. neap tide — lower high and higher low tides because of quadrature 3. tsunami — a gigantic, devastating wave caused by landslides, earthquakes, volcanic activity, or hurricanes 4. El Niño — a warm-water current that appears at Christmas time 5. La Niña — a cold-water condition that may interfere with the role of plankton in the food chain 6. thermocline — an area of seawater where the temperature decreases sharply in comparison to its depth 7. wind strength, tides, length and depth of the continental shelf 8. distance between 9. semi diurnal 10. tide 11. spring 12. neap; quadrature; high; highest low 13. warm 14. east; west 15. wind 16. cyclone 17. typhoon 18. Sir Isaac Newton (a noted creation scientist) 19. No large land mass interferes with the circulating winds.

Unit Three Quiz, chapters 6–7 1. bykill

2. horizontal zone 3. overfishing — harvesting more fish than can reproduce for population maintenance 4. trawling — a fishing technique which drags lines or nets to the side or stern of a ship 5. plankton — tiny organisms that inhabit the sunlit zone and function as a food source for other marine life 6. algae — various kinds of oceanic plants; includes yellow, red, brown, and green 7. a. Yellow algae are mostly diatoms, the base of the marine food chain.   b. Red algae grow in coral reefs and are used to produce scientific agar and chemical or food additives. 110  

Answer Keys

 

c. Brown algae include several kinds of seaweed, grass, and kelp.

 

d. Green algae, such as plankton and sea lettuce, may grow near shore. 8. They are used for bait, pet food, fertilizer and glue. Sometimes they are simply dumped overboard and wasted. 9. Natural gas and oil

10. magnesium, bromine, salt 11. Light penetration enables photosynthesis and results in an abundance of food for both plant eaters and carnivores. 12. A kelp forest is a proliferation of giant brown algae that can grow up to 200 feet in length. 13. There are three main classifications of fish: jawless, cartilaginous and bony. 14. Evolutionists would maintain that lampreys and sharks are precursors to bony fish. However, fossils of rays and sharks like their modern counterparts have been discovered. Clearly, if evolution was to adhere to its meaning of “change,” these fish should have changed in form from pre-history to today. Microevolution enables small changes that allow new species of fish to form, but the three scientific classes of fish remain — jawless, cartilaginous, and bony. 15. Answers will vary but can include reducing or eliminating pollution, not overfishing, usage of aquaculture and mariculture. 16. Neritric

Intertidal Zone

high tide

Pelagic Oceanic

Sunlit Z one Twilight Zone

low tide

i nth

Be

600 ft.

cZ

3,000 ft.

e on

Midnigh t Zone

Unit Four Quiz, chapters 8–10

1. coral bleaching — an unhealthy condition which occurs when algae no longer grows on a coral reef and it loses its brilliant color 2. diving plane — a horizontal rudder on a submarine used when diving or surfacing 3. mid-water drifter — a submersible that can drift along with a current, below the surface 4. density gradient — the distribution of salt at different levels of the ocean 5. barrier reef — a reef separated from the shore by a deep, wide lagoon Answer Keys

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6. atolls; fringing 7. coral 8. hydrostatics 9. equal; weight 10. Noah’s ark 11. Mars 12. one 13. Australia 14. Most oceanographic research vessels have mechanical arms, video cameras, sonar instruments, and devices to take sea-floor core samples. 15. A bathyscape has no cables and can be independently controlled. A bathysphere is attached to a mother ship via cables and maneuverability is usually controlled by devices on the mother ship. 16. halocline diagram 17. sediment gravity flows 18. Mount St. Helens 19. The physical evidence points to a catastrophe on a very large scale. 20. Even evolutionary geologists are turning away from a slow and gradual geologic process (uniformitarianism) in favor of catastrophism — although they still deny the scriptural teaching of a Flood (Genesis 6–9). 21. It would show even the plain language of Scripture to be suspect and that God is unable to clearly express to His people what He is saying. The clear teaching of a worldwide judgment can also be “interpreted” as just a minor, local event. Other basic biblical teachings could also be radically reinterpreted. 22. Because of the wickedness of mankind, the earth was “filled with violence.” 23. Based on the measured growth rate of the coral, scientists determined that the Great Barrier Reef could have been formed in only a few thousand years, rather than several million years, as stated by evolutionists.

112  

Answer Keys

The Ocean Book

Test Answer Key

1. petrology — the study of the origin, composition, structure, and properties of rocks associated with the oceans 2. abyssal plain — basin on the bottom of the ocean which extends for miles 3. salinity — a measure of the total amount of dissolved solids or minerals in water 4. neap tide — lower high and higher low tides because of quadrature 5. tsunami — a gigantic, devastating wave caused by landslides, earthquakes, volcanic activity, or hurricanes 6. El Niño — a warm-water current that appears at Christmastime 7. overfishing — harvesting more fish than can reproduce for population maintenance 8. Coriolis effect — a force produced by the eastward rotation of the earth that influences the circulation of ocean currents, winds, and all moving objects. 9. plankton — tiny organisms that inhabit the sunlit zone and function as a food source for other marine life 10. diving plane — a horizontal rudder on a submarine used when diving or surfacing 11. mid-water drifter — a submersible that can drift along with a current, below the surface 12. Although they overlap somewhat, the four differentiations include: a. Chemical oceanography focuses on the properties of seawater. b. Physical oceanography relates seawater to its physical characteristics such as temperature, motion, and ability to transmit energy. c. Biological oceanography focuses on marine flora and fauna. d. Geological/geophysical oceanography concerns the larger geological features of the marine systems of the earth. 13. a. Yellow algae are mostly diatoms, the base of the marine food chain. b. Red algae grow in coral reefs and are used to produce scientific agar and chemical or food additives. c. Brown algae include several kinds of seaweed, grass and kelp. d. Green algae, such as plankton and sea lettuce, may grow near shore. 14. 71%, 97% 15. Transportation; 50 16. spring 17. neap; quadrature; high; highest low 18. atolls; fringing 19. coral 20. hydrostatics 21. equal; weight 22. a picture made by sound waves 23. Creation scientists believe that trenches, the deepest areas of the oceans, are what’s left from subduction activity of crustal movement at the time of the Genesis Flood. (See Genesis 8:2.) 24. God may have formed seawater with salt in it from the beginning. Other salts are deposited through erosion. 25. Sir Isaac Newton (a noted creation scientist) Answer Keys

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26. No large land mass interferes with the circulating winds. 27. There are three main classifications of fish: jawless, cartilaginous and bony. 28. Evolutionists would maintain that lampreys and sharks are precursors to bony fish. However, fossils of rays and sharks like their modern counterparts have been discovered. Clearly, if evolution was to adhere to its meaning of “change,” these fish should have changed in form from pre-history to today. Microevolution enables small changes that allow new species of fish to form, but the three scientific classes of fish remain — jawless, cartilaginous, and bony. 29. Australia 30. Please see the map on page 5 of The Ocean Book. Additional labels can be found at www.mapsof world.com/world-ocean-map.htm

The Ecology Book

Quiz Answer Key

Unit One Quiz, chapters 1–3

1. Hypotheses — educated guesses 2. mutualism (symbiosis) — a type of symbiosis where two or more organisms benefit from one another. Some researchers equate symbiosis and mutualism as the same relationship and others do not. 3. parasitism — a type of symbiosis of two different organisms where one benefits by the relationship and the other is harmed 4. abiotic — the non-living portion of an ecosystem; examples include water, air, and rocks. 5. baraminology — a uniquely creationist study of the biodiversity of organisms and how they are grouped from a biblical perspective. The word baraminology comes from the Hebrew: bara [to create] and mín [kind] and means the study of the created “kind.” 6. biodiversity — the number and variety of organisms and habitats in an area (also includes the genetic differences between creatures in an environment). 7. biome — a very large ecosystem; examples include the tropical rain forest, desert, and eastern deciduous forest. 8. ecology — the study of the relationships of living things with each other and with their non-living environment. 114  

Answer Keys

9. evaporation — the process by which water changes from a liquid to a gas 10. evapotranspiration — part of the water cycle where plants lose their water to the atmosphere by the process of evaporation, mostly through the leaves. 11. hybridization (hybrids) — when two different organisms (different species or genera) mate and have offspring. Examples include tiger/lion, camel/llama, false killer whale/bottlenose dolphin, polar bear/grizzly bear. 12. sublimation — the process by which water changes from a solid directly into a gas, without going through the liquid phase. 13. watershed — the land area that drains into a particular lake, river, or ocean. 14. dominion mandate — God’s command for the humans He created to take care of and rule over the earth and all the other creatures of the planet. 15. protocols — a detailed plan for doing a science experiment. 16. stewardship — comes from the old English word stigweard, which means “guard of the hall.” The word implies that a steward is responsible for taking care of something for someone else. In this case, humans have been given responsibility to take care of God’s creation for Him. 17. c) a concept taught in the Bible that can help us understand God and the world He created. 18. b) we see not only harmonious relationships but also harmful relationships. 19. a) the study of animals and plants in relation to each other and to their environments. 20. d) all of the above. 21. d) all of the above. 22. a) means caring for God’s creation in a way that honors Him. 23. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. 24. Ernst Haeckel coined the word ecology (oecologie). Despite the fact that he studied creation, he never acknowledged the Creator. William Derham also studied God’s creation. He understood it from a biblical worldview. In some ways he could be considered a father (founder) of modern ecology. 25. Being created in God’s image means we are like Him in some ways. We are to rule the earth in a compassionate way that reflects how He rules. Our spirits are created to exist eternally. Other answers are possible, too (e.g., we are creative like our Maker).

Unit Two Quiz, chapters 4–5

1. carnivore — consumers that kill and eat other consumers. 2. chemoautotroph — organisms that convert sulfur compounds into carbohydrate nutrients where there is no light. 3. decomposer — organisms that break down chemical compounds into important nutrients and make them available for other organisms in the ecosystem. They are God’s recyclers. 4. ecological pyramid — a model used by ecologists to show how energy moves through an ecosystem. 5. food chain — a simple model showing how energy moves through a simple feeding relationship. 6. food web — a model showing many interconnected food chains. 7. omnivore — consumer organisms that eat both plants and animals. 8. photoautotroph — organisms able to produce organic compounds, like carbon nutrients, using light. Answer Keys

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115

9. asexual reproduction — a way of making new individuals without sexual relations between a male and female. 10. bioindicator — a living creature that can be used to determine the health of an environment and how the environment changes over time. 11. fragmentation — a type of asexual reproduction in lichens that happens when a little piece of lichen breaks off, gets blown away to a new location, and a new lichen grows from it. 12. mycobiont — the fungal partner or symbiont of a lichen. 13. soredia — an asexual method for making new lichens, made of one or more algal cells surrounded by fungal hyphae. Wind can blow them great distances, and if they land in the right habitat, they can produce new lichens. 14. spore — a small, asexual reproductive cell that can develop into a new individual. 15. symbiont — an organism that is a partner in a symbiotic relationship. 16. thallus — the body of a lichen. 17. c) every seed-bearing plant and every tree that has fruit 18. d) a and c 19. c) are made up of two organisms, one of which is a fungus. 20. b) can produce food via photosynthesis. 21. a. The sun provides the energy for life on earth.     b. Plants were created to capture the energy from the sun and make food, which can be used by the plant itself, animals, and/or people. Therefore, plants are the logical food source for life on earth. 22. a. See the discussion in the text on Eugene Odum and the paragraph preceding it.     b. In this chapter, interactions have focused largely on food webs and the niche of living things.     c. Abiotic factors include temperature, sunlight, water, and type of soil. 23. a. The fungus is the mycobiont. The alga and/or cyanobacterium is the photobiont.     b. They look different when growing together.     c. the hyphae from the fungus grows around and into the photobiont. 24. Responses will vary but should be based on research. See page 41 and www.fs.fed.us/kids. 25. Responses will vary but should be based on research. See page 41 and www.fs.fed.us/kids.

Unit Three Quiz, chapters 6–7

1. arbuscular mycorrhizae — fungal symbionts of plants that form branching structures from their hyphae called arbuscles. These arbuscles form in little compartments within root cells and are the location of nutrient transfer between the fungus and plant. 2. bioremediation — the technology that uses organisms to clean polluted environments. 3. mycoheterotroph — a plant that does not photosynthesize and has to get its carbon nutrients from mycorrhizae, who must get them from photosynthesizing plants. 4. pelotons — fungal hyphae of orchid mycorrhizae found in orchid cells. They are short lasting and digested by the orchid to get nutrients provided by the fungus. 5. phloem — a type of vascular tissue where groups of cells are working together to transport sugars and other materials throughout a vascular plant. 6. succession — a process that demonstrates God as sustainer; the changing of ecological communities of a particular area over time. 116  

Answer Keys

7. symbiosis — a long-term relationship between two or more organisms. 8. vascular plants — plants that contain the vascular tissue of xylem and phloem. 9. biomatrix/ organosubstrate — a creation biology term that refers to organisms, like nitrogen-fixing bacteria, that bridge the gap between the living and nonliving; also called an organosubstrate. 10. diazotroph — bacteria that have special enzyme systems that allow them to directly use nitrogen gas and make it available to plants. Azo comes from the French word for nitrogen (azote). 11. endosymbiosis — a symbiosis in which one organism lives inside the body of another and both work together as a single organism. 12. legume — plants like beans, peas, clover, and alfalfa that form small nodules (little balls) on their roots where nitrogen-fixing bacteria live and fix nitrogen for the plant to use. 13. mutualistic — a type of symbiosis where two or more organisms benefit from one another. Some researchers equate symbiosis and mutualism as the same relationship and others do not. 14. nitrogen fixation — the process done by bacteria or cyanobacteria in which nitrogen is combined with other elements so it is in a form that plants can use. 15. nutrient — a substance, like nitrogen, that provides nourishment for an organism. 16. rhizobia — certain nitrogen-fixing bacteria that form a very close relationship with legume plants. 17. d) b and c. 18. c) using chemical signals. 19. b) from eating plants or animals; it is in proteins or other molecules. 20. d) life on earth would not be possible. Plants could not make proteins for us to eat, and there would be no way to break down proteins when something dies. 21. The fungi communicate with the plants to set up a relationship, get water and minerals from soil, and share nutrients with the plants, including nitrogen and phosphorus. 22. Arbusular mycorrhizae have the ability to absorb toxins and heavy metals from the soil and may be useful in restoring polluted soils. 23. Natural cycles are impressive and enable life on earth to exist. They must have been created/sustained by a wise and powerful Creator who cares about life. Understanding relationships between rhizobia and legumes may help us better manage soils for good productivity. 24. Both rotating crops and resting the soil are means to preserve soil fertility. See text for a fuller explanation. 25. Answers will vary. Check the section on Carver and/or do further research for answers.

Unit Four Quiz, chapters 8–10

1. commensal — a type of symbiosis between two or more different organisms where one is benefited and the other is not affected one way or the other. 2. fermentation — the process by which certain bacteria or fungi break down carbohydrates to produce an acid (as in yogurt) or an alcohol (as in winemaking). 3. gnotobiotic — the study of living things that have never been exposed to microorganisms except those selected by the researcher. 4. microbiota — the microorganisms that normally live on the skin or inside the digestive system. Microorganisms are so tiny a microscope is needed to see them. 5. pathogenic — an organism that causes disease. Answer Keys

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6. organism — an individual animal, plant, or single-celled life form. 7. pantheism — suggests that all creation is part of the divine. 8. recycled — an item that has been reprocessed for another use. 9. symbiosis — a long-term relationship between two or more organisms. 10. anthropic principle — principle that earth and the universe seem designed with man in mind. 11. biogeochemical cycles — cycles created by God to make nutrients available at the right time, right place, and in just the right amounts. 12. nephesh hayim — Hebrew words meaning “soul life;” the life given by God to animals and men only. Can be thought of as biblical or soul life. 13. d) all of the above. 14. d) all of the above 15. d) all of the above 16. b) the importance of us remaining in a relationship with Him. 17. d) a and b. 18. d) all of the above. 19. Answers may vary. The Dig Deeper section provides an explanation of why animal research can be acceptable biblically. Consideration for the well-being of animals is important for anyone keeping them. This is true for pets, livestock, and research animals. 20. Symbiosis is a long-term relationship of two or more organisms. If one organism is harmed and the other benefits then it is a symbiotic relationship called parasitism. If one benefits and the other is neither harmed nor helped, it is a commensal symbiosis, and if both benefit, then it is called a mutualistic symbiosis. (Note: some researchers equate symbiosis and mutualism as one and the same.) One of many examples of mutualistic symbiosis is the lichen where an alga and fungus live together. 21. Worldviews differ in their history and in the understanding of the world that logically follows. A biblical worldview recognizes God as a Creator who knows everything and can tell us what to do. An atheistic worldview requires that life came about by chance and there is no god to answer to. 22. Individual responses will vary but should be thoughtful. 23. a. Step 1: Collection     b. Step 2: Processing     c. Step 3: Manufacturing     d. Step 4: Purchasing Recycled Products

118  

Answer Keys

The Ecology Book

Test Answer Key

1. Hypotheses — educated guesses 2. baraminology — a uniquely creationist study of the biodiversity of organisms and how they are grouped from a biblical perspective. The word baraminology comes from the Hebrew: bara [to create] and mín [kind] and means the study of the created “kind.” 3. biodiversity — the number and variety of organisms and habitats in an area (also includes the genetic differences between creatures in an environment). 4. sublimation — the process by which water changes from a solid directly into a gas, without going through the liquid phase. 5. ecological pyramid — a model used by ecologists to show how energy moves through an ecosystem. 6. food chain — a simple model showing how energy moves through a simple feeding relationship. 7. mycobiont — the fungal partner or symbiont of a lichen. 8. soredia — an asexual method for making new lichens — made of one or more algal cells surrounded by fungal hyphae. Wind can blow them great distances, and if they land in the right habitat, they can produce new lichens. 9. pelotons — fungal hyphae of orchid mycorrhizae found in orchid cells. They are short lasting and digested by the orchid to get nutrients provided by the fungus. 10. phloem — a type of vascular tissue where groups of cells are working together to transport sugars and other materials throughout a vascular plant. 11. diazotroph — bacteria that have special enzyme systems that allow them to directly use nitrogen gas and make it available to plants. Azo comes from the French word for nitrogen (azote). 12. endosymbiosis — a symbiosis in which one organism lives inside the body of another and both work together as a single organism. 13. microbiota — the microorganisms that normally live on the skin or inside the digestive system. Microorganisms are so tiny a microscope is needed to see them. 14. pathogenic — an organism that causes disease. 15. symbiosis — a long-term relationship between two or more organisms. 16. anthropic principle — principle that earth and the universe seem designed with man in mind. 17. a) the study of animals and plants in relation to each other and to their environments. 18. d) all of the above. 19. c) are made up of two organisms, one of which is a fungus. 20. b) can produce food via photosynthesis. 21. b) from eating plants or animals; it is in proteins or other molecules. 22. d) life on earth would not be possible. Plants could not make proteins for us to eat, and there would be no way to break down proteins when something dies. 23. b) the importance of us remaining in a relationship with Him. 24. d) a and b. 25. Consult the text where these verses are cited for an explanation of their significance in relation to the material being studied. 26. Ernst Haeckel coined the word ecology (oecologie). Despite the fact that he studied creation, he never acknowledged the Creator. William Derham also studied God’s creation. He understood it from a Answer Keys

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119

biblical worldview. In some ways he could be considered a father (founder) of modern ecology. 27. a. The sun provides the energy for life on earth.     b. Plants were created to capture the energy from the sun and make food, which can be used by the plant itself, animals, and/or people. Therefore, plants are the logical food source for life on earth. 28. a. The fungus is the mycobiont. The alga and/or cyanobacterium is the photobiont.     b. They look different when growing together.     c. the hyphae from the fungus grows around and into the photobiont. 29. Arbusular mycorrhizae have the ability to absorb toxins and heavy metals from the soil and may be useful in restoring polluted soils. 30. Both rotating crops and resting the soil are means to preserve soil fertility. See text for a fuller explanation. 31. Symbiosis is a long-term relationship of two or more organisms. If one organism is harmed and the other benefits then it is a symbiotic relationship called parasitism. If one benefits and the other is neither harmed nor helped, it is a commensal symbiosis, and if both benefit then it is called a mutualistic symbiosis. (Note: some researchers equate symbiosis and mutualism as one and the same.) One of many examples of mutualistic symbiosis is the lichen where an alga and fungus live together. 32. Individual responses will vary but should be thoughtful. 33. a. Step 1: Collection     b. Step 2: Processing     c. Step 3: Manufacturing     d. Step 4: Purchasing recycled products

120  

Answer Keys

Parent Lesson Plan — Promotion INTRO TO SPELEOLOGY & PALEONTOLOGY

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ADVANCED PRE-MED STUDIES

1 year 10th – 12th grade 1 Credit

1 year 10th – 12th grade 1 Credit

Package Includes: The Cave Book; The Fossil Book; The Geology Book; The Archaeology Book; Parent Lesson Planner

Package Includes: Building Blocks in Life Science; The Genesis of Germs; Body by Design; Exploring the History of Medicine; Parent Lesson Planner

5 Book Package 978-0-89051-765-9

5 Book Package 978-0-89051-767-3

$81.99

$76.99

SURVEY OF ASTRONOMY

BIBLICAL ARCHAEOLOGY

1 year 10th – 12th grade 1 Credit

1 year 10th – 12th grade 1 Credit

Package Includes: The Stargazers Guide to the Night Sky; Our Created Moon; Taking Back Astronomy; Our Created Moon DVD; Created Cosmos DVD; Parent Lesson Planner

Package Includes: Unwrapping the Pharaohs; Unveiling the Kings of Israel; The Archaeology Book; Parent Lesson Planner.

4 Book, 2 DVD Package 978-0-89051-766-6

4 Book Package 978-0-89051-768-0

$113.99

GEOLOGY & BIBLICAL HISTORY 1 year 8th – 9th 1 Credit Package Includes: Explore the Grand Canyon; Explore Yellowstone; Explore Yosemite & Zion National Parks; Your Guide to the Grand Canyon; Your Guide to Yellowstone; Your Guide to Zion & Bryce Canyon National Parks; Parent Lesson Planner.

4 Book, 3 DVD Package 978-0-89051-750-5

$108.99

$99.99

CHRISTIAN HERITAGE 1 year 10th – 12th grade 1 Credit Package Includes: For You They Signed; Lesson Parent Planner

2 Book Package 978-0-89051-769-7

$50.99

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SCIENCE STARTERS: ELEMENTARY GENERAL SCIENCE & ASTRONOMY

APPLIED SCIENCE: STUDIES OF GOD’S DESIGN IN NATURE 1 year 7th – 9th grade 1 Credit

1 year 3rd – 6th grade

Package Includes: Made in Heaven, Champions of Invention, Discovery of Design, & Parent Lesson Planner

Package Includes: Water & Weather – Student, Student Journal, and Teacher; The Universe – Student, Teacher, & Student Journal; Parent Lesson Planner

7 Book Package 978-0-89051-816-8

4 Book Package 978-0-89051-812-0

$54.99

$50.99

ELEMENTARY WORLD HISTORY

CONCEPTS OF BIOGEOLOGY & ASTRONOMY

1 year 3rd – 6th

1 year 7th – 9th grade ½ Credit

Package Includes: The Big Book of History; Noah’s Ark: Thinking Outside the Box (book and DVD); & Parent Lesson Planner

3 Book, 1 DVD Package 978-0-89051-815-1

Package Includes: Exploring the World Around You, Exploring the World of Astronomy, & Parent Lesson Planner

3 Book Package 978-0-89051-813-7

$66.96

ELEMENTARY GEOGRAPHY AND CULTURES

½ year language studies 10th – 12th ½ Credit

1 year 3rd – 6th grade

Package Includes: It’s Not Greek to Me DVD & Parent Lesson Planner

Package Includes: Children’s Atlas of God’s World, Passport to the World, & Parent Lesson Planner

3 Book Package 978-0-89051-814-4

$41.99

INTRO TO BIBLICAL GREEK

1 Book, 1 DVD Package 978-0-89051-818-2

$49.99

$33.99

INTRO TO ECONOMICS: MONEY, HISTORY, & FISCAL FAITH ½ year economics 10th – 12th ½ Credit Package Includes: Bankruptcy of Our Nation, Money Wise DVD, & Parent Lesson Planner

2 Book, 4 DVD Package 978-0-89051-811-3

$57.99

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P.O. Box 726 Green Forest, AR 72638

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Louanne Dietrich

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