The Science of Life: Biology Parent Lesson Planner 0890517355, 9780890517352

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Overview: This Science of Life: Biology PLP contains materials for use with Building Blocks in Science and Building Blocks in Life Science. Materials are organized by each book in the following sections: Study Guide Worksheets Q Quizzes T Semester Test & Final Exams Answer Keys Features: Each suggested weekly schedule has two to three easy-to-manage lessons that combine reading, worksheets, and vocabulary building. 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 as you need to in order to best work within your educational program.

THE SCIENCE OF LIFE: BIOLOGY

Lessons for a 36-week course!

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. 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.



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

Quizzes are included to help reinforce learning and provide assessment opportunities; Optional semester exams included Designed for grades 8 to 9 in a oneyear course to earn 1/2 science credit

STUDY GUIDE/General SCIENCE/General

$12.99 U.S.

ISBN-13: 978-0-89051-735-2

EAN

Suggested labs (if applicable)

Parent Lesson Planner

Worksheets for each chapter

Dr. Gary Parker (Building Blocks in Science, Building Blocks in Life Science) started his 30-year college teaching career as a non-Christian evolutionist, he became a zealous creationist, eventually serving as professor of biology at the Institute for Creation Research in San Diego, lecturing worldwide for both ICR and Answers in Genesis, writing five science textbooks and seven creation books, and appearing in numerous films, videos and television programs. Dr. Parker and his wife, Mary, also run the Creation Adventures Museum.

Weekly Lesson Schedule Student Worksheets Quizzes & Test Answer Key

8th – 9th grade 1 Year Science

1/2 Credit

First printing: April 2013 Second printing: July 2013

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: 978-0-89051-735-2 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 Concepts.............................................................................................6 & 7 Suggested Daily Schedules................................................................................................ 8 Building Block in Science Worksheets.......................................................................... 14 Building Blocks in Life Science Worksheets................................................................. 57 Quizzes and Tests

Building Blocks in Science Quizzes................................................................101



Building Blocks in Science Test.......................................................................107



Building Blocks in Life Science Quizzes........................................................111



Building Blocks in Life Science Test...............................................................117

Answer Keys

Building Blocks in Science Worksheets..........................................................122



Building Blocks in Science Quizzes................................................................127



Building Blocks in Science Test.......................................................................129



Building Blocks in Life Science Worksheets..................................................130



Building Blocks in Life Science Quizzes........................................................137 Building Blocks in Life Science Test...............................................................139

Lessons for a 36-week course! Overview: This Science of Life: Biology contains materials for use with Building Blocks in Science and Building Blocks in Life Science. Materials are organized by each book in the following sections: Study guide worksheets

Q T

Quizzes Semester Test & Final Exams Answer Key

Features: Each suggested weekly schedule has two to three easy-to-manage lessons that combine reading, worksheets, and vocabulary building opportunities including an expanded glossary for each book. 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.



Approximately 30 to 45 minutes per lesson, two to three days a week Includes answer keys for worksheets, quizzes, and semester exams Includes a worksheet for each chapter Quizzes are included to help reinforce learning and provide assessment opportunities; optional semester exams included Designed for grades 8 – 9 in a oneyear course to earn 1/2 science credit

6

Course includes books from creationist authors with solid, biblical world views: Dr. Gary Parker — Building Blocks in Science, Building Blocks in Life Science After starting his 30-year college teaching career as a non-Christian evolutionist, Dr. Gary Parker became a zealous creationist, eventually serving as professor of biology at the Institute for Creation Research in San Diego, lecturing worldwide for both ICR and Answers in Genesis, writing five science textbooks and seven creation books (translated into over ten languages), and appearing in numerous films, videos, and television programs. Dr. Parker and his wife, Mary, also run family camps, workshops, and credit courses through the Creation Adventures Museum near their home in Arcadia, Florida.

The Science of Life: Biology 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: Intro to Science Have you ever wondered about human fossils, “cave men,” skin color, “ape-men,” or why missing links are still missing? Want to discover when T. Rex was small enough to fit in your hand? Or how old dinosaur fossils are — and how we know the age of these bones? Learn how the Bible’s world view (not evolution’s) unites evidence from science and history into a solid creation foundation for understanding the origin, history, and destiny of life — including yours! In Building Blocks in Science, Gary Parker explores some of the most interesting areas of science: fossils, the errors of evolution, the evidences for creation, all about early man and human origins, dinosaurs, and even “races.” Learn how scientists use evidence in the present, how historians use evidence of the past, and discover the biblical world view, not evolution, that puts the two together in a credible and scientifically sound way!

Semester 2: Life Science Study clear biological answers for how science and Scripture fit together to honor the Creator. Have you ever wondered about such captivating topics as genetics, the role of natural selection, embryonic development, or DNA and the magnificent origins of life? Within Building Blocks in Life Science you will discover exceptional insights and clarity to patterns of order in living things, including the promise of healing and new birth in Christ. Study numerous ways to refute the evolutionary world view that life simply evolved by chance over millions of years. The evolutionary world view can be found filtered through every topic at every age-level in our society. It has become the overwhelmingly accepted paradigm for the origins of life as taught in all secular institutions. This dynamic education resource helps young people not only learn science from a biblical perspective, but also helps them know how to defend their faith in the processs. 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 Science of Life: Biology We highly recommend the purchase of good microscope and general slide sets. Scientific coloring books may also be helpful. Building Blocks in Science BE-DNA Lab DNA Isolation Lab BE-BLDTEST Blood Test Kit, Individual 7

First Semester Suggested Daily Schedule Assignment

Week 1

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Week 2

Week 3

Week 4

Week 5

Week 6

8

First Semester-First Quarter — Building Blocks in Science Read Pages 4-10 • Building Blocks in Science • (BBS) The Classic Debate Ch1: Worksheet 1 • Page 15 • Lesson Plan (LP) Read Pages 12-16 • (BBS) Creationist’s Opening Remarks Ch2: Worksheet 1 • Page 17 • (LP)

Day 7 Day 8 Read Pages 18-20 • (BBS) Day 9 Day 10 The Nature of Science Ch3: Worksheet 1 • Page 19 • (LP) Day 11 Day 12 Read Pages 22-24 • (BBS) Day 13 Day 14 Evolution vs. Science Ch4: Worksheet 1 • Page 21 • (LP) Day 15 Day 16 Read Pages 26-31 • (BBS) Day 17 Day 18 Read Pages 32-36 • (BBS) Day 19 Day 20 Historical Timelines Ch5: Worksheet 1 • Page 23 • (LP) Day 21 Read Pages 38-42 • (BBS) Day 22 Day 23 Scientifically Testable Predictions Ch6: Worksheet 1 • Page 25 • (LP) Day 24 Day 25 Unit 1 Chapters 1-6 Study Day Day 26 Unit 1 Chapters 1-6 Quiz 1 • Page 101 • (LP) Day 27 Day 28 Read Pages 44-52 • (BBS) Day 29 Day 30 Dinosaurs, Creation, and the Fall Ch7: Worksheet 1 • Page 27 • (LP)

Due Date



Grade

Assignment

Week 7

Week 8

Week 9

Due Date



Grade

Day 31 Read Pages 54-60 • (BBS) Day 32 Day 33 Dinosaurs, the Flood, & the Gospel Bonus Project Ch8: • Worksheet 1 • Page 29 • (LP) Day 34 Day 35 Dinosaurs, the Flood, & the Gospel Ch8: Worksheet 2 • Page 31 • (LP) Day 36 Day 37 Read Pages 62-66 • (BBS) Day 38 Day 39 Dinosaurs, Evolution, and Science Ch9: Worksheet 1 • Page 33 • (LP) Day 40 Day 41 Day 42 Read Pages 68-72 • (BBS) Day 43 Day 44 “Terrible Lizards” or “Terrible Reptiles” Ch10: Worksheet 1 • Page 35 • (LP) Day 45 First Semester/Second Quarter

Week 1

Week 2

Week 3

Day 46 Day 47 Read Pages 74-78 • (BBS) Day 48 Day 49 Dinosaurs or Birds? Ch11: Worksheet 1 • Page 37 • (LP) Day 50 Day 51 Day 52 Read Pages 80-88 • (BBS) Day 53 Day 54 What about Dino Extinction and an “Age of Dinosaurs”? Chapter 12: Worksheet 1 • Page 39 • (LP) Day 55 Day 56 Day 57 Read Pages 90-96 • (BBS) Day 58 Day 59 Dinosaurs in Recorded History Ch13: Worksheet 1 • Page 41 • (LP) Day 60 9

Assignment

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

10

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

Unit 2 Chapters 7-13 Study Day Unit 2 Chapters 7-13 Quiz 2 • Page 103 • (LP) Read Pages 98-106 • (BBS) “Cave Men” and “Human Evolution” Ch14: Worksheet 1 • Page 43 • (LP)

Day 67 Day 68 Read Pages 108-114 • (BBS) Day 69 Day 70 Enormous Errors in the Evolutionist’s Evidence Ch15: Worksheet 1 • Page 45 • (LP) Day 71 Read Pages 116-122 • (BBS) Day 72 Day 73 Nebraska Man and the Scopes “Monkey” Trial Ch16: Worksheet 1 • Page 47 • (LP) Day 74 Day 75 Read Pages 124-128 • (BBS) Day 76 Australopithecines Ch17: Worksheet 1 • Page 49 • (LP) Day 77 Day 78 Read Pages 130-136 • (BBS) Day 79 Day 80 “Away from Evolution” Ch18: Worksheet 1 • Page 51 • (LP) Day 81 Read Pages 138-144 • (BBS) Day 82 Day 83 Dating Fossils of Apes and People Ch19: Worksheet 1 • Page 53 • (LP) Day 84 Day 85 Read Pages 146-152 • (BBS) Day 86 In God’s Image Ch20: Bonus Project, Worksheet 1 • Page 55 • (LP) Day 87 Day 88 Unit 3 Chapters 14-20 Study Day Day 89 Unit 3 Chapters 14-20 Quiz 3 • Page 105 • (LP) Day 90 Chapters 1-20 Test 1 • Page 107 • (LP) Midterm Grade

Due Date



Grade

Second Semester Suggested Daily Schedule Due Date Second Semester/Third Quarter — Building Blocks in Life Science Day 91 Read Pages 3-5 • Building Blocks in Life Science • (BBLS) Day 92 Day 93 Read Pages 6-12 • (BBLS) Day 94 Day 95 Genes and Genesis Ch1: Worksheet 1 • Page 59 • Lesson Plan • (LP) Day 96 Read Pages 14-18 • (BBLS) Day 97 Day 98 Gene Pools Ch2: Worksheet 1 • Page 61 • (LP) Day 99 Day 100 Read Pages 20-24 • (BBLS) Day 101 Read Pages 25-28 • (BBLS) Day 102 Day 103 Species, Kind, and the Mosaic Concept Ch3: Worksheet 1 • Page 63 • (LP) Day 104 Day 105 Read Pages 30-34 • (BBLS) Day 106 “Change through Time” vs. Darwinian Change Ch4: Worksheet 1 • Page 65 • (LP) Day 107 Day 108 Read Pages 36-42 • (BBLS) Day 109 Day 110 Natural Selection, Yes; Evolution, No Ch5: Worksheet 1 • Page 67 • (LP) Day 111 Read Pages 44-47 • (BBLS) Day 112 Day 113 Read Pages 48-52 • (BBLS) Day 114 Day 115 Design vs. Darwin Ch6: Worksheet 1 • Page 69 • (LP) Day 116 Read Pages 54-60 • (BBLS) Day 117 Day 118 Mutations, Yes; Evolution, No Ch7: Worksheet 1 • Page 71 • (LP) Day 119 Day 120 Read Pages 62-66 • (BBLS) Assignment

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6



Grade

11

Assignment Day 121 Darwinian Change vs. Biblical Change Ch8: Worksheet 1 • Page 73 • (LP) Day 122 Week 7 Day 123 Unit 1 Chapters 1-8 Study Day Day 124 Day 125 Unit 1 Chapters 1-8 Quiz 1 • Page 111 • (LP) Day 126 Read Pages 68-74 • (BBLS) Day 127 Day 128 Patterns in Structure Week 8 Ch9: Worksheet 1 • Page 75 • (LP) Day 129 Day 130 Read Pages 76-82 • (BBLS) Day 131 Classifications: Mosaics or “Missing Links”? Ch10: Worksheet 1 • Page 77 • (LP) Day 132 Week 9 Day 133 Read Pages 84-90 • (BBLS) Day 134 Day 135 Development: Life before Birth Ch11: Worksheet 1 • Page 79 • (LP) Second Semester/Fourth Quarter Day 136 Read Pages 92-96 • (BBLS) Day 137 Day 138 Read Pages 97-102 • (BBLS) Week 1 Day 139 Day 140 Creation, Evolution, and the Embryo Ch12: Worksheet 1 • Page 81 • (LP) Day 141 Unit 2 Chapters 9-12 Study Day Day 142 Week 2 Day 143 Unit 2 Chapters 9-12 Quiz 2 • Page 113 • (LP) Day 144 Day 145 Read Pages 104-105 • (BBLS) Day 146 Read Pages 106-110 • (BBLS) Day 147 Day 148 Bio-Logical Molecules Week 3 Ch13: Worksheet 1 • Page 83 • (LP) Day 149 Day 150 Read Pages 112-116 • (BBLS)

12

Due Date



Grade

Assignment

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Due Date



Grade

Day 151 Living Cells Ch14: Worksheet 1 • Page 85 • (LP) Day 152 Day 153 Read Pages 118-122 • (BBLS) Day 154 Day 155 Chemical Evolution Ch15: Worksheet 1 • Page 87 • (LP) Day 156 Read Pages 124-130 • (BBLS) Day 157 Day 158 Evidence of Creation? Ch16: Worksheet 1 • Page 89 • (LP) Day 159 Day 160 Read Pages 132-136 • (BBLS) Day 161 Origin and Operation Ch17: Worksheet 1 • Page 91 • (LP) Day 162 Day 163 Read Pages 138-142 • (BBLS) Day 164 Day 165 “Transcendent Simplicity” and “Kind of Order” Ch18: Worksheet 1 • Page 93 • (LP) Day 166 Pages 144-150 • (BBLS) Day 167 Day 168 DNA and Reproduction Ch19: Worksheet 1 • Page 95 • (LP) Day 169 Day 170 Unit 3 Chapters 16-19 Study Day Day 171 Unit 3 Chapters 13-19 Quiz 3 • Page 115 • (LP) Day 172 Day 173 Critical Thinking Questions Ch1-19: Worksheet 1 • Page 97 • (LP) Day 174 Day 175 Review All Worksheets • (LP) Day 176 Chapters 1-19 Study Day Day 177 Day 178 Chapters 1-19 Study Day Day 179 Day 180 Chapters 1-19 Test 1 • Page 117 • (LP) Final Grade

13

Biology Worksheets for Use with Building Blocks in Science

14

Building Blocks in Science

The Classic Debate, p. 4–10

Day 3

Chapter 1 Worksheet 1

Name

1. Which of these questions is used to challenge the Christian faith and belief in the Bible? ❑ Did Noah take dinosaurs on the ark? ❑ If God created only Adam and Eve, where did their son Cain get his wife? ❑ If creation should be taught in schools, should Muslim and Buddhist views be taught as well as Christian? ❑ Why would an all-powerful, all-loving God create the AIDS virus and allow birth defects? ❑ If fossils and living things show struggle and death, does that mean God used millions of years of struggle and death to create? ❑ All of the above 2. The author began his college biology teaching career as an enthusiastic evolutionist; what enticed him to study the Bible and the evidence for creation? ❑ the scientific search for truth ❑ a spiritual encounter with Jesus Christ ❑ a promise he made if God would get him out of trouble ❑ intellectual honesty and academic curiosity ❑ free coffee and donuts ❑ none of the above 3. Match each of the Bible quotations below with one of the three Bible references below. Genesis 1:1 1 Peter 3:15 1 Timothy 6:20 ______a. “In the beginning God created the heaven and the earth.” ______b. “. . . avoiding profane and vain babblings of science falsely so-called. . . .” ______c. “Be ready always to give an answer to every man that asketh you a reason of the hope that is in you.” 4. Darwin believed evolution was produced by the “____________ of nature,” a ceaseless “___________for survival,” plus “_____________” among members of a species which, he said, led to “survival of the _____________.” 5. Which of these arguments was NOT used by the “classic evolutionist” in his/her opening remarks? ❑ Experiments show DNA and living cells could evolve without help from God. ❑ People and other animals harm each other because of the struggle for survival, not because of sin. ❑ The human body contains no useless, leftover parts, because evolution eliminated all of them. ❑ Fossils and radioactive decay dating show the earth is way older than the Bible allows. ❑ We must look to science, not God, to make the world a better place to live. ❑ None of the above; the evolutionist made all the claims above.

First Semester / First Quarter   15

6. Ultimately there are only two views about the origin of the universe: either the universe __________________, or the universe was made by ____________. In the classic and current debate, the first view is held by (creationists/evolutionists) ______________________ and the second by (creationists/evolutionists) __________________________.

16   First Semester / First Quarter

Building Blocks in Science

Creationist’s Opening Remarks, p. 12–16

Day 6

Chapter 2 Worksheet 1

Name

1. Use an arrowhead (or example of your choice) to show how scientists can use logic and observation to recognize evidence of creation without seeing either the creator or the creative act. 2. What is there about the properties of matter vs. the properties of organization (mind) that suggest a created origin for both airplanes and living cells? 3. Associate each of the four Cs of biblical earth history below with one reference from God’s Word below and one example from God’s world: Creation

Corruption

Catastrophe

Christ

________ a. “The invisible things of him from the creation of the world are clearly seen . . .” (Rom. 1:20; KJV). ________ b. “. . . there shall be no more death . . .” (Rev. 21:4). ________ c. “. . . the creation itself will be set free from its bondage to decay . . .” (Rom. 8:21; RSV). ________ d. “In the six hundredth year of Noah’s life . . . all the fountains of the great deep were broken up” (Gen. 7:11). ________ e. Fossils are found as billions of dead things buried in rock layers laid down by water all over the earth. ________ f. Mutations (chance changes in DNA and heredity following sin) have produced birth defects, diseases, disease organisms, and even death. ________ g. Practicing biblical principles, medical doctors, and others can heal and set right things man’s sin ruined in God’s perfect creation. ________ h. Just like it takes plan and purpose to combine nonflying parts to make a flying airplane, it takes plan and purpose to put nonliving molecules together to form a living cell.

First Semester / First Quarter   17

4. When it goes beyond scientifically repeatable observation, creationists and evolutionists often view the same evidence differently. Associate the following with creationists (C), evolutionists (E), neither (N), or both (B): ____ a. In today’s world there is tremendous variation within a species and a constant struggle for limited resources, so some varieties are more likely to survive than others — a fact usually called “survival of the fittest” or “natural selection.” ____ b. Generally speaking, fossils show a net increase in variety and complexity over millions of years. ____ c. Most fossils begin to form under flood conditions, rapid burial under a heavy load of waterborne sediment. ____ d. Examining both living cells and arrowheads, scientists find evidence of order produced by properties of organization (mind), not by properties of matter. ____ e. Hardly anyone cares about when, where, and how life came into being, so we should not waste time in science class trying to study ideas about origins and history, such as creation and evolution.

18   First Semester / First Quarter

Building Blocks in Science

The Nature of Science, p. 18–20

Day 10

Chapter 3 Worksheet 1

Name

1. __________ don’t just collect facts about nature; they are looking for patterns of order to make and to use _________, which are statements that predict the behavior of nature. 2. A theory can begin with a hunch, dream, wishful thinking, educated guesses, or blind luck, but a theory can be called scientific if and only if: a. most scientists agree with it. b. it contains no reference to God or design or anything that might be called religious. c. it is a proven fact. d. it is supported by observations and/or experiments made repeatedly by many scientists (and challenged by little or no contradictory evidence). e. all the above. 3. Mark the following true (T) or false (F):

___ a. Observations suggest ideas (hypotheses and theories) that can be tested by experiments and further observation, and science proceeds as an ever-widening circle of observation — idea — observation . . . or experiment — theory — experiment. . . .



___ b. A scientific theory can never be proven, although it can be disproven.



___ c. Scientific method can be applied equally well to questions about both the origin and operation of living things.



___ d. The practice of science requires no faith or assumptions, but just the facts.



___ e. In science, one researcher with the evidence to support his/her theory overrules opinions of the majority of scientists.



___ f. The only absolute truth is scientific truth.

4. Scientists have done so many wonderful things for mankind that we sometimes forget scientific method cannot answer all the questions we have. Mark the following questions as answerable by science (S) or not (N). ___ a. Are antibiotics effective against the AIDS virus? ___ b. Will long exposure to loud rock music damage nerves required for hearing? ___ c. Is rock music superior to opera? ___ d. Can runoff from ammonia and phosphate in fertilizer and detergent stimulate fish-killing algal blooms? ___ e. Should families who use too much detergent be fined, put in jail, or sentenced to community service? ___ f. Was the decline and fall of the Roman Empire caused by lead in its water pipes? ___ g. Does he/she really love me? First Semester / First Quarter   19

5. Write one question you’d like to see scientists answer, and write one question important to you that scientists cannot answer.

20   First Semester / First Quarter

Building Blocks in Science

Evolution vs. Science, p. 22–24

Day 14

Chapter 4 Worksheet 1

Name

1. ______“Creation is religion; evolution is science.” This often-repeated statement best represents the triumph of (choose one): (a) reason, (b) open-mindedness, (c) propaganda, (d) scientific method, (e) biblical interpretation, (f) constitutional law, (g) all the above. 2. As popular “molecules-to-man macroevolution,” evolution is not science, never was science, never will be science, never could be science. Describe three aspects of empirical science that support this statement (then, if you disagree, give your reasons). a.

b.

c.

3. ______Scientific theories are defended by open discussions of evidence, but nonscientific evolutionary belief may be defended in American classrooms by (a) censoring opposing evidence, (b) threatening grades of students who oppose evolution, (c) intimidating teachers who allow open discussion, (d) using lawyers to enforce a false view of separating church and state, or (e) all of the above. 4. Explain differences between empirical vs. circumstantial evidence, and relate these to differences between methods used by scientists vs. historians.

5. Evolution is a (philosophic/scientific/interdisciplinary) ____________ study, which means the influence of world view is (greater than/less than/the same as) ___________ the effect of world view in theories in empirical science.

First Semester / First Quarter   21

6. Why is it wrong to compare the evolutionary scenario with gravitational or atomic theory? Why would anyone want to use such a false comparison?

7. Even though molecules-to-man evolution is not empirical science, give three reasons (including reference to SETI) why creationist and evolutionist ideas and evidence about origins should be discussed in the science classroom.

22   First Semester / First Quarter

Building Blocks in Science

Historical Timelines, p. 26–36

Day 20

Chapter 5 Worksheet 1

Name

1. To indicate His eternal nature as the One who is, always was, and always will be, God told Moses to call God by the name ______________ (Exod. 3:14). 2. What person is described in the Bible as (a) the Word who was with God in the beginning, (b) the God who became flesh and dwelt among us, and (c) the One who was, who is, and who is to come?_______________ (See John 1:1, 1:14, and Rev. 4:4.) 3. Cite the day of the creation week (1 to 6) on which each of the following was created:

____a. sun, moon, stars

____c. sea life and birds

____e. atmosphere and space



____b. dry land and plants

____d. time, matter, light

____f. land animals and man

4. List in order the “seven Cs” of biblical earth history, then match each with a description at right: ______________ __ a. the “Ice Age” begins ______________ __ b. Tower of Babel; language groups begin ______________ __ c. struggle and death begin ______________ __ d. death conquered; Cross and Resurrection ______________ __ e. marriage begins in perfect environment ______________ __ f. Noah’s flood ______________ __ g. new heavens and new earth 5. first dinosaurs first birds

first fruits

first stars

first death

first continent

Leaving out “first,” list the six things above in the order of their appearance in history — according to: creation _______, _______, _______, _______, _______, _______ evolution _______, _______, _______, _______, _______, _______

First Semester / First Quarter   23

6. Associate the paired completions below with either creation or evolution: Creation a. The war of nature, struggle, and death makes things (better/worse). b. The “big bang” in the universe comes at the (beginning/end) and produces (order/disorder). c. Mutations produce defects and disease (and also/but never) new and improved kinds of genes. d. Living things are (put together/torn apart) by random chemical reactions. e. The sequence of fossils in the geologic column (1) show (simple/complex) beginnings with the “Cambrian Explosion”; (2) progress from (simple to complex/sea to land); (3) formed in about (1/500,000,000) year(s). f. “Missing links” are (always disproven/sometimes found). g. Mankind’s selfishness and greed result from (sin against God/struggle for survival). h. Billions of years lie in the (past/future) and are filled with (struggle and death/new and everlasting life).

24   First Semester / First Quarter

Evolution

Building Blocks in Science

Scientifically Testable Predictions, p. 38–42

Day 23

Chapter 6 Worksheet 1

Name

1. “Since it tests ideas against repeatedly observable evidences and processes, science is a great way to learn about nature.” With this concept of science in mind, mark the following true (T) or false (F): ___ a. Love and respect for science as an excellent tool for studying nature is an enthusiasm shared by both creationists and evolutionists. ___ b. Both creationists and evolutionists make statements about nature that they explain and defend using evidences and processes in biology, paleontology, geology, astronomy, and other sciences. ___ c. If creation and evolution were openly compared in science classrooms, most of the time would be spent discussing (and learning about) scientific evidences and processes. ___ d. Science works just as well with circumstantial evidence about past origins as it does with empirical evidence about present operations in nature. ___ e. Science is not influenced by a person’s basic beliefs or world view, because scientists just let the “facts speak for themselves.” 2. Since both creationists and evolutionists are looking at the same scientific evidences in the present, why do they come to such different conclusions about what happened in earth’s past?

3. On what basic assumptions about science and nature do creationists and evolutionists agree? . . . disagree?

4. Where does “God” fit in the classic evolutionist’s view?

First Semester / First Quarter   25

5. According to the classic creationist, what global acts of God in earth history must be taken into account to understand scientific evidences and processes in the present?

6. Classic creationists and evolutionists agree that absolute truth lies beyond the reach of finite and fallible mankind, but creationists believe the absolute truth that sets people free from the limits of space, time, and culture can be found ____________________. 7. The “weapons” for waging the “War of the World Views” should be (a) lawyers and courts, (b) majority opinion, (c) censorship, (d) persuasion, (e) propaganda, (f) all of the above. _______ 8. How can there be “two winners” in the “War of the World Views”?

9. Think about the contrasting “Assumptions, Assertions, and Implications” in Table 6.2, then mark your present preference for C or E (classic creation or evolution) — then come back after completing this book to see if your choices changed.____________

26   First Semester / First Quarter

Building Blocks in Science

Dinosaurs, Creation, and the Fall, p. 44–52

Day 30

Chapter 7 Worksheet 1

Name

1. Why do Christians need to learn about dinosaurs?

2. Why isn’t the word “dinosaur” in the Bible? Are animals like dinosaurs described in the Bible?

3. Explain why “behemoth” (described by God to Job in Job 40:15–24) is probably a long-necked dinosaur (sauropod) — and definitely not a hippo or elephant.

4. If T. rex dinosaurs were still around, could you let one perch on your shoulder? When (or why)?

5. What did the first T. rex eat? How can you be absolutely sure?

6. God created all animals to eat only plants, but some animals began to eat meat after struggle and death were brought into God’s world by __________________. Although some may have begun earlier, God gave man permission to eat meat after ______________________. First Semester / First Quarter   27

7. Evolutionists believe meat eaters have been around for millions of years and can be identified by teeth and claws or beaks and talons. But scientists have discovered many animals that eat mostly or only plants, despite “carnivorous” features — “falsely so-called.” Give five examples:

8. Since teeth and claws can’t identify a carnivore, what kind of fossil must a paleontologist find to tell what an extinct animal ate? ____________________ 9. Although scientists wouldn’t discover all animals were created vegetarian by looking at today’s world, if scientists found an eyewitness account (the Bible) that recorded a vegetarian creation, would a scientist be able to explain how some herbivores (after sin) become carnivores?

10. How big were dinosaurs — small, medium, large, or all of these? ___________ Were any full-grown dinosaurs smaller than chickens? _____________ How big was the average dinosaur (compared to a living animal)? _____________ Name three animals today larger than the average dinosaur: _____________, _____________, _____________. Name an animal living today twice as big as the largest dinosaur: _____________ How big was the biggest dinosaur when it first hatched? _____________

28   First Semester / First Quarter

Building Blocks in Science

Dinosaurs, the Flood, and the Gospel, p. 54–60

Day 33

Chapter 8 Worksheet 1

Name

A. What problems do you think scientists would have in putting together reconstructions (including flesh) of the dinosaurs that left the bones? Do you think crime scene investigators could do a better job with human bones? Why or why not? (Compare your thoughts with what you’ll be reading later.)

B. Suppose a few of the dinosaur bones were found with blood and bone cells and stretchable blood vessels inside. How might a “paleo-historian” “explain” that discovery? How might the explanation change if human tools were found entombed in the same rocks?

C. The dinosaur fossils are found in very thick layers of water-laid sedimentary rock far from any large body of water. What different explanations for these fossil layers might be offered by creationists vs. evolutionists?

First Semester / First Quarter   29

Building Blocks in Science

Dinosaurs, the Flood, and the Gospel, p. 54–60

Day 35

Chapter 8 Worksheet 2

Name

1. Did dinosaurs appear on earth the same day as humankind (creation day 6), or millions of years before people? _____________________________________ 2. Would it be scary for people and dinosaurs to live on the earth at the same time? Why or why not?

3. Most, perhaps all, dinosaurs are now extinct. According to evolutionists, what caused their extinction about 65 million years ago? _____________________________ According to creationists, what caused the death of most dinosaurs about 4,500 years ago? ___________________ _______________ 4. Explain how (a) Alaskan fossils, (b) dinosaur blood, and (c) carbon-14 provide evidence that most dinosaurs died and most dinosaur fossils formed only thousands of years ago, not millions. Although many dinosaurs died and were fossilized during Noah’s flood, the Flood did not cause the extinction of dinosaurs. Why not?

5. Was there room for two of every kind of land dinosaur on Noah’s ark? Explain.

6. Name two things that happened after Noah’s flood that made it hard for dinosaurs to continue living into the present.

First Semester / First Quarter   31

7. Use dinosaurs as “Missionary Reptiles” by illustrating each of the four Cs of earth history with something about dinosaurs: Creation:

Corruption:

Catastrophe:

Christ:

32   First Semester / First Quarter

Building Blocks in Science

Dinosaurs, Evolution, and Science, p. 62–66

Day 39

Chapter 9 Worksheet 1

Name

1. ________Most evolutionists believe that

a. dinosaurs developed from struggle and death among early reptile groups about 220 million years ago;



b. dinosaurs were killed off when an asteroid hit the earth 65 million years ago;



c. no person ever saw a live dinosaur;



d. there are no rock printings or etchings of dinosaurs;



e. only evolutionary beliefs about dinosaurs should be taught in public schools, or



f. all of the above.

2. Do dinosaur fossils exist in the past or present? __________ Why is this question important?

3. Evidence can be empirical (repeatably observable) or circumstantial (consistant with a story, but subject to other interpretations). Mark the following evidences about dinosaurs as empirical (E) or circumstantial (C). ____ a. identifying a fossil as a dinosaur femur (thigh bone) ____ b. concluding a dinosaur fossilized in the wake of an asteroid impact 65 mya (million years ago) ____ c. some dinosaurs used sounds to coordinate pack hunts ____ d. evidence for a “dinosaur age” is strongly influenced by world view ____ e. the Bible and writings of other cultures include descriptions of dinosaurs seen by people. 4. Concerning dinosaur reconstruction from fossil bones, mark the following true (T) or false (F): ____ a. Reconstruction requires lots of training, knowledge, and skill. ____ b. Mistakes can be made, like putting the wrong head and body together (“Brontosaurus”) or putting a thumb spike in the nose. ____ c. Opinions about the same evidence can change, such as changing dinosaur legs from out to the side to under the body, and the tail from dragging to held out as a counterbalance. ____ d. Dinosaur trackway impressions can give scientists ideas about stance, gait, and speed. ____ e. Although skin impression and color molecules are occasionally found, it’s artists, not scientists, who give us color and “facial expressions.”

First Semester / First Quarter   33

5. A CSI forensic scientist examining a single human bone at a crime scene can reach conclusions about a person’s skin color, eye shape, lip thickness, etc. Why can’t paleontologists do that with dinosaur bones?

6. Who gave us the name “dinosaur” in 1841? _________________ What does that name mean?

34   First Semester / First Quarter

Building Blocks in Science

“Terrible Lizards” or “Terrible Reptiles”, p. 68–72

Day 44

Chapter 10 Worksheet 1

Name

1. Match the descriptions below with the proper non-dinosaur “terrible lizard”: ____ Komodo dragon

a. friendly, six-foot (two m), Australian vegetarian lizard

____ goanna

b. k ill people every year in Australia; called “live dinosaurs” on some Florida billboards

____ crocodile

c. ten-foot (three m) monitor lizard that kills and eats goats and pigs

____ 50-foot fossil croc

d. weighed more than T. rex

____ tuatara

e. the very dinosaur-like “beakhead lizard” of New Zealand

2. If they had a point of view, why might lizards, crocodiles, and turtles think of dinosaurs as the “wimpy reptiles”?

3. Available evidence suggests dinosaurs had dry, scaly skins and laid eggs, so they are included in the vertebrate class called _______________. Dinosaurs are separated from other reptiles on the basis of (choose one): a. belief they lived millions of years ago b. their huge size c. their fierceness d. certain large bony passages on the outside of the skull behind the eye sockets e. all of the above 4. What reasons might a scientist give for considering the current definition of “dinosaur” a bad one?

First Semester / First Quarter   35

5. Although the current (poor?) definition of “dinosaur” excludes swimmers and flyers, most discussions and popular conversations about dinosaurs include extinct swimming reptiles such as _____________, and extinct flying reptiles such as _________________. 6. Can you think of a term that includes swimmers and flyers along with land dinosaurs in a single group of rare or extinct reptiles? _____________________________________________________

36   First Semester / First Quarter

Building Blocks in Science

Dinosaurs and Birds?, p. 74–78

Day 49

Chapter 11 Worksheet 1

Name

1. According to a highly publicized group of evolutionists, dinosaurs did not become extinct; instead they sprouted _______________ and became _________________. 2. According to a nature encyclopedia, the bee hummingbird is the smallest ______________. In its November 1999 issue, National Geographic published an illustrated article entitled “Feathers for _______________.” 3. “Archaeoraptor” was the name given to a Chinese fossil widely touted as a missing link between dinosaurs and birds. What did it turn out to be? ______________________ a. What did Storrs Olson, bird expert and evolutionist at the Smithsonian, have to say about National Geographic’s “feathered dinosaur”?

b. What did USA Today call the Chinese fake fossil supposed to link dinosaurs to birds?

4. Archaeopteryx, the first fossil proposed to link dinosaurs and birds, has been used to “preach evolution” from 1860 to the “modern” museum or classroom. a. What features of Archaeopteryx were considered reptile-like?

b. Are there “regular” birds with these supposedly reptilian features?

c. What features does Archaeopteryx have that are found in living birds but no living reptiles?

d. Are any of the features of Archaeopteryx “traits in transition” (e.g., half scale/half feather)? Does this support creation or evolution?

First Semester / Second Quarter   37

e. Compared to fossils of regular birds, where is Archaeopteryx found in the sequence of fossilbearing rock layers? Does that support creation or evolution?

5. Thinking as a scientist, what should you do the next time you hear a news report or read a National Geographic article claiming a missing link between dinosaurs and birds has been found?

38   First Semester / Second Quarter

Building Blocks in Science

What about Dino Extinction and an “Age of Dinosaurs”?, p. 80–88

Name Day 54

Chapter 12 Worksheet 1

1. A rock layer identified by the fossils it contains is called a ________________. Twelve geologic systems arranged in a certain vertical order are called the ________________ diagram. Creationists/ Flood geologists think the systems in the geologic column represent stages in the burial of different environmental zones by ___________________. Darwin’s followers believe geologic systems represent stages in ____________________, 2. Most dinosaur fossils are found in three systems of the geologic column diagram (GCD), the Mesozoic (GCD 8, 9, 10). Those three systems are the buried remains of life zones where dinosaurs lived about 5,000 years ago according to (Flood geologists/Darwin’s followers) _________________, but they represent changes from one species of dinosaur to others from 220–65 million years ago according to __________________. (1) Initial complexity of each group, (2) links missing between kinds, and (3) evidence for lots of water vs. lots of time are three lines of evidence that favor the view of _______________. 3. A dinosaur fossil is a (fact of science/belief about the past) ________________, but a “Dinosaur Age” is a _________________. An eyewitness account of past events that can be checked by scientific tests is provided by (the Bible/Darwin’s book) _______________. 4. A rock layer with lots of dinosaur fossils would be called the Dinosaur “__________” by Darwin’s followers, but a Dinosaur “____________” by Flood geologists. 5. An event that kills a great many life forms all over the world is called a ______________ extinction. What mass extinction is recorded in Scripture? ____________________. What do Darwin’s followers believe eliminated the dinosaurs? ___________________. Which of these two could explain the near extinction of all dinosaurs, not just those living at the end of the so-called Dinosaur Age? __________________________ 6. Climate changes and overhunting by people may have caused the final extinction of ________________ that got off the ark, but reports like those of Mokèlé-mbèmbé suggest some __________________ may still be alive. 7. Cite three environmental changes after the Flood that may have made dinosaur survival difficult:

First Semester / Second Quarter   39

8. Cite three evidences that suggest some dinosaurs may have been killed off by people:

40   First Semester / Second Quarter

Building Blocks in Science

Dinosaurs in Recorded History, p. 90–96

Day 59

Chapter 13 Worksheet 1

Name

1. What name is used in the Bible and cultures around the world for dinosaurs and reptilian swimmers and flyers? _____________________ 2. Some dragons that seem obviously mythical may actually be composites made of parts from different kinds of real _____________________. 3. Would scientists find it hard to explain how a dragon could breathe fire? Explain in detail.

4. Match the creatures below with descriptions that relate them to discussions of dinosaurs/dragons in history: ____ a. dragon on flag A. China ____ b. dinosaur eggs raised for emperor B. Wales ____ c. live dinosaur kept for worship C. Nebuchadnezzar of Babylon ____ d. shoots out hot gases D. St. George ____ e. huge fish thought extinct with dinosaurs E. coelacanth ____ f. slew dragon in England matching dinosaur F. bombardier beetle fossils there ____ g. grove of “dinosaur trees” thought extinct G. graptolite ____ h. thought extinct five times longer than H. Woolemi dinosaurs, alive off Australia ____ i. swimming reptile, possibly plesiosaur I. Malachite Man ____ j. human fossils reported from Morrison J. Paluxy Man “dinosaur formation” ____ k. controversial tracks of dinosaurs and man K. Loch Ness monster (?) together ____ l. flying reptile seen by Greek historian, L. pterodactyl Herodotus ____m. pictograpts and petroglyphs M. dinosaur rock art

First Semester / Second Quarter   41

5. Use something about dinosaurs to illustrate the four Cs of biblical earth history: a. Creation b. Corruption c. Catastrophe d. Christ (restoration) 6. What should you do when you hear some new claim that seems to contradict the Bible?

42   First Semester / Second Quarter

Building Blocks in Science

“Cave Men” and “Human Evolution” p. 98–106

Day 66

Chapter 14 Worksheet 1

Name

1. A creation/evolution program on secular TV in Canada (CBC) started by comparing a princess’s kiss turning a frog into a prince with evolution turning amphibians into people. What similarities and differences are there between these two stories? Put an X in front of each statement below that expresses a classic evolutionist’s belief about human origins:

____ a. Human origins required nothing supernatural, but only time, chance, struggle, and death.



____ b. Features of human beings were brought into being by winning Darwin’s struggle for survival, not from plan and purpose working toward a goal.



____ c. H  uman beings are not the end point of evolution, and mankind will probably eventually lose the struggle for survival to some other animal or even plant.



____ d. If it’s not extinct or replaced first, mankind will eventually be destroyed when the sun expands and burns up all life on earth.



____ e. P  eople do things that harm others because of their competitive animal instincts, not “sin,” and only “enlightened self-interest,” not “god,” can save us from the consequences of our animal urges. 2. Concerning the Neanderthal fossils often called “cave men,” mark the following true (T) or false (F):



____ a. N  eanderthals were once considered “ape-men” because the first fossils found had bone diseases and abnormalities.

____ b. Scientists have linked Neanderthal bone diseases to such things as vitamin D and iodine deficiencies and very old age.



____ c. The brain volume of Neanderthals was a bit larger than that of the average American’s.



____ d. Brain casts showing Broca’s area for speech, their superb cave art, and ceremonial burial suggesting belief in an afterlife all indicate the Neanderthals had a fully human level of intelligence.



____ e. Neanderthals intermarried with Cro-Magnon “cave men,” who are readily accepted as Homo Sapiens by all leading evolutionists.



____ f. M  ost scientists today, even evolutionists, classify Neanderthals as Homo sapiens, indicating they are no different from us than an Asian.

3. If Scripture and ideas popular in science at a given time disagree, what should a Christian do? a. Quickly come up with a new interpretation of the Bible to show how it could agree with the popular ideas, so people won’t laugh at us or Jesus. b. Trust the clear meaning of God’s Word and hang in there until science catches up and shows the Bible was right all along.

First Semester / Second Quarter   43

44   First Semester / Second Quarter

Building Blocks in Science

Enormous Errors in the Evolutionist’s Evidence, p. 108–114

Day 70

Chapter 15 Worksheet 1

Name

1. Evolutionary theory in the late 1800s and early 1900s was used as “scientific support” for a new and deadly kind of racism based primarily on skin color. Put an X in front of each example below of “science falsely so-called,” a “fact of evolution” from the past now rejected by modern evolutionists:

____ a. I n his Descent of Man (1871), Darwin argued that African blacks were not fully human, but close enough to deserve care and protection from European whites. ____ b. “Germany’s Darwin,” Ernst Haeckel, wrote that the dark-skinned Australian aboriginals could not count as high as some dogs could. ____ c. Aboriginals were once pictured in evolutionist “science” books as Australian animals and their skins and skeletons were collected for evolutionary “scientific” study. ____ d. In the decade before Hitler made evolutionary racism the basis for his slaughter of Jews and “science” experiments on people during World War II (1939–1945), a leading evolutionist claimed the intelligence of adult blacks was about that of an “eleven-year-old youth of species Homo sapiens [i.e., whites].”

2. According to the Bible from Genesis through Paul’s sermon on Mars Hill (Acts 17:26), there is only one race, the human race: all people have the same first parents, _______ and _________, and all who believe are delivered from sin and death by the same Savior, __________. Science adds that all people have only varying amounts of the same skin color substance, a protein called __________. 3. Use the skin color chart on page 112 to help complete the following: Using Aa and Bb to represent genes controlling the amount of skin-coloring melanin the body makes, the most melanin and darkest skin tone would result from (AABB/AaBb/aabb) ____________ genes and the least melanin and lightest tone from __________ genes. Two parents with AaBb genes (Adam and Eve’s condition???) would have a (dark/medium/light) __________ melanin skin tone, but their children (could/couldn’t) __________ include those with the most melanin/very darkest tone (and also/but not) _________ a brother or sister with the least melanin/lightest tone. Evolutionists once taught that it would take (thousands or millions of years/one generation) ___________ for people with one skin color to produce descendants with a different color, whereas science and Scripture show that certain people could produce children with all the different amounts of skin color in (thousands or millions of years/one generation) ____________________. 4.

Mark the following true (T) or false (F). “Piltdown Man” ____ a. was made up from modified parts of a human skull cap and an ape jaw. ____ b. was a deliberate hoax that fooled nearly all the world’s leading evolutionists for over 40 years. ____ c. is a warning that science classes may teach fake evolutionary ideas to students for many decades before science proves evolution wrong!

First Semester / Second Quarter   45

5.

Mark these true (T) or false (F). “Java Man” ____ a. was given the name “Pithecanthropus,” literally meaning “ape-man.” ____ b. consisted of a skull and leg bone found 50-foot (1m) apart in a gravel deposit. ____ c. was later rejected by its “discoverer” (“inventor”?), DuBois, who finally admitted finding a fully human skull in the same deposit. ____ d. was accepted as “proof for evolution” by many Christians, which should warn Christians today not to compromise the never-changing, infallible Word of the infinite God with the ever-changing, fallible words of finite man.

46   First Semester / Second Quarter

Building Blocks in Science

Nebraska Man and the Scopes “Monkey” Trial, p. 116–122

Day 73

Chapter 16 Worksheet 1

Name

1. What makes “Nebraska Man” both the “biggest scientific blunder” and “greatest propaganda victory” for evolutionists?

2. Following are pairs of statements (a-A, b-B, etc.) about the famous Scopes monkey trial. Mark one true (T) and one false (F) for each pair: ____ a. The trial concerned an idealistic young teacher (John Scopes) whose conscience led him to teach evolution in spite of Tennessee’s state law. ____ A. The ACLU staged the trial, paying part-time teacher (John Scopes) to teach evolution, using a famous lawyer to defend him and to embarrass Christians. ____ b. Evolutionist lawyer Darrow put creationist lawyer Bryan on the stand to expose him as an ignorant, bigoted, hate-mongering, fundamentalist fanatic. ____ B. Catching his usually eloquent opponent on two Bible questions, Darrow forfeited the case before anyone could hear Bryan’s carefully reasoned and persuasive closing. ____ c. Media reports and movie reports on the evolutionists’ trickery and the creationists’ legal victory slowed the impact of evolution on schools for over 50 years. ____ C. Media reports and a movie so ridiculed them that many Christians withdrew from the “war of the world views” and let evolution spread like wildfire. ____ d. Losing the case, evolutionists won the “Scopes war” by ignoring scientific evidence and ridiculing Scripture. ____ D. Winning the case, creationists lost the “Scopes war” by ignoring scientific evidence and retreating from Scripture. 3. All the “scientific evidence” the media “preached” as proof for human evolution at the time of the Scopes trial proved false. Match the false claims for evolution below with what they turned out to be: ____ a. Neanderthal “cave man” ____ b. Blacks and Aboriginals ____ c. Piltdown Man ____ d. Java Man ____ e. Nebraska Man

A. fossil pig’s tooth B. human and ape bones in a gravel deposit C. a hoax that fooled experts over 40 years D. fossils of people E. living people in the one human race

First Semester / Second Quarter   47

4. Apparently feeling they can’t win by using scientific evidences, what tactics do evolutionists use to try to defeat creationists?

5. What “tactics” should Christians use to “win” creation/evolution debates — and to “win” people to Christ?

6. Write a report on the difference between apologizing and apologetics, and how that relates to God’s commands in 1 Peter 3:15 (“be ready always to give an answer”) and 2 Timothy 2:15 (“study to show thyself approved”).

48   First Semester / Second Quarter

Building Blocks in Science

Australopithecines, p. 124–128

Day 76

Chapter 17 Worksheet 1

Name

1. Creationists of the last generation won the “science wars” over “cave men,” races, and Piltdown, Java, and Nebraska Man. This generation faces the African fossils called _______________, which means “southern apes.” They became famous in 1959 when the Leakey family found a (gorilla/ human)__________-like skull in a rock layer with (legs/ribs/tools) _____________. When Richard _______________ later found human bones in a lower layer, it seemed the tools were used (on/by) _______the former “owner” of the skull. The fossil remains that were once called “Peking Man” may also have been man’s (meal/ancestor) _______________. 2. In 1974, the team of Donald________________ found scattered Ethiopian fossil fragments they put together to form a specimen popularly called “________,” given the scientific name ________________ afarensis, and claimed to be a perfect link between ______________ and ___________________. 3. Textbooks, television, magazines, and museums all hail “Lucy” as the perfect link between apes and mankind, but scientists who otherwise accept evolution find major flaws in the Lucy story (3a–3d): 3a. On the basis of his subjective look at the angle made where upper and lower leg bones met at the knee, Johanson claimed Lucy had a chimp-sized brain but walked upright. Using modern computer techniques, world-class anatomists Oxnard and Zuckerman (supported/disproved) ________________ this view, and warned that Lucy’s “walk” was (less/more) _____________ human than an orangutan’s. 3b. After claiming for years that Lucy’s pelvis supported belief in her upright walking, Johanson finally had another scientist (agree with/cut and glue the pelvis to make it fit) _______________________ his interpretation. 3c. Although a theory cannot properly be considered scientific until other scientists test it, Johanson kept others from examining Lucy for seven years. When leading evolutionists Sarich and Zihlman finally got to examine the fossils, they concluded Lucy was (a young human being/a nearly perfect ape-man link/little different from the living pygmy chimp or bonobo) ________________. 3d. Footprints of humans and apes are quite (similar/different) ____________. When Mary Leakey found fossil human footprints below the rock level where Lucy’s fossils were found, the claim that Lucy was an ancestor of human beings was (supported/discredited) ________________. Evolutionists claimed the human tracks found by Mary Leakey at Laetoli belonged to others of Lucy’s kind, but (no/many) ___________ foot bones of Lucy have been found and (no/many) ___________ specimens of Lucy’s kind are found near, so the evolutionist claim is based on (solid science/blind faith) _____________.

First Semester / Second Quarter   49

4. Human evolution continues to be believed and taught in spite of abundant scientific evidence repeatedly refuting it. Can belief in human evolution be called “good science”? If not, why do so many people believe it?

5. When it comes to human origins, both creationists and evolutionists must build on faith. So what’s the difference? And, when it comes to evidence presently available, which faith bests fits the facts?

50   First Semester / Second Quarter

Building Blocks in Science

“Away from Evolution” p. 130–136

Day 80

Chapter 18 Worksheet 1

Name

1. Complete this quote from Newsweek, a secular summary of the fossil evidence through Lucy related to human origins: a. “The missing link between man and apes . . . is merely the most glamorous of a whole hierarchy of (links found to support evolution/phantom creatures) ____________________________. In the fossil record, missing links are the (rule/exception) ___________________. The more [evolutionary] scientists have searched for the transitional forms between species, the more they have been (encouraged/frustrated) _______________. Evidence from fossils now [long after Lucy] points overwhelmingly (toward/away from) _______________the classical Darwinism, which most Americans learned in high school.” 2. Explain how the concept of “missing links” shows that evolution is a faith-based belief system. Is it starting with faith or something else that suggests evolution is “science falsely so-called”?

3. Concerning ape and human classification, mark the following true (T) or false (F): ____ a. Humans and apes are both put in order Primates because both have flat fingernails and forward-looking eyes with 3-D vision. ____ b. It’s common features, not common ancestry, that allow scientists to group people with primates. ____ c. Among deeper fossils, boundaries between kinds should blur, say evolutionists, and stay the same, say creationists. The evidence supports creationists. ____ d. Our system of classification was made up by evolutionists, but “pirated” by creationists, beginning with Linnaeus. 4. Concerning ape and human anatomy, mark the following true (T) or false (F): ____ a. Fossil fragments called Ramapithecus were given a jaw shape between the U of ape and parabola of people, but finding a whole jaw that was U-shaped forced Rama to be dropped as a, “false start to the human parade.” ____ b. When other evolutionists finally had a chance to look at Lucy’s bones, they immediately saw the curved fingers and long arms with long forearms, suggesting Lucy was a tree swinger (brachiator), not walking upright. ____ c. The brain volume of Lucy’s kind strongly overlaps that of chimps and gets nowhere near the human level. ____ d. Apes have a foot with an opposable big toe that makes it more like the human hand than foot, so the Laetoli tracks Mary Leakey found suggest scientifically that people were living and dying before Lucy was fossilized, eliminating her as a possible human ancestor. First Semester / Second Quarter   51

5. Richard Leakey’s team found the fossils of a 12-year-old boy, all of whose features were completely in the range for Homo sapiens — yet he was classified as “Homo erectus.” Why? Is that good science, or merely evolutionary belief?

What would a creationist say about the discovery?

52   First Semester / Second Quarter

Building Blocks in Science

Dating Fossils of Apes and Peoples, p. 138–144

Day 83

Chapter 19 Worksheet 1

Name

1. Asked to date a rock or a fossil, a “real scientist” would give three unknowns that make it impossible for “real science” (empirical science) to date events in the unrecorded past. What are these three unknowns?

2. “Radioactive decay dating” is based on measurements of (the passage of time/amounts of certain elements) _____________________________. Converting measurements of elements into “guesstimates” of time for dating requires making assumptions such as (circle one): a. the starting amounts of parent and daughter elements are known; b. no relevant elements have been added to or subtracted from the sample; c. the rate of change from parent to daughter has never changed in unknown ways; d. all the assumptions above must be made; or e. no assumptions need be made, since radioactive decay dates are simply facts that can be directly observed. 3. Potassium-argon (K/Ar) dating is often used for ape and human fossils, but it is a very bad (or “very flexible”) method because argon (an inert gas) moves easily in and out of pore spaces in rocks and studies of the atmosphere on Venus show we have no reasonable idea about how much argon was present at the start. True or false? ________. 4. In the absence of evidence for rock movement, it makes sense that rock layers (strata) on the bottom are (older — deposited first/younger — deposited later) __________________. The difference in age (time since deposition), however, (may be only minutes/must be millions of years) ___________________________. Creationist Flood geologists and evolutionists agree that Jurassic dinosaur fossils are usually older than human fossils, but creationists suggest they are (only weeks/ millions of years) __________________ older and that both were living on earth at the same time before they were buried rapidly after one another during __________________.

First Semester / Second Quarter   53

5. In molecular dating, subunit sequences of proteins, RNA, and DNA are studied by scientists who can see (time elapsing/changes occurring/differences existing)________________________. Converting subunit sequence differences into “guesstimates” of time for dating requires making assumptions such as (circle one): a. the sequences were the same in a common ancestor; b. differences were caused by mutations, and were not present at the beginning as differences designed for different purposes; c. statistical corrections are needed since one difference can result from multiple changes, and some changes eliminate differences; d. observed mutations rates are not used to estimate rates of change, but rates of presumed evolutionary changes are; e. evolution must be assumed in order to use molecular dating to support evolution; f. all of the assumptions above must be made; or g. no assumptions are required since molecular dates are simple facts of observation.

54   First Semester / Second Quarter

Building Blocks in Science

In God’s Image, p. 146–152

Day 86

Chapter 20 Worksheet 1

Name

1. Do we see God’s image when we look in a mirror? __________ or do we see a barroom brawl or a drug deal gone bad? _____________. Where/how do we see God’s image in us? 2. How do nest building by birds and house building by people differ? Is it a difference in kind, or just degree? Would these building skills likely evolve from a common ancestor? Is human architecture a reflection of God’s image? Explain.

3. Is a U.S. marine’s defense of democracy in war just an extension of a soldier ant’s defense of its colony? Both are expressions of God’s creation, but is only one an expression of God’s image? Explain.

4. How is human language an expression of God’s image in us, unlike animal communication?

First Semester / Second Quarter   55

5. The choices that help to define God’s image in us result from neither fatalistic causes in the past or random events in the present but from dreams about the future. Explain.

6. “People must live by faith; they can do no other.” Explain how the life of faith reflects God’s image in us, separating us from both our Creator above and other creatures below.

7. How do faith, fact, and feeling relate in the person who is truly happy or blessed?

56   First Semester / Second Quarter

Biology Worksheets for Use with Building Blocks in Life Science

57

Building Blocks in Life Science

Genes and Genesis, p. 3–12

Day 95

Chapter 1 Worksheet 1

Name

1. Complete the paragraph with these key words: DNA

dominant

hybrid

alleles

gene

recessive

blending

Sections of a ___________ molecule that affect particular traits are called ___________. Genes in adults usually come in pairs called ___________, like T and t for “tasters” and “non-tasters” of PTC. A “mixed pair,” Tt, is called ___________ (or heterozygous). If Tt is a taster, then T is a ___________ gene, and only tt could express the ___________ trait. If T and t represent tall and short and Tt were medium, the inheritance pattern would be called ___________.

2. If both parents were hybrid tasters (Tt), what is the likelihood they could have a non-tasting child? (0-none, ¼, ½ , ¾, 1-all) ___________. If Tt represented parents of medium height, what fraction of their offspring would be taller than their parents? (0, ¼, ½, ¾, 1) ___________. Shorter? ___________. Medium like their parents?___________ . 3. Darwin’s followers once taught that there were different “races” of human beings with different skin colors that were in different stages of evolution. But science and Scripture agree: all people belong to only (how many?) ___________ races(s), and human skin color depends primarily on only (how many?) ___________ molecule(s), a protein called ___________. 4. If two pairs of genes controlled the amount of melanin skin color and Adam and Eve were AaBb, they would be (very dark, dark, medium, light, very light)___________. How many of these five shades of melanin skin color would be found among their children? (1, 2, 3, 4, 5)___________. So, how many generations would it take to go from two people with one skin color to people with all the various amounts of melanin color we see today? (one, one thousand, one million)___________. Evolutionists believe it takes lots of time to produce little variation; science and Scripture (see the chart on p. 9) show that it takes (lots, little) ___________ time to produce ___________ of variation. 5. God delights in diversity! The number of combinations among genes created in Adam and Eve is far (greater/less)___________ than the number of atoms in the cosmos — meaning YOU are SPECIAL with a UNIQUE place no one else can take in the whole (country, planet, universe) ___________. 6. Why is it important for Christians to relate God’s world and God’s Word — science and Scripture?

Second Semester / Third Quarter   59

7. Use the following words and phrases to fill blanks in the paragraph below: plan, purpose, and special creation God time, chance, struggle, and death Darwin

better life (wins) worse death (wins)

According to the biblical world view that gave birth to science in the 1600s and 1700s, the first of each created kind of life resulted from ___________. But the Bible also records that man’s disregard for God (sin) brought the processes of ___________ into God’s world, making things ___________. In the 1800s, ___________ argued that the processes of ___________ (which he called the “war of nature”) would make living things slowly ___________, even though finally ___________ wins. Those believing the Word of ___________ rather than the words of Darwin have hope in Christ that ___________ wins.

8. Relate each statement about God’s world below to one of “4 Cs” in God’s Word: Creation

Corruption

Catastrophe

Christ

_____________ a. Flood conditions are ideal for forming fossils. _____________ b.  Many defects and diseases result from chance changes in heredity called mutations. _____________ c.  Adaptations are design features that suit each organism for its special role in the web of life. _____________ d. Land animals saved on the Ark and the immune system healing deadly infections both illustrate God’s deliverance from death and disaster.

60   Second Semester / Third Quarter

Building Blocks in Life Science

Gene Pools p. 14–18

Day 98

Chapter 2 Worksheet 1

Name

1. The “gene pool” is all the genes (and their allelic variations) that can be passed from one generation to the next. The number of alleles in one individual is usually (less than/more than/the same as) ___________ it is in the total population, somewhat like the cards in a deck include (greater/lesser/ the same) ___________ variation than the cards dealt to one person. When they are shuffled and dealt again, the cards individuals get are (constantly changing/always the same) ___________, but the deck is (constantly changing/always the same) ___________. Similarly, gene shuffling from one generation to the next (recombination) keeps the gene pool of each kind (always constant/ever changing) ___________ while individuals in each new generation continually express (the same old/ever new and unique) ___________ trait combinations, unfolding the creativity and diversity built in ahead of time by (God/evolution) ___________. 2. The Punnett square on p. 9 shows a dramatic change from one skin color in Adam and Eve to every melanin color from very dark to very light in their children — but what change occurred in the gene pool? ___________ Given the very first generation had genes AaBb, the fraction of A in their melanin color pool was (0 — none, ¼, ½, ¾, 1 — all) ___________. Among the 16 boxes with 4 genes each (64 total) in the second generation, counting shows (how many?) ___________ are A — and 16/64 reduces to (1/8, 1/4, 1/2) ___________, which is (dramatically different from/exactly the same as) ___________ the fraction of A in first generation. Group constancy plus individual variation — that’s (variation within/change between) ___________ kinds and illustrates (creation/evolution) ___________. Creationists might call this Conservation of Genetic Variability genetic (equilibrium/ inertia) ___________, a positive term, while evolutionists see it as ___________, or resistance to genetic change. 3. Below are non-evolutionary factors that can disrupt the gene pool constancy normally maintained by recombination and the Hardy-Weinberg Law. Match names and descriptions. genetic drift specialization reproductive isolation genetic bottleneck founder effect mutations

__________ a. Only a few members of a species with a large gene pool survive a major disaster (e.g., animals aboard the ark). __________ b. Several small groups separate from a large population, each with percentages of alleles different from those in the original gene pool (e.g., language groups moving away from the Tower of Babel). __________ c. Members of a kind separating into distinctive subtypes as they “multiply and fill” earth’s environmental diversity (e.g., generalized bears leaving the ark becoming black, brown, grizzly, and polar bears). __________ d. Barriers or preferences in the choice of a mate separate some parts of a gene pool from others (e.g., culture and language separate humans; size and temperament separate dogs). __________ e. Random changes in genes that often change normal genes into alleles producing defects or disease (e.g., sickle-cell hemoglobin).

Second Semester / Third Quarter   61

4. Breakup of the human gene pool at the Tower of Babel produced some groups with only AABB melanin control genes. Since they could only pass on A and B genes, their children were always (very dark, dark, medium, light, very light) ___________. Children whose founders carried only aabb genes were always ___________. Groups with AAbb founders always passed on A and b genes, so their children (like some Orientals, Polynesians, and Native Americans) are always ___________. People migrating to India apparently took A, a, B, and b, so their children can be (only medium/any shade of ) ___________ melanin skin color. 5. “Hybrid vigor” means hybrids (e.g., Rr) are often hardiest. What fraction of offspring from a hybrid cross will also be hybrid? ___________. If hybrids are “superior,” can superior parents have only superior children? ___________. Did Hitler know this? ___________.

62   Second Semester / Third Quarter

Building Blocks in Life Science

Species, Kind, and the Mosaic Concept p. 20–28

Day 103

Chapter 3 Worksheet 1

Name

1. The basis for defining both species and kind is God’s command that living things “___________.” 2. Different kinds of genes (like those for hemoglobin vs. tasting) may be called (genons/alleles) ___________. Genes of the same kind (like HbA vs. Hb5 genes) are ___________, and they may be identified by such scientific tests as (a) chromosomal position, (b) meiotic pairing, (c) on-off regulators, (d) information content, (e) all of the above ___________. Organisms of the same kind can be objectively identified by all the following scientific tests except (choose one): (a) pairing of egg and sperm; (b) DNA hybridization; (c) matching chromosome sets; (d) pairing of homologous chromosomes; (e) genome studies; (f ) branching lines of descent. ___________ 3. Created kinds may be called ___________, a combination of the Hebrew words bara for ___________ and min for ___________. 4. This book uses the following terms for specialized subgroups formed as created kinds “multiplied and filled” the earth. Match them with examples below: fertilotype morphotype ecotype _______________ a. varieties that consistently look different but still interbreed _______________ b. differences in mating ritual or chromosomal rearrangements of the same genes (genons) prevent interbreeding _______________ c. can change appearance when moved to different environments _______________ d. look-alike species of fruit flies with different chromosome numbers _______________ e. effects on gene regulators make willow trees dwarfs in the Arctic _______________ f. black, brown, grizzly, polar, and panda bears 5. The scientific naming system used today was given to us by ___________, a Christian creationist biologist. The two parts of a binomial scientific name are genus and species. a. Which is more general (like a person’s last name)?___________. b. Which is more specific (like first names in the same family)?___________. c. Which is written first in a scientific name? ___________. d. Which is capitalized (genus, species, neither, both)? ___________. e. Which may be abbreviated by its first letter and a period after its first use? ___________. f. Which is always underlined, italicized, or otherwise set off from surrounding print? ___________. g. Which may be abbreviated by its first letter and a period after its first use? ___________. h. What’s the plural of genus? ___________. i. What’s the singular of species? ___________. j. Correctly write the scientific name for mankind: ___________ ___________.

63

6. No single trait makes a person unique, i.e., different from all others (not hair, eye, or skin color; not height, weight, or nose length; etc.). Yet each person is a (unique/nonunique) ___________ combination of traits that are separately ___________, i.e., shared with others. Similarly, each created kind is a ___________ combination of ___________ traits shared with other kinds, somewhat like each molecule is a ___________ combination (CO2, CH4, NH3) of ___________ atoms (C, O, H, N). Similarly, bits of (unique/nonunique) ___________ colored stones may be artistically arranged to form a ___________ mosaic artwork — and each created kind may be a unique ___________ of non-unique genetic elements put together by God. 7. The platypus has several major nonunique traits, some shared with other mammals, reptiles, or birds. To decide whether the platypus is a created mosaic or evolutionary link, a scientist could consider whether the nonunique traits are complete and complex (creation) or incomplete and gradational (evolution): _______ a. Is the platypus hair 100 percent hair (creation), or partly mammalian hair and reptilian scale (evolution)? _______ b. Is the milk 100 percent milk (creation), or a combination of features of milk and sweat (evolution)? _______ c. Is the egg 100 percent egg (creation), or does it show evidence of forming an attachment to its mother (evolution)?

64   Second Semester / Third Quarter

Building Blocks in Life Science

“Change through Time” vs. Darwinian Change Day 106 p. 30–34

Chapter 4 Worksheet 1

Name

1. Suppose someone challenges you this way: “You’ve got to believe in evolution. Evolution is just ‘change through time.’ You believe in change, don’t you?” Respond by giving a reason “for the hope that is in you” (1 Pet. 3:15), using evidence and logic.

2. Explain what Darwin’s followers mean by MICRO- vs. MACROevolution, and give at least a hypothetical example of each. What would a creationist say about these two terms?

3. Explain why no Christian familiar with the 4 Cs of biblical history would ever have accepted “fixity of species.” Why do many evolutionists say that’s what Christians believe?

4. Suppose Darwin was right about the “war of nature” (time, chance, struggle, and death, or TCSD), and suppose Darwin’s followers are right that (1) variety + (2) struggle = (3) survival of the fittest. Does that mean they are right about evolution? Use the famous peppered moth example to help you explain why or why not.

Second Semester / Third Quarter   65

5. What does “molecules to man” evolution need that neither microevolution nor natural selection provide?

6. Why did Darwin call his view “natural selection”? Why do Darwin’s followers prefer this term to “war of nature”?

66   Second Semester / Third Quarter

Building Blocks in Life Science

Natural Selection, Yes; Evolution, No p. 36–42

Day 110

Chapter 5 Worksheet 1

Name

1. Describe how fitness is determined so that survival of the fittest is a fact. Then explain why fitness may be a “frivolous fact,” or circular argument, that “sounds scientific” but explains nothing.

2. What’s the difference between fitness and adaptation? Give (or make up) an example of a well-adapted plant or animal with low fitness, then one with high fitness that’s poorly adapted.

3. According to famous evolutionist Lewontin, does natural selection lead to adaptation, or adaptation to natural selection? What would a creationist say?

4. Can an organism win the “struggle for survival” with natural selection’s highest fitness—and then go extinct? Explain. (Think high scorer, losing team.)

5. Use lions chasing zebras to explain the difference between natural selection and ecological competition.

Second Semester / Third Quarter   67

6. Use mosses, ferns, and shrubs to explain the differences between real simple-to-complex change, ecological succession, and imaginary evolutionary change by natural selection.

7. Explain how a mutant sea lion “ignoring” territorial population limits would be “rewarded” by natural selection — but then bring its species to extinction.

8. Explain why creationists think that “natural selection” works best as “unsurvival of the unfittest.”

9. Darwinian competition may help change a generalized, adaptable population into several specialized, adapted subpopulations. How is this useful to creationists?

68   Second Semester / Third Quarter

Building Blocks in Life Science

Design vs. Darwin p. 44–52

Day 115

Chapter 6 Worksheet 1

Name

1. T or F: Darwin’s belief that big evolutionary changes (e.g., “amoeba to man”) could result from selection for a great many small changes requires each small step to have its own survival value. ______ 2. “Compound traits” of “irreducible complexity”: Use the woodpecker, bombardier beetle, or cleaning symbiosis to explain why Darwin called features with many interdependent parts “difficulties” with his evolutionary belief, then tell why many scientists call such features evidence for creation or “intelligent design” (ID).

3. The “late, great” evolutionist S.J. Gould called imperfections in living things evidence of _________________; creationists call them evidence of ____________________. 4. Compare creationist and evolutionist explanations for variation in beaks among Galapagos (“Darwin’s”) finches.

5. Tell how Darwin used “pangenes” or “use and disuse” to explain the origin of the giraffe’s long neck — then cite several scientific blunders in Darwin’s explanation.

Second Semester / Third Quarter   69

6. Darwinists in the 1800s based their belief in evolution on pangenesis (use and disuse) + “selection”; evolutionists in the 20th and 21st centuries put their faith in neo-Darwinism, i.e., ______________________ + “selection.”

70   Second Semester / Third Quarter

Building Blocks in Life Science

Mutations, Yes; Evolution, No p. 54–60

Day 118

Chapter 7 Worksheet 1

Name

1. Evolutionists use mutations to explain (in Darwin’s words) “the origin of ____________________”; creationists use mutations to explain the origin of ________________________. 2. “If the earth was created by a God of love and power, why is the world so full of struggle, death, disease, and disaster — what Darwin called the ‘war of nature’?” Use science and Scripture to answer this evolutionary challenge.

3. “Don’t Christians believe God created everything? Doesn’t that mean He created defects and disease?” Respond.

4. All of these are caused by mutations except (choose one): (a) sickle-cell hemoglobin, (b) endangered reproduction in the Florida panther, (c) hemophilia that spread through European royalty, (d) possibly the decline in human life span following the Flood, (e) an increase in the quantity and quality of genetic information in the human genome. 5. Scientists call the accumulation of mutations in a species (genetic burden/genetic blessing) _______________ and suggest large numbers of mutations promote (evolution/extinction) ______________. 6. John Sanford, creationist geneticist, shows that mutations cause decay in genetic quality (“genetic entropy”) much (faster/slower) ________________ than evolutionists thought. Darwinian “selection” (can/cannot) ______________ save us from genetic decay because most mutations “hide” as (dominant/recessive) ____________________ genes. Lots of time (can/cannot) ___________ save us from mutations, since more time produces (more/less) _________ genetic decay.

Second Semester / Third Quarter   71

7. Cain could marry his sister and Abraham his half-sister, but later on God’s Law (mirrored in most state laws) prohibited close intermarriage. Explain why close intermarriage was not a problem for Cain.

8. It’s widely touted that resistance to antibiotics in bacteria “proves” mutations produce evolution. However, (choose one): a. mutational resistance damages a normal function, making resistant forms less likely to survive in normal environments; b. some resistant forms are so crippled they can only live in hospitals, etc.; c. scientists gave up on mutations in asexual bacteria beating odds of 1028 (1 in 10 million billion trillion!), and that led to the discovery of “sexually” traded plasmids, rather than mutations, producing “super-bugs”; d. scientists praised Darwinian “selection” for its power to beat unbelievable odds; e. all but d. 9. Famous evolutionist T.H. Huxley believed the odds against horse evolution were 1 in 103,000,000, suggesting that Darwin’s followers (do/don’t) _____________ believe in miracles, even if they (do/ don’t) ________ believe in the Miracle Worker!

72   Second Semester / Third Quarter

Building Blocks in Life Science

Darwinian Change vs. Biblical Change p. 62–66

Day 121

Chapter 8 Worksheet 1

Name

1. Richard Dawkins is currently the world’s leading spokesman for evolution. On a video about creation/ evolution, he was asked to give an example of a mutation that added information. What did he say?

2. The author suggests schools should teach evolution much more thoroughly, since he believes the more someone knows about evolution the (more/less) _______________ likely he or she is to believe it. 3. The sickle-cell hemoglobin gene (HbS) is the most widely hailed example of a “good” mutation leading to evolutionary progress. (a) Why do Darwin’s followers call the sickle-cell gene “good”? (b) Is the HbS mutation “good” for fitness or for adaptation, and what’s the difference? (c) What’s the “price” (the “bad part”) of this “good” mutation? (d) Do you think sickle-cell anemia helps or hurts the evolutionists’ cause?

4. What does it mean (and why is it important) to note that mutations are genetic typos, not at all genetic script writers?

Second Semester / Third Quarter   73

5. All known mutations produce only (alleles/genons) ____________, which are changes in genes that (already exist/never existed before) ___________________ pointing to creation. Any “good” mutations would “drown in a sea” of harmful ones, pointing to ______________________. 6. According to the world’s leading information theorists, where does information (including genetic information) come from? _______________________________. Making it more personal, the Bible expresses that thought as information comes from ______________________ (Genesis 1:1, John 1:1). 7. Do mutations and Darwin’s “war of nature” fit among these 4 Cs of biblical history (fill in yes or no): Creation ________, Corruption ________, Catastrophe ________, Christ ________? 8. To contrast the world views of creation and evolution, answer the following questions about mutations, Darwin’s “war of nature” (selection), and “change through time”: a. Both science and Scripture suggest that life on earth began with (many/few) ________ different kinds, each with a (large/small) _____________ gene pool, whereas Darwin’s followers believe life began with (many/few) ____________ forms with (large/small) ______________ gene pools. b. Evolutionists believe that mutations and Darwin’s “war of nature” make things (better/worse) ________ by producing (new species/defects and disease) ___________________ and a tremendous (increase/decrease) ________________ in both genetic quantity and quality. Using both science and Scripture, creationists suggest mutation and Darwin’s war started (at creation/after sin) ______________and make things much (better/worse) __________________ by producing (new species/defects and disease) ________________ and a dramatic (increase/decrease) _________________ in both genetic quality and quantity. 9. As they “multiplied and filled the earth,” (generalized/specialized) ___________________ life forms tended to divide into (generalized/specialized) ______________________ subtypes (e.g., black, brown, and polar bears), illustrating (creation/evolution) ________________________ and (variation within/changes between) _______________________ kinds.

74   Second Semester / Third Quarter

Building Blocks in Life Science

Patterns in Structure, p. 68–74

Day 128

Chapter 9 Worksheet 1

Name

1. Different animals may have parts with a similar structural pattern, called _______________. These similarities mean “descent from a common ancestry,” say (evolutionists/creationists) __________________________, but they mean “design according to a common plan” to ___________________________. 2. The detailed similarity (homology) of the human and squid eye is called “convergence.” What problem does such convergence pose for evolutionists? How does it provide evidence of creation?

3. Two kinds of shrimp-like animals (krill) share a great many features in detail, but some have radically different eyes. What problem does this kind of “divergence” pose for Darwin’s followers?

4. Hemoglobin, the protein that carries oxygen in most vertebrates, is also found scattered through many invertebrate groups (earthworms, sea stars, etc.) in a (branching/mosaic) __________________ pattern that favors (creation/evolution) _______________________. 5. A “98% similarity” in the DNA of man and chimpanzee has been hailed by the media, museums, textbooks, and many teachers as “proof positive” that chimps evolved into people. However, that popularized belief has been challenged by these facts of science (circle all that are true): a. _Chimps have 20% more DNA than humans, a difference 10 times larger than the 2% difference so widely touted. b. _Even a 2% difference in the DNA of man and chimp means at least 60 million code letter differences, and that means differences in every gene are possible. c. _Proteins produced by DNA on human and chimp chromosomes considered similar showed 86% difference, not 2%. d. _The bricks used to build a house, fancy mailbox support, and fireplace are 100% the same, but creative organization gives the same parts quite different features — and even 2% “control gene” differences could create organisms as different as man and chimp. e. _Human DNA was used as a guide to sequencing chimp DNA early on, introducing unreported and unfair bias (cheating) into the initial claim of 98% similarity.

Second Semester / Third Quarter   75

6. Two groups of evolutionists (selectionists vs. neutralists) have tried to use DNA similarities as “molecular clocks” to “map” branching lines of descent. Famous molecular biologist Michael Denton (neither creationist nor evolutionist) says the two groups (frequently agree/contradict each other) __________ _____________________. Denton went on to say that molecular homology, like structural similarities, seems to suggest traits distributed in a (“M” word) ___________________________ pattern supporting _________________________________.

76   Second Semester / Third Quarter

Building Blocks in Life Science

Classification: Mosaics or “Missing Links”?, p. 76–82

Day 131

Chapter 10 Worksheet 1

Name

1. Two parts of the science of classification are taxonomy and systematics. Which deals mostly with practical identification? _______________________. Which with criteria for classifying groups? ____________________. 2. Which is based objectively on scientific tests? ______________________. Which is more subjectively based on opinion and persuasion? ________________________________. 3. Which of these features has been used to separate algae (nonwoody water plants) into major groups: color, type of reproduction, structural complexity? __________________________. Would most scientists today agree this is their most important feature? (yes/no) ____________. 4. After years of research on lampshells (brachiopods), Colin Patterson of the British Museum (circle all that are correct): (a) found branching patterns for one trait often contracted those for another trait; (b) found numerous reversals, trends among fossils seeming to go from “advanced” to “primitive”; (c) called evolution “anti-knowledge” and an “anti-theory,” i.e., a false idea of what the facts are that leads to a false idea of what the facts mean; (d) showed a group of prominent evolutionists how molecular data fit better with creationist than evolutionist thinking. 5. Classification of wind speeds is (sequential/hierarchical) ______________________, i.e., one wind category gradually blends into the next one. Classification of living things is (sequential/ hierarchical) ______________________, i.e., a “boxes within boxes” system in which each category (“box”) is separate and distinct. Separate and distinct kinds are predicted by (creation/ evolution) __________________________, so the classification of living things (does/does not) _________________________ support creation. 6. What Christian creationist biologist of the 1700s gave us our binomial system of scientific naming as well as our system of taxonomic ranks? ________________________________________________. class family genus kingdom order phylum (division) species 7. Arrange the seven taxonomic ranks, alphabetized above, in order from largest to smallest group: ____________________________, ____________________________, ____________________________, ____________________________, ____________________________, ____________________________, ____________________________.

Second Semester / Third Quarter   77

8. Which two of the taxonomic ranks in problem 7 make up a scientific name? _________________________ and ____________________________. Which comes first in the scientific name? _________________________. Which is capitalized? _____________________________. 9. “A unique combination of nonunique traits” describes the mosaic/modular/matrix concept that can be applied to defining (circle one): (a) species or created kind, (b) a higher taxonomic category, (c) both.

78   Second Semester / Third Quarter

Building Blocks in Life Science

Development: Life Before Birth, p. 84–90

Day 135

Chapter 11 Worksheet 1

Name

1. How many chromosomes are in most human cells? ____________. How many are found in a reproductive cell (egg or sperm)? _________________. 2. Give the symbols used for “sex chromosomes” in girls: _________; in boys: _________. Is it the mother’s egg or the father’s sperm that determines whether their child will be boy or girl? _______________________. 3. An egg cell (is/is not) ____________ a part of the mother’s body and (does/does not) __________________ have only her genes. A fertilized egg cell formed by union of egg and sperm (is/is not) __________________ part of the mother’s body and (does/does not) _____________________ have only her genes. 4. When does a baby inherit his or her sex, blood type, hair color, etc. (choose one): conception, first heart beat, birth, adulthood … ______________________________________ 5. If perfect dinosaur DNA were found, would that be enough to clone a dinosaur? Explain why or why not.

6. Dividing a large egg cell into many small ones is a process called _____________________________. These small, look-alike early embryonic cells can change into specialized adult cells (nerve, muscle, glands, etc.) by a process called ___________________________________, a process of “becoming different.” Some cells in the umbilical cord and adult are called adult ____________________ cells because they can “branch out” to form all the specialized cell types. All the exciting medical advances as of this writing have been made with (adult/embryonic) ______________________________ stem cells, and it seems to be only (adult/embryonic) ___________________________________ stem cells that can develop tumors. notochord

neural ridges

neural tube

somites

backbones

muscle

7. Fill in the blanks in this amazing account of early life before birth with terms from the list above: When the baby is just a flat sheet of tissue, the “future backbone” or _______________________ stimulates tissue above it to form “mountains” called _________________________. Starting in the middle, the “mountains” lean across the “valley” and touch to form a hollow _____________________________, which continues to “zipper shut” toward both the front (brain) and the back (tip of spinal cord). The developing nerve cord stimulates blocks of tissue called __________________________ to form along its length, and these develop into _______________________________ and ______________________________. Second Semester / Fourth Quarter   79

8. The change from a plant-eating, gill-breathing tadpole to insect-eating, air-breathing frog is called _______________________. Metamorphosis is guided by genes all built in ahead of time, so it is (just like/nothing like) ________________________ the hypothetical change from fish to amphibian, and is a good illustration of (evolution/entelechy) __________________________. 9. Human limbs develop somewhat like those of frogs do — but we can watch frog limbs develop in the tadpole from (bend, bud, paddle, toes—list in proper sequence): _____________ to _____________ to ____________to ______________. Toes develop as tissue between them dissolves in (frogs/people) ________________, but toes grow out from the paddle in (frogs/humans) _________________________. 10. T or F: All the organ systems of the baby have begun to develop by six weeks after conception, when the baby is only ½-inch long! 11. The best summary of life before birth was written three thousand years ago by the shepherd-warrior King David: “I will praise thee, for I am _____________________ and _________________ made” (Ps. 139:14; KJV).

80   Second Semester / Fourth Quarter

Building Blocks in Life Science

Creation, Evolution, and the Embryo p. 92–102

Day 140

Chapter 12 Worksheet 1

Name

1. In the 1860s, Ernst _______________ (the man called “Germany’s Darwin”) “fudged” his diagrams of embryos to support evolution, and his self-serving errors (are/are not) ___________ still found in textbooks today. 2. Although disproven by scientists in the 1920s, the “biogenetic law” (falsely so-called) still claims in some modern textbooks that embryonic development (“ontogeny”) retraces (“recapitulates”) presumed evolutionary stages (“phylogeny”), falsely using so-called gill slits as “evidence” for the (fish/reptile/ monkey) _____________ stage, the so-called yolk sac for the ______________________ stage, and the so-called tail for the __________________ stage. In reality, the human embryo goes through “stages of creation” like those described in Psalm 139, from (list in order: “knit together”/“unformed substance”/plan in God’s mind): ______________________ to ______________________ to ______________________. 3. Darwin’s followers once thought of the ___________________________ as the “amoeba stage” in human evolution, but scientists found the DNA in our first cell is (25%, 50%, 75%, 100%) ____________ human. 4. How do the stages in metamorphosis from tadpole to frog provide evidence against evolution and for creation? 5. Darwin and Haeckel once listed 180 “useless leftovers of evolution,” called _____________________, in the human body. Scientists have since found the distinctive human function for (30, 60, 90, 120, all 180) _____________ of these. 6. Below are several human structures once called useless evolutionary vestiges. Match each with its distinctive human function discovered by scientists: ____ a. tonsils A. first blood cells and vessels for developing baby ____ b. appendix B. form palatine tonsils, middle ear canals, thymus and parathyroid glands ____ c. thymus gland C. attachment for muscles important for human posture (and for defecation) ____ d. pineal gland D. help fight germs to prevent “sore throat” ____ e. “hair muscle” E. part of immune system and helps people to make antibodies from B cells ____ f. “yolk sac” F. makes T cells for immunity amd may function in change from adolescent to adult ____ g. “gill pouches” G. makes the hormone melatonin to regulate sleep cycle ____ h. “tailbone” H. squeezes out oil from glands in the skin

Second Semester / Fourth Quarter   81

7. Explain why no knowledgeable evolutionist could use “nipples on men” as vestigial structures. Could they be used to support the Bible’s record of Adam and Eve’s creation? If so, how?

8. Can you offer a premise why God might choose an “empty yolk sac” as the source of the baby’s first blood cells?

9. When it was first learned that most human DNA did not code for protein production, (evolutionists/ scientists) ___________ started calling it “junk DNA” and assumed it was useless. Remembering past “malpractice,” however, (evolutionists/scientists) ___________ assumed this new kind of DNA had important functions, went looking for them, and found this DNA (was indeed junk/had many important functions) _________________. 10. It’s possible that the _________________, a pouch at the end of the human large intestine, really is a “vestige” of an organ that had a more important function in our (animal/human) ___________ ancestors that God had created to eat (everything/only plants) ____________________. 11. Since Darwin’s followers want to believe evolution produced “upward, onward” changes, the evidence they need is not (vestigial/nascent) _____________________ organs losing function but (vestigial/nascent) ________________ organs gaining function, but so far (many/only a few/none) ____________ have been found.

82   Second Semester / Fourth Quarter

Building Blocks in Life Science

Bio-Logical Molecules p. 104–110

Day 148

Chapter 13 Worksheet 1

Name

1. The Bible says living things are made of (not by) “dust,” simple “earthly” substances like the hydrogen, oxygen, nitrogen, carbon, and phosphorus that make up over 95 percent of “living matter.” Write the symbols for these five kinds of atoms: _____, _____, _____, _____, _____. 2. Bonds (shared electron pairs) can be represented by lines showing atoms joined to form molecules. How many bonds are usually formed by each of these atoms? H____, O____, N____, C____, P____. One line represents a single bond (H-), two a ___________bond (O=), and three a _______________ bond, such as ________________. Using atomic symbols and bond lines, “draw” a molecule of water (H₂O), ammonia (NH₃), and carbon dioxide (CO₂):

3. Bond lines are often omitted between “functional groups” of atoms that act together. Label the functional groups below with one of these names: hydroxyl, alcohol, amine, acid: -OH______________ -COH ______________ -NH₂ _______________ -COOH ________________. 4. Molecules with different arrangements of the same kinds of atoms (like the C₆H₁₂O₆ sugars glucose and fructose) are called (isomers, polymers/monomers) ______________________, which means “same parts.” Amino acids with the same parts often come as ________________ and _______________-handed forms, “mirror images” called optical ______________-mers — but only the (left/right) _________________-handed forms are helpful to life; _______ -handed forms cause (evolution/death) ____________________. 5. Key biological molecules are long chains called (iso-, poly-, mono-) _____________-mers made up of small, repeated links called ________________________. Protein __________________ are made of ________________ monomers; wood and starch _________________________ of ____________________ monomers, and DNA/RNA of nucleotide ______________________. What common molecule is subtracted (released on “split out”) when monomers join to form polymers? _____________________. What molecule added to long chains (polymers) breaks them down or “digests” them into single links (monomers)? __________________________________.

Second Semester / Fourth Quarter   83

6. What molecule adds “life” to living cells by moving other molecules around so they can interact? ___________. Moving water molecules can “jump out of a glass,” causing the familiar process called ____________________. Bombardment by water molecules causes small particles (colloids) visible under the microscope to “dance around” at random, a vibration called _______________ motion, and the “random dance” goes faster if the water is (hot/cold) ___________. Unfortunately, the motion of water molecules that makes life possible by bringing molecules together also makes (life/death) _______________ occur as big molecules and structures (evolve/are destroyed) ____________________. 7. Heat causes individual water molecules and particles in Brownian motion to move at random (“random thermal motion”), going nowhere in particular. But God uses this “chaotic” motion of individual particles to move groups of molecules in a definite direction at a definite rate to a definite end point — a process called (diffusion/osmosis/chaos) _________________. The direction of diffusion is from (packed to scattered/scattered to packed) ____________________________, i.e., from (high to low/low to high) _____________________ concentration. The rate of diffusion is faster in (warm/cool) __________ water and for (larger/smaller) _____________ particles. When particles are equally scattered out (like sugar in coffee), diffusion (movement of the group) (ends/continues) ______________, but movement of the individual water molecules and Brownian particles (ends/never ceases) ________________at “life temperatures.” 8. The diffusion of water through a membrane that holds back dissolved particles (solutes) is called ______________. A typical cell is about 80% water and 20% dissolved solutes, so a cell in distilled 100% water will (swell/shrink) ________________, becoming (firm/wilted) ______________ if it’s a plant cell with a wall but possibly (exploding/crinkling up) ____________________ if it’s human or animal.

84   Second Semester / Fourth Quarter

Building Blocks in Life Science

Living Cells p. 112–116

Chapter 14 Worksheet 1

Day 151

Name

1. Bio-logical molecules can only interact to produce “life” when they are organized into special “compartments” called _____________________________. Cells have a central, DNA-containing _______________________, cytoplasm, and plasma membrane, which, in plant cells is surrounded by a woody ___________________________________. membranes

enzymes

ATP

DNA

water

2. Above are five basic “working parts” of living cells. Using some more than once, relate the “cell parts” above to descriptions below: _________________ a. regulate what gets in and out of the cell _________________ b. large proteins with “active sites” that hold molecules with matching shapes for speedy reaction _________________ c. pass hereditary instructions from one generation to the next _________________ d. consist of proteins in a phospholipid bilayer _________________ e. used as a code to “tell” the cell how to make proteins, including enzymes _________________ f. provide energy to make “build up” reactions go faster than “break down” _________________ g. select which molecules get an “energy boost” _________________ h. provides the motion to molecules that make life possible _________________ i. provides the motion that destroys structure and can bring death 3. Describe how enzymes and ATP depend on each other.

4. Describe how enzymes and DNA depend on each other.

5. It takes creative design and organization to turn nonflying parts into a “flying machine” (airplane). What does it take to turn nonliving parts into a living cell? ________________________________________ ___________________.

Second Semester / Fourth Quarter   85

6. When matter making life without “outside help” (spontaneous generation) was scientifically disproven by the famous creationist biologist ____________________________________________, how did Darwin’s followers respond?

7. Scientists have only observed life coming from life. Creationists agree, adding that the first life came from the life of _________________________________. So life came (before/after) _____________________________ matter (contrary to popular opinion!), and living things are made OF chemicals but NOT ____________________ chemicals.

86   Second Semester / Fourth Quarter

Building Blocks in Life Science

Chemical Evolution p. 118–122

Day 155

Chapter 15 Worksheet 1

Name

1. The belief that time, chance, and the properties of matter produced life grew out of (scientific discoveries/materialistic philosophy) ___________________________________, and the growing belief that chemical evolution occurred way out in space and way back in time (“in a galaxy far, far away long, long ago”) is currently based on (good science/good story telling) _________________ ________________. However, belief that chemicals made life through five stages (simple molecules — monomers — polymers — droplets — cells) is firmly supported by all these except (choose one): (textbooks, television specials, testimonials of famous people, computer graphics, scientific evidence) ___________________________________. 2. Miller’s spark chamber has been used since the 1950s to indoctrinate millions of students worldwide that chemicals could make life (only with/without any) ___________________ “outside help” from God or intelligent design. a. What’s wrong with his starting materials (CH₄, NH₃, H₂, no O₂)?



b. What’s wrong with his conditions (spark and trap)?



c. What’s wrong with his results (amino acids)?

3. Long ago Miller accepted the evidence that his spark chamber experiment (did/did not) ______________ support chemical evolution. He tried other starting materials and conditions: these also seemed to (prevent/promote) ___________________ belief that chemicals produced life. 4. Fox heated a mixture of amino acids to 175°C or 357°F and produced protein-like molecules. a. Did he start with (choose one): (1) Miller’s “primordial soup,” or (2) purified, left-handed amino acids extracted from living things? ___________ b. Do the extremely dry and hot conditions he used sound like conditions he claimed to mimic: hot rocks along a seashore? (yes/no) ____________ c. Could any of Fox’s “proteinoids” take the place of a protein in a living cell, or work in series to build complex molecules like protein enzymes in a cell’s metabolic pathways? (yes/no) ____________

Second Semester / Fourth Quarter   87

5. When Fox put his “proteinoids” in water, they formed droplets (microspheres, coacervates, or “protocells”). Fox’s so-called proto-cell droplets (T or F) ____ a. could keep “good” molecules inside and “bad” molecules outside, much like a living cells do; ____ b. could divide like a living cell into two identical daughter cells with the same DNA code; ____ c. could fuse, two drops forming one, just like matching egg and sperm cells unite to “multiply after kind”; ____ d. actually resemble living cells far, FAR less than they resemble droplets atop noodle soup; ____ e. would prevent, not promote chemical evolution by absorbing “wrong” molecules and dividing and fusing at random. 6. A “cup of road kill” or can of sardines has the right molecules in the right place and right amount to form life, but, according to a famed chemical evolutionist, the “missing ingredient” needed to bring “road kill molecules” to life is (choose one: more energy, enzymes, DNA, chance, an orderly mechanism): ___________________. However, what separates a living cell from a droplet of even biological molecules is NOT substance (material things) but ___________________, and organization requires thought and goal-directed action, i.e., plan, purpose, and special acts of ___________________. When molecules start doing “what comes naturally,” the result is (evolution/ death) ___________________.

88   Second Semester / Fourth Quarter

Building Blocks in Life Science

Evidence of Creation? p. 124–130

Day 158

Chapter 16 Worksheet 1

Name

1. The popular slogan “Evolution is science; creation is faith” is (obviously the absolute truth/nearly exactly the opposite of the truth) __________________________ and is meant to (start/stop) __________________ discussion of scientific evidence. 2. Without seeing either the creator or the creative act, is there any way a scientist could tell whether an object were produced by time and chance or plan and purpose? Explain.

3. From viruses to people, living systems have _____________ molecules for heredity and __________ for structure and function. Proteins are long chains of ______________ and DNAs are long chains of __________________ (GCAT) strung out along sugar-phosphate (SP) backbones. Darwin’s followers hoped the natural reaction between acids and bases could produce life, but natural base-acid reactions would (create/destroy) ___________________ the genetic code and (prevent/promote) _____________________ chemical evolution. 4. DNA’s genetic code uses (how many?) ________________ of its GCAT bases to code for one of a protein’s amino acids? All amino acids have the (same/different) _____________________ amine (-NH₂) and acid (-COOH) groups, so the DNA triplet codon specifically identifies the _________-group that makes each amino acid unique. But an R-group can be almost anything chemically (base or acid, short or long, single or double ring, etc.). There are (lots of/absolutely no) _____________chemical reasons for a series of bases (taken three at a time) to line up a series of R-groups, so throwing “life” by chance is like trying to throw a (6, 12, 13) _____ on a pair of dice — the possibility is not there, so the chance is (nearly zero/absolutely 0) _________________ and “zillions” of years make the chance (much better/still absolutely zero) _______________. What we know about the laws of chemistry suggests life was (made by/imposed on) _________________ matter by (time, chance, and evolution/plan, purpose, and special acts of creation) ______________________________. 5. DNA and RNA both have the “genetic alphabet letters” (GCAT or GCAU), but (neither/both) _______ has the genetic code. The three-letter code names for amino acid R-groups (are/are NOT) ____________ found within the equally spaced bases of DNA or RNA; they are imposed on base sequences by large cellular particles called ________________________, each composed of 50 or so proteins and 3 huge ribosomal RNA (rRNA) molecules. Since it takes specific proteins to make the code to make specific proteins, which came first? (time, chance, and evolution/plan, purpose, and God) ____________________________________.

Second Semester / Fourth Quarter   89

6. Which kind of RNA molecule brings the correct amino acid to its ribosomal coding slot? (mRNA/ rRNA/tRNA) ___________. What astonishing molecule — one that “translates” DNA “base language” and protein “R-group language” — is absolutely required to unite the tRNA having the proper triplet base code with the amino acid having the corresponding R-group? _________________________. Each of the sets of at least 20 amazing five-site “translase” enzymes has three chemical sites that, by themselves, would unite any amino acid with any tRNA, thus (encouraging development of/absolutely destroying) ______________________________ the genetic code and (preventing/promoting) ______________________ chemical evolution. The other two sites on each “translase” impose a nonchemical coding relationship between the _______________ of amino acids and the ____________ of tRNAs, two groups that (never/naturally) _________________ unite directly and their direct chemical union would (evolve/destroy) ____________________ the code. 7. If you saw a grocery list written in pencil on paper, would you assume the coded information (grocery list) (a) evolved by chance over millions of years due to the natural chemical attraction of pencil lead (graphite) and paper, or (b) was written with a purpose? ____ Is it more scientifically logical to conclude the DNA protein coding system (evolved/was created) _______________?

90   Second Semester / Fourth Quarter

Building Blocks in Life Science

Origin and Operation p. 132–136

Chapter 17 Worksheet 1

Day 161

Name

1. Looking at the operation of DNA protein translation in detail may provide clues to life’s origin: Did the molecules put themselves together by time, chance, and natural chemical reactions, as (creationists/evolutionists) _____________ suggest, or were they organized by a plan giving them a coding purpose beyond anything chemicals can produce, as suggested by (creationists/evolutionists) ________________________? GGA-pro (proline)

CAT-val (valine)

CTT-glu (glutamic acid)

2. Above are DNA triplet code names for amino acids pro, val, and glu (each abbreviated by three letters from its chemical name). What DNA base sequence would code for pro-glu-glu, the amino acids at positions 5-6-7 in normal hemoglobin (HbA)? ___________. What series of amino acids would be found in those positions in sickle-cell hemoglobin (HbS) produced by the mutant DNA sequence GGACATCTT? __________________. 3. DNA bases have interlocking shapes forming base pairs G-C and __-__. In RNA, U pairs like T, so interlocking DNA-RNA bases are G-C and __-__. DNA makes “messenger RNA” (mRNA) by DNA-RNA base-pairing, so the DNA for HbA (GGACTTCTT) would make mRNA sequence ___________________; the DNA for disease-causing HbS (GGACATCTT) would make mRNA sequence ____________________. 4. Since the bases of both DNA and RNA are equally spaced, the triplet base coding system (does/ does not) _________ come from natural chemical spacing. Coding is imposed on mRNA by ______________, huge particles that have two sites side-by-side, each exactly the right size and shape to hold three and only three bases. Ribosomes include 50 specific proteins, meaning it takes specific _____________ to establish the code for making specific _______________ — and that requires the goal-oriented planning ahead expected by (creationists/evolutionists) _____________________. 5. Amino acids are brought to their ribosome-bound triplet codons by _________________. Triplet “anticodons” of tRNA unite with mRNA codons by _______________, a natural chemical reaction based on interlocking base shapes. But tRNA (can/cannot) _____________ pick up the amino acid matching its triplet anti-codon without the help of “code-cracking” DNA/protein (base/R) protein “translating enzymes” called _____________________________. tR N A

GLU

6. At right is the five-site activating enzyme or “translase” that unites glutamic amino acids having a “square” R-group (in this diagram!) with the clover-leaf-shaped tRNA having anticodon CUU (for real!). The enzyme uses ATP energy (site #___) to pair the “stem tip” sugar of tRNA (site #___) with the acid part of the amino acid (site #___). (Use this diagram for #7 below also.)

C U

5

1

U

3 ATP

SP

EC

IF

IC

T A C T I VA

4

EN ING

2 ZYM

E

CUU-glu TRANSLASE

Second Semester / Fourth Quarter   91

7. These three sites are (the same/different) ________________ for every tRNA-amino acid pair, and the natural chemical reactions they promote would, by themselves, (establish/destroy) ________________ the genetic code. Coding depends on relating the CUU anti-codon of tRNA (site #___) to the (square here) R-group for the amino acid glu (site #___), but these coding sites (naturally pair up/never touch)__________________, and if they did, their direct pairing would (create/destroy)__________________ the genetic code. Most protein enzymes “just” speed up selected chemical reactions, but translase enzymes impose a coding relationship that, (like/unlike) ________________ base pairing, has (a simple/absolutely no) _______________ basis in natural chemical attraction. Furthermore, each tRNA/amino acid (triplet/R-group) pair uses (the same/a different) _________________ translase, so using base sequences to line up amino acids requires (only one/at least 20) _______________ translase proteins and another 50 proteins in ribosomes to encode mRNA, i.e., it takes at least 70 highly specific, multi-site proteins to enable a cell to use one base sequence to make one protein, no problem for (natural chemical reactions/goal-oriented plan and purpose) _______________________________, starkly clear evidence that “(the devil/God) _______ is in the details” and life is the result of (creation/evolution) _________________, a gift of _________ life. 8. The DNA-protein coding plan was established by completed, “supernatural” (nonrepeating) acts in the past, evidence that God is (Creator/Sustainer) _______________; details of the continuing, “natural” (repeating) process of DNA-protein translation shows God as _________.

92   Second Semester / Fourth Quarter

Building Blocks in Life Science

“Transcendent Simplicity”: and “Kind of Order” p. 138–142

Day 165

Chapter 18 Worksheet 1

Name

1. “IN GOD WE TRUST,” America’s national motto, can be pressed into coins, printed on paper money, written in pencil, typed on a computer, stitched into a pillowcase, etc. In any case, the “coded information” in this motto was (produced by/imposed on) __________________ the material that carried it by (time, chance, and the properties of matter — TCM/plan, purpose, and acts of creation — PPC) _________. The differences between the two kinds of order (TCM vs. PPC) are easily recognized every day by (just scientists/everybody) __________________________ on the basis of (blind faith/logic and observation) ___________________. Even evolutionists would accept all the following as examples of created codes imposed on matter except (choose one): a. Egyptian picture writing (human creation), b. deliberate signals from outer space (alien creation), c. DNA-protein coding as the basis for life (God’s creation) _____________. 2. Circle each item below that provides direct and positive scientific evidence that DNA-protein coding has the created kind of order that results from plan, purpose, and creative acts imposing patterns of order on matter that molecules could never make themselves: a. _Base-acid and the many other natural reactions between DNA and protein destroy the coding relationship. b. _Since DNA-protein coding is not based on anything molecules do naturally, waiting a loooong time for a very lucky chemical accident to make the code is like waiting to win the lottery without buying a ticket (or trying to throw 13 on a pair of dice). c. _Unlike systems that must evolve one little step at a time, created systems can start with “complex prerequisites” — like DNA-protein coding requires ribosomes with 50 proteins to impose the triplet coding system on mRNA and 20 “translase” enzymes to relate those triplets to the proper amino acid R-group: specific proteins needed to make the first specific protein, then many more — and this requires (no/lots of) _________ energy and complex raw materials (continuously/at the start) ____________. 3. Surprisingly, Darwin’s followers often use the spontaneous formation of ordered ice crystals in freezing water to “prove” order in DNA and proteins could also occur without “God’s help.” But … (T or F) ______ a. Natural chemical attractions form ice but destroy DNA-protein coding. ______ b. An ice cube split in half still cools soda; a protein or DNA split in half loses all functions. ______ c. Ice is formed by cooling water; it takes a continuous stream of raw materials and energy to form DNA or proteins. ______ d. Ice has simple repeat pattern order; DNA and protein have “specified complexity” with high information content. ______ e. It takes deep scientific ignorance to claim the order in ice crystals is like that in DNA and protein. ______ f. DNA and protein have the created kind of order; ice crystals have the spontaneous kind produced by water molecules doing what comes naturally at freezing temperatures.

Second Semester / Fourth Quarter   93

Crick

Dawkins

Denton

Hoyle

Lipson

4. Well-known scientists (above) who do not claim to be creationists still recognize the evidence of creation in living cells. Match alphabetized names with statements (paraphrased) they made. __________ a. Evolution became a scientific religion, and many scientists will bend their observations to fit with it. __________ b. Chemical evolution on earth is impossible; life was seeded here from outer space. __________ c. I don’t believe there’s any evidence of creation, but if there were, the “creator” would be aliens, not God. __________ d. There must be a God; the odds of getting life by chance is like a tornado going through a junkyard assembling a Boeing 747 jumbo jet. __________ e. The inference to design is based on a ruthlessly consistent application of logic; Paley was right—design implies a Designer.

94   Second Semester / Fourth Quarter

DNA and Reproduction p. 144–150

Building Blocks in Life Science

Day 168

Chapter 19 Worksheet 1

Name

1. DNA’s base pair replication is the basis for all “reproduction after kind.” But is DNA truly a selfreproducing molecule? Explain.

UV

nuclease

polymerase

ligase

DNA

cancer

2. Use the words above to fill in this account of DNA repair: Repair enzymes can prevent skin ___________ in cells whose __________ has been damaged by ___________ radiation. One enzyme, a ___________, recognizes and cuts out the damaged DNA strand; the next, a ______________, forms a new DNA polymer base-paired against the non-damaged DNA strand; then the final enzyme, a ____________, ties or ligates the new strand into the main chain. PTL! 3. Use shapes formed by a pair of hands to help explain how God could use only two thousand genes to make antibodies with one million different “grabbers” to block poisons, germs, etc., to preserve life.

4. A phage virus keeps its (DNA/protein) ____________ inside its geometric “head.” When its (feeler/ injector) __________ proteins lock into docking receptors on a bacterial cell wall, (feeler/injector) _________________ proteins contract and “shoot” viral DNA into the cell. The viral DNA can “splice” itself into bacterial (DNA/proteins) ________________, adding helpful genes, which may have been the virus’s created purpose (before/after) _____________ sin. After sin, random genetic changes called _____________________ alter feeler-docking proteins and otherwise (improve/corrupt) _________________ viral-cell relationships, so injected viral DNA can cause a cell to (explode/evolve) ________________. Mutations in other viruses could allow them to get into certain human cells, causing (disease/evolution) _________________. 5. All life is a gift of God’s life, and that means, contrary to popular opinion, that (mind/matter) ______________ formed (mind/matter) _________________, not the other way around.

Second Semester / Fourth Quarter   95

Creation

Corruption

Catastrophe

Christ

6. Relate “4 Cs” of biblical history to many different aspects of life science indicated below: _____________a. Darwin’s “war of nature … famine and death” _____________b. mutations _____________c. using the many specific proteins in ribosomes and “translases” to establish DNA code for making specific proteins _____________d. shuffling melanin control genes to produce all variations of human skin tone in one generation _____________e. radically changed Earth’s weather and soil conditions and mutations perhaps help explain why God allowed meat eating _____________f. increased mutation rates and disease, possibly led to decreased life spans _____________g. using “trained viruses” and other gene carriers to cure genetic diseases, setting right what once went wrong _____________h. using research on adult stem cells to bring healing and restoration, following Jesus’ example 7. “What we see in God’s world agrees with what we read in God’s Word.” What’s your favorite example from this book illustrating the principle above — the one you would most like to share with others?

96   Second Semester / Fourth Quarter

Building Blocks in Life Science

Critical Thinking Questions

Day 173

Chapter 1-19 Worksheet 1

Name

1. How does an understanding of created kinds of species help to explain the diversity of life we see around the world today with the biblical history of the Great Flood? Be sure to include how sister species and mutations may have impacted this process.

2. Why is it vitally important that scientists learn about DNA in terms of future innovations and advancements in medicines and treatment of some diseases or medical conditions?

3. Having learned the processes of human development following conception, what does the process reveal to you about the mysteries and meaning of life vs. scientific definitions of when life begins in the womb?

4. Each of us is a unique combination of genetic traits — often being able to see specific traits continue within numerous generations of a family. Consider this at a deeper level in terms of the creation of man, how sin impacted the world, and ultimately our bodies and future. Explain what this insight means to you.

Second Semester / Fourth Quarter   97

5. Has learning about the intricacies of life helped you to appreciate life in all its forms even more? Explain in what ways — and if not, why not.

6. The author used the metaphor of an arrowhead and a pebble to discuss proof of creation. Simplify his argument in three or four sentences. Then briefly discuss whether this metaphor is an appropriate one and why.

98   Second Semester / Fourth Quarter

Quizzes and Test for Use with Science of Life: Biology

99

Q

Building Blocks in Science Quiz 1 Concepts & Comprehension

Scope: Chapters 1–6

Total score: ____of 100

Name: Date:

Matching (3 Points Each Answer) 1.

Genesis 1:1 1 Peter 3:15 1 Timothy 6:20 _________________ a. “In the beginning God created the heaven and the earth.” _________________ b. “. . . avoiding profane and vain babblings of science falsely so-called . . .” _________________ c. “Be ready always to give an answer to every man that asketh you a reason of the hope that is in you.”

2.

Creation Corruption Catastrophe Christ _________________ a. “ The invisible things of him from the creation of the world are clearly seen . . .” (Rom. 1:20; KJV). _________________ b. “. . . there shall be no more death . . .” (Rev. 21:4). _________________ c. “. . . the creation itself will be set free from its bondage to decay . . .” (Rom. 8:21; RSV). _________________ d. “In the six hundredth year of Noah’s life . . . all the fountains of the great deep were broken up” (Gen. 7:11). _________________ e. Fossils are found as billions of dead things buried in rock layers laid down by water all over the earth. _________________ f. Mutations (chance changes in DNA and heredity following sin) have produced birth defects, diseases, disease organisms, and even death. _________________ g. Practicing biblical principles, medical doctors, and others can heal and set right things man’s sin ruined in God’s perfect creation. _________________ h. Just like it takes plan and purpose to combine nonflying parts to make a flying airplane, it takes plan and purpose to put nonliving molecules together to form a living cell.

3. Firsts: dinosaurs fruits stars birds death continent List the six things above in the order of their appearance in history according to: Creation _______, _______, _______, _______, _______, _______ Evolution _______, _______, _______, _______, _______, _______ Fill-in-the-Blank Questions: (3 Points Each Blank) 4. Classic creationists and evolutionists agree that absolute truth lies beyond the reach of finite and fallible mankind, but creationists believe the absolute truth that sets people free from the limits of space, time, and culture can be found ____________________. Multiple Choice Questions: (2 Points Each Question) 5. A theory can begin with a hunch, dream, wishful thinking, educated guesses, or blind luck, but a theory can be called scientific if and only if _______. a. most scientists agree with it b. it contains no reference to God or design or anything that might be called religious c. it is a proven fact d. it is supported by observations and/or experiments made repeatedly by many scientists (and challenged by little or no contradictory evidence) e. all the above 101

6. “Creation is religion; evolution is science.” This often-repeated statement best represents the triumph of _______. a. reason b. open-mindedness c. propaganda d. scientific method e. biblical interpretation f. constitutional law g. all the above 7. Scientific theories are defended by open discussions of evidence, but nonscientific evolutionary belief may be defended in American classrooms by _______. a. censoring opposing evidence b. threatening grades of students who oppose evolution c. intimidating teachers who allow open discussion d. using lawyers to enforce a false view of separating church and state e. all of the above 8. The “weapons” for waging the “War of the World Views” should be _______. a. lawyers and courts b. majority opinion c. censorship d. persuasion e. propaganda f . all of the above Multiple Answer Questions: (2 Points Each Answer) 9. Name two things that happened after Noah’s flood that made it hard for dinosaurs to continue living into the present. a. b. Short Answer: (4 Points) 10. Explain differences between empirical vs. circumstantial evidence, and relate these to differences between methods used by scientists vs. historians.

11. Since both creationists and evolutionists are looking at the same scientific evidences in the present, why do they come to such different conclusions about what happened in earth’s past?

Applied Learning Activities:: (4 Points) 12. Write one question you’d like to see scientists answer, and write one question important to you that scientists cannot answer.

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Building Blocks in Science Quiz 2 Concepts & Comprehension

Scope: Chapters 7–13

Total score: ____of 100

Name: Date:

Matching: (2 Points Each Answer) 1._ ____ Komodo dragon a. friendly, six-foot (two m), Australian vegetarian lizard _ ____ goanna b. kill people every year in Australia; called “live dinosaurs” on some Florida billboards _ ____ crocodile c. ten-foot (three m) monitor lizard that kills and eats goats and pigs _ ____ 50-foot fossil croc d. weighed more than T. rex _ ____ tuatara e. the very dinosaur-like “beakhead lizard” of New Zealand 2. Match the creatures below with descriptions that relate them to discussions of dinosaurs/dragons in history: _ ______ a. dragon on flag A. China _ ______ b. dinosaur eggs raised for emperor B. Wales _ ______ c. live dinosaur kept for worship C. Nebuchadnezzar _ ______ d. shoots out hot gases D. St. George _ ______ e. huge fish thought extinct with dinosaurs E. coelacanth _ ______ f. slew dragon in England matching dinosaur fossils there F. bombardier beetle _ ______ g. grove of “dinosaur trees” thought extinct G. graptolite _ ______ h. thought extinct five times longer than dinosaurs, alive off H. Woolemi Australia _ ______ i. swimming reptile, possibly plesiosaur I. Malachite Man _ ______ j. human fossils reported from Morrison “dinosaur formation” J. Paluxy Man _ ______ k. controversial tracks of dinosaurs and man (?) together K. Loch Ness monster _ ______ l. flying reptile seen by Greek historian, Herodotus L. pterodactyl _ ______ m. pictographs and petroglyphs M. dinosaur rock art Identify: (2 Points Each Answer) 3. Mark the following evidences about dinosaurs as empirical (E) or circumstantial (C). ______ a. identifying a fossil as a dinosaur femur (thigh bone) ______ b. concluding a dinosaur fossilized in the wake of an asteroid impact 65 mya ______ c. some dinosaurs using sounds to coordinate pack hunts ______ d. evidence for a “dinosaur age” being strongly influenced by world view ______ e. the Bible and writings of other cultures including descriptions of dinosaurs seen by people. Fill-in-the-Blank Questions: (3 Points Each Blank) 4. According to a highly publicized group of evolutionists, dinosaurs did not become extinct; instead they sprouted _______________ and became _________________. 5. God created all animals to eat only plants, but some animals began to eat meat after struggle and death were brought into God’s world by __________________. Although some may have begun earlier, God gave man permission to eat meat after ______________________. 6. Climate changes and overhunting by people may have caused the final extinction of ________________ that got off the ark, but reports like those of Mokèlé-mbèmbé suggest some __________________ may still be alive.

103

Multiple Answer Questions: (2 Points Each Answer) 7. Use dinosaurs as “Missionary Reptiles” by illustrating each of the four Cs of earth history with something about dinosaurs: a. Creation: b. Corruption: c. Catastrophe: d. Christ: 8. a. Who gave us the name “dinosaur” in 1841?

b. What does that name mean?

9. Cite three environmental changes after the Flood that may have made dinosaur survival difficult: a. b. c. Short Answer: (3 Points Each) 10. Why do Christians need to learn about dinosaurs?

11. Explain why “behemoth” is probably a long-necked dinosaur and not a hippo or elephant.

12. Was there room for two of every kind of land dinosaur on Noah’s ark? Explain.

13. What reasons might a scientist give for considering the current definition of “dinosaur” a bad one?

14. Can you think of a term that includes swimmers and flyers along with land dinosaurs in a single group of rare or extinct reptiles?

15. What should you do when you hear some new claim that seems to contradict the Bible?

104

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Building Blocks in Science Quiz 3 Concepts & Comprehension

Scope: Chapters 14–20

Total score: ____of 100

Name: Date:

Matching: (4 Points Each Answer) 1. Match the false claims for evolution below with what they turned out to be: _ ______ a. Neanderthal “cave man” A. fossil pig’s tooth _ ______ b. Blacks and Aboriginals B. human and ape bones in a gravel deposit _ ______ c. Piltdown Man C. a hoax that fooled experts over 40 years _ ______ d. Java Man D. fossils of people _ ______ e. Nebraska Man E. living people in the one human race Fill-in-the-Blank Questions: (4 Points Each Answer) 2. In the absence of evidence for rock movement, it makes sense that rock layers (strata) on the bottom are __________________. The difference in age (time since deposition), however, (may/ must be) ___________________________. Creationist Flood geologists and evolutionists agree that Jurassic dinosaur fossils are usually older than human fossils, but creationists suggest they are __________________ older and that both were living on earth at the same time before they were buried rapidly one after one another during __________________. 3. Creationists of the last generation won the “science wars” over “cave men,” races, and Piltdown, Java, and Nebraska Man. This generation faces the African fossils called _______________, which means “southern apes.” They became famous in 1959 when the Leakey family found a __________-like skull in a rock layer with _____________. When Richard _______________ later found human bones in a lower layer, it seemed the tools were used _______the former “owner” of the skull. The fossil remains that were once called “Peking Man” may also have been man’s _______________. True and False: (2 Points Each) 4. Concerning ape and human classification, mark the following true (T) or false (F): ______ a. Humans and apes are both put in order Primates because both have flat fingernails and forward-looking eyes with 3-D vision. ______ b. It’s common features, not common ancestry, that allow scientists to group people with primates. ______ c. Among deeper fossils, boundaries between kinds should blur, say evolutionists, and stay the same, say creationists. The evidence supports creationists. ______ d. Our system of classification was made up by evolutionists, but “pirated” by creationists, beginning with Linnaeus. 5. Mark the following true (T) or false (F) Concerning the Neanderthal fossils often called “cave men”: ______ a. Neanderthals were once considered “ape-men” because the first fossils found had bone diseases and abnormalities. ______ b. Scientists have linked Neanderthal bone diseases to such things as vitamin D and iodine deficiencies and very old age. ______ c. The brain volume of Neanderthals was a bit larger than that of the average American’s. ______ d. Brain casts showing Broca’s area for speech, their superb cave art, and ceremonial burial suggesting belief in an afterlife all indicate the Neanderthals had a fully human level of intelligence. ______ e. Neanderthals intermarried with Cro-Magnon “cave men,” who are readily accepted as Homo sapiens by all leading evolutionists. 105

______ f. Most scientists today, even evolutionists, classify Neanderthals as Homo sapiens, indicating they are no different from us than an Asian. 6. Mark these true (T) or false (F). “Java Man” ______ a. was given the name “Pithecanthropus,” literally meaning “ape-man.” ______ b. consisted of a skull and leg bone found 50-foot (1 m) apart in a gravel deposit. ______ c. was later rejected by its “discoverer” (“inventor”?), DuBois, who finally admitted finding a fully human skull in the same deposit. ______ d. was accepted as “proof for evolution” by many Christians, which should warn Christians today not to compromise the never-changing, infallible Word of the infinite God with the ever-changing, fallible words of finite man. Short Answer: (3 Points) 7. What makes “Nebraska Man” both the “biggest scientific blunder” and “greatest propaganda victory” for evolutionists?

8. How is human language an expression of God’s image in us, unlike animal communication?

9. “People must live by faith; they can do no other.” Explain how the life of faith reflects God’s image in us, separating us from both our Creator above and other creatures below.

10. How do faith, fact, and feeling relate in the person who is truly happy or blessed?

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Building Blocks in Science Concepts & Comprehension

Test 1

Scope: Chapters 1–20

Total score: ____of 100

Name: Date:

Matching: (1 Points Each Answer) 1.

2. _ _ _ _ _ _ _ _ _ _ _ _ _

Creation Corruption Catastrophe Christ _________________ a. “The invisible things of him from the creation of the world are clearly seen . . .” (Rom. 1:20; KJV). _________________ b. “. . . there shall be no more death . . .” (Rev. 21:4). _________________ c. “. . . the creation itself will be set free from its bondage to decay . . .” (Rom. 8:21; RSV). _________________ d. “In the six hundredth year of Noah’s life . . . all the fountains of the great deep were broken up” (Gen. 7:11). _________________ e. Fossils are found as billions of dead things buried in rock layers laid down by water all over the earth. _________________ f. Mutations (chance changes in DNA and heredity following sin) have produced birth defects, diseases, disease organisms, and even death. _________________ g. Practicing biblical principles, medical doctors, and others can heal and set right things man’s sin ruined in God’s perfect creation. _________________ h. Just as it takes plan and purpose to combine nonflying parts together to make a flying airplane, it takes plan and purpose to put nonliving molecules together to form a living cell. Match the creatures below with descriptions that relate them to dinosaurs/dragons: ______ a. dragon on flag A. China ______ b. dinosaur eggs raised for emperor B. Wales ______ c. live dinosaur kept for worship C. Nebuchadnezzar ______ d. shoots out hot gases D. St. George ______ e. huge fish thought extinct with dinosaurs E. coelacanth ______ f. slew dragon in England matching dinosaur fossils there F. bombardier beetle ______ g. grove of “dinosaur trees” thought extinct G. graptolite ______ h. thought extinct five times longer than dinosaurs, alive off H. Woolemi Australia ______ i. swimming reptile, possibly plesiosaur I. Malachite Man ______ j. human fossils reported from Morrison “dinosaur formation” J. Paluxy Man ______ k. controversial tracks of dinosaurs and man (?) together K. Loch Ness monster ______ l. flying reptile seen by Greek historian, Herodotus L. pterodactyl ______ m. pictographs and petroglyphs M. dinosaur rock art

3. Firsts: dinosaurs fruits stars birds death continent List the six things above in the order of their first appearance in history according to: Creation _______, _______, _______, _______, _______, _______ Evolution _______, _______, _______, _______, _______, _______ 4. _ _ _ _ _

Match the false claims for evolution below with what they turned out to be: ____ a. Neanderthal “cave man” A. fossil pig’s tooth ____ b. Blacks and Aboriginals B. human and ape bones in a gravel deposit ____ c. Piltdown Man C. a hoax that fooled experts over 40 years ____ d. Java Man D. fossils of people ____ e. Nebraska Man E. living people in the one human race 107

5. Mark the following evidences about dinosaurs as empirical (E) or circumstantial (C). ______ a. identifying a fossil as a dinosaur femur (thigh bone) ______ b. concluding a dinosaur fossilized in the wake of an asteroid impact 65 mya ______ c. some dinosaurs used sounds to coordinate pack hunts ______ d. evidence for a “dinosaur age” is strongly influenced by world view ______ e. the Bible and writings of other cultures include descriptions of dinosaurs seen by people. Fill-in-the-Blank Questions: (2 Points Each Answer) 6. Classic creationists and evolutionists agree that absolute truth lies beyond the reach of finite and fallible mankind, but creationists believe the absolute truth that sets people free from the limits of space, time, and culture can be found ____________________. 7. God created all animals to eat only plants, but some animals began to eat meat after struggle and death were brought into God’s world by __________________. Although some may have begun earlier, God gave man permission to eat meat after ______________________. 8. According to a highly publicized group of evolutionists, dinosaurs did not become extinct; instead they sprouted _______________ and became _________________. 9. Climate changes and overhunting by people may have caused the final extinction of ________________ that got off the ark, but reports like those of Mokèlé-mbèmbé suggest some __________________ may still be alive. 10. Creationists of the last generation won the “science wars” over “cave men,” races, and Piltdown, Java, and Nebraska Man. This generation faces the African fossils called _______________, which means “southern apes.” They became famous in 1959 when the Leakey family found a __________-like skull in a rock layer with _____________. When Richard _______________ later found human bones in a lower layer, it seemed the tools were used _______the former “owner” of the skull. The fossil remains which were once called “Peking Man” may also have been man’s _______________. Multiple Choice Questions: (2 Points Each Question) 11. A theory can begin with a hunch, dream, wishful thinking, educated guesses, or blind luck, but a theory can be called scientific if and only if _______________. a._ most scientists agree with it b._ it contains no reference to God or design or anything that might be called religious c._ it is a proven fact d._ it is supported by observations and/or experiments made repeatedly by many scientists (and challenged by little or no contradictory evidence) e._ all the above 12. The “weapons” for waging the “War of the World Views” should be _______________. a._ lawyers and courts b._ majority opinion c._censorship d._persuasion e._propaganda f ._ all of the above

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Multiple Answer Questions: (3 Points Each Answer) 13. Name two things that happened after Noah’s flood that made it hard for dinosaurs to continue living into the present. a. b. Short Answer: (3 Points) 14. Explain differences between empirical vs. circumstantial evidence, and relate these to differences between methods used by scientists vs. historians.

15. Since both creationists and evolutionists are looking at the same scientific evidences in the present, why do they come to such different conclusions about what happened in earth’s past?

16. Explain why “behemoth” is probably a long-necked dinosaur and not a hippo or elephant.

17. Was there room for two of every kind of land dinosaur on Noah’s ark? Explain.

18. What should you do when you hear some new claim that seems to contradict the Bible?

19. What makes “Nebraska Man” both the “biggest scientific blunder” and “greatest propaganda victory” for evolutionists?

20. How is human language an expression of God’s image in us, unlike animal communication?

109

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Building Blocks in Life Science Concepts & Comprehension

Quiz 1

Scope: Chapters 1–8

Total score: ____of 100

Name: Date:

Matching (3 Points Each Answer) 1.

Creation Corruption Catastrophe Christ _________________ a. Flood conditions are ideal for forming fossils. _________________ b. Many defects and diseases result from chance changes in heredity called mutations. _________________ c. Adaptations are design features that suit each organism for its special role in the web of life. _________________ d. Land animals saved on the ark and the immune system healing deadly infections both illustrate God’s deliverance from death and disaster.

2.

genetic drift specialization reproductive isolation genetic bottleneck founder effect mutations _________________ a. Only a few members of a species with a large gene pool survive a major disaster (e.g., animals aboard the ark) _________________ b. Several small groups separate from a large population, each with percentages of alleles different from those in the original gene pool (e.g., language groups moving away from the Tower of Babel). _________________ c. Members of a kind separating into distinctive subtypes as they “multiply and fill” earth’s environmental diversity (e.g., generalized bears leaving the Ark becoming black, brown, grizzly, and polar bears). _________________ d. Barriers or preferences in the choice of a mate separate some parts of a gene pool from others (e.g., culture and language separate humans; size and temperament separate dogs). _________________ e. Random changes in genes that often change normal genes into alleles producing defects or disease (e.g., sickle-cell hemoglobin).

3.

fertilotype morphotype ecotype _________________ a. varieties that consistently look different but still interbreed _________________ b. differences in mating ritual or chromosomal rearrangements of the same genes (genons) prevent interbreeding _________________ c. can change appearance when moved to different environments _________________ d. look-alike species of fruit flies with different chromosome numbers _________________ e. effects on gene regulators make willow trees dwarfs in the Arctic _________________ f. black, brown, grizzly, polar, and panda bears

Fill-in-the-Blank Questions: (3 Points Each Blank) 4. Created kinds may be called ___________, a combination of the Hebrew words bara for ___________ and min for ___________. 5. The “late, great” evolutionist S.J. Gould called imperfections in living things evidence of _________________; creationists call them evidence of ____________________. 6. Evolutionists use mutations to explain (in Darwin’s words) “the origin of ____________________”; creationists use mutations to explain the origin of ________________________.

111

Multiple Choice Questions: (3 Points Each Question) 7. All of these are caused by mutations except ___________. a. sickle-cell hemoglobin b. endangered reproduction in the Florida panther c. hemophilia that spread through European royalty d. possibly the decline in human life span following the Flood e. an increase in the quantity and quality of genetic information in the human genome Short Answer: (4 Points) 8. Why is it important for Christians to relate God’s world and God’s Word — science and Scripture?

9. Explain why no Christian familiar with the 4 Cs of biblical history would ever have accepted “fixity of species.”

10. What does “molecules to man” evolution need that neither microevolution nor natural selection provide?

11. Use lions chasing zebras to explain the difference between natural selection and ecological competition.

12. Use mosses, ferns, and shrubs to explain the differences between real simple-to-complex change, ecological succession, and imaginary evolutionary change by natural selection.

13. Explain why creationists think that “natural selection” works best as “unsurvival of the unfittest.”

14. Compare creationist and evolutionist explanations for variation in beaks among Galapagos (“Darwin’s”) finches.

Applied Learning Activities: (3 Points) 15. Suppose someone challenges you this way: “You’ve got to believe in evolution. Evolution is just ‘change through time.’ You believe in change, don’t you?” Respond by giving a reason “for the hope that is in you” (see 1 Pet. 3:15), using evidence and logic.

112

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Building Blocks in Life Science Concepts & Comprehension

Quiz 2

Scope: Chapters 9–12

Total score: ____of 100

Name: Date:

Matching: (2 Points Each Answer) 1. Match each with its distinctive human function discovered by scientists: ______ a. tonsils A. first blood cells and vessels for developing baby ______ b. appendix B. form palatine tonsils, middle ear canals, thymus and parathyroid glands ______ c. thymus gland C. attachment for muscles important for human posture (and for defecation) ______ d. pineal gland D. help fight germs to prevent “sore throat” ______ e. “hair muscle” E. part of immune system and helps people to make antibodies from B cells ______ f. “yolk sac” F. makes T cells for immunity and may function in change from adolescent to adult ______ g. “gill pouches” G. makes the hormone melatonin to regulate sleep cycle ______ h. “tailbone” H. squeezes out oil from glands in the skin Arrange in Order: (4 Points Each Answer) 2. Arrange the seven taxonomic ranks in order from largest to smallest group: class family genus kingdom order phylum (division) species a. ____________________________ b. ____________________________ c. ____________________________ d. ____________________________ e. ____________________________ f. ____________________________ g. ____________________________ Fill-in-the-Blank Questions: (4 Points Each Blank) 3. How many chromosomes are in most human cells? ____________. How many are found in a reproductive cell (egg or sperm)? _________________. 4. The best summary of life before birth was written three thousand years ago by the shepherd-warrior King David: “I will praise thee, for I am ___________________________ and _______________________ made” (Ps. 139:14; KJV). Multiple Choice Questions: (4 Points Each Question) 5. “A unique combination of nonunique traits” describes the mosaic/modular/matrix concept that can be applied to defining ____________. a. species or created kind b. a higher taxonomic category c. both Underline the Correct Answer: (3 Points Each Answer) 6. Hemoglobin, the protein that carries oxygen in most vertebrates, is also found scattered through many invertebrate groups (earthworms, sea stars, etc.) in a (branching/mosaic) _______________ pattern that favors (creation/evolution)_______________.

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True and False: (1 Point Each Answer) 7. a. T F Chimps have 20% more DNA than humans, a difference ten times larger than the 2% difference so widely touted. b. T F Even a 2% difference in the DNA of man and chimp means at least 60 million code letter differences, and that means differences in every gene are possible. c. T F Proteins produced by DNA on human and chimp chromosomes considered similar showed 86% difference, not 2%. d. T F The bricks used to build a house, fancy mailbox support, and fireplace are 100% the same, but creative organization gives the same parts quite different features — and even 2% “control gene” differences could create organisms as different as man and chimp. e. T F Human DNA was used as a guide to sequencing chimp DNA early on, introducing unreported and unfair bias (cheating) into the initial claim of 98% similarity. Short Answer: (5 Points) 8. What Christian creationist biologist of the 1700s gave us our binomial system of scientific naming as well as our system of taxonomic ranks?

9. If perfect dinosaur DNA were found, would that be enough to clone a dinosaur? Explain why or why not.

10. How do the stages in metamorphosis from tadpole to frog provide evidence against evolution and for creation?

11. Can you offer a premise why God might choose an “empty yolk sac” as the source of the baby’s first blood cells?

12. When does a baby inherit his or her sex, blood type, hair color, etc? a. conception b. first heartbeat c. birth d. adulthood 114

Q

Building Blocks in Life Science Concepts & Comprehension

Quiz 3

Scope: Chapters 13–19

Total score: ____of 100

Name: Date:

Matching: (2 Points Each Answer) 1. Using some more than once, relate the “cell parts” to descriptions below: membranes enzymes ATP DNA water _________________ a. regulate what gets in and out of the cell _________________ b. large proteins with “active sites” that hold molecules with matching shapes for speedy reaction _________________ c. pass hereditary instructions from one generation to the next _________________ d. consist of proteins in a phospholipid bilayer _________________ e. used as a code to “tell” the cell how to make proteins, including enzymes _________________ f. provide energy to make “build up” reactions go faster than “break down” _________________ g. select which molecules get an “energy boost” _________________ h. provides the motion to molecules that make life possible _________________ i. provides the motion that destroys structure and can bring death 2. Match alphabetized names with statements (paraphrased) made. Crick Dawkins Denton Hoyle

Lipson

_________________ a. Evolution became a scientific religion, and many scientists will bend their observations to fit with it. _________________ b. Chemical evolution on earth is impossible; life was seeded here from outer space. _________________ c. I don’t believe there’s any evidence of creation, but if there were, the “creator” would be aliens, not God. _________________ d. There must be a God; the odds of getting life by chance is like a tornado going through a junkyard assembling a Boeing 747 jumbo jet. _________________ e. The inference to design is based on a ruthlessly consistent application of logic; Paley was right—design implies a Designer. 3. Relate “ 4Cs” of biblical history to many different aspects of life science indicated below: Creation Corruption Catastrophe Christ _________________ a. Darwin’s “war of nature … famine and death” _________________ b. mutations _________________ c. using the many specific proteins in ribosomes and “translases” to establish DNA code for making specific proteins _________________ d. shuffling melanin control genes to produce all variations of human skin tone in one generation _________________ e. radically changed earth’s weather and soil conditions and mutations perhaps help explain why God allowed meat eating _________________ f. increased mutation rates and disease, possibly led to decreased life spans _________________ g. using “trained viruses” and other gene carriers to cure genetic diseases, setting right what once went wrong _________________ h. using research on adult stem cells to bring healing and restoration, following Jesus’ example

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Fill-in-the-Blank Questions: (4 Points Each Answer) 4. The Bible says living things are made of (not by) “dust,” simple “earthly” substances like the hydrogen, oxygen, nitrogen, carbon, and phosphorus that make up over 95 percent of “living matter.” Write the symbols for these five kinds of atoms: _____, _____, _____, _____, _____. 5. DNA bases have interlocking shapes forming base pairs G-C and __-__. In RNA, U pairs like T, so interlocking DNA-RNA bases are G-C and __-__. DNA makes “messenger RNA” (mRNA) by DNA-RNA base-pairing, so the DNA for HbA (GGACTTCTT) would make mRNA sequence ___________________; the DNA for disease-causing HbS (GGACATCTT) would make mRNA sequence ____________________. Underline the Correct Answer: (14 Points Total: 1 Point Each Answer) 6. Long ago Miller accepted the evidence that his spark chamber experiment (did/did not) support chemical evolution. He tried other starting materials and conditions: these also seemed to (prevent/ promote) belief that chemicals produced life. 7. The popular slogan “Evolution is science; creation is faith” is (obviously the absolute truth/nearly exactly the opposite of the truth) and is meant to (start/stop) discussion of scientific evidence. Short Answer: (4 Points) 8. Without seeing either the creator or the creative act, is there any way a scientist could tell whether an object were produced by time and chance or plan and purpose? Explain.

9. DNA’s base pair replication is the basis for all “reproduction after kind.” But is DNA truly a selfreproducing molecule? Explain.

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Building Blocks in Life Science Concepts & Comprehension

Test 1

Scope: Chapters 1–19

Total score: ____of 100

Name: Date:

Matching (1 Points Each Answer) 1.

fertilotype morphotype ecotype _________________ a. varieties that consistently look different but still interbreed _________________ b. differences in mating ritual or chromosomal rearrangements of the same genes (genons) prevent interbreeding _________________ c. can change appearance when moved to different environments _________________ d. look-alike species of fruit flies with different chromosome numbers _________________ e. effects on gene regulators make willow trees dwarfs in the Arctic _________________ f. black, brown, grizzly, polar, and panda bears

2. Arrange the seven taxonomic ranks in order from largest to smallest group: class family genus kingdom order phylum (division) species _ a. ____________________________ _ b. ____________________________ _ c. ____________________________ _ d. ____________________________ _ e. ____________________________ _ f. ____________________________ _ g. ____________________________ 3. Match each with its distinctive human function discovered by scientists: _ ______ a. tonsils A. first blood cells and vessels for developing baby _ ______ b. appendix B. form palatine tonsils, middle ear canals, thymus and parathyroid glands _ ______ c. thymus gland C. attachment for muscles important for human posture (and for defecation) _ ______ d. pineal gland D. help fight germs to prevent “sore throat” _ ______ e. “hair muscle” E. part of immune system and helps people to make antibodies from B cells _ ______ f. “yolk sac” F. makes T cells for immunity and may change in function from adolescent to adult _ ______ g. “gill pouches” G. makes the hormone melatonin to regulate sleep cycle _ ______ h. “tailbone” H. squeezes out oil from glands in the skin 4. Crick Dawkins Denton Hoyle Lipson Match alphabetized names with statements (paraphrased) made. _________________ a. Evolution became a scientific religion, and many scientists will bend their observations to fit with it. _________________ b. Chemical evolution on earth is impossible; life was seeded here from outer space. _________________ c. I don’t believe there’s any evidence of creation, but if there were, the “creator” would be aliens, not God. _________________ d. There must be a God; the odds of getting life by chance is like a tornado going through a junkyard assembling a Boeing 747 jumbo jet. _________________ e. The inference to design is based on a ruthlessly consistent application of logic; Paley was right—design implies a Designer. 117

5. Creation Corruption Catastrophe Christ Relate “4 Cs” of biblical history to many different aspects of life science indicated below: _________________ a. Darwin’s “war of nature … famine and death” _________________ b. mutations _________________ c. using the many specific proteins in ribosomes and “translases” to establish DNA code for making specific proteins _________________ d. shuffling melanin control genes to produce all variations of human skin tone in one generation _________________ e. radically changed Earth’s weather and soil conditions and mutations perhaps help explain why God allowed meat eating _________________ f. increased mutation rates and disease, possibly led to decreased life spans _________________ g. using “trained viruses” and other gene carriers to cure genetic diseases, setting right what once went wrong _________________ h. using research on adult stem cells to bring healing and restoration, following Jesus’ example Fill-in-the-Blank Questions: (2 Points Each Answer) 6. Created kinds may be called ___________, a combination of the Hebrew words bara for ___________ and min for ___________. 7. The “late, great” evolutionist S.J. Gould called imperfections in living things evidence of _________________; creationists call them evidence of ____________________. 8. Evolutionists use mutations to explain (in Darwin’s words) “the origin of ____________________”; creationists use mutations to explain the origin of ________________________. 9. How many chromosomes are in most human cells? ____________. How many are found in a reproductive cell (egg or sperm)? _________________. 10. The best summary of life before birth was written three thousand years ago by the shepherd-warrior King David: “I will praise thee, for I am _____________________ and _________________ made” (Ps. 139:14; KJV). Multiple Choice Questions: (4 Points Each Question) 11. All of these are caused by mutations except _________________. a. sickle-cell hemoglobin b. endangered reproduction in the Florida panther c. hemophilia that spread through European royalty d. possibly the decline in human life span following the Flood e. an increase in the quantity and quality of genetic information in the human genome. 12. When does a baby inherit his or her sex, blood type, hair color, etc? a. conception b. first heartbeat c. birth d. adulthood Underline the Correct Answer: (3 Points Each Answer) 13._Hemoglobin, the protein that carries oxygen in most vertebrates, is also found scattered through many invertebrate groups (earthworms, sea stars, etc.) in a (branching/mosaic) _________________ pattern that favors (creation/evolution) _________________. 118

14. The popular slogan “Evolution is science; creation is faith” is (obviously the absolute truth/nearly exactly the opposite of the truth) and is meant to (start/stop) discussion of scientific evidence. Short Answer: (4 Points) 15. Why is it important for Christians to relate God’s world and God’s Word — science and Scripture?

16. What does “molecules to man” evolution need that neither microevolution nor natural selection provide?

17. Compare creationist and evolutionist explanations for variation in beaks among Galapagos (“Darwin’s”) finches.

18. If perfect dinosaur DNA were found, would that be enough to clone a dinosaur? Explain why or why not.

19. Without seeing either the creator or the creative act, is there any way a scientist could tell whether an object were produced by time and chance or plan and purpose? Explain.

Applied Learning Activity: (4 Points) 20. Suppose someone challenges you this way: “You’ve got to believe in evolution. Evolution is just ‘change through time.’ You believe in change, don’t you?” Respond by giving a reason “for the hope that is in you” (1 Pet. 3:15), using evidence and logic.

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Worksheet, Quiz and Test Answers for Use with Science of Life: Biology

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Building Blocks in Science Worksheet Answer Keys Chapter 1 1. All 2. Free coffee . . . 3. a. Genesis 1:1 b. 1 Timothy 6:20 c. 1 Peter 3:15 4. “War of nature”; “struggle for survival”; variation/ variety; “survival of the fittest” 5. The human body . . . 6. Made itself; an outside force/transcendent God; evolutionists; creationists. Chapter 2 1. Sample: Contrary to a pattern produced by time, chance, and the properties of matter, chip marks in an arrowhead can go with or against the grain and can cut through hard and soft rock equally — a visible (scientific) pattern of organization reflecting the plan, purpose, and special creative acts of a (usually unseen) creator (whether human, “Martian,” or God). 2. Sample: The parts of an airplane can’t fly until they are organized by the plan of an intelligent creator to accomplish the purpose the designer (not the parts) has in mind. Similarly, it takes plan, purpose, and special acts of creation to produce the organization of nonliving molecules required for life. 3. a. Creation b. Christ (salvation, restoration) c. Corruption d. Catastrophe e. Catastrophe f. Corruption g. Christ (healing/restoration) h. Creation 4. a. B, b. E, c. B, d. B/C, e. N Chapter 3 1. Scientists; theories 2. D 3. a. T, b. T, c. F, d. F, e. T, f. F 4. a. S, b. S, c. N, d. S, e. N, f. N, g. N 5. (Your choices)

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Chapter 4 1. C 2. Samples (any order of at least three): a. Observability: Almost none of the key events in the evolutionary story line was ever seen or recorded, and science limits itself to ideas that can be tested by repeatable observation. b. Domain: Evolutionists attempt to establish a time sequence of events that occurred in the unrecorded past; scientists attempt to establish theories that predict the behavior of nature in the present. c. Goal: Scientists want to cure diseases, invent machines, send probes to other planets, etc.; evolutionists want people to accept evolution, not God, as the basis for culturally relative values and man’s opinion, not God’s Word, as the source of truth. (*) Historical records: Evolutionists believe there are no reliable records of earth’s early history, so there are no limits on human opinion. Creationists believe the Bible is an accurate eyewitness record of real history whose statements can be checked against scientific observations in the present. 3. e. 4. Sample: Empirical evidence can be directly and repeatedly observed; circumstantial evidences are tidbits of information thought to be related to the question at hand, but the evidence is subject to more than one interpretation. Historians, lawyers, and those interested in the origin and history of life are limited to circumstantial evidence, and their ideas can be compared subjectively for consistency and “reasonable doubt,” but they cannot be decided by objective, experimental tests like tests of empirical ideas. 5. Interdisciplinary; greater than 6. Sample: Gravitational and atomic theories can be tested by repeated observation of present processes, completely unlike “macro-evolution’s” beliefs about the past. Darwin’s followers like to make the false comparison of evolution with gravity or atomic theory as a propaganda technique — associating a weak theory about the past with a strong theory about the present. 7. Sample: (1) Both creationists and evolutionists make predictions about processes and patterns in the present that can be tested scientifically. (2) As SETI shows, all scientists know they can detect differences between patterns produced by time and chance (evolution) and those resulting from plan and purpose (creation).



(3) Free and open discussion of all relevant evidence (a) promotes respect and understanding of different ideas, (b) illustrates both the strengths and limits of scientific inquiry, (c) helps separate fact from assumption in decision making, and (d) makes education exciting!

Chapter 5 1. I AM 2. Jesus the Christ 3. a. 4, b. 3, c. 5, d. 1, e. 2, f. 6 4. (1) Creation a. (4) (2) Corruption b. (5) (3) Catastrophe c. (2) (4) Chill (Cool Down) d. (6) (5) Confusion e. (1) (6) Christ (Cross) f. (3) (7) Consummation g. (7) (Christ, Coming Again) 5. creation evolution continent stars fruits continent stars death birds dinosaurs dinosaurs birds death fruits 6. creation evolution a. worse better b. end beginning disorder order c. but never and also d. torn apart put together e. (1) complex simple (2) sea to land simple to complex (3) 1 500,000,000 f. always disproven sometimes found g. sin against God struggle for survival h. future; new and past: struggle and death everlasting life Chapter 6 1. a. T, b. T, c. T, d. F, e. F 2. Sample: Evolutionists limit themselves to small, slow processes in the present and human opinions about what might have happened in the past, while creationists start with an infallible eyewitness

account in the Bible that records what really did happen in earth history — so differences in world view strongly affect interpretation of evidence in the present and the types of experiments run. 3. Sample: They agree that nature has an order understandable to the human mind, but disagree on whether man is “just another” product of nature or God’s steward to take care of (and heal and restore) His world. 4. Sample: In classic evolution, “god” evolved as a product of the human imagination, and one idea of god (or no god) is just as good (or bad) as any other. 5. Samples: (1) Creation — completed supernatural acts in the past, establishing multiplication after kind, etc. (2) Corruption — the entrance of death and struggle (“Darwin’s war”) into God’s perfect word, following man’s sin. (3) Catastrophe — the worldwide flood at Noah’s time. 6. in the Bible 7. d 8. Sample: If creationists win, evolutionists will win, too, because students in science classes will be able to explore all the scientific evidences and past events related to the origin, history, and destiny of life on earth — an exciting adventure in good science and good education. 9. Review later! Chapter 7 1. Sample: Dinosaurs have been used to lure people away from trust in the Bible by suggesting millions of years of struggle and death, but the truth about dinosaurs illustrates the biblical truths of God’s perfect world, ruined by man’s sin, destroyed by Noah’s flood, restored to new life in Christ. 2. Sample: The word “dinosaur” wasn’t made up until after the Bible was written, but animals like dinosaurs are described in the Bible (e.g., Job 40 and 41). 3. Sample: Because behemoth had a tail like a cedar (a symbol of strength and power in the Bible), it could not be an elephant or hippo, which have tiny tails. The rest of the description sounds like a longneck dinosaur: strength in the muscles of its belly, able to stand against flood waters, bones like bars of iron, etc. 4. Yes — carefully, when it first hatched out of its egg. 5. Plants — because all animals God created were originally designed to eat only plants, as God tells

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us (Gen. 1:30–31) — and an eyewitness account by a Reliable Witness (God Himself) is much better than any man’s guess based on what he sees today! 6. Mankind’s sin; Noah’s flood 7. Samples of plant eaters with “carnivorous” (falsely so-called) teeth: fruit bats, pandas, parrots, silver langur monkey, uakari, etc. 8. Coprolite — “petrified poo” 9. Scientists would find it easy to explain the biblical change from plant to meat eating among some animals, since the change would be loss, the opposite of evolution, and the plant environments and nutrition probably declined after the Flood. No new structures were involved, since so-called “carnivorous” teeth, claws, hooked beaks, and talons can be used to eat either plants or meat. 10. All of these; yes; pony-sized; cattle, racehorse, elephant, etc.; great blue whale; size to hold in your hand and pet (!), or football-sized. Chapter 8 Worksheet 1, all answers will vary. Worksheet 2: 1. Same (day 6) 2. Sample: It would be easy to live with dinosaurs. They came in all sizes, rats to half as big as a blue whale, the average only pony size. Elephants, bigger than the average dinosaur, can be tamed. Most dinosaurs were vegetarian, and people often kill ferocious, large animals. 3. An asteroid; Noah’s flood 4. Sample: Alaskan fossils of dinosaurs are so fresh they could not have survived for 65 million years, and blood cells and even stretchable blood vessels in T. rex bones show the fossils were formed rapidly and recently. Carbon-14, found abundantly in fossils with dinosaurs, would disappear in less than 100,000 years, so dinosaur fossils could not be even 1 million years old — 4,500 years is more likely, the date for Noah’s flood. Still, the Flood would not cause extinction of dinosaurs, because two of every kind would be on the ark! 5. There was plenty of room for two of every kind of land dinosaur on the ark. God would not have brought Noah either the eggs or the larger older specimens, but young adults ready to reproduce — some rat, cat, dog, and pony sizes, but the young adults of even the largest would be smaller than the elephants and giraffes on the ark. 6. (1) The climate change, including ice build-up, would be hard on the dinosaurs, and many of their

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plant foods may have done poorly in post-Flood soils and atmospheric conditions. (2) Over-hunting by people may have done in the last of some dinosaurs; scientists think man may have killed off mammoths and mastodons perhaps 4,000 years ago. Cultures around the world record many heroes killing dragons, and man has recently brought many large animals to near-extinction. 7. Sample: Creation: Dinosaurs appear complete and complex as fossils, with no links between kinds. Corruption: Mangled, bitten, and diseased dinosaur bones show the struggle and death that followed man’s sin. Catastrophe: Herds of dinosaurs buried deep and fast and turned to stone before they could rot point back to Noah’s flood, and dino blood and C-14 say that must have been recent. Christ: God provided a way of escape for dinosaurs aboard the ark, and some of those multiplied into historical times. Chapter 9 1. f 2. Present; dinosaur fossils exist in the present and can be studied scientifically; a “Dinosaur Age” is a belief about the past (that seems to contradict much evidence in the present). 3. a. E, b. C, c. C, d. C, e. C (but historical, vs. conjecture) 4. a. T, b. T, c. T, d. T, e. T 5. Sample: The CSI has a large database relating numerous bone samples to many different soft-part traits (color, hair, lips, ears, etc.); the paleontologist has to guess at external appearance (unless he or she is willing to accept biblical descriptions, “cave art,” or descriptions in various cultures). 6. Sir Richard Owen; “terrible lizard” Chapter 10 1. c, a, b, d, e 2. Sample: Lizards, crocodiles, and turtles all appear in the sequence of fossil rock before dinosaurs, all lived with dinosaurs, and many are still living — largely unchanged — today, so dinosaurs came “late” and left “early,” leaving lizards, crocodiles, and turtles as the real “winners” and “stronger” reptiles! 3. Reptiles; d 4. Skulls are not common fossils, and are often crushed and distorted when found — and the bony passages have no major function related to survival (so it’s like classifying humans on earlobe shape).

5. Plesiosaurs (the “Loch Ness” type) or mosasaurs or ichthyosaurs; pterodactyls (e.g., Pteranodon or Rhamphorhynchus) 6. Dragons! Chapter 11 1. Feathers; birds 2. Dinosaur; T. rex 3. Fake a. “. . . sensationalistic, unsubstantiated, tabloid journalism. . . .” b. “The Missing Link That Wasn’t” 4. a. long bony tail, unfused backbones, teeth in the bill, claws on the wings. b. Yes: penguin has bony tail and unfused backbones; some fossil birds had teeth (and not all reptiles do, e.g., turtles); wing claws are found on ostrich, hoatzin, and turaco. c. Feathers (including flight feathers like those of strong flyers); flow-through lung d. None of the traits are “half-way,” “in-between,” or transitional — no half-scale/half-feather, no half-leg/half-wing, etc. All traits are complete and complex — as a creationist would expect. e. Archaeopteryx (GCD9) is found above fossils of regular birds (GCD8), so it could not be the ancestor of birds, since birds were already living, dying, and being fossilized before Archaeopteryx was — supporting creation. 5. Sample: Be skeptical! Wait for other scientists to check it out. Then hang in there and wait for science to catch up and show the Bible has been right all along! Chapter 12 1. Geologic system (or paleosystem); geologic column (diagram); Noah’s flood; evolution 2. Flood geologists; Darwin’s followers; Flood geologists 3. Fact of science; belief about the past; the Bible 4. “Age,” “Zone” 5. Mass (extinction); Noah’s flood; an asteroid; Noah’s flood 6. Dinosaurs; dinosaurs 7. (1) Drop in temperature, including ice sheet build-up (2) Decline or extinction of plants crucial to dinosaur diet (3) Reduced soil and mineral nutrition

8. (1) Records of heroes killing dragons, as St. George (2) Rock art and etchings (3) Man killing off many large animals Chapter 13 1. Dragons 2. Dinosaurs 3. Sample: Many animals and people produce the flammable gas, methane. Some dinos had tubes leading from skull chambers to the mouth. If these tubes injected an accelerating enzyme into a mouth full of methane belched up by a dinosaur, the methane enzyme would burst into flame as it hit oxygen in the air when the “fire breather” hissed. (A peroxide-enzyme combo enables the bombardier beetle today to eject hot gas!) 4. a. B g. H m. N b. A h. G c. C i. K d. F j. I e. E k. J f. D l. L 5. See answer to #7 for chapter 8. 6. Sample: Wait for other scientists to check it out, then hang in there until science catches up and shows the Bible has been right all along (about 40 years for the Piltdown hoax, about four months for the dino-bird fake in National Geographic). Chapter 14 1. X: a, b, c, d, e 2. a. T, b. T, c. T, d. T, e. T, f. T 3. b Chapter 15 1. X: a, b, c, d 2. Adam, Eve; Jesus Christ; melanin 3. AABB; aabb; medium; could; and also; thousands or millions of years; one generation 4. a. T, b. T, c. T 5. a. T, b. T, c. T, d. F Chapter 16 1. Sample: “Nebraska Man” (skeleton, flesh, hair, family, and culture) was made up from a single tooth that turned out to be a pig’s tooth (biggest scientific blunder!), but it was a significant part of the evidence — all now discarded — used to

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2. 3. 4.

5.

6.

convince the public of human evolution at the Scopes trial (greatest propaganda triumph). a. F, A. T, b. F, B. T, c. F, C. T, d. T, D. T a. D, b. E, c. C, d. B, e. A Sample: To avoid dealing with the scientific evidence related to origins, evolutionists have resorted to censoring contrary evidence from the classroom, lowering grades of students who present creation evidences, firing teachers who permit open discussion of creation/evolution, threatening school boards with lawsuits, ridiculing creation ideas on TV and in museums, getting famous scientists to denounce creation, screaming “separation of church and state,” branding creation as religion and claiming evolution is science, and other propaganda techniques. Sample: God tells Christians to be always ready to give an answer to anyone who asks a reason for their hope in Christ, but in gentleness and meekness (1 Pet. 3:15). Many Christians know what it was like before they accepted Jesus, and that should help them wage the “war of the world views” with clear but gentle persuasion, respecting other persons and knowing that they must make their own informed choices for their own reasons — leaving the Holy Spirit to convict and convert. Your report on apologetics, studying to give answers the Holy Spirit can use to give others eternal life in Christ!

Chapter 17 1. australopithecines; gorilla-like; tools; Leakey; on; meal 2. Johanson; “Lucy”; Australopithecus; apes; mankind 3 a. disproved; less 3 b. cut and glued the pelvis to make it fit 3 c. little different from the living pygmy chimp or bonobo 3 d. different; discredited; no; no; blind faith 4. Sample: Belief in human evolution cannot be called “good science,” because good science would have given up a theory contradicted by so much evidence and supported by so little (or none). People continue to believe in human evolution simply because they don’t want to believe in God. (More than one leading evolutionist has claimed in nearly exactly these words, “The only alternative to evolution is special creation, which is unthinkable” — unthinkable if you refuse to think about the evidence available!)

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5. Sample: When it comes to human origins and history, both evolutionists and creationists must build their ideas on faith. But it doesn’t have to be a “blind faith” contradicted by the evidence at hand (evolution); it can be a faith that fits together the facts discovered (creation) — the evidence that shows mankind and the various apes have been separate kinds as far back as you can go. Chapter 18 1. Phantom creatures; rule; frustrated; away from 2. Sample: To go looking for missing links, an evolutionist must believe missing links are still “out there somewhere.” After 150 years of finding none, that requires an incredible blind faith! Before evolutionists introduced belief in missing links, we were just finding lots of separate and complex kinds of life as fossils. The millions of tons of fossils actually found support the idea different kinds were separately created; evolutionists are still looking for their first ton of missing links to support their faith. It is NOT starting with faith that makes evolution unscientific; it’s persisting in a faith shown to be contrary to the evidence over and over and over again. 3 a. T b. T c. T d. F 4. a. T b. T c. T d. T 5. The brain was well within the large range found among intelligent people today. Since other features of that famous fossil boy are also within the human range, scientists unfettered by evolutionist bias would correctly call it Homo sapiens, the same scientific name given to you and me. Once again, the line between man and ape is clear and distinct. Indeed, even diehard evolutionists admit that it is not the objectively repeatable and verifiable science of anatomy that causes them to give subhuman names to the 12-year-old; it’s the dating. Once again, evolutionists have let the findings of solid science be overruled by “science falsely so-called.” Chapter 19 1. Sample: A rock or fossil cannot be dated by “real science” because a “real scientist” would not know

(1) the starting amounts of parent and daughter elements, (2) what elements might have been added or subtracted, or (3) whether the current rate of change was the same in the past. 2. Amounts of certain elements; d 3. True 4. Older—deposited first; may be only minutes; only weeks; the year of Noah’s flood 5. Differences existing; f Chapter 20 1. No; no; in who we are, how we act, and what choices we make 2. Sample: God programmed some birds with incredibly intricate instincts for nest building, but no learning is required and the plan cannot be modified and adapted to changing environments or goals. Human architecture, an image of God’s creativity in us, is learned, personally and culturally modified, adaptable to changing needs and choices, makes use of varied and novel materials, reflects goals for the future, contains both functional and artistic elements, and represents a reasoning process that could not derive from nor reduce to nest building in birds, a marvelous feat that differs in kind, not just degree, from human building. 3. Sample: Again, the soldier ant’s instinct is a marvelous creation, but radically different in kind from a marine’s courage and choice to defend ideas and goals larger than him/herself for people valued in the abstract as well as personally even more, on occasion, than he/she values his/her own life and dreams. 4. Sample: It’s not just human talk that’s different in kind from animal communication; it’s what we talk about. Unlike animal instinct, human language is learned and culturally conditioned, yet it lifts us to thoughts of eternity that transcend the limits of space, time, and culture. Motivational words are passed through the centuries, and God’s Word has been continuously applied to solving human problems for millennia, never-changing but always new! 5. It’s choices we make about expected consequences in the future that set us apart as human beings. In our highest moments, we choose our thoughts, words, and deeds in accord with the dreams we have for our family, our friends, and our world. 6. Sample: Unlike God, we don’t know or control the future, so we (like all finite people) must live by

faith (as “the substance of things hoped for, the evidence of things not seen,” Heb. 11:1). Unlike the other creatures, however, we can live by a faith that lifts us above the limits of space and time and events past and present. Faith-life suspends each of us between the God above and creatures below, with a unique place in His plan. 7. Sample: It seems deep and abiding happiness and joy are found in those for whom faith, facts, and feeling are all in harmony, a rich spiritual blessing reserved for those who are found in Christ “in whom all things hold together” (Col. 1:17), now and forevermore! “Even so, come, Lord Jesus” (Rev. 22:20).

Building Blocks in Science Quiz Answer Keys Unit 1 Quiz, chapters 1–6 1. a. Genesis 1:1 b. 1 Timothy 6:20 c. 1 Peter 3:15 2. a. Creation b. Christ (salvation, restoration) c. Corruption d. Catastrophe e. Catastrophe f. Corruption g. Christ (healing/restoration) h. Creation 3. Creation: continent, fruits, stars, birds, dinosaurs, death Evolution: stars, continent, death, dinosaurs, birds, fruits 4. in the Bible 5. d. it is supported by observations and/or experiments made repeatedly by many scientists (and challenged by little or no contradictory evidence). 6. c. propaganda 7. e. all of the above 8. d. persuasion 9. a. The climate change, including ice build-up, would be hard on the dinosaurs, and many of their plant foods may have done poorly in postFlood soils and atmospheric conditions.

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b. O  ver-hunting by people may have done in the last of some dinosaurs; scientists think man may have killed off mammoths and mastodons perhaps 4,000 years ago. Cultures around the world record many heroes killing dragons, and man has recently brought many large animals to near-extinction. 10. Sample: Empirical evidence can be directly and repeatedly observed; circumstantial evidences are tidbits of information thought to be related to the question at hand, but the evidence is subject to more than one interpretation. Historians, lawyers, and those interested in the origin and history of life are limited to circumstantial evidence, and their ideas can be compared subjectively for consistency. 11. Sample: Evolutionists limit themselves to small, slow processes in the present and human opinions about what might have happened in the past, while creationists start with an infallible eyewitness account in the Bible that records what really did happen in earth history — so differences in world view strongly affect interpretation of evidence in the present and the types of experiments run. 12. Answers may vary but should be thoughtful. Unit 2 Quiz, chapters 7–13 1. c. Komodo dragon a. goanna b. crocodile d. 50 ft. fossil croc e. tuatara 2. a. B. Wales b. A. China c. C. Nebuchadnezzar of Babylon d. F. bombardier beetle e. E. coelacanth f. D. St. George g. H. Woolemi h. G. graptolite i. K. Loch Ness monster j. I. Malachite Man k. J. Paluxy Man l. L. pterodactyl m. M. dinosaur rock art 3. a. E b. C c. C d. C

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e. C (but historical, vs. conjecture) 4. Feathers; birds 5. Mankind’s sin; Noah’s flood 6. Dinosaurs; dinosaurs 7. Sample: a. Creation: Dinosaurs appear complete and complex as fossils, with no links between kinds. b. Corruption: Mangled, bitten, and diseased dinosaur bones show the struggle and death that followed man’s sin. c. Catastrophe: Herds of dinosaurs buried deep and fast and turned to stone before they could rot point back to Noah’s flood, and dino blood and C-14 say that must have been recent. d. Christ: God provided a way of escape for dinosaurs aboard the ark, and some of those multiplied into historical times. 8. a. Sir Richard Owen; b. “terrible lizard” 9. a. Drop in temperature, including ice sheet build-up b. Decline or extinction of plants crucial to dinosaur diet c. Reduced soil and mineral nutrition 10. Sample: Dinosaurs have been used to lure people away from trust in the Bible by suggesting millions of years of struggle and death, but the truth about dinosaurs illustrates the biblical truths of God’s perfect world, ruined by man’s sin, destroyed by Noah’s flood, restored to new life in Christ. 11. Sample: Because behemoth had a tail like a cedar (a symbol of strength and power in the Bible), it could not be an elephant or hippo, which have tiny tails. The rest of the description sounds like a long-neck dinosaur: strength in the muscles of its belly, able to stand against flood waters, bones like bars of iron, etc. 12. There was plenty of room for two of every kind of land dinosaur on the ark. God would not have brought Noah either the eggs or the larger older specimens, but young adults ready to reproduce — some rat, cat, dog, and pony sizes, but the young adults of even the largest would be smaller than the elephants and giraffes on the ark. 13. Skulls are not common fossils, and are often crushed and distorted when found — and the bony passages have no major function related to survival (so it’s like classifying humans on earlobe shape). 14. Dragons! 15. Sample: Wait for other scientists to check it out, then hang in there until science catches up and

shows the Bible has been right all along (about 40 years for the Piltdown hoax, about four months for the dino-bird fake in National Geographic). Unit 3 Quiz, chapters 14–20 1. a. D. fossils of people b. E. living people in the one human race c. C. a hoax that fooled experts over 40 years d. B. human and ape bones in a gravel deposit e. A. fossil pig’s tooth 2. Older—deposited first; may be only minutes; only weeks; the year of Noah’s flood 3. australopithecines; gorilla-like; tools; Leakey; on; meal 4. a. T b. T c. T d. T 5. a. T b. T c. T d. T e. T f. T 6. a. T b. T c. T d. T 7. Sample: “Nebraska Man” (skeleton, flesh, hair, family, and culture) was made up from a single tooth that turned out to be a pig’s tooth (biggest scientific blunder!), but it was a significant part of the evidence — all now discarded — used to convince the public of human evolution at the Scopes trial (greatest propaganda triumph). 8. Sample: It’s not just human talk that’s different in kind from animal communication; it’s what we talk about. Unlike animal instinct, human language is learned and culturally conditioned, yet it lifts us to thoughts of eternity that transcend the limits of space, time, and culture. Motivational words are passed through the centuries, and God’s Word has been continuously applied to solving human problems for millennia, never-changing but always new! 9. Sample: Unlike God, we don’t know or control the future, so we (like all finite people) must live by

faith (as “the substance of things hoped for, the evidence of things not seen,” Heb. 11:1). Unlike the other creatures, however, we can live by a faith that lifts us above the limits of space and time and events past and present. Faith-life suspends each of us between the God above and creatures below, with a unique place in His plan. 10. Sample: It seems deep and abiding happiness and joy are found in those for whom faith, facts, and feeling are all in harmony, a rich spiritual blessing reserved for those who are found in Christ “in whom all things hold together” (Col. 1:17), now and forevermore! “Even so, come, Lord Jesus” (Rev. 22:20).

Building Blocks in Science Test Answer Key 1. 2.

a. Creation b. Christ (salvation, restoration) c. Corruption d. Catastrophe e. Catastrophe f. Corruption g. Christ (healing/restoration) h. Creation a. B. Wales b. A. China c. C. Nebuchadnezzar of Babylon d. F. bombardier beetle e. E. coelacanth f. D. St. George g. H. Woolemi h. G. graptolite i. K. Loch Ness monster j. I. Malachite Man k. J. Paluxy Man l. L. pterodactyl m. M. dinosaur rock art

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3. Creation: continent, fruits, stars, birds, dinosaurs, death Evolution: stars, continent, death, dinosaurs, birds, fruits 4. a. D. fossils of people b. E. living people in the one human race c. C. a hoax that fooled experts over 40 years d. B. human and ape bones in a gravel deposit e. A. fossil pig’s tooth 5. a. E b. C c. C d. C e. C (but historical, vs. conjecture) 6. in the Bible 7. Mankind’s sin; Noah’s flood 8. Feathers; birds 9. Dinosaurs; dinosaurs 10. australopithecines; gorilla-like; tools; Leakey; on; meal 11. d. it is supported by observations and/or experiments made repeatedly by many scientists (and challenged by little or no contradictory evidence). 12. d. persuasion 13. a. The climate change, including ice build-up, would be hard on the dinosaurs, and many of their plant foods may have done poorly in post-Flood soils and atmospheric conditions. b. Over-hunting by people may have done in the last of some dinosaurs; scientists think man may have killed off mammoths and mastodons perhaps 4,000 years ago. Cultures around the world record many heroes killing dragons, and man has recently brought many large animals to near-extinction. 14. Sample: Empirical evidence can be directly and repeatedly observed; circumstantial evidences are tidbits of information thought to be related to the question at hand, but the evidence is subject to more than one interpretation. Historians, lawyers, and those interested in the origin and history of life are limited to circumstantial evidence, and their ideas can be compared subjectively for consistency. 15. Sample: Evolutionists limit themselves to small, slow processes in the present and human opinions about what might have happened in the past, while creationists start with an infallible eyewitness account in the Bible that records what really did happen in earth history — so differences in world

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view strongly affect interpretation of evidence in the present and the types of experiments run. 16. Sample: Because behemoth had a tail like a cedar (a symbol of strength and power in the Bible), it could not be an elephant or hippo, which have tiny tails. The rest of the description sounds like a long-neck dinosaur: strength in the muscles of its belly, able to stand against flood waters, bones like bars of iron, etc. 17. There was plenty of room for two of every kind of land dinosaur on the ark. God would not have brought Noah either the eggs or the larger older specimens, but young adults ready to reproduce — some rat, cat, dog, and pony sizes, but the young adults of even the largest would be smaller than the elephants and giraffes on the ark. 18. Sample: Wait for other scientists to check it out, then hang in there until science catches up and shows the Bible has been right all along (about 40 years for the Piltdown hoax, about four months for the dino-bird fake in National Geographic). 19. Sample: “Nebraska Man” (skeleton, flesh, hair, family, and culture) was made up from a single tooth that turned out to be a pig’s tooth (biggest scientific blunder!), but it was a significant part of the evidence — all now discarded — used to convince the public of human evolution at the Scopes trial (greatest propaganda triumph). 20. Sample: It’s not just human talk that’s different in kind from animal communication; it’s what we talk about. Unlike animal instinct, human language is learned and culturally conditioned, yet it lifts us to thoughts of eternity that transcend the limits of space, time, and culture. Motivational words are passed through the centuries, and God’s Word has been continuously applied to solving human problems for millennia, never-changing but always new!

Building Blocks in Life Science Worksheet Answer Keys Chapter 1, page 13 1. DNA; genes; alleles; hybrid; dominant; recessive; blending 2. ¼, ¼, ¼, ½ (as p. 7, using Tt in place of Rr or Pr) 3. one, one, melanin 4. medium, 5, one, little, lots 5. greater, universe

6. Sample answer (SA): Being able to relate God’s world and God’s Word is important in two ways: (a) it builds faith and trust in Scripture (the Bible), and (2) it helps believers use the wonders of science to introduce others to the wonders of new life in Christ revealed in God’s Word. 7. plan, purpose, and special creation; time, chance, struggle and death; worse; Darwin, time, chance, struggle and death; better; death (wins); God, life (wins) 8. Catastrophe, Corruption, Creation, Christ (see pp. 3–5) Chapter 2, page 19 1. less than, greater, constantly changing, always the same, always constant, ever new and unique, God 2. none, ¼, 16, ¼, exactly the same as, variation within, creation, equilibrium, inertia 3. a. genetic bottleneck, b. genetic drift or founder effect, c. specialization, d. reproductive isolation, e. mutations 4. very dark, very light, medium, any shade of 5. (only) ½, no, no!

3.

4.

Chapter 3, page 29 1. “multiply after kind” 2. genons; alleles; e; f 3. baramins; create(d); kind 4. morphotype; fertilotype; ecotype; fertilotype; ecotype; morphotype 5. (Carolus) Linnaeus or (Karl) von Linne; genus; species; genus; genus; genus; both (genus and species; genera, (still) species; Homo sapiens 6. unique; non-unique; unique; non-unique; unique; non-unique; non-unique; unique; combination 7. creation, creation, creation Chapter 4, page 35 1. Answers can vary. Some points that can be included are: scriptural authority (biblical account of creation and the Flood), death and suffering not fitting the “good” creation as referenced in the Bible; Christ’s return to save mankind from sin that began in the garden following Creation, scientific evidences that point to a young earth rather than an old one, etc. 2. Answer can vary. Macroevolution — adding genes that never existed before; microevolution — shuffling existing genes and their alleles into various combinations. So-called microevolution actually

5.

6.

involves no processes or results different from those already described by creationists for producing variation within the created kinds. Answers can vary. The Bible refers to “kinds” in both the Creation and Flood accounts in Genesis. This does not mean “species” — it simply means kinds — which can show a lot of variety and diversity built into each one. For example, the cat kind can encompass everything from a house cat to a cheetah to an African lion. This view takes into account the major changes that occurred when mankind corrupted God’s creation; e.g., plants producing thorns, and animal predators beginning to kill and eat other animals. Fixity of species would not allow for the re-population of the earth by animals following the Great Flood — meaning that every animal that every lived in every kind would have had to be represented on the ark, which was not feasible or necessary. SA: The Bible teaches that God is the author of variety and that man’s sin brought struggle and death into the world, and creation scientists rightly use those concepts to explain how and where varieties survive as they multiply and fill a fallen world. Darwin’s followers, however, want to change a given kind of life into others — but they can explain neither where new kinds of variety (genons) come from nor why struggle and death make things better instead of worse, so their “survival of the fittest” becomes a silly circular argument, the “survival of the survivors.” The famous peppered moth, for example, is recognized in several color forms, dark to light, as far back as records go (so not even one new trait “evolved”), and many moths moved to locations matching their color (habitat choice, or multiplying and filling) rather than waiting to be eaten (Darwinian struggle and death), and the light moths moved back into the original area after man cleaned up pollution. SA: “Molecules to man” evolution absolutely requires a HUGE INCREASE IN BOTH THE QUANTITY and QUALITY OF GENETIC INFORMATION, and neither mutations nor Darwinian “selection” can provide either, since they only change or select existing varieties (pointing back to prior acts of creation). SA: People who favor abortion-on-demand say they are “prochoice,” most likely because it would be hard to “sell” the idea of abortion if you said you were in favor of “butchering babies before birth.” Evolution’s “salesmen” use the same logic. Darwin himself, summarizing his own theory, said that “the production

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of higher animals” (i.e., macroevolution) was caused “from the war of nature, from famine and death.” Realizing that it might be hard to convince people the pathway to progress was paved with blood and dead bodies, Darwin’s salesmen described evolution as a slow but ever upward and onward building process producing more and better forms of life one little step at a time. The idea of slow and steady progress as a “law of nature” even appealed to some Christian leaders, as well as to Lenin and Marx (the founders of communism). We definitely need to do a better job of teaching what evolution is really all about! Chapter 5, page 43 1. Answers can vary. Fitness is defined by scientists solely in relation to relative reproductive success. Members of a population that leave the most offspring to the next generation are fittest by definition. You may have thought the dark-colored peppered moth was fittest to survive in a polluted forest because it was most camouflaged. But what if the extra melanin production interfered with, say, sex hormone production and made the dark-colored moths sterile? Obviously, the superior camouflage would not make such a moth fittest to survive! 2. SA: “Fitness” is determined by counting surviving offspring. “Adaptation” is determined by seeing how well a feature is designed to accomplish its purpose in the “web of life.” Engineering analysis may show a given woodpecker is exquisitely designed for drilling holes in wood, but the woodpecker’s fitness (number of surviving offspring) may be low because, for example, lack of a soil nutrient (or presence of a pollutant) may make its egg shells weak. An opossum, on the other hand, with no obviously ingeniously designed adaptations has high fitness because it is very good at making baby opossums that survive! 3. Answers can vary. Adaptation leads to natural selection, natural selection does not necessarily lead to greater adaptation. Adaptation leads to natural selection because kinds are created with design features and sufficient variety to multiply and fill the earth in all its ecologic and geographic variety. Without realizing it at the time, Darwin actually discovered important evidence pointing to both God’s creation (adaption and variation) and the corruption of creation (struggle and death). 4. Answers can vary. If an organism has decreasing population, then being the fittest is only like being the highest scorer on a losing team. Being the fittest, then, is no guarantee of survival at all.

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6.

7.

8.

9.

Fitness has to do with competition within a group; survival of the group often depends on competition between different groups, often related to changing environmental factors. Answers can vary. Natural selection is NOT lion vs. zebra; it’s lion vs. lion (who can catch a zebra) and zebra vs. zebra (who can escape the lion). In other words, natural selection is NOT INTERspecific competition (between species); it’s INTRAspecific competition (within species). Even members of a plant species compete for water and minerals from the soil and a place in the sun. Answers can vary. Evolution is a hypothetical process that is supposed to change a few simple forms over time into many complex and varied forms. There is a real process of change through time in which a few life forms are followed by a series of more and more complex and varied forms, but the real process is ecological succession. If you watched a certain area of bare rock over time, as scientists have, you could observe a series of changes from lichens to moss, ferns, shrubs, and trees. But the lichens didn’t evolve into the moss, nor the moss into the ferns, etc. Rather, each living community changed the environment in ways that paved the way for the next community to move in. Answers can vary. Natural selection cannot plan ahead. In a given environment, specialists are usually more efficient at exploiting food sources than generalists, and evolutionists recognize the tendency for natural selection to convert generalized ancestral populations into ever more specialized descendants. But when the environment changes, highly adapted, specialized varieties tend to lose out to the adaptable, generalized forms — if there are any left. Again, natural selection seems to promote short-term survival at the expense of long-term extinction. Answers can vary. For example, peppered moth case. Natural selection did NOT produce a “new and improved moth”; the dark moth was already present. Pollution made the light form less camouflaged, and so (presumably) natural selection eliminated more light than dark moths. Had natural selection “gone to completion” and totally eliminated the light moth, the species might now be well on the road to extinction, since reduction in pollution has now made the dark moth less camouflaged. SA: When “bears” got off the Ark, they looked like bears in general and could survive in a variety of new habitats (i.e., they were generalized and adaptable, like mongrel dogs). But as they multiplied and filled the earth, they broke up into groups with

distinctly different appearances that survived best in more limited environments (i.e., subgroups became specialized and adapted). Each specialized, adapted subgroup had less variability to meet changes in its own environment or to explore new ones so rates and amounts of change slowed or stopped, but the varieties that developed within a few centuries after “bears” in general got off the Ark revealed the creative ingenuity and variability God had built into the created kinds He brought to Noah. Chapter 6, page 53 1. T 2. Answers will vary. Perhaps Darwin’s real genius was recognizing that adaptations in living systems often depend on many parts working together simultaneously. Darwin called such features “difficulties with the theory.” Such compound traits, or systems of irreducible complexity, are considered the most powerful argument against Darwinism and have fostered the burgeoning growth of the “Intelligent Design”(ID) movement among secular scientists today. The woodpecker is a marvel of interdependent parts, “irreducible complexity,” or “compound traits” — traits that depend on one another for any to have functional value. For such drilling, a woodpecker obviously needs a tough bill, heavy-duty skull, and shock-absorbing tissue between the two. But if the woodpecker were put together by time and chance, without any planning ahead, which part came first? 3. evolution; corruption (mutational defects following sin) 4. Answers will vary. Exactly the same way a creationist would. He saw finches with variation in beak type on the South American mainland and presumed these finches might have reached the islands on a vegetation mat or something similar. Th e ones with seed-crushing beaks survived where seeds were the major food sources, and those with insect-catching beaks out-reproduced others where insects were the major source of food. Given finches with a variety of beak types, then, natural selection helps us to explain how and where the different varieties survived as they multiplied and filled the earth. That, of course, is just what a creationist would say — except that a biblical creationist would add that the “struggle and death” part of migration did not begin until man’s rebellion ruined the world God had created without death. 5. Answers will vary. When it came to the actual origin of new traits, Darwin wrote that it was “from use and disuse, from the direct and indirect actions of

the environment” that new traits arose. For example, a giraffe in a drought may have started stretching its neck to reach food in the trees - and this led to giraffe’s having long necks. Because Darwin didn’t understand the mechanics of heredity, he didn’t realize this would not work. The problem, however, is that the offspring of “stretched” parents start off just as small as all the others. The long neck could not be passed on to the next generation. Pangenes did not work like Darwin thought, and he didn’t take into account other features (like design of its heart, etc.) that are crucial to the animal surviving with a long neck. 6. mutations Chapter 7, page 61 1. species; defects, disease, decline, death (or equivalent) 2. Answers should include the following points: God’s creation is noted as “good” in several verses in Genesis. The Bible has the answer for death and suffering: God did NOT create defects, disease, or disease organisms; these things developed, largely as a result of mutations, after man’s sin ruined God’s perfect world. 3. SA: Sometimes Christians glibly say “God created everything,” but Genesis 1 tells us all the things God created were only “good.” The bad things around us were not created by God, but brought on by man’s sin, and sin allowed mutations to corrupt the things God had first created good. The bad is our fault, not God’s — but God in Christ will remove the “bondage to corruption” (Romans 8) and restore goodness again! 4. e 5. genetic burden; extinction 6. faster; cannot; recessive; cannot; more 7. Answers will vary slightly. Mutations are usually carried as “hidden genes” (recessives) that are difficult to eliminate by selection, so they tend to build up in populations. Until mutations had a chance to accumulate in the human population, no such risk of bad combinations existed. God did not write the law against close intermarriage until much later in human history, after mutations had increased to dangerous levels in the population. 8. e 9. do; don’t Chapter 8, page 67 1. nothing — he couldn’t think of a single example (if you left this space blank, you got the answer right!)

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2. less 3. SA: (a) people with one sickle-cell gene and one normal (Ss) don’t die of malaria and, though weakened from poor oxygen transport, they don’t die of sickle-cell anemia (ss). (b) HBS is “good” for “fitness” — IN AND ONLY IN AREAS WHERE MALARIA CAUSES MANY DEATHS — because more children of carriers (Ss) survive to have children (fitness) than children of normal parents (SS) who die more readily than carrier children. HbS is NOT good adaptation because sickle-cell hemoglobin carries oxygen far less well than normal hemoglobin (HBA), and oxygen transport is the purpose (design function) of hemoglobin. Because HBS is poorly adapted for oxygen transport, carriers (Ss) survive less well (have lower fitness as well as poorer adaptation) in areas where malaria is not a problem — e.g., among people of central African descent in America. (c) The price for carriers of the sickle-cell mutant is high! Half their children can still die of either sickle-cell anemia or of malaria where malaria is a problem, and three-quarters of their children suffer from reduced oxygen transport. (d) Your opinion here (but even when the author was an evolutionist he didn’t use sickle-cell hemoglobin to support evolution!). 4. Answers will vary. The mathematical challenges and the fact that mutations are going the wrong way for evolution should be sufficient reason to say “mutations, yes; evolution, no.” But the simplest, most profound reason mutations cannot produce evolution is that mutations only produce changes — allelic changes — in genes that already exist. The most change mutations could ever produce are only allelic changes that make a gene pool wider, not deeper. 5. alleles; already exist; corruption (decline after sin) 6. preexisting information; God — the Word in Christ 7. Creation — no; Corruption — yes; Catastrophe — yes (in part); Christ — no. 8. a. many; large; few; small b. better; new species; increase; after sin; worse; defects and disease; decrease 9. generalized; specialized; creation; variation within Chapter 9, page 75 1. homology; evolutionists; creationists 2. After all, there’s another reason in our common experience why things look alike. It’s creation

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4. 5. 6.

according to a common plan. Evolutionists recognize the similarity between the eyes easily enough, but they’ve never been able to find or even imagine a common ancestor having eyes with traits that would explain these similarities. So instead of calling these eyes homologous organs, they call them examples of “convergent evolution.” Rather than evolution, however, we have another example of similarity in structure that cannot be explained as evolutionary descent from a common ancestor. Convergence, in the sense of similar structures designed to meet similar needs, would be expected, of course, on the basis of creation according to a common plan. “Divergence” is the occurrence of quite distinct structures in plants and animals that otherwise are supposed to be close evolutionary relatives. There is no “evolutionary intermediate” to explain the difference, so scientists will not classify them as evolutionary relatives, despite the similarities. mosaic; creation a, b, c, d, e (i.e., all, although e was not in the text) contradict each other; mosaic (or matrix or modular); creation

Chapter 10, page 83 1. taxonomy; systematics 2. taxonomy; systematics 3. color; no 4. a, b, c, d, (i.e., all) 5. sequential; hierarchical; creation; does 6. Carolus Linnaeus (or Karl von Linne) 7. kingdom, phylum (division), class, order, family, genus, species; 8. genus and species; genus; genus 9. both (at least potentially!) Chapter 11, page 91 1. 46 (23 pairs); 23 2. XX; XY; father’s sperm (½ are X, ½ are Y) 3. is; does; is not; does not 4. conception 5. No. Cloning requires DNA plus the instructions in the right kind of egg cell (and often a mother for the egg cell) to “read” the DNA instructions in the right order for proper development. 6. cleavage; differentiation; stem; adult; embryonic 7. notochord; neural ridges; neural tube; somites; backbones and muscle (either order)

8. metamorphosis; nothing like; entelechy 9. bud-bend-paddle-toes; people; frogs 10. T 11. fearfully (awesomely) and wonderfully Chapter 12, page 103 1. Haeckel; are 2. fish; reptile; monkey; plan in God’s mind — unformed substance — knit together 3. fertilized egg cell (or zygote); 100% 4. SA: All the genes for making both the tadpole (waterbreathing plant-eater) and adult frog (air-breathing insect eater) are present from the start in the egg cell — as well as all the genes for making the complex, multi-step change (metamorphosis) between the two stages — which provides evidence of creation. Yet in nature only about 50% of tadpoles make the transition to land even with all genes already present, yet evolutionists want us to believe some fish with no “frog genes” made the transition to land with chance mutations adding the hundreds of genes needed one at a time, each mutated step winning the struggle for survival to produce a large population for the next lucky accident. 5. vestigial organs (or vestiges); all 180 6. a. D, b. E, c. F, d. G, e. H, f. A, g. B, h. C 7. Nipples in males are part of very incompletely developed organs that develop in females into milk-secreting breasts. But nipples in males do NOT qualify as vestigial, even by evolutionists’ own definition. Male nipples offer no support for evolution whatsoever (despite popular misconception), but they do point back to a profound part of the creation account. The biblical record tells us that God created woman (Eve) from a portion of man’s side. Adam and all the other creatures were made from inanimate elements (“dirt and water”), but Eve was special, both as the only one whose creation was anticipated and as the only one made from living flesh. Although not a strictly necessary consequence, it seems that God may be indicating that Adam and Eve each fully share mankind’s complete genetic potential. In that sense, male nipples are simply testimony that the first people were created from the same flesh, each having all human traits, but differently accentuated in the two sexes. 8. The yolk is not needed (since the baby is nourished by his or her mother), but the baby needs blood and blood vessels to form the bone marrow and other organs that later make blood. The yolk sac (or “blood

forming sac”) is already designed for that purpose in reptiles and birds, and it’s also designed to disappear after it serves its vital function, so it makes good sense to use it for the same purpose in mammals and man — where it also testifies to One Creator behind all these life forms! 9. evolutionists; scientists; had many important functions 10. caecum; human; only plants 11. vestigial, nascent; none Chapter 13, page 111 1. H, O, N, C, P 2. H-1, O-2, N-3, C-4, P-5; double; triple; (or); or equivalent: 3. -OH hydroxyl; -COH alcohol; -NH2 amine; -COOH (carboxylic) acid 4. isomers; left- and right-handed (either order); isomers; left-; right-; death 5. polymers; monomers; polymers (chains); amino acid; polymers (chains); sugar; monomers; water; water 6. water; evaporation; Brownian; hot; death; are destroyed 7. diffusion (and osmosis also); packed to scattered; high to low; warm; smaller; ends; never ceases 8. osmosis; swell; firm; exploding Chapter 14, page 117 1. cells; nucleus; wall 2. a. membranes, b. enzymes, c. DNA, d. membranes, e. DNA, f. ATP, g. enzymes, h. water, i. water 3. SA: Enzymes need the energy supplied by ATP to put molecules together, and ATP needs enzymes to select the molecules that get a “dose” of energy. 4. SA: DNA “tells” the cell how to make specific proteins, but it takes specific proteins to make and implement the DNA code (alphabet) for making specific proteins. 5. creative design and organization 6. Pasteur; SA: Darwin’s followers simply said that spontaneous generation (chemical evolution) occurred so far back in time and/or so far out in space that scientists could never disprove it or even test the idea; i.e., they made chemical evolution an article of absolute faith beyond the reach of science. 7. God; before; by

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Chapter 15, page 123 1. materialistic philosophy; good story telling; except scientific evidence 2. without any; (a), (b), (c)—See p. 119 from “Miller’s Spark Chamber” to “Fox’s Proteinoids and Microspheres” p. 120 3. did not; prevent 4. a. 2); b. NO; c. NO 5. a. F, b. F, c. F, d. T, e. T 6. an orderly mechanism; organization; creation; death Chapter 16, page 131 1. nearly exactly opposite of the truth; stop 2. Answers may vary slightly. What does it take to recognize evidence of creation? Just the ordinary tools of science: logic and observation. Even when we don’t know who or what the creative agent is, there are cases where “creation” is simply the most logical inference from our scientific observations. Ex: A pebble and an arrowhead can be made of the same material. Yet, the rock will show signs of weathering and processes over time. The arrowhead is clearly something deliberately made. 3. DNA (or RNA); proteins; amino acids; bases; destroy; prevent 4. three; the same; R; absolutely no; 13; absolutely 0; still absolutely 0; imposed on; plan, purpose, and special acts of creation 5. neither; are NOT; ribosomes; plan, purpose and God 6. tRNA; translases (or activating enzymes); absolutely destroying; preventing; R-group; triplet codon (or “anti-codon”); never; destroy 7. b; was created Chapter 17, page 137 1. evolutionists; creationists 2. GGACTTCTT; pro-val-glu 3. A-T; A-U; CCUGAAGAA; CCUGUAGAA 4. does NOT; ribosomes; proteins; proteins; creationists 5. tRNA; base pairing; cannot; TRANSLASES (or activating enzymes) 6. (2); (1); (3); 7. the same; destroy; (5); (4); never touch; destroy; unlike; absolutely no; a different; at least 20; goaloriented plan and purpose; God; creation; God’s (life) 8. Creator; Sustainer

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Chapter 18, page 143 1. imposed on; plan, purpose, and acts of creation — PPC; everybody; logic and observation; c (any creation except God’s!) 2. a, b, c-lots of, continuously 3. a. T; b. T; c. T; d. T; e. T (in author’s opinion); f. T 4. a. Lipson; b. Crick; c. Dawkins; d. Hoyle; e. Denton Chapter 19, page 151 1. In short, DNA is NOT self-reproducing. Its replication requires lots of raw materials and energy. Its continuing replication requires a continuously renewed supply of “expensive” raw materials and energy, the complex and pre-energized single nucleotides. 2. cancer; DNA; UV; nuclease; polymerase; ligase 3. Hold your two hands in front of you as if you were holding a basketball. Now change the shape of your left hand as if to hold something else. Then change the shape of your right hand so your two hands are now shaped to hold (interlock with) a third object. Now imagine you can twist your left hand into a thousand different shapes and your right hand into a thousand. How many different shapes could your two hands form? Since each left-hand shape could go with 1,000 right-hand shapes, and each right with 1,000 left hand-shapes, the answer is 1,000 x 1,000 = 1,000,000 — a cool million! The “hands shape analogy” illustrates how God designed a DNA mechanism to make far more antibodies than all other proteins put together. A thousand DNA genes would make 1,000 variations of the left protein chain at an antibody’s Y-tip, and another 1,000 DNA genes could make 1,000 variations of the right chain at each Y-tip. So “mixing and matching” protein chains from 2,000 DNA genes (1,000 “left” and 1,000 “right”) could produce 1,000,000 antibodies — sufficient to interlock with and neutralize all foreign substances, past, present, and future! 4. DNA; feeler; injector; DNA; before; mutations; corrupt; explode; disease 5. mind; matter 6. a. Corruption, b. Corruption, c. Creation, d. Creation, e. Catastrophe, f. Catastrophe or Corruption, g. Christ, h. Christ 7. Your favorite illustration that “What we see in God’s world (science) agrees with what we read in God’s Word (the Bible).”

Building Blocks in Life Science Unit Quiz Answer Key Unit 1 Quiz, chapters 1-8 1. a. Catastrophe b. Corruption c. Creation d. Christ 2. a. genetic bottleneck b. genetic drift or founder effect c. specialization d. reproductive isolation e. mutations 3. a. morphotype b. fertilotype c. ecotype d. fertilotype e. ecotype f. morphotype 4. baramins; create(d); kind 5. evolution; corruption (mutational defects following sin) 6. s pecies; defects, disease, decline, death (or equivalent) 7. e. an increase in the quantity and quality of genetic information in the human genome. 8. Sample answer (SA): Being able to relate God’s world and God’s Word is important in two ways: (a) it builds faith and trust in Scripture (the Bible), and (2) it helps believers use the wonders of science to introduce others to the wonders of new life in Christ revealed in God’s Word. 9. Answers can vary. The Bible refers to “kinds” in both the Creation and Flood accounts in Genesis. This does not mean “species” — it simply means kinds — which can show a lot of variety and diversity built into each one. For example, the cat kind can encompass everything from a house cat to a cheetah to an African lion. This view takes into account the major changes that occurred when mankind corrupted God’s creation; e.g., plants producing thorns, and animal predators beginning to kill and eat other animals. Fixity of species would not allow for the re-population of the earth by animals following the Great Flood — meaning that every animal that ever lived in every kind would have had to be represented on the ark, which was not feasible or necessary.

10. SA: “Molecules to man” evolution absolutely requires a HUGE INCREASE IN BOTH THE QUANTITY and QUALITY OF GENETIC INFORMATION, and neither mutations nor Darwinian “ selection” can provide either, since they only change or select existing varieties (pointing back to prior acts of creation). 11. Answers can vary. Natural selection is NOT lion vs. zebra; it’s lion vs. lion (who can catch a zebra) and zebra vs. zebra (who can escape the lion). In other words, natural selection is NOT INTERspecific competition (between species); it’s INTRAspecific competition (within species). Even members of a plant species compete for water and minerals from the soil and a place in the sun. 12. Answers can vary. Evolution is a hypothetical process that is supposed to change a few simple forms over time into many complex and varied forms. There is a real process of change through time in which a few life forms are followed by a series of more and more complex and varied forms, but the real process is ecological succession. If you watched a certain area of bare rock over time, as scientists have, you could observe a series of changes from lichens to moss, ferns, shrubs, and trees. But the lichens didn’t evolve into the moss, nor the moss into the ferns, etc. Rather, each living community changed the environment in ways that paved the way for the next community to move in. 13. Answers can vary. For example, peppered moth case. Natural selection did NOT produce a “new and improved moth”; the dark moth was already present. Pollution made the light form less camouflaged, and so (presumably) natural selection eliminated more light than dark moths. Had natural selection “gone to completion” and totally eliminated the light moth, the species might now be well on the road to extinction, since reduction in pollution has now made the dark moth less camouflaged. 14. Answers will vary. Exactly the same way a creationist would. He saw finches with variation in beak type on the South American mainland and presumed these finches might have reached the islands on a vegetation mat or something similar. The ones with seed-crushing beaks survived where seeds were the major food sources, and those with insect-catching beaks out-reproduced others where insects were the major source of food. Given finches with a variety of beak types, then, natural selection helps us to explain how and where the different varieties survived as they multiplied and filled the earth. That, of course, is just what a creationist would say — except that a biblical

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creationist would add that the “struggle and death” part of migration did not begin until man’s rebellion ruined the world God had created without death. 15. Answers can vary. Some points that can be included are: scriptural authority (biblical account of creation and the Flood); death and suffering not fitting the “good” creation as referenced in the Bible; Christ’s return to save mankind from sin, which began in the garden following Creation; scientific evidences that point to a young earth rather than an old one; etc. Unit 2 Quiz, chapters 6–10 1. a. D b. E c. F d. G e. H f. A g. B h. C 2. a. kingdom b. phylum (division) c. class d. order e. family f. genus g. species 3. 46 (23 pairs); 23 4. fearfully (awesomely) and wonderfully 5. c. both a. and b. (at least potentially!) 6. mosaic, creation 7. a. T b. T c. T d. T e. T 8. Carolus Linnaeus (or Karl von Linne) 9. No. Cloning requires DNA plus the instructions in the right kind of egg cell (and often a mother for the egg cell) to “read” the DNA instructions in the right order for proper development. 10. SA: All the genes for making both the tadpole (waterbreathing plant-eater) and adult frog (air-breathing insect eater) are present from the start in the egg cell — as well as all the genes for making the complex, multi-step change (metamorphosis) between the two stages — which provides evidence of creation.

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Yet in nature only about 50% of tadpoles make the transition to land even with all genes already present, yet evolutionists want us to believe some fish with no “frog genes” made the transition to land with chance mutations adding the hundreds of genes needed one at a time, each mutated step winning the struggle for survival to produce a large population for the next lucky accident. 11. The yolk is not needed (since the baby is nourished by his or her mother), but the baby needs blood and blood vessels to form the bone marrow and other organs that later make blood. The yolk sac (or “blood-forming sac”) is already designed for that purpose in reptiles and birds, and it’s also designed to disappear after it serves its vital function, so it makes good sense to use it for the same purpose in mammals and man — where it also testifies to One Creator behind all these life forms! 12. a. conception Unit 3 Quiz, chapters 11–14 1. a. membranes b. enzymes c. DNA d. membranes e. DNA f. ATP g. enzymes h. water i. water 2. a. Lipson b. Crick c. Dawkins d. Hoyle e. Denton 3. a. Corruption b. Corruption c. Creation d. Creation e. Catastrophe f. Catastrophe or Corruption g. Christ h. Christ 4. H, O, N, C, P 5. A-T; A-U; CCUGAAGAA; CCUGUAGAA 6. did not; prevent 7. nearly exactly opposite of the truth; stop

8. Answers may vary slightly. What does it take to recognize evidence of creation? Just the ordinary tools of science: logic and observation. Even when we don’t know who or what the creative agent is, there are cases where “creation” is simply the most logical inference from our scientific observations. Ex: A pebble and an arrowhead can be made of the same material. Yet, the rock will show signs of weathering and processes over time. The arrowhead is clearly something deliberately made. 9. No. DNA is NOT self-reproducing. Its replication requires lots of raw materials and energy. Its continuing replication requires a continuously renewed supply of “expensive” raw materials and energy, the complex and pre-energized single nucleotides.

Building Blocks in Life Science Test Answer Key 1. 2. 3. 4.

a. morphotype b. fertilotype c. ecotype d. fertilotype e. ecotype f. morphotype a. kingdom b. phylum (division) c. class d. order e. family f. genus g. species a. D b. E c. F d. G e. H f. A g. B h. C a. Lipson b. Crick c. Dawkins d. Hoyle e. Denton

5. 6. 7.

a. Corruption b. Corruption c. Creation d. Creation e. Catastrophe f. Catastrophe or Corruption g. Christ h. Christ baramins; create(d); kind evolution; corruption (mutational defects following sin) 8. species; defects, disease, decline, death (or equivalent) 9. 46 (23 pairs); 23 10. fearfully (awesomely) and wonderfully 11. e. an increase in the quantity and quality of genetic information in the human genome. 12. a. conception 13. mosaic; creation 14. nearly exactly opposite of the truth; stop 15. Sample answer (SA): Being able to relate God’s world and God’s Word is important in two ways: (a) it builds faith and trust in Scripture (the Bible), and (2) it helps believers use the wonders of science to introduce others to the wonders of new life in Christ revealed in God’s Word. 16. SA: “Molecules to man” evolution absolutely requires a HUGE INCREASE IN BOTH THE QUANTITY and QUALITY OF GENETIC INFORMATION, and neither mutations nor Darwinian “selection” can provide either, since they only change or select existing varieties (pointing back to prior acts of creation). 17. Answers will vary. Exactly the same way a creationist would. He saw finches with variation in beak type on the South American mainland and presumed these finches might have reached the islands on a vegetation mat or something similar. The ones with seed-crushing beaks survived where seeds were the major food sources, and those with insect-catching beaks out-reproduced others where insects were the major source of food. Given finches with a variety of beak types, then, natural selection helps us to explain how and where the different varieties survived as they multiplied and filled the earth. That, of course, is just what a creationist would say — except that a biblical creationist would add that the “struggle and death” part of migration did not begin until man’s rebellion ruined the world God had created without death.

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18. No. Cloning requires DNA plus the instructions in the right kind of egg cell (and often a mother for the egg cell) to “read” the DNA instructions in the right order for proper development. 19. Answers may vary slightly. What does it take to recognize evidence of creation? Just the ordinary tools of science: logic and observation. Even when we don’t know who or what the creative agent is, there are cases where “creation” is simply the most logical inference from our scientific observations. Ex: A pebble and an arrowhead can be made of the same material. Yet, the rock will show signs of weathering and processes over time. The arrowhead is clearly something deliberately made. 20. Answers can vary. Some points that can be included are: scriptural authority (biblical account of creation and the Flood); death and suffering not fitting the “good” creation as referenced in the Bible; Christ’s return to save mankind from sin, which began in the garden following Creation; scientific evidences that point to a young earth rather than an old one; etc.

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